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Auteur Somer L. BISHOP |
Documents disponibles écrits par cet auteur (68)
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Self-reported Everyday Sources of Happiness and Unhappiness in Autistic Adults / China I. Parenteau in Journal of Autism and Developmental Disorders, 54-4 (April 2024)
[article]
Titre : Self-reported Everyday Sources of Happiness and Unhappiness in Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : China I. Parenteau, Auteur ; Linnea A. LAMPINEN, Auteur ; Sheila S. GHODS, Auteur ; Julie L. Taylor, Auteur ; Ryan E. ADAMS, Auteur ; Somer L. BISHOP, Auteur ; Shuting ZHENG, Auteur Article en page(s) : p.1538-1548 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: Daily mood can be influenced by a range of experiences. Identifying everyday life experiences that make autistic adults happy and unhappy holds potential to foster positive mood and tackle mental health problems amongst this group. Methods: A total of 293 autistic adults between the ages of 18 to 35 years old (mean age of 26.51 years old (SD = 4.62); 43.3% female gender, 4.8% nonbinary) provided open-text responses regarding everyday sources of happiness and unhappiness. Using an iterative process of inductive coding, 14 happy themes and 22 unhappy themes of mood-changing life experiences were identified based on self-report qualitative data. Results: Common themes across the happy and unhappy domain involved social partners, social interactions, and engagement in recreational and employment activities, with additional distinct themes specific to happy or unhappy mood. Top themes identified in the happy domain emphasizes encouraging quality relationships and positive interactions with others and cultivating supportive work/societal environments to build a sense of achievement and value. Meanwhile, emotional tolls accompanied negative relationships and interactions, underscoring the necessity to provide autistic adults with conflict resolution and coping skills to increase feelings of happiness. Conclusion: Overall, the wide range of sources of happy and unhappy everyday experiences highlights the importance of considering personal preferences in engagement with others and activities in treatment. En ligne : https://doi.org/10.1007/s10803-023-05892-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526
in Journal of Autism and Developmental Disorders > 54-4 (April 2024) . - p.1538-1548[article] Self-reported Everyday Sources of Happiness and Unhappiness in Autistic Adults [Texte imprimé et/ou numérique] / China I. Parenteau, Auteur ; Linnea A. LAMPINEN, Auteur ; Sheila S. GHODS, Auteur ; Julie L. Taylor, Auteur ; Ryan E. ADAMS, Auteur ; Somer L. BISHOP, Auteur ; Shuting ZHENG, Auteur . - p.1538-1548.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-4 (April 2024) . - p.1538-1548
Index. décimale : PER Périodiques Résumé : Purpose: Daily mood can be influenced by a range of experiences. Identifying everyday life experiences that make autistic adults happy and unhappy holds potential to foster positive mood and tackle mental health problems amongst this group. Methods: A total of 293 autistic adults between the ages of 18 to 35 years old (mean age of 26.51 years old (SD = 4.62); 43.3% female gender, 4.8% nonbinary) provided open-text responses regarding everyday sources of happiness and unhappiness. Using an iterative process of inductive coding, 14 happy themes and 22 unhappy themes of mood-changing life experiences were identified based on self-report qualitative data. Results: Common themes across the happy and unhappy domain involved social partners, social interactions, and engagement in recreational and employment activities, with additional distinct themes specific to happy or unhappy mood. Top themes identified in the happy domain emphasizes encouraging quality relationships and positive interactions with others and cultivating supportive work/societal environments to build a sense of achievement and value. Meanwhile, emotional tolls accompanied negative relationships and interactions, underscoring the necessity to provide autistic adults with conflict resolution and coping skills to increase feelings of happiness. Conclusion: Overall, the wide range of sources of happy and unhappy everyday experiences highlights the importance of considering personal preferences in engagement with others and activities in treatment. En ligne : https://doi.org/10.1007/s10803-023-05892-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 Sex and gender differences in autism spectrum disorder: summarizing evidence gaps and identifying emerging areas of priority / Alycia K. HALLADAY in Molecular Autism, (June 2015)
[article]
Titre : Sex and gender differences in autism spectrum disorder: summarizing evidence gaps and identifying emerging areas of priority Type de document : Texte imprimé et/ou numérique Auteurs : Alycia K. HALLADAY, Auteur ; Somer L. BISHOP, Auteur ; John N. CONSTANTINO, Auteur ; Amy M. DANIELS, Auteur ; Kathleen KOENIG, Auteur ; Kate PALMER, Auteur ; Daniel MESSINGER, Auteur ; Kevin A. PELPHREY, Auteur ; Stephan J. SANDERS, Auteur ; Alison Tepper SINGER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Peter SZATMARI, Auteur Article en page(s) : p.1-5 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : One of the most consistent findings in autism spectrum disorder (ASD) research is a higher rate of ASD diagnosis in males than females. Despite this, remarkably little research has focused on the reasons for this disparity. Better understanding of this sex difference could lead to major advancements in the prevention or treatment of ASD in both males and females. In October of 2014, Autism Speaks and the Autism Science Foundation co-organized a meeting that brought together almost 60 clinicians, researchers, parents, and self-identified autistic individuals. Discussion at the meeting is summarized here with recommendations on directions of future research endeavors. En ligne : http://dx.doi.org/10.1186/s13229-015-0019-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277
