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Auteur Catherine LORD |
Documents disponibles écrits par cet auteur (129)
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Between a ROC and a hard place: decision making and making decisions about using the SCQ / Christina M. CORSELLO in Journal of Child Psychology and Psychiatry, 48-9 (September 2007)
[article]
Titre : Between a ROC and a hard place: decision making and making decisions about using the SCQ Type de document : Texte imprimé et/ou numérique Auteurs : Christina M. CORSELLO, Auteur ; Catherine LORD, Auteur ; Andrew PICKLES, Auteur ; Susan RISI, Auteur ; Vanessa HUS, Auteur ; Edwin H. Jr COOK, Auteur ; Bennett L. LEVENTHAL, Auteur Année de publication : 2007 Article en page(s) : p.932–940 Langues : Anglais (eng) Mots-clés : Autistic-disorder diagnosis screening Social-Communication-Questionnaire Index. décimale : PER Périodiques Résumé : Background: The Social Communication Questionnaire (SCQ), formerly the Autism Screening Questionnaire (ASQ), is based on a well-validated parent interview, the Autism Diagnostic Interview (ADI). It has shown promise as a screening measure for autism spectrum disorders (ASDs) in a research-referred older sample, though recent studies with younger children reported lower sensitivities when using the suggested cutoff of ≥15 to differentiate ASDs from children with nonspectrum disorders (NS).
Methods: Diagnostic discrimination of the SCQ was evaluated alone and in combination with the ADOS (Autism Diagnostic Observation Schedule) in a clinical and research-referred sample of 590 children and adolescents (2 to 16 years), with best estimate consensus diagnoses of autism, pervasive developmental disorder, not otherwise specified (PDD-NOS) and non-ASD disorders. The SCQ was completed before the evaluation in most cases. Performance of the SCQ was also compared with the Autism Diagnostic Interview – Revised (ADI-R).
Results: Absolute scores and sensitivity in the younger children and specificity for all groups were lower than reported in the original study. Using receiver operating curves (ROC) to examine the area under the curve (AUC), the SCQ was more similar to the ADI-R total score in differentiating ASD from NS disorders in the older (8–10, >11) than younger age groups (<5, 5–7). Lowering the cutoff score in the 2 younger groups improved sensitivity, with specificity remaining relatively low in all groups. Using the SCQ in combination with the ADOS resulted in improved specificity. Diagnostic discrimination was best using the ADI-R and ADOS in combination.
Conclusions: Those interested in using the SCQ should consider adjusting cutoff scores according to age and purpose, and using it in combination with another measure. Sensitivity or specificity may be prioritized for research or screening depending on goals.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01762.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164
in Journal of Child Psychology and Psychiatry > 48-9 (September 2007) . - p.932–940[article] Between a ROC and a hard place: decision making and making decisions about using the SCQ [Texte imprimé et/ou numérique] / Christina M. CORSELLO, Auteur ; Catherine LORD, Auteur ; Andrew PICKLES, Auteur ; Susan RISI, Auteur ; Vanessa HUS, Auteur ; Edwin H. Jr COOK, Auteur ; Bennett L. LEVENTHAL, Auteur . - 2007 . - p.932–940.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 48-9 (September 2007) . - p.932–940
Mots-clés : Autistic-disorder diagnosis screening Social-Communication-Questionnaire Index. décimale : PER Périodiques Résumé : Background: The Social Communication Questionnaire (SCQ), formerly the Autism Screening Questionnaire (ASQ), is based on a well-validated parent interview, the Autism Diagnostic Interview (ADI). It has shown promise as a screening measure for autism spectrum disorders (ASDs) in a research-referred older sample, though recent studies with younger children reported lower sensitivities when using the suggested cutoff of ≥15 to differentiate ASDs from children with nonspectrum disorders (NS).
Methods: Diagnostic discrimination of the SCQ was evaluated alone and in combination with the ADOS (Autism Diagnostic Observation Schedule) in a clinical and research-referred sample of 590 children and adolescents (2 to 16 years), with best estimate consensus diagnoses of autism, pervasive developmental disorder, not otherwise specified (PDD-NOS) and non-ASD disorders. The SCQ was completed before the evaluation in most cases. Performance of the SCQ was also compared with the Autism Diagnostic Interview – Revised (ADI-R).
Results: Absolute scores and sensitivity in the younger children and specificity for all groups were lower than reported in the original study. Using receiver operating curves (ROC) to examine the area under the curve (AUC), the SCQ was more similar to the ADI-R total score in differentiating ASD from NS disorders in the older (8–10, >11) than younger age groups (<5, 5–7). Lowering the cutoff score in the 2 younger groups improved sensitivity, with specificity remaining relatively low in all groups. Using the SCQ in combination with the ADOS resulted in improved specificity. Diagnostic discrimination was best using the ADI-R and ADOS in combination.
