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Détail de l'auteur
Auteur Rachel MCDONALD |
Documents disponibles écrits par cet auteur (2)
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Anxiety in autistic preschool children: Phenomenology and a network analysis of correlates / Roma A. VASA in Autism Research, 16-8 (August 2023)
[article]
Titre : Anxiety in autistic preschool children: Phenomenology and a network analysis of correlates Type de document : Texte imprimé et/ou numérique Auteurs : Roma A. VASA, Auteur ; Connor M. KERNS, Auteur ; Vini SINGH, Auteur ; Rachel MCDONALD, Auteur ; Yeon Sik JANG, Auteur ; Amy KEEFER, Auteur Article en page(s) : p.1561-1572 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Anxiety disorders in autistic children are associated with significant functional impairment. Few studies have examined impairing anxiety presentations in autistic preschool children (i.e., 3-5?years old). This cross-sectional study examined the phenomenology of impairing anxiety and the strongest correlates of anxiety in 75 autistic preschool children. Parents completed a diagnostic interview that assesses two anxiety types, DSM-5 anxiety disorders and impairing distinct anxiety presentations, and measures of anxiety correlates. An exploratory network analysis examined connections between anxiety and its correlates. Forty percent of children had impairing anxiety. Specific phobia followed by 'other social fear,' a type of distinct anxiety, were the most common anxiety types. Child intolerance of uncertainty (IU) was the only correlate that was associated with anxiety in a network analysis framework. Child IU linked anxiety to two other correlates, sensory over-responsivity and somatic symptoms. Findings emphasize the need for early intervention for anxiety and further research on its correlates. En ligne : https://doi.org/10.1002/aur.2968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510
in Autism Research > 16-8 (August 2023) . - p.1561-1572[article] Anxiety in autistic preschool children: Phenomenology and a network analysis of correlates [Texte imprimé et/ou numérique] / Roma A. VASA, Auteur ; Connor M. KERNS, Auteur ; Vini SINGH, Auteur ; Rachel MCDONALD, Auteur ; Yeon Sik JANG, Auteur ; Amy KEEFER, Auteur . - p.1561-1572.
Langues : Anglais (eng)
in Autism Research > 16-8 (August 2023) . - p.1561-1572
Index. décimale : PER Périodiques Résumé : Abstract Anxiety disorders in autistic children are associated with significant functional impairment. Few studies have examined impairing anxiety presentations in autistic preschool children (i.e., 3-5?years old). This cross-sectional study examined the phenomenology of impairing anxiety and the strongest correlates of anxiety in 75 autistic preschool children. Parents completed a diagnostic interview that assesses two anxiety types, DSM-5 anxiety disorders and impairing distinct anxiety presentations, and measures of anxiety correlates. An exploratory network analysis examined connections between anxiety and its correlates. Forty percent of children had impairing anxiety. Specific phobia followed by 'other social fear,' a type of distinct anxiety, were the most common anxiety types. Child intolerance of uncertainty (IU) was the only correlate that was associated with anxiety in a network analysis framework. Child IU linked anxiety to two other correlates, sensory over-responsivity and somatic symptoms. Findings emphasize the need for early intervention for anxiety and further research on its correlates. En ligne : https://doi.org/10.1002/aur.2968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 Psychiatry training in autism spectrum disorder and intellectual disability: Ongoing gaps and emerging opportunities / Natasha MARRUS in Autism, 27-3 (April 2023)
[article]
Titre : Psychiatry training in autism spectrum disorder and intellectual disability: Ongoing gaps and emerging opportunities Type de document : Texte imprimé et/ou numérique Auteurs : Natasha MARRUS, Auteur ; Kathleen A KOTH, Auteur ; Jessica A HELLINGS, Auteur ; Rachel MCDONALD, Auteur ; McLeod Frampton GWYNETTE, Auteur ; Rebecca MUHLE, Auteur ; William D LOHR, Auteur ; Roma A VASA, Auteur Article en page(s) : p.679-689 Langues : Anglais (eng) Mots-clés : autism spectrum disorder,education,intellectual disability,psychiatry,residency training Index. décimale : PER Périodiques Résumé : Autism spectrum disorder and intellectual disability are associated with psychiatric comorbidities, yet a 2009 study of US child and adolescent psychiatry program directors indicated that psychiatry residents receive insufficient training in autism spectrum disorder/intellectual disability. This follow-up study surveyed child and adolescent psychiatry and general psychiatry program directors to assess (1) the current extent of residency training in autism spectrum disorder/intellectual disability, (2) program director perceptions of educational topics and resident competency in autism spectrum disorder/intellectual disability, and (3) preferred resources to strengthen autism spectrum disorder/intellectual disability training. As in 2009, many child and adolescent psychiatry program directors reported few lecture hours, although current child and adolescent psychiatry residents saw slightly more patients with autism spectrum disorder but