in Molecular Autism > (June 2015) . - p.1-5[article] Sex and gender differences in autism spectrum disorder: summarizing evidence gaps and identifying emerging areas of priority [Texte imprimé et/ou numérique] / Alycia K. HALLADAY, Auteur ; Somer L. BISHOP, Auteur ; John N. CONSTANTINO, Auteur ; Amy M. DANIELS, Auteur ; Kathleen KOENIG, Auteur ; Kate PALMER, Auteur ; Daniel MESSINGER, Auteur ; Kevin A. PELPHREY, Auteur ; Stephan J. SANDERS, Auteur ; Alison Tepper SINGER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Peter SZATMARI, Auteur . - p.1-5.
Langues : Anglais (eng)
in Molecular Autism > (June 2015) . - p.1-5
Index. décimale : PER Périodiques Résumé : One of the most consistent findings in autism spectrum disorder (ASD) research is a higher rate of ASD diagnosis in males than females. Despite this, remarkably little research has focused on the reasons for this disparity. Better understanding of this sex difference could lead to major advancements in the prevention or treatment of ASD in both males and females. In October of 2014, Autism Speaks and the Autism Science Foundation co-organized a meeting that brought together almost 60 clinicians, researchers, parents, and self-identified autistic individuals. Discussion at the meeting is summarized here with recommendations on directions of future research endeavors. En ligne : http://dx.doi.org/10.1186/s13229-015-0019-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 Sex differences in scores on standardized measures of autism symptoms: a multisite integrative data analysis / Aaron J. KAAT in Journal of Child Psychology and Psychiatry, 62-1 (January 2021)
[article]
Titre : Sex differences in scores on standardized measures of autism symptoms: a multisite integrative data analysis Type de document : Texte imprimé et/ou numérique Auteurs : Aaron J. KAAT, Auteur ; Amy M. SHUI, Auteur ; Sheila S. GHODS, Auteur ; Cristan A. FARMER, Auteur ; Amy N. ESLER, Auteur ; Audrey THURM, Auteur ; Stelios GEORGIADES, Auteur ; Stephen M. KANNE, Auteur ; Catherine LORD, Auteur ; Young Shin KIM, Auteur ; Somer L. BISHOP, Auteur Article en page(s) : p.97-106 Langues : Anglais (eng) Mots-clés : Sex differences autism spectrum disorder restricted and repetitive behavior social impairment Index. décimale : PER Périodiques Résumé : BACKGROUND: Concerns have been raised that scores on standard measures of autism spectrum disorder (ASD) symptoms may differ as a function of sex. However, these findings are hindered by small female samples studied thus far. The current study evaluated if, after accounting for age, IQ, and language level, sex affects ASD severity estimates from diagnostic measures among children with ASD. METHODS: Data were obtained from eight sources comprising 27 sites. Linear mixed-effects models, including a random effect for site, were fit for 10 outcomes (Autism Diagnostic Observation Schedule [ADOS] domain-level calibrated severity scores, Autism Diagnostic Interview-Revised [ADI-R] raw scores by age-based algorithm, and raw scores from the two indices on the Social Responsiveness Scale [SRS]). Sex was added to the models after controlling for age, NVIQ, and an indicator for language level. RESULTS: Sex significantly improved model fit for half of the outcomes, but least square mean differences were generally negligible (effect sizes [ES] < 0.20), increasing to small to moderate in adolescence (ES < 0.40). Boys received more severe RRB scores than girls on both the ADOS and ADI-R (age 4 + algorithm), and girls received more severe scores than boys on both SRS indices, which emerged in adolescence. CONCLUSIONS: This study combined several available databases to create the largest sample of girls with ASD diagnoses. We found minimal differences due to sex beyond other known influences on ASD severity indicators. This may suggest that, among children who ultimately receive a clinical ASD diagnosis, severity estimates do not systematically differ to such an extent that sex-specific scoring procedures would be necessary. However, given the limitations inherent in clinically ascertained samples, future research must address questions about systematic sex differences among children or adults who do not receive clinical diagnoses of ASD. Moreover, while the current study helps resolve questions about widely used diagnostic instruments, we could not address sex differences in phenotypic aspects outside of these scores. En ligne : http://dx.doi.org/10.1111/jcpp.13242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435
