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Auteur Catherine LORD |
Documents disponibles écrits par cet auteur (118)
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Contribution of behavioral approaches to the language and communication of persons with autism / Catherine LORD
Titre : Contribution of behavioral approaches to the language and communication of persons with autism Type de document : Texte imprimé et/ou numérique Auteurs : Catherine LORD, Auteur Année de publication : 1985 Importance : p.59-68 Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=948 Contribution of behavioral approaches to the language and communication of persons with autism [Texte imprimé et/ou numérique] / Catherine LORD, Auteur . - 1985 . - p.59-68.
Langues : Anglais (eng)
Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=948 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Daily living skills in individuals with autism spectrum disorder from 2 to 21 years of age / Vanessa H. BAL in Autism, 19-7 (October 2015)
[article]
Titre : Daily living skills in individuals with autism spectrum disorder from 2 to 21 years of age Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa H. BAL, Auteur ; So-Hyun KIM, Auteur ; Daniel CHEONG, Auteur ; Catherine LORD, Auteur Année de publication : 2015 Article en page(s) : p.774-784 Langues : Anglais (eng) Mots-clés : adaptive behavior adults autism spectrum disorders Index. décimale : PER Périodiques Résumé : Daily living skills (DLS), such as personal hygiene, meal preparation, and money management, are important to independent living. Research suggests that many individuals with autism spectrum disorder exhibit impairments in daily living skills relative to their cognitive skills. This study examined predictors of daily living skills attainment and trajectories of daily living skills in a longitudinal sample referred for possible autism spectrum disorder and followed from 2 to 21?years of age. Consistent with previous studies, participants with autism spectrum disorder and nonspectrum diagnoses showed continual development of daily living skills throughout childhood and adolescence. Early childhood nonverbal mental age was the strongest predictor of daily living skills attainment for both diagnostic groups. Group-based modeling suggested two distinct trajectories of daily living skills development for participants with autism spectrum disorder. Skill levels for both groups of young adults with autism spectrum disorder remained considerably below age level expectations. Whereas the “High-DLS” group gained approximately 12?years in daily living skills from T2 to T21, the “Low-DLS” group’s daily living skills improved 3–4?years over the 16- to 19-year study period. Nonverbal mental age, receptive language, and social-communication impairment at 2?years predicted High- versus Low-DLS group membership. Receiving greater than 20?h of parent-implemented intervention before age 3 was also associated with daily living skills trajectory. Results suggest that daily living skills should be a focus of treatment plans for individuals with autism spectrum disorder, particularly adolescents transitioning to young adulthood. En ligne : http://dx.doi.org/10.1177/1362361315575840 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269
in Autism > 19-7 (October 2015) . - p.774-784[article] Daily living skills in individuals with autism spectrum disorder from 2 to 21 years of age [Texte imprimé et/ou numérique] / Vanessa H. BAL, Auteur ; So-Hyun KIM, Auteur ; Daniel CHEONG, Auteur ; Catherine LORD, Auteur . - 2015 . - p.774-784.
Langues : Anglais (eng)
in Autism > 19-7 (October 2015) . - p.774-784
Mots-clés : adaptive behavior adults autism spectrum disorders Index. décimale : PER Périodiques Résumé : Daily living skills (DLS), such as personal hygiene, meal preparation, and money management, are important to independent living. Research suggests that many individuals with autism spectrum disorder exhibit impairments in daily living skills relative to their cognitive skills. This study examined predictors of daily living skills attainment and trajectories of daily living skills in a longitudinal sample referred for possible autism spectrum disorder and followed from 2 to 21?years of age. Consistent with previous studies, participants with autism spectrum disorder and nonspectrum diagnoses showed continual development of daily living skills throughout childhood and adolescence. Early childhood nonverbal mental age was the strongest predictor of daily living skills attainment for both diagnostic groups. Group-based modeling suggested two distinct trajectories of daily living skills development for participants with autism spectrum disorder. Skill levels for both groups of young adults with autism spectrum disorder remained considerably below age level expectations. Whereas the “High-DLS” group gained approximately 12?years in daily living skills from T2 to T21, the “Low-DLS” group’s daily living skills improved 3–4?years over the 16- to 19-year study period. Nonverbal mental age, receptive language, and social-communication impairment at 2?years predicted High- versus Low-DLS group membership. Receiving greater than 20?h of parent-implemented intervention before age 3 was also associated with daily living skills trajectory. Results suggest that daily living skills should be a focus of treatment plans for individuals with autism spectrum disorder, particularly adolescents transitioning to young adulthood. En ligne : http://dx.doi.org/10.1177/1362361315575840 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 Defining Positive Outcomes in More and Less Cognitively Able Autistic Adults / James B. MCCAULEY in Autism Research, 13-9 (September 2020)