not intellectual disability. General psychiatry program directors reported fewer lecture hours in autism spectrum disorder/intellectual disability and fewer patients with autism spectrum disorder than child and adolescent psychiatry program directors. Both child and adolescent psychiatry and general psychiatry program directors recognized the importance of a range of educational topics in autism spectrum disorder/intellectual disability. Child and adolescent psychiatry program directors reported higher resident competency, and lecture hours and patients seen moderately correlated with resident competency. Program directors indicated that online videos and other resources would help improve autism spectrum disorder/intellectual disability training in their programs. Collectively, these findings suggest minimal improvements in autism spectrum disorder/intellectual disability training over the past decade and highlight the urgent need to advance psychiatry training in this field through dissemination of resources.Lay abstractChildren, adolescents, and adults with autism spectrum disorder and intellectual disability experience high rates of co-occurring psychiatric conditions throughout their lifetime. However, there is a shortage of psychiatrists to treat these populations. We evaluated how much education psychiatrists-in-training receive on how to care for individuals with autism spectrum disorder/intellectual disability. We found that in many psychiatry programs, residents receive limited training experiences in autism spectrum disorder/intellectual disability involving lectures and patient contact and that psychiatry program directors would benefit from more resources to strengthen education in autism spectrum disorder/intellectual disability. En ligne : https://doi.org/10.1177/13623613221112197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499
in Autism > 27-3 (April 2023) . - p.679-689[article] Psychiatry training in autism spectrum disorder and intellectual disability: Ongoing gaps and emerging opportunities [Texte imprimé et/ou numérique] / Natasha MARRUS, Auteur ; Kathleen A KOTH, Auteur ; Jessica A HELLINGS, Auteur ; Rachel MCDONALD, Auteur ; McLeod Frampton GWYNETTE, Auteur ; Rebecca MUHLE, Auteur ; William D LOHR, Auteur ; Roma A VASA, Auteur . - p.679-689.
Langues : Anglais (eng)
in Autism > 27-3 (April 2023) . - p.679-689
Mots-clés : autism spectrum disorder,education,intellectual disability,psychiatry,residency training Index. décimale : PER Périodiques Résumé : Autism spectrum disorder and intellectual disability are associated with psychiatric comorbidities, yet a 2009 study of US child and adolescent psychiatry program directors indicated that psychiatry residents receive insufficient training in autism spectrum disorder/intellectual disability. This follow-up study surveyed child and adolescent psychiatry and general psychiatry program directors to assess (1) the current extent of residency training in autism spectrum disorder/intellectual disability, (2) program director perceptions of educational topics and resident competency in autism spectrum disorder/intellectual disability, and (3) preferred resources to strengthen autism spectrum disorder/intellectual disability training. As in 2009, many child and adolescent psychiatry program directors reported few lecture hours, although current child and adolescent psychiatry residents saw slightly more patients with autism spectrum disorder but not intellectual disability. General psychiatry program directors reported fewer lecture hours in autism spectrum disorder/intellectual disability and fewer patients with autism spectrum disorder than child and adolescent psychiatry program directors. Both child and adolescent psychiatry and general psychiatry program directors recognized the importance of a range of educational topics in autism spectrum disorder/intellectual disability. Child and adolescent psychiatry program directors reported higher resident competency, and lecture hours and patients seen moderately correlated with resident competency. Program directors indicated that online videos and other resources would help improve autism spectrum disorder/intellectual disability training in their programs. Collectively, these findings suggest minimal improvements in autism spectrum disorder/intellectual disability training over the past decade and highlight the urgent need to advance psychiatry training in this field through dissemination of resources.Lay abstractChildren, adolescents, and adults with autism spectrum disorder and intellectual disability experience high rates of co-occurring psychiatric conditions throughout their lifetime. However, there is a shortage of psychiatrists to treat these populations. We evaluated how much education psychiatrists-in-training receive on how to care for individuals with autism spectrum disorder/intellectual disability. We found that in many psychiatry programs, residents receive limited training experiences in autism spectrum disorder/intellectual disability involving lectures and patient contact and that psychiatry program directors would benefit from more resources to strengthen education in autism spectrum disorder/intellectual disability. En ligne : https://doi.org/10.1177/13623613221112197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499