in Journal of Child Psychology and Psychiatry > 62-1 (January 2021) . - p.97-106[article] Sex differences in scores on standardized measures of autism symptoms: a multisite integrative data analysis [Texte imprimé et/ou numérique] / Aaron J. KAAT, Auteur ; Amy M. SHUI, Auteur ; Sheila S. GHODS, Auteur ; Cristan A. FARMER, Auteur ; Amy N. ESLER, Auteur ; Audrey THURM, Auteur ; Stelios GEORGIADES, Auteur ; Stephen M. KANNE, Auteur ; Catherine LORD, Auteur ; Young Shin KIM, Auteur ; Somer L. BISHOP, Auteur . - p.97-106.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-1 (January 2021) . - p.97-106
Mots-clés : Sex differences autism spectrum disorder restricted and repetitive behavior social impairment Index. décimale : PER Périodiques Résumé : BACKGROUND: Concerns have been raised that scores on standard measures of autism spectrum disorder (ASD) symptoms may differ as a function of sex. However, these findings are hindered by small female samples studied thus far. The current study evaluated if, after accounting for age, IQ, and language level, sex affects ASD severity estimates from diagnostic measures among children with ASD. METHODS: Data were obtained from eight sources comprising 27 sites. Linear mixed-effects models, including a random effect for site, were fit for 10 outcomes (Autism Diagnostic Observation Schedule [ADOS] domain-level calibrated severity scores, Autism Diagnostic Interview-Revised [ADI-R] raw scores by age-based algorithm, and raw scores from the two indices on the Social Responsiveness Scale [SRS]). Sex was added to the models after controlling for age, NVIQ, and an indicator for language level. RESULTS: Sex significantly improved model fit for half of the outcomes, but least square mean differences were generally negligible (effect sizes [ES] < 0.20), increasing to small to moderate in adolescence (ES < 0.40). Boys received more severe RRB scores than girls on both the ADOS and ADI-R (age 4 + algorithm), and girls received more severe scores than boys on both SRS indices, which emerged in adolescence. CONCLUSIONS: This study combined several available databases to create the largest sample of girls with ASD diagnoses. We found minimal differences due to sex beyond other known influences on ASD severity indicators. This may suggest that, among children who ultimately receive a clinical ASD diagnosis, severity estimates do not systematically differ to such an extent that sex-specific scoring procedures would be necessary. However, given the limitations inherent in clinically ascertained samples, future research must address questions about systematic sex differences among children or adults who do not receive clinical diagnoses of ASD. Moreover, while the current study helps resolve questions about widely used diagnostic instruments, we could not address sex differences in phenotypic aspects outside of these scores. En ligne : http://dx.doi.org/10.1111/jcpp.13242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435 Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder / Leann S. DAWALT in Autism Research, 13-12 (December 2020)
[article]
Titre : Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Leann S. DAWALT, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur ; Laura J. HALL, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; Bonnie KRAEMER, Auteur ; Kara A. HUME, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.2155-2163 Langues : Anglais (eng) Mots-clés : adolescence autism spectrum disorder sex differences social interactions Index. décimale : PER Périodiques Résumé : There is lack of consensus in the literature regarding sex differences in social outcomes for individuals on the autism spectrum. Furthermore, little research has focused on the social experiences of high school students with autism spectrum disorder (ASD) during the school day. Using a large racially/ethnically diverse sample of high school students with ASD receiving special education services (n = 547; 76 females, 471 males), we examined sex differences in social interactions of youth both during and after school. We also tested for sex differences in background and phenotypic characteristics including autism severity, IQ, adaptive behavior, and mental health. Results indicated few statistically significant differences between males and females in social interactions and phenotypic characteristics (including raw scores of autism symptom severity). However, analysis of standardized scores of autism symptoms suggested that symptom scores for females with ASD diverged more from same-sex peers in the normed sample than scores of males with ASD. Lack of sex difference in social participation for youth with ASD in this study stands in contrast to patterns of sex differences in the general population. Findings suggest that few differences between males and females with ASD, both in social participation and autism symptom severity, might result in females with ASD being more dissimilar to their same-sex peers than males with ASD. Implications of findings for understanding sex differences in ASD across the life course are discussed. LAY SUMMARY: The present study examined sex differences in social participation in a large, diverse sample of high school students with autism spectrum disorder (ASD). Males and females were very similar in their social interactions both at school and outside of school, based on reports by teachers and parents. Level of autism symptoms was also similar for males and females. However, standardized scores of autism symptoms, which take into account age and sex specific norms, suggested that females with ASD may have behaviors that are more divergent from their same-sex peers than males with ASD. En ligne : http://dx.doi.org/10.1002/aur.2348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Autism Research > 13-12 (December 2020) . - p.2155-2163[article] Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Leann S. DAWALT, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur ; Laura J. HALL, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; Bonnie KRAEMER, Auteur ; Kara A. HUME, Auteur ; Samuel L ODOM, Auteur . - p.2155-2163.