Conclusions: Those interested in using the SCQ should consider adjusting cutoff scores according to age and purpose, and using it in combination with another measure. Sensitivity or specificity may be prioritized for research or screening depending on goals.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01762.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164 Cas 1.1 : Deuxième avis à propos d'un cas d'autisme / Catherine LORD
Titre : Cas 1.1 : Deuxième avis à propos d'un cas d'autisme Type de document : Texte imprimé et/ou numérique Auteurs : Catherine LORD, Auteur Année de publication : 2016 Importance : p.3-5 Langues : Français (fre) Index. décimale : SCI-A SCI-A - Classifications Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=469 Cas 1.1 : Deuxième avis à propos d'un cas d'autisme [Texte imprimé et/ou numérique] / Catherine LORD, Auteur . - 2016 . - p.3-5.
Langues : Français (fre)
Index. décimale : SCI-A SCI-A - Classifications Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=469 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Change in Autism Symptoms and Maladaptive Behaviors in Adolescents and Adults with an Autism Spectrum Disorder / Paul T. SHATTUCK in Journal of Autism and Developmental Disorders, 37-9 (October 2007)
[article]
Titre : Change in Autism Symptoms and Maladaptive Behaviors in Adolescents and Adults with an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Paul T. SHATTUCK, Auteur ; Catherine LORD, Auteur ; Marsha MAILICK SELTZER, Auteur ; Jan S. GREENBERG, Auteur ; Gael I. ORSMOND, Auteur ; Sheilah KRING, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Daniel M. BOLT, Auteur Année de publication : 2007 Article en page(s) : p.1735-1747 Langues : Anglais (eng) Mots-clés : Autism-symptoms Maladaptive-behaviors Lifespan-development Index. décimale : PER Périodiques Résumé : This study examined change prospectively in autism symptoms and maladaptive behaviors during a 4.5 year period in 241 adolescents and adults with an autism spectrum disorder who were 10–52 years old (mean = 22.0) when the study began. Although many individuals’ symptoms remained stable, a greater proportion of the sample experienced declines than increases in their level of autism symptoms and maladaptive behaviors, and there were significant improvements in mean levels of symptoms. Individuals with mental retardation had more autism symptoms and maladaptive behaviors than those without mental retardation, and they improved less over time. Compared to adolescents, older sample members (31 and older) had fewer maladaptive behaviors and experienced more improvement in these behaviors over time. En ligne : http://dx.doi.org/10.1007/s10803-009-0802-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=175
in Journal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1735-1747[article] Change in Autism Symptoms and Maladaptive Behaviors in Adolescents and Adults with an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Paul T. SHATTUCK, Auteur ; Catherine LORD, Auteur ; Marsha MAILICK SELTZER, Auteur ; Jan S. GREENBERG, Auteur ; Gael I. ORSMOND, Auteur ; Sheilah KRING, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Daniel M. BOLT, Auteur . - 2007 . - p.1735-1747.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1735-1747
Mots-clés : Autism-symptoms Maladaptive-behaviors Lifespan-development Index. décimale : PER Périodiques Résumé : This study examined change prospectively in autism symptoms and maladaptive behaviors during a 4.5 year period in 241 adolescents and adults with an autism spectrum disorder who were 10–52 years old (mean = 22.0) when the study began. Although many individuals’ symptoms remained stable, a greater proportion of the sample experienced declines than increases in their level of autism symptoms and maladaptive behaviors, and there were significant improvements in mean levels of symptoms. Individuals with mental retardation had more autism symptoms and maladaptive behaviors than those without mental retardation, and they improved less over time. Compared to adolescents, older sample members (31 and older) had fewer maladaptive behaviors and experienced more improvement in these behaviors over time. En ligne : http://dx.doi.org/10.1007/s10803-009-0802-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=175 Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition / Connie KASARI in Journal of Child Psychology and Psychiatry, 57-2 (February 2016)
[article]
Titre : Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur Article en page(s) : p.171-179 Langues : Anglais (eng) Mots-clés : Social skills groups autism spectrum disorders inclusion peer relationships teacher child relationship social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179[article] Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur . - p.171-179.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179
Mots-clés : Social skills groups autism spectrum disorders inclusion peer relationships teacher child relationship social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 Children with autism spectrum disorder who improve with fever: Insights from the Simons Simplex Collection / Rebecca GRZADZINSKI in Autism Research, 11-1 (January 2018)
[article]
Titre : Children with autism spectrum disorder who improve with fever: Insights from the Simons Simplex Collection Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca GRZADZINSKI, Auteur ; Catherine LORD, Auteur ; Stephan J. SANDERS, Auteur ; Donna WERLING, Auteur ; Vanessa H. BAL, Auteur Article en page(s) : p.175-184 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Literature indicates that some children with ASD may show behavioral improvements during fever; however, little is known about the behavioral profiles of these children. This study aims to (a) investigate the subset of children who show parent?reported behavioral improvements associated with fever and (b) compare the demographic, behavioral, and genetic characteristics of this subset of children to children whose parents report no change during fever. Parents of 2,152 children from the Simons Simplex Collection provided information about whether and in which areas