An exploratory longitudinal study of social and language outcomes in children with autism in bilingual home environments / Vanessa ZHOU in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.394-404 Titre : An exploratory longitudinal study of social and language outcomes in children with autism in bilingual home environments Type de document : texte imprimé Auteurs : Vanessa ZHOU, Auteur ; Jeffrey MUNSON, Auteur ; J. GREENSON, Auteur ; Y. HOU, Auteur ; Sally J. ROGERS, Auteur ; A. M. ESTES, Auteur Article en page(s) : p.394-404 Langues : Anglais (eng) Mots-clés : Early Start Denver Model  autism  bilingualism  early intervention  home language environment  language exposure Index. décimale : PER Périodiques Résumé : Little is known about outcomes of early intervention for children with autism spectrum disorder reared in bilingual homes. There are concerns that social communication deficits among children with autism spectrum disorder may reduce the developmental benefits of early intervention for children with autism spectrum disorder raised in bilingual environments. We conducted an exploratory analysis of cross-sectional and longitudinal data from a larger study to explore associations between home language environment and language ability and social skills in response to early autism spectrum disorder intervention. Participants, aged 12-26 months when recruited, were a subset of a larger 2-year, randomized intervention trial (ClinicalTrials.gov identifier: NCT00698997). Children from bilingual homes ( n = 13) began intervention with lower gesture use but otherwise demonstrated equal baseline language and social abilities as compared with age and nonverbal IQ-matched children from monolingual homes ( n = 24). Significant language growth was exhibited by children from both language groups and there was no moderating effect of home language environment. The bilingual home group demonstrated increased gesture use over the course of intervention as compared with the monolingual home group. Preliminary data revealed no basis for concerns regarding negative impact of a bilingual home environment on language or social development in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361317743251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] An exploratory longitudinal study of social and language outcomes in children with autism in bilingual home environments [texte imprimé] / Vanessa ZHOU, Auteur ; Jeffrey MUNSON, Auteur ; J. GREENSON, Auteur ; Y. HOU, Auteur ; Sally J. ROGERS, Auteur ; A. M. ESTES, Auteur . - p.394-404. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.394-404 Mots-clés : Early Start Denver Model  autism  bilingualism  early intervention  home language environment  language exposure Index. décimale : PER Périodiques Résumé : Little is known about outcomes of early intervention for children with autism spectrum disorder reared in bilingual homes. There are concerns that social communication deficits among children with autism spectrum disorder may reduce the developmental benefits of early intervention for children with autism spectrum disorder raised in bilingual environments. We conducted an exploratory analysis of cross-sectional and longitudinal data from a larger study to explore associations between home language environment and language ability and social skills in response to early autism spectrum disorder intervention. Participants, aged 12-26 months when recruited, were a subset of a larger 2-year, randomized intervention trial (ClinicalTrials.gov identifier: NCT00698997). Children from bilingual homes ( n = 13) began intervention with lower gesture use but otherwise demonstrated equal baseline language and social abilities as compared with age and nonverbal IQ-matched children from monolingual homes ( n = 24). Significant language growth was exhibited by children from both language groups and there was no moderating effect of home language environment. The bilingual home group demonstrated increased gesture use over the course of intervention as compared with the monolingual home group. Preliminary data revealed no basis for concerns regarding negative impact of a bilingual home environment on language or social development in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361317743251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Characterizing Social Functioning in School-Age Children with Sensory Processing Abnormalities / T. S. JOHN in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1361-1373 Titre : Characterizing Social Functioning in School-Age Children with Sensory Processing Abnormalities Type de document : texte imprimé Auteurs : T. S. JOHN, Auteur ; A. ESTES, Auteur ; K. K. BEGAY, Auteur ; Jeffrey MUNSON, Auteur ; Maya A. REITER, Auteur ; Stephen R. DAGER, Auteur ; Natalia M. KLEINHANS, Auteur Article en page(s) : p.1361-1373 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Humans  Perception  Problem Behavior  Sensation  Social Interaction  Autism spectrum disorder  Sensory abnormalities  Social functioning Index. décimale : PER Périodiques Résumé : Children with sensory abnormalities (SAs) have a variety of social problems resulting in poorer social functioning than children with typical development (TD). We describe the relationship between SAs and social functioning in school-age children with SAs, children with TD and a clinical comparison sample of children with autism spectrum disorder (ASD). Children with SAs demonstrated impaired social functioning on standardized measures. Children with SAs demonstrated worse social functioning than children with TD and equivalent social functioning to children with ASD. Increased SAs were associated with poorer social functioning across all groups. The results suggest that children with SAs experience clinically significant problems with social functioning and future research is needed to develop interventions to support social functioning in this population. En ligne : http://dx.doi.org/10.1007/s10803-021-05050-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Characterizing Social Functioning in School-Age Children with Sensory Processing Abnormalities [texte imprimé] / T. S. JOHN, Auteur ; A. ESTES, Auteur ; K. K. BEGAY, Auteur ; Jeffrey MUNSON, Auteur ; Maya A. REITER, Auteur ; Stephen R. DAGER, Auteur ; Natalia M. KLEINHANS, Auteur . - p.1361-1373. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1361-1373 Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Humans  Perception  Problem Behavior  Sensation  Social Interaction  Autism spectrum disorder  Sensory abnormalities  Social functioning Index. décimale : PER Périodiques Résumé : Children with sensory abnormalities (SAs) have a variety of social problems resulting in poorer social functioning than children with typical development (TD). We describe the relationship between SAs and social functioning in school-age children with SAs, children with TD and a clinical comparison sample of children with autism spectrum disorder (ASD). Children with SAs demonstrated impaired social functioning on standardized measures. Children with SAs demonstrated worse social functioning than children with TD and equivalent social functioning to children with ASD. Increased SAs were associated with poorer social functioning across all groups. The results suggest that children with SAs experience clinically significant problems with social functioning and future research is needed to develop interventions to support social functioning in this population. En ligne : http://dx.doi.org/10.1007/s10803-021-05050-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial / Sally J. ROGERS in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.632-646 Titre : Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial Type de document : texte imprimé Auteurs : Sally J. ROGERS, Auteur ; A. ESTES, Auteur ; Laura VISMARA, Auteur ; Jeffrey MUNSON, Auteur ; C. ZIERHUT, Auteur ; J. GREENSON, Auteur ; G. DAWSON, Auteur ; M. ROCHA, Auteur ; Catherine SUGAR, Auteur ; D. SENTURK, Auteur ; F. WHELAN, Auteur ; M. TALBOTT, Auteur Article en page(s) : p.632-646 Langues : Anglais (eng) Mots-clés : Autism  Esdm  Early intervention  Parent-implemented intervention  Toddlers Index. décimale : PER Périodiques Résumé : Short-term low intensity parent implemented intervention studies for toddlers with autism spectrum disorder (ASD) have found it difficult to demonstrate significantly improved developmental scores or autism severity compared to community treatment. We conducted a randomized comparative intent-to-treat study of a parent implemented intervention to (1) test the effects of an enhanced version on parent and child learning, and (2) evaluate the sensitivity to change of proximal versus distal measures of child behavior. We randomized 45 children with ASD, 12-30 months of age, into one of two versions of parent-implemented Early Start Denver Model (P-ESDM), the basic model, in which we delivered 1.5 h of clinic-based parent coaching weekly, and an enhanced version that contained three additions: motivational interviewing, multimodal learning tools, and a weekly 1.5-h home visit. We delivered the intervention for 12 weeks and measured child and parent change frequently in multiple settings. We found a time-by-group interaction: parents in the enhanced group demonstrated significantly greater gains in interaction skills than did parents in the non-enhanced group. Both interventions were associated with significant developmental acceleration; however, child outcomes did not differ by group. We found a significant relationship between degree of change in parental interaction skill and rate of children's improvement on our proximal measure. Parents in both groups reported satisfaction with the intervention. These findings suggest that parent skills improved more in the enhanced group than the comparison group. Children in the two groups showed similar improvements. Rate of individual parent learning was associated with greater individual child progress on a measure quite proximal to the treatment, though not on standardized assessments. En ligne : http://dx.doi.org/10.1007/s10803-018-3740-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 [article] Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial [texte imprimé] / Sally J. ROGERS, Auteur ; A. ESTES, Auteur ; Laura VISMARA, Auteur ; Jeffrey MUNSON, Auteur ; C. ZIERHUT, Auteur ; J. GREENSON, Auteur ; G. DAWSON, Auteur ; M. ROCHA, Auteur ; Catherine SUGAR, Auteur ; D. SENTURK, Auteur ; F. WHELAN, Auteur ; M. TALBOTT, Auteur . - p.632-646. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.632-646 Mots-clés : Autism  Esdm  Early intervention  Parent-implemented intervention  Toddlers Index. décimale : PER Périodiques Résumé : Short-term low intensity parent implemented intervention studies for toddlers with autism spectrum disorder (ASD) have found it difficult to demonstrate significantly improved developmental scores or autism severity compared to community treatment. We conducted a randomized comparative intent-to-treat study of a parent implemented intervention to (1) test the effects of an enhanced version on parent and child learning, and (2) evaluate the sensitivity to change of proximal versus distal measures of child behavior. We randomized 45 children with ASD, 12-30 months of age, into one of two versions of parent-implemented Early Start Denver Model (P-ESDM), the basic model, in which we delivered 1.5 h of clinic-based parent coaching weekly, and an enhanced version that contained three additions: motivational interviewing, multimodal learning tools, and a weekly 1.5-h home visit. We delivered the intervention for 12 weeks and measured child and parent change frequently in multiple settings. We found a time-by-group interaction: parents in the enhanced group demonstrated significantly greater gains in interaction skills than did parents in the non-enhanced group. Both interventions were associated with significant developmental acceleration; however, child outcomes did not differ by group. We found a significant relationship between degree of change in parental interaction skill and rate of children's improvement on our proximal measure. Parents in both groups reported satisfaction with the intervention. These findings suggest that parent skills improved more in the enhanced group than the comparison group. Children in the two groups showed similar improvements. Rate of individual parent learning was associated with greater individual child progress on a measure quite proximal to the treatment, though not on standardized assessments. En ligne : http://dx.doi.org/10.1007/s10803-018-3740-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382

