Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender / A. STURM in Autism Research, 12-6 (June 2019)  

Public ISBD [article]  inAutism Research > 12-6 (June 2019) . - p.931-940 Titre : Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender Type de document : Texte imprimé et/ou numérique Auteurs : A. STURM, Auteur ; Connie KASARI, Auteur Année de publication : 2019 Article en page(s) : p.931-940 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  comorbidity  gender  postsecondary education Index. décimale : PER Périodiques Résumé : There is a pressing need to better characterize the college-bound population of individuals with autism spectrum disorder (ASD), as prior studies have included small samples, consisting of individuals who are either recruited due to diagnosis or are treatment seeking. As postsecondary institutions look to respond to the growing need for support services for individuals with ASD, insights derived from large, population-based samples is a necessity. The current study included a sample of over 2000 incoming postsecondary students who self-identified with ASD as a part of surveys distributed by institutions nationally. The impact of heterogeneity (gender, comorbid attention-deficit/hyperactivity disorder [ADHD], and/or learning disability) on demographic characteristics, and psychosocial (psychological health, interpersonal self-confidence) and academic (self-regulated learning, intellectual self-confidence) domains critical for success in postsecondary education were compared to a matched sample of students with ADHD or no diagnoses. College-bound students with ASD broadly endorsed similar rates of ADHD, LD, and psychological disorder comorbidity to clinic-referred samples, and were more similar than different from their typically developing peers. A comorbid diagnosis of ADHD was associated with greater academic disengagement. Females with ASD and those with any comorbid disorder were more likely to self-report poorer psychological health. Findings revealed that self-reported levels of functioning in critical domains differed by self-reported comorbid disorders and gender. Findings have implications for targeted support service recommendations based on unique sources of heterogeneity (e.g., gender, presenting comorbid disorders) and are detailed in the current study. Autism Res 2019, 12: 931-940. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: College-bound students with ASD feel academically competent; however feel less confident with their peers. Students with ASD and another diagnosis (e.g., ADHD, learning disability) and girls with ASD may be particularly at risk of experiencing poorer psychological health while enrolled in postsecondary education. Using this information, postsecondary institutions can provide more targeted support services to students with ASD enrolled in postsecondary education. En ligne : https://dx.doi.org/10.1002/aur.2099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 [article] Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender [Texte imprimé et/ou numérique] / A. STURM, Auteur ; Connie KASARI, Auteur . - 2019 . - p.931-940. Langues : Anglais (eng) in Autism Research > 12-6 (June 2019) . - p.931-940 Mots-clés : autism spectrum disorder  comorbidity  gender  postsecondary education Index. décimale : PER Périodiques Résumé : There is a pressing need to better characterize the college-bound population of individuals with autism spectrum disorder (ASD), as prior studies have included small samples, consisting of individuals who are either recruited due to diagnosis or are treatment seeking. As postsecondary institutions look to respond to the growing need for support services for individuals with ASD, insights derived from large, population-based samples is a necessity. The current study included a sample of over 2000 incoming postsecondary students who self-identified with ASD as a part of surveys distributed by institutions nationally. The impact of heterogeneity (gender, comorbid attention-deficit/hyperactivity disorder [ADHD], and/or learning disability) on demographic characteristics, and psychosocial (psychological health, interpersonal self-confidence) and academic (self-regulated learning, intellectual self-confidence) domains critical for success in postsecondary education were compared to a matched sample of students with ADHD or no diagnoses. College-bound students with ASD broadly endorsed similar rates of ADHD, LD, and psychological disorder comorbidity to clinic-referred samples, and were more similar than different from their typically developing peers. A comorbid diagnosis of ADHD was associated with greater academic disengagement. Females with ASD and those with any comorbid disorder were more likely to self-report poorer psychological health. Findings revealed that self-reported levels of functioning in critical domains differed by self-reported comorbid disorders and gender. Findings have implications for targeted support service recommendations based on unique sources of heterogeneity (e.g., gender, presenting comorbid disorders) and are detailed in the current study. Autism Res 2019, 12: 931-940. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: College-bound students with ASD feel academically competent; however feel less confident with their peers. Students with ASD and another diagnosis (e.g., ADHD, learning disability) and girls with ASD may be particularly at risk of experiencing poorer psychological health while enrolled in postsecondary education. Using this information, postsecondary institutions can provide more targeted support services to students with ASD enrolled in postsecondary education. En ligne : https://dx.doi.org/10.1002/aur.2099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