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Titre : Defining Positive Outcomes in More and Less Cognitively Able Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : James B. MCCAULEY, Auteur ; Andrew PICKLES, Auteur ; Marisela HUERTA, Auteur ; Catherine LORD, Auteur Article en page(s) : p.1548-1560 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Identifying positive outcomes for a wide range of intellectual abilities in autism spectrum disorder (ASD) remains a challenge. Several past studies of autistic adults have used outcome definitions that do not reflect the experiences of less cognitively able adults. The aim of the current study was to (1) define three domains of outcomes: autonomy, social relationships, and purpose, and (2) examine how these outcomes relate to concurrent aspects of adult functioning. Using data from a longitudinal sample of 126 adults (85% diagnosed with ASD at some point), mean age 26, who first entered the study in early childhood, we generated distinct outcomes for less (daily living skills above an 8-year-old level, having regular activities outside the home, and social contacts outside the family) and more cognitively able adults (living independently, having paid employment, and at least one true friend). Verbal IQ, assessed in adulthood, was a significant predictor of more outcomes achieved for individuals within more and less cognitively able groups. For less cognitively able adults, having ever received a formal ASD diagnosis (in contrast to current Autism Diagnostic Observation Schedule [ADOS] CSS scores) was associated with lower odds of positive outcomes. For more cognitively able adults, living skills and happiness measures were positively associated with number of outcomes met; higher ADOS CSS, internalizing and externalizing symptoms, being racially diverse, and having caregiver education below college graduation were all negatively associated with the number of positive outcomes. Tailoring outcomes to ability levels may lead to better identification of goals and service needs. Lay Summary This article describes the outcomes of autistic adults who are more and less cognitively able. For less cognitively able individuals, an earlier autism diagnosis was negatively related to outcomes. Several factors that were associated with positive outcomes for more cognitively able individuals, including daily living skills, fewer mental health problems, family demographics, and subjective measures of happiness. Our study identifies several important factors for families, individuals, and service providers to consider and discuss when planning the transition to adulthood. Autism Res 2020, 13: 1548–1560. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2359 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism Research > 13-9 (September 2020) . - p.1548-1560[article] Defining Positive Outcomes in More and Less Cognitively Able Autistic Adults [Texte imprimé et/ou numérique] / James B. MCCAULEY, Auteur ; Andrew PICKLES, Auteur ; Marisela HUERTA, Auteur ; Catherine LORD, Auteur . - p.1548-1560.
Langues : Anglais (eng)
in Autism Research > 13-9 (September 2020) . - p.1548-1560
Index. décimale : PER Périodiques Résumé : Abstract Identifying positive outcomes for a wide range of intellectual abilities in autism spectrum disorder (ASD) remains a challenge. Several past studies of autistic adults have used outcome definitions that do not reflect the experiences of less cognitively able adults. The aim of the current study was to (1) define three domains of outcomes: autonomy, social relationships, and purpose, and (2) examine how these outcomes relate to concurrent aspects of adult functioning. Using data from a longitudinal sample of 126 adults (85% diagnosed with ASD at some point), mean age 26, who first entered the study in early childhood, we generated distinct outcomes for less (daily living skills above an 8-year-old level, having regular activities outside the home, and social contacts outside the family) and more cognitively able adults (living independently, having paid employment, and at least one true friend). Verbal IQ, assessed in adulthood, was a significant predictor of more outcomes achieved for individuals within more and less cognitively able groups. For less cognitively able adults, having ever received a formal ASD diagnosis (in contrast to current Autism Diagnostic Observation Schedule [ADOS] CSS scores) was associated with lower odds of positive outcomes. For more cognitively able adults, living skills and happiness measures were positively associated with number of outcomes met; higher ADOS CSS, internalizing and externalizing symptoms, being racially diverse, and having caregiver education below college graduation were all negatively associated with the number of positive outcomes. Tailoring outcomes to ability levels may lead to better identification of goals and service needs. Lay Summary This article describes the outcomes of autistic adults who are more and less cognitively able. For less cognitively able individuals, an earlier autism diagnosis was negatively related to outcomes. Several factors that were associated with positive outcomes for more cognitively able individuals, including daily living skills, fewer mental health problems, family demographics, and subjective measures of happiness. Our study identifies several important factors for families, individuals, and service providers to consider and discuss when planning the transition to adulthood. Autism Res 2020, 13: 1548–1560. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2359 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Depression and its measurement in verbal adolescents and adults with autism spectrum disorder / Katherine GOTHAM in Autism, 19-4 (May 2015)
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Titre : Depression and its measurement in verbal adolescents and adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katherine GOTHAM, Auteur ; Kathryn UNRUH, Auteur ; Catherine LORD, Auteur Article en page(s) : p.491-504 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In a sample of 50 verbally fluent adolescents and adults with autism spectrum disorders (age: 16–31 years; verbal IQ: 72–140), we examined the pattern of response and associations between scores on common measures of depressive symptoms, participant characteristics, and clinical diagnosis of depressive disorders. Beck Depression Inventory–Second Edition item descriptives in this autism spectrum disorder sample were compared to previously published data from a large typically developing sample, with results suggesting that cognitive-attributional symptoms of depression may be particularly prevalent in autism spectrum disorder. Scores on a variety of self- and parent-report depression measures were not associated with chronological age or verbal IQ, and were relatively highly correlated with each other and with clinical diagnosis of a mood disorder. The Beck Depression Inventory–Second Edition and the Adult Self-Report “Depressive” scale best identified both depressed and non-depressed participants in this sample, though neither was particularly strong. Validation studies of depression measures in the autism spectrum disorder population are necessary to advance research into this prevalent and impairing comorbidity. En ligne : http://dx.doi.org/10.1177/1362361314536625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Autism > 19-4 (May 2015) . - p.491-504[article] Depression and its measurement in verbal adolescents and adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Katherine GOTHAM, Auteur ; Kathryn UNRUH, Auteur ; Catherine LORD, Auteur . - p.491-504.
Langues : Anglais (eng)
in Autism > 19-4 (May 2015) . - p.491-504
Index. décimale : PER Périodiques Résumé : In a sample of 50 verbally fluent adolescents and adults with autism spectrum disorders (age: 16–31 years; verbal IQ: 72–140), we examined the pattern of response and associations between scores on common measures of depressive symptoms, participant characteristics, and clinical diagnosis of depressive disorders. Beck Depression Inventory–Second Edition item descriptives in this autism spectrum disorder sample were compared to previously published data from a large typically developing sample, with results suggesting that cognitive-attributional symptoms of depression may be particularly prevalent in autism spectrum disorder. Scores on a variety of self- and parent-report depression measures were not associated with chronological age or verbal IQ, and were relatively highly correlated with each other and with clinical diagnosis of a mood disorder. The Beck Depression Inventory–Second Edition and the Adult Self-Report “Depressive” scale best identified both depressed and non-depressed participants in this sample, though neither was particularly strong. Validation studies of depression measures in the autism spectrum disorder population are necessary to advance research into this prevalent and impairing comorbidity. En ligne : http://dx.doi.org/10.1177/1362361314536625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 Designing Research Studies on Psychosocial Interventions in Autism / Tristram SMITH in Journal of Autism and Developmental Disorders, 37-2 (February 2007)