their child improved during fever. Children were randomly assigned into discovery or replication samples. In discovery analyses, children who reportedly improved with fever (Improve Group) were compared to those who reportedly did not improve (No Improve Group) on demographics, medical history, ASD symptoms, adaptive skills, and presence of de novo ASD?associated mutations. Significant and marginal results from discovery analyses were tested in the replication sample. Parent reports of 17% of children indicated improvements during fever across a range of domains. Discovery and replication analyses revealed that the Improve Group had significantly lower non?verbal cognitive skills (NVIQ) and language levels and more repetitive behaviors. Groups did not differ on demographic variables, parent?report of current ASD symptoms or the presence of de novo mutations. Understanding the profiles of children who improve during episodes of fever may provide insights into innovative treatments for ASD. Autism Res 2018, 11: 175–184. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary This study explored characteristics of children with ASD who are reported to improve during fever. Parents of 17% of children with ASD report improvements across a range of domains during fever including cognition, communication, repetitive behaviors, social interaction, and behavior. Children who are reported to improve during fever have significantly lower non?verbal cognitive skills and language levels and more repetitive behaviors. Understanding the profiles of children who improve during episodes of fever may provide insights into new treatments for ASD. En ligne : https://doi.org/10.1002/aur.1856 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334
in Autism Research > 11-1 (January 2018) . - p.175-184[article] Children with autism spectrum disorder who improve with fever: Insights from the Simons Simplex Collection [Texte imprimé et/ou numérique] / Rebecca GRZADZINSKI, Auteur ; Catherine LORD, Auteur ; Stephan J. SANDERS, Auteur ; Donna WERLING, Auteur ; Vanessa H. BAL, Auteur . - p.175-184.
Langues : Anglais (eng)
in Autism Research > 11-1 (January 2018) . - p.175-184
Index. décimale : PER Périodiques Résumé : Literature indicates that some children with ASD may show behavioral improvements during fever; however, little is known about the behavioral profiles of these children. This study aims to (a) investigate the subset of children who show parent?reported behavioral improvements associated with fever and (b) compare the demographic, behavioral, and genetic characteristics of this subset of children to children whose parents report no change during fever. Parents of 2,152 children from the Simons Simplex Collection provided information about whether and in which areas their child improved during fever. Children were randomly assigned into discovery or replication samples. In discovery analyses, children who reportedly improved with fever (Improve Group) were compared to those who reportedly did not improve (No Improve Group) on demographics, medical history, ASD symptoms, adaptive skills, and presence of de novo ASD?associated mutations. Significant and marginal results from discovery analyses were tested in the replication sample. Parent reports of 17% of children indicated improvements during fever across a range of domains. Discovery and replication analyses revealed that the Improve Group had significantly lower non?verbal cognitive skills (NVIQ) and language levels and more repetitive behaviors. Groups did not differ on demographic variables, parent?report of current ASD symptoms or the presence of de novo mutations. Understanding the profiles of children who improve during episodes of fever may provide insights into innovative treatments for ASD. Autism Res 2018, 11: 175–184. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary This study explored characteristics of children with ASD who are reported to improve during fever. Parents of 17% of children with ASD report improvements across a range of domains during fever including cognition, communication, repetitive behaviors, social interaction, and behavior. Children who are reported to improve during fever have significantly lower non?verbal cognitive skills and language levels and more repetitive behaviors. Understanding the profiles of children who improve during episodes of fever may provide insights into new treatments for ASD. En ligne : https://doi.org/10.1002/aur.1856 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 Combining information from multiple sources for the diagnosis of autism spectrum disorders for toddlers and young preschoolers from 12 to 47 months of age / So Hyun KIM in Journal of Child Psychology and Psychiatry, 53-2 (February 2012)
PermalinkCommentary: Advancing measurement of ASD severity and social competence: a reply to Constantino and Frazier (2013) / Vanessa HUS in Journal of Child Psychology and Psychiatry, 54-6 (June 2013)
PermalinkCommentary: Best practices and processes for assessment of autism spectrum disorder - the intended role of standardized diagnostic instruments / Somer L. BISHOP in Journal of Child Psychology and Psychiatry, 64-5 (May 2023)
PermalinkCommon genetic variants, acting additively, are a major source of risk for autism / Lambertus KLEI in Molecular Autism, (October 2012)
PermalinkCommunication as a social problem in autism / Deborah G. GARFIN
PermalinkContribution of behavioral approaches to the language and communication of persons with autism / Catherine LORD
PermalinkDaily living skills in individuals with autism spectrum disorder from 2 to 21 years of age / Vanessa H. BAL in Autism, 19-7 (October 2015)
PermalinkDefining Positive Outcomes in More and Less Cognitively Able Autistic Adults / James B. MCCAULEY in Autism Research, 13-9 (September 2020)
PermalinkDepression and its measurement in verbal adolescents and adults with autism spectrum disorder / Katherine GOTHAM in Autism, 19-4 (May 2015)
PermalinkDesigning Research Studies on Psychosocial Interventions in Autism / Tristram SMITH in Journal of Autism and Developmental Disorders, 37-2 (February 2007)
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