Evidence for broader autism phenotype characteristics in parents from multiple-incidence autism families / Raphael A. BERNIER in Autism Research, 5-1 (February 2012)  

Public ISBD [article]  inAutism Research > 5-1 (February 2012) . - p.13-20 Titre : Evidence for broader autism phenotype characteristics in parents from multiple-incidence autism families Type de document : texte imprimé Auteurs : Raphael A. BERNIER, Auteur ; Jennifer GERDTS, Auteur ; Jeffrey MUNSON, Auteur ; Geraldine DAWSON, Auteur ; Annette ESTES, Auteur Année de publication : 2012 Article en page(s) : p.13-20 Langues : Anglais (eng) Mots-clés : broader autism phenotype  autism spectrum disorders  genetics  autism assessment Index. décimale : PER Périodiques Résumé : The broader autism phenotype (BAP) was assessed in parents who have two or more children with autism spectrum disorder (ASD) (multiplex (MPX) autism), parents who have no more than one child with ASD (simplex autism), parents who have a child with developmental delay without ASD, and parents who have typically developing children. Clinicians, naive to parent group membership status, rated BAP characteristics from videotaped administration of the Broader Autism Phenotype Symptom Scale (BPASS). Differences among groups in BPASS scores in the four assessed domains (social motivation, conversational skills, expressiveness, and restricted interests) were examined using multivariate ANOVA and post hoc comparisons. Further, ratings of videotapes by observers naïve to family status were compared with live, non-naive ratings by observers who were aware of family status (non-naïve). Findings demonstrate that the BPASS is an instrument resistant to rater bias. Parents from MPX autism families showed significantly more autism phenotype characteristics than the parents in the other groups. Moreover, the parents from simplex autism families did not differ from the parents of children with developmental delay or typical development. Finally, no differences between live, non-naive ratings and videotaped, naive ratings were observed. These findings suggest that characteristics of the BAP, specifically in the social and communication domains, are present in MPX autism parents to a greater degree than simplex autism and control parents. Further, the results provide support for the notion that genetic transmission mechanisms may differ between families with more than one child with autism and families with only one child with autism. En ligne : http://dx.doi.org/10.1002/aur.226 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Evidence for broader autism phenotype characteristics in parents from multiple-incidence autism families [texte imprimé] / Raphael A. BERNIER, Auteur ; Jennifer GERDTS, Auteur ; Jeffrey MUNSON, Auteur ; Geraldine DAWSON, Auteur ; Annette ESTES, Auteur . - 2012 . - p.13-20. Langues : Anglais (eng) in Autism Research > 5-1 (February 2012) . - p.13-20 Mots-clés : broader autism phenotype  autism spectrum disorders  genetics  autism assessment Index. décimale : PER Périodiques Résumé : The broader autism phenotype (BAP) was assessed in parents who have two or more children with autism spectrum disorder (ASD) (multiplex (MPX) autism), parents who have no more than one child with ASD (simplex autism), parents who have a child with developmental delay without ASD, and parents who have typically developing children. Clinicians, naive to parent group membership status, rated BAP characteristics from videotaped administration of the Broader Autism Phenotype Symptom Scale (BPASS). Differences among groups in BPASS scores in the four assessed domains (social motivation, conversational skills, expressiveness, and restricted interests) were examined using multivariate ANOVA and post hoc comparisons. Further, ratings of videotapes by observers naïve to family status were compared with live, non-naive ratings by observers who were aware of family status (non-naïve). Findings demonstrate that the BPASS is an instrument resistant to rater bias. Parents from MPX autism families showed significantly more autism phenotype characteristics than the parents in the other groups. Moreover, the parents from simplex autism families did not differ from the parents of children with developmental delay or typical development. Finally, no differences between live, non-naive ratings and videotaped, naive ratings were observed. These findings suggest that characteristics of the BAP, specifically in the social and communication domains, are present in MPX autism parents to a greater degree than simplex autism and control parents. Further, the results provide support for the notion that genetic transmission mechanisms may differ between families with more than one child with autism and families with only one child with autism. En ligne : http://dx.doi.org/10.1002/aur.226 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Fear-Potentiated Startle Response Is Unrelated to Social or Emotional Functioning in Adolescents With Autism Spectrum Disorders / Lindsey STERLING in Autism Research, 6-5 (October 2013)  