Langues : Anglais (eng)
in Autism Research > 13-12 (December 2020) . - p.2155-2163
Mots-clés : adolescence autism spectrum disorder sex differences social interactions Index. décimale : PER Périodiques Résumé : There is lack of consensus in the literature regarding sex differences in social outcomes for individuals on the autism spectrum. Furthermore, little research has focused on the social experiences of high school students with autism spectrum disorder (ASD) during the school day. Using a large racially/ethnically diverse sample of high school students with ASD receiving special education services (n = 547; 76 females, 471 males), we examined sex differences in social interactions of youth both during and after school. We also tested for sex differences in background and phenotypic characteristics including autism severity, IQ, adaptive behavior, and mental health. Results indicated few statistically significant differences between males and females in social interactions and phenotypic characteristics (including raw scores of autism symptom severity). However, analysis of standardized scores of autism symptoms suggested that symptom scores for females with ASD diverged more from same-sex peers in the normed sample than scores of males with ASD. Lack of sex difference in social participation for youth with ASD in this study stands in contrast to patterns of sex differences in the general population. Findings suggest that few differences between males and females with ASD, both in social participation and autism symptom severity, might result in females with ASD being more dissimilar to their same-sex peers than males with ASD. Implications of findings for understanding sex differences in ASD across the life course are discussed. LAY SUMMARY: The present study examined sex differences in social participation in a large, diverse sample of high school students with autism spectrum disorder (ASD). Males and females were very similar in their social interactions both at school and outside of school, based on reports by teachers and parents. Level of autism symptoms was also similar for males and females. However, standardized scores of autism symptoms, which take into account age and sex specific norms, suggested that females with ASD may have behaviors that are more divergent from their same-sex peers than males with ASD. En ligne : http://dx.doi.org/10.1002/aur.2348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 Social participation and its relation to internalizing symptoms among youth with autism spectrum disorder as they transition from high school / Julie LOUNDS TAYLOR in Autism Research, 10-4 (April 2017)
[article]
Titre : Social participation and its relation to internalizing symptoms among youth with autism spectrum disorder as they transition from high school Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Ryan E. ADAMS, Auteur ; Somer L. BISHOP, Auteur Article en page(s) : p.663-672 Langues : Anglais (eng) Mots-clés : autism spectrum disorder transition to adulthood social participation internalizing Index. décimale : PER Périodiques Résumé : In the present study, we examined how unstructured (e.g., spending time with friends or co-workers) and structured (e.g., attending social events at a place of workshop, sports teams) social participation changed from before to after high school for youth with autism spectrum disorders (ASD), as well as the longitudinal and concurrent relations between social participation and internalizing symptoms. Participants included 36 families of youth with ASD who were all in their last year of high school at the first time point of data collection, and who were out of high school for an average of 9 months at the second time point. Social participation and internalizing symptoms were determined using parental report. There was no average change in the amount of unstructured social participation after high school exit, although substantial individual variability was observed. Participation in structured social activities significantly declined after high school exit. Youth who had more structured social participation while in high school were significantly more likely to have gains in their unstructured social participation after high school exit. Turning to relationships between internalizing and social activities, more internalizing symptoms while youth with ASD were in high school significantly predicted increasing social isolation after high school exit (both in terms of structured and unstructured activities). Results point to the likely need for additional supports during the transition to adulthood for youth with ASD who have internalizing problems. En ligne : http://dx.doi.org/10.1002/aur.1709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307
in Autism Research > 10-4 (April 2017) . - p.663-672[article] Social participation and its relation to internalizing symptoms among youth with autism spectrum disorder as they transition from high school [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Ryan E. ADAMS, Auteur ; Somer L. BISHOP, Auteur . - p.663-672.