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Titre : Designing Research Studies on Psychosocial Interventions in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Tristram SMITH, Auteur ; Catherine LORD, Auteur ; Geraldine DAWSON, Auteur ; Lawrence SCAHILL, Auteur ; Donald GUTHRIE, Auteur ; Samuel L ODOM, Auteur ; Ann WAGNER, Auteur ; Sally J ROGERS, Auteur Année de publication : 2007 Article en page(s) : p.354-366 Langues : Anglais (eng) Mots-clés : Autism Psychosocial-intervention Behavioral-treatment Clinical-trial Single-subject-design Index. décimale : PER Périodiques Résumé : To address methodological challenges in research on psychosocial interventions for autism spectrum disorder (ASD), a model was developed for systematically validating and disseminating interventions in a sequence of steps. First, initial efficacy studies are conducted to establish interventions as promising. Next, promising interventions are assembled into a manual, which undergoes pilot-testing. Then, randomized clinical trials test efficacy under controlled conditions. Finally, effectiveness studies evaluate outcomes in community settings. Guidelines for research designs at each step are presented. Based on the model, current priorities in ASD research include (a) preparation for efficacy and effectiveness trials by developing manuals for interventions that have shown promise and (b) initial efficacy studies on interventions for core features of ASD such as social reciprocity. En ligne : http://dx.doi.org/10.1007/s10803-006-0173-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=640
in Journal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.354-366[article] Designing Research Studies on Psychosocial Interventions in Autism [Texte imprimé et/ou numérique] / Tristram SMITH, Auteur ; Catherine LORD, Auteur ; Geraldine DAWSON, Auteur ; Lawrence SCAHILL, Auteur ; Donald GUTHRIE, Auteur ; Samuel L ODOM, Auteur ; Ann WAGNER, Auteur ; Sally J ROGERS, Auteur . - 2007 . - p.354-366.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.354-366
Mots-clés : Autism Psychosocial-intervention Behavioral-treatment Clinical-trial Single-subject-design Index. décimale : PER Périodiques Résumé : To address methodological challenges in research on psychosocial interventions for autism spectrum disorder (ASD), a model was developed for systematically validating and disseminating interventions in a sequence of steps. First, initial efficacy studies are conducted to establish interventions as promising. Next, promising interventions are assembled into a manual, which undergoes pilot-testing. Then, randomized clinical trials test efficacy under controlled conditions. Finally, effectiveness studies evaluate outcomes in community settings. Guidelines for research designs at each step are presented. Based on the model, current priorities in ASD research include (a) preparation for efficacy and effectiveness trials by developing manuals for interventions that have shown promise and (b) initial efficacy studies on interventions for core features of ASD such as social reciprocity. En ligne : http://dx.doi.org/10.1007/s10803-006-0173-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=640 Developmental trajectories of restricted and repetitive behaviors and interests in children with autism spectrum disorders / Jennifer RICHLER in Development and Psychopathology, 22-1 (January 2010)
PermalinkDiagnosis and definition of autism and other pervasive developmental disorders / Fred R. VOLKMAR
PermalinkDiagnosis of Autism Spectrum Disorders / Katherine GOTHAM
PermalinkDiagnostic Assessment / Somer L. BISHOP
PermalinkDiagnostic Instruments in Autistic Spectrum Disorders / Catherine LORD
PermalinkDiagnostic stability in individuals with autism spectrum disorder: insights from a longitudinal follow-up study / Rebecca ELIAS in Journal of Child Psychology and Psychiatry, 63-9 (September 2022)
PermalinkDiagnostic des troubles du spectre de l’autisme selon le DSM-5 / Cynthia MARTIN
PermalinkPermalinkDSM-5 and autism spectrum disorders (ASDs): an opportunity for identifying ASD subtypes / Rebecca GRZADZINSKI in Molecular Autism, (May 2013)
PermalinkDuane F. Alexander, M.D.: August 11, 1940-February 16, 2020 / Fred R. VOLKMAR in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
PermalinkEarly Diagnosis of Children with Autism Spectrum Disorders / Catherine LORD
PermalinkEarly gross motor skills predict the subsequent development of language in children with autism spectrum disorder / Rachael BEDFORD in Autism Research, 9-9 (September 2016)
PermalinkEarly Intervention for Children With Autism and Related Developmental Disorders / Catherine LORD
PermalinkEarly Language Patterns of Toddlers on the Autism Spectrum Compared to Toddlers with Developmental Delay / Susan Ellis WEISMER in Journal of Autism and Developmental Disorders, 40-10 (October 2010)
PermalinkEarly Social Development in Autism / Catherine LORD
PermalinkEffect of Language and Task Demands on the Diagnostic Effectiveness of the Autism Diagnostic Observation Schedule: The Impact of Module Choice / Bonita P. KLEIN-TASMAN in Journal of Autism and Developmental Disorders, 37-7 (August 2007)
PermalinkEffects of Child Characteristics on the Autism Diagnostic Interview-Revised: Implications for Use of Scores as a Measure of ASD Severity / Vanessa HUS in Journal of Autism and Developmental Disorders, 43-2 (February 2013)
PermalinkErratum to: New Autism Diagnostic Interview-Revised Algorithms for Toddlers and Young Preschoolers from 12 to 47 Months of Age / So KIM in Journal of Autism and Developmental Disorders, 42-1 (January 2012)
PermalinkErratum to: Reliability of the ADI-R for the Single Case-Part II: Clinical Versus Statistical Significance / Domenic V. CICCHETTI in Journal of Autism and Developmental Disorders, 45-1 (January 2015)
PermalinkL’évaluation dans les troubles de l’autisme / Catherine LORD
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