Public ISBD [article]  inAutism Research > 6-5 (October 2013) . - p.320-331 Titre : Fear-Potentiated Startle Response Is Unrelated to Social or Emotional Functioning in Adolescents With Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Lindsey STERLING, Auteur ; Jeffrey MUNSON, Auteur ; Annette ESTES, Auteur ; Michael MURIAS, Auteur ; Sara Jane WEBB, Auteur ; Bryan H. KING, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.320-331 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  anxiety  startle response  amygdala Index. décimale : PER Périodiques Résumé : It has been suggested that atypical amygdala function contributes to the social impairments characteristic of autism spectrum disorders (ASDs). Previous research has demonstrated that adolescents and adults with ASD generate normal response during a fear-potentiated startle paradigm, suggesting this aspect of amygdala function is intact and may not account for the social dysfunction associated with the condition. The amygdala also plays a crucial role in the expression of anxiety and may contribute to high rates of reported anxiety in individuals with ASD. The present study partially replicates prior work by examining the fear-potentiated startle response in adolescents with ASD, and extends this to investigate the relationship between startle response and anxiety. Eyeblink magnitude and latency (electromyographic activity; EMG) were collected from 20 adolescents with ASD and 19 typically developing (TD) age-matched adolescents during a fear-potentiated startle paradigm. Parent-report and self-report of anxiety and additional psychiatric symptoms were collected. Parental reports indicated higher rates of associated psychopathology in adolescents with ASD compared with TD adolescents. Consistent with previous results, both groups showed normal potentiated startle response, and no group differences in EMG were found. Symptoms of anxiety and level of social impairment were unrelated to startle response. These findings held for all levels of anxiety, suggesting that within the context of the fear-potentiated startle paradigm, amygdala response is not associated with degree of atypical social or emotional functioning in ASD. En ligne : http://dx.doi.org/10.1002/aur.1289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Fear-Potentiated Startle Response Is Unrelated to Social or Emotional Functioning in Adolescents With Autism Spectrum Disorders [texte imprimé] / Lindsey STERLING, Auteur ; Jeffrey MUNSON, Auteur ; Annette ESTES, Auteur ; Michael MURIAS, Auteur ; Sara Jane WEBB, Auteur ; Bryan H. KING, Auteur ; Geraldine DAWSON, Auteur . - p.320-331. Langues : Anglais (eng) in Autism Research > 6-5 (October 2013) . - p.320-331 Mots-clés : autism spectrum disorders  anxiety  startle response  amygdala Index. décimale : PER Périodiques Résumé : It has been suggested that atypical amygdala function contributes to the social impairments characteristic of autism spectrum disorders (ASDs). Previous research has demonstrated that adolescents and adults with ASD generate normal response during a fear-potentiated startle paradigm, suggesting this aspect of amygdala function is intact and may not account for the social dysfunction associated with the condition. The amygdala also plays a crucial role in the expression of anxiety and may contribute to high rates of reported anxiety in individuals with ASD. The present study partially replicates prior work by examining the fear-potentiated startle response in adolescents with ASD, and extends this to investigate the relationship between startle response and anxiety. Eyeblink magnitude and latency (electromyographic activity; EMG) were collected from 20 adolescents with ASD and 19 typically developing (TD) age-matched adolescents during a fear-potentiated startle paradigm. Parent-report and self-report of anxiety and additional psychiatric symptoms were collected. Parental reports indicated higher rates of associated psychopathology in adolescents with ASD compared with TD adolescents. Consistent with previous results, both groups showed normal potentiated startle response, and no group differences in EMG were found. Symptoms of anxiety and level of social impairment were unrelated to startle response. These findings held for all levels of anxiety, suggesting that within the context of the fear-potentiated startle paradigm, amygdala response is not associated with degree of atypical social or emotional functioning in ASD. En ligne : http://dx.doi.org/10.1002/aur.1289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Head Circumference as an Early Predictor of Autism Symptoms in Younger Siblings of Children with Autism Spectrum Disorder / Lauren ELDER in Journal of Autism and Developmental Disorders, 38-6 (July 2008)  