Langues : Anglais (eng)
in Autism Research > 10-4 (April 2017) . - p.663-672
Mots-clés : autism spectrum disorder transition to adulthood social participation internalizing Index. décimale : PER Périodiques Résumé : In the present study, we examined how unstructured (e.g., spending time with friends or co-workers) and structured (e.g., attending social events at a place of workshop, sports teams) social participation changed from before to after high school for youth with autism spectrum disorders (ASD), as well as the longitudinal and concurrent relations between social participation and internalizing symptoms. Participants included 36 families of youth with ASD who were all in their last year of high school at the first time point of data collection, and who were out of high school for an average of 9 months at the second time point. Social participation and internalizing symptoms were determined using parental report. There was no average change in the amount of unstructured social participation after high school exit, although substantial individual variability was observed. Participation in structured social activities significantly declined after high school exit. Youth who had more structured social participation while in high school were significantly more likely to have gains in their unstructured social participation after high school exit. Turning to relationships between internalizing and social activities, more internalizing symptoms while youth with ASD were in high school significantly predicted increasing social isolation after high school exit (both in terms of structured and unstructured activities). Results point to the likely need for additional supports during the transition to adulthood for youth with ASD who have internalizing problems. En ligne : http://dx.doi.org/10.1002/aur.1709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children With Autism Spectrum Disorder / Hannah R. THOMAS in Autism Research, 14-4 (April 2021)
PermalinkSubcategories of Restricted and Repetitive Behaviors in Children with Autism Spectrum Disorders / Somer L. BISHOP in Journal of Autism and Developmental Disorders, 43-6 (June 2013)
PermalinkSubdimensions of social-communication impairment in autism spectrum disorder / Somer L. BISHOP in Journal of Child Psychology and Psychiatry, 57-8 (August 2016)
PermalinkTen weeks in: COVID-19-related distress in adults with autism spectrum disorder / R. E. ADAMS in Autism, 25-7 (October 2021)
PermalinkTen weeks in: COVID-19-related distress in adults with autism spectrum disorder / Ryan E. ADAMS in Autism, 26-7 (October 2022)
PermalinkThe autism diagnosis in translation: shared affect in children and mouse models of ASD / Somer L. BISHOP in Autism Research, 4-5 (October 2011)
PermalinkThe Autism Diagnostic Observation Schedule—Toddler Module: A New Module of a Standardized Diagnostic Measure for Autism Spectrum Disorders / Rhiannon LUYSTER in Journal of Autism and Developmental Disorders, 39-9 (September 2009)
PermalinkThe autism symptom interview, school-age: A brief telephone interview to identify autism spectrum disorders in 5-to-12-year-old children / Somer L. BISHOP in Autism Research, 10-1 (January 2017)
PermalinkThe clinician perspective on sex differences in autism spectrum disorders / Rene JAMISON in Autism, 21-6 (August 2017)
PermalinkThe Implications of Parent-Reported Emotional and Behavioral Problems on the Modified Checklist for Autism in Toddlers / Kourtney CHRISTOPHER in Journal of Autism and Developmental Disorders, 51-3 (March 2021)
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