Cognitive control processes in behavior therapy for youth with Tourette's disorder / J. F. MCGUIRE in Journal of Child Psychology and Psychiatry, 63-3 (March 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-3 (March 2022) . - p.296-304 Titre : Cognitive control processes in behavior therapy for youth with Tourette's disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. F. MCGUIRE, Auteur ; A. STURM, Auteur ; E. J. RICKETTS, Auteur ; G. E. MONTALBANO, Auteur ; S. CHANG, Auteur ; S. K. LOO, Auteur ; D. W. WOODS, Auteur ; J. MCCRACKEN, Auteur ; J. PIACENTINI, Auteur Article en page(s) : p.296-304 Langues : Anglais (eng) Mots-clés : Cognitive control  behavior therapy  inhibition  inhibitory control  tic suppression Index. décimale : PER Périodiques Résumé : BACKGROUND: Cognitive control processes are implicated in the behavioral treatment of Tourette's disorder (TD). However, the influence of these processes on treatment outcomes has received minimal attention. This study examined whether cognitive control processes and/or tic suppression predicted reductions in tic severity and treatment response to behavior therapy. METHOD: Fifty-three youth with TD or a pervasive tic disorder participated in a randomized wait list-controlled trial of behavior therapy. Following a baseline assessment to evaluate psychiatric diagnoses, tic severity, and cognitive control processes (e.g., response selection, inhibition, and suppression), youth were randomly assigned to receive eight sessions of behavior therapy (n?=?23) or a wait list of equal duration (n?=?28). Youth receiving immediate treatment completed a post-treatment assessment to determine improvement in tic severity. Meanwhile, youth in the wait list condition completed another assessment to re-evaluate tic severity and cognitive control processes, and subsequently received 8 sessions of behavior therapy followed by a post-treatment assessment to determine improvement. RESULTS: A multiple linear regression model found that pretreatment inhibition/switching on the Delis-Kaplan Executive Function System Color-Word Interference Test predicted reductions in tic severity after behavior therapy (??=?-.36, t?=?-2.35, p?=?.025, ?(2) ?=?.15). However, other cognitive control processes and tic suppression did not predict treatment response and/or reductions in tic severity. Small nonsignificant effects were observed in cognitive control processes after behavior therapy. CONCLUSION: Cognitive control processes may influence tic severity reductions in behavior therapy. Notably, even when other cognitive control processes are impaired and youth are initially unable to voluntarily suppress their tics, youth with TD can still benefit from behavior therapy. Findings offer implications for clinical practice and research for TD. En ligne : http://dx.doi.org/10.1111/jcpp.13470 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 [article] Cognitive control processes in behavior therapy for youth with Tourette's disorder [Texte imprimé et/ou numérique] / J. F. MCGUIRE, Auteur ; A. STURM, Auteur ; E. J. RICKETTS, Auteur ; G. E. MONTALBANO, Auteur ; S. CHANG, Auteur ; S. K. LOO, Auteur ; D. W. WOODS, Auteur ; J. MCCRACKEN, Auteur ; J. PIACENTINI, Auteur . - p.296-304. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-3 (March 2022) . - p.296-304 Mots-clés : Cognitive control  behavior therapy  inhibition  inhibitory control  tic suppression Index. décimale : PER Périodiques Résumé : BACKGROUND: Cognitive control processes are implicated in the behavioral treatment of Tourette's disorder (TD). However, the influence of these processes on treatment outcomes has received minimal attention. This study examined whether cognitive control processes and/or tic suppression predicted reductions in tic severity and treatment response to behavior therapy. METHOD: Fifty-three youth with TD or a pervasive tic disorder participated in a randomized wait list-controlled trial of behavior therapy. Following a baseline assessment to evaluate psychiatric diagnoses, tic severity, and cognitive control processes (e.g., response selection, inhibition, and suppression), youth were randomly assigned to receive eight sessions of behavior therapy (n?=?23) or a wait list of equal duration (n?=?28). Youth receiving immediate treatment completed a post-treatment assessment to determine improvement in tic severity. Meanwhile, youth in the wait list condition completed another assessment to re-evaluate tic severity and cognitive control processes, and subsequently received 8 sessions of behavior therapy followed by a post-treatment assessment to determine improvement. RESULTS: A multiple linear regression model found that pretreatment inhibition/switching on the Delis-Kaplan Executive Function System Color-Word Interference Test predicted reductions in tic severity after behavior therapy (??=?-.36, t?=?-2.35, p?=?.025, ?(2) ?=?.15). However, other cognitive control processes and tic suppression did not predict treatment response and/or reductions in tic severity. Small nonsignificant effects were observed in cognitive control processes after behavior therapy. CONCLUSION: Cognitive control processes may influence tic severity reductions in behavior therapy. Notably, even when other cognitive control processes are impaired and youth are initially unable to voluntarily suppress their tics, youth with TD can still benefit from behavior therapy. Findings offer implications for clinical practice and research for TD. En ligne : http://dx.doi.org/10.1111/jcpp.13470 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457