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Interaction of Treatment Intensity and Autism Severity on Frequency and Maturity of Spontaneous Communication in Toddlers with Autism Spectrum Disorder / Paul J. YODER in Autism Research, 13-11 (November 2020)  

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Parent Support of Preschool Peer Relationships in Younger Siblings of Children with Autism Spectrum Disorder / A. ESTES in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

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Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay / Annette ESTES in Autism, 13-4 (July 2009)  

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Quantitative Assessment of Autism Symptom-related Traits in Probands and Parents: Broader Phenotype Autism Symptom Scale / Geraldine DAWSON in Journal of Autism and Developmental Disorders, 37-3 (March 2007)  

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Sleep Problems and Trajectories of Restricted and Repetitive Behaviors in Children with Neurodevelopmental Disabilities / Katherine E. MACDUFFIE in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

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Sleep problems in autism: Sex differences in the school-age population / Jeffrey MUNSON ; Tanya ST JOHN ; Robin FINLAYSON ; Juhi PANDEY ; Bridget GOTTLIEB ; John D. HERRINGTON ; Robert T. SCHULTZ in Autism Research, 16-1 (January 2023)  

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The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress / A. ESTES in Autism, 25-7 (October 2021)  

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The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress / Annette ESTES in Autism, 26-7 (October 2022)  

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The Impact of Parent-Delivered Intervention on Parents of Very Young Children with Autism / Annette ESTES in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

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