
- <Centre d'Information et de documentation du CRA Rhône-Alpes
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Centre d'information et de documentation
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du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexLundi au Vendredi
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9h00-12h00 13h30-16h00Tél: +33(0)4 37 91 54 65
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Mention de date : March 2014
Paru le : 01/03/2014 |
[n° ou bulletin]
[n° ou bulletin]
44-3 - March 2014 [Texte imprimé et/ou numérique] . - 2014. Langues : Anglais (eng)
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Exemplaires (1)
Code-barres | Cote | Support | Localisation | Section | Disponibilité |
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PER0001238 | PER JAD | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements


Competitive Employment for