Who gains and who loses? Sociodemographic disparities in access to special education services among autistic students / A. STURM in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1621-1632 Titre : Who gains and who loses? Sociodemographic disparities in access to special education services among autistic students Type de document : Texte imprimé et/ou numérique Auteurs : A. STURM, Auteur ; J. WILLIAMS, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1621-1632 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Child, Preschool  Education, Special  Humans  Intellectual Disability  Students  United States  children  treatment research Index. décimale : PER Périodiques Résumé : Little is known about differences in the allocation of special education services to students with autism compared with students with other primary learning differences (e.g., intellectual disability [ID], specific learning disability [SLD]) and the comparative impact of sociodemographic factors on special education service receipt. The present study aimed to compare allocation of services (i.e., quantity and types) between students eligible for special education services under autism, SLD and ID, and to identify differences in sociodemographic predictors (e.g., race, neighborhood income) of service allocation. Data were culled from special education administrative records from a large urban, primarily Hispanic, Latino, or Spanish-serving school district from academic years 2011-2012 to 2016-2017. Participants included N = 76,428 students (N(autism)  = 18,151, N(SLD)  = 54,001, N(ID)  = 4,276) ages 2-18. Results showed that autistic students received, on average, more services than students with SLD. Services received by students served under autism and SLD eligibility were more congruent with areas of need (e.g., language, occupational therapy) relative to students served under ID. Student-level socioeconomic status (free and reduced lunch) was more positively predictive of the number of special education services received than the neighborhood income of the school the student attended. Finally, the most significant racial disparities in service allocation were observed among students served under autism eligibility. The present study demonstrates the critical role of economic resources in the quantity and types of services received, and the desirability of a public education for well-resourced families who are possibly best situated to navigate special education services. LAY SUMMARY: An eligibility of autism in special education confers a significant advantage in the number of services a student receives. Disparity in the quantity of special education services exists among autistic students across many sociodemographic factors. Most notably, greater allocation of services to non-Hispanic, Latino, or Spanish, White American, European American, or Middle Eastern American students and students who do not receive free and reduced lunch. En ligne : http://dx.doi.org/10.1002/aur.2517 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Who gains and who loses? Sociodemographic disparities in access to special education services among autistic students [Texte imprimé et/ou numérique] / A. STURM, Auteur ; J. WILLIAMS, Auteur ; Connie KASARI, Auteur . - p.1621-1632. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1621-1632 Mots-clés : Adolescent  Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Child, Preschool  Education, Special  Humans  Intellectual Disability  Students  United States  children  treatment research Index. décimale : PER Périodiques Résumé : Little is known about differences in the allocation of special education services to students with autism compared with students with other primary learning differences (e.g., intellectual disability [ID], specific learning disability [SLD]) and the comparative impact of sociodemographic factors on special education service receipt. The present study aimed to compare allocation of services (i.e., quantity and types) between students eligible for special education services under autism, SLD and ID, and to identify differences in sociodemographic predictors (e.g., race, neighborhood income) of service allocation. Data were culled from special education administrative records from a large urban, primarily Hispanic, Latino, or Spanish-serving school district from academic years 2011-2012 to 2016-2017. Participants included N = 76,428 students (N(autism)  = 18,151, N(SLD)  = 54,001, N(ID)  = 4,276) ages 2-18. Results showed that autistic students received, on average, more services than students with SLD. Services received by students served under autism and SLD eligibility were more congruent with areas of need (e.g., language, occupational therapy) relative to students served under ID. Student-level socioeconomic status (free and reduced lunch) was more positively predictive of the number of special education services received than the neighborhood income of the school the student attended. Finally, the most significant racial disparities in service allocation were observed among students served under autism eligibility. The present study demonstrates the critical role of economic resources in the quantity and types of services received, and the desirability of a public education for well-resourced families who are possibly best situated to navigate special education services. LAY SUMMARY: An eligibility of autism in special education confers a significant advantage in the number of services a student receives. Disparity in the quantity of special education services exists among autistic students across many sociodemographic factors. Most notably, greater allocation of services to non-Hispanic, Latino, or Spanish, White American, European American, or Middle Eastern American students and students who do not receive free and reduced lunch. En ligne : http://dx.doi.org/10.1002/aur.2517 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

---

1 (1 - 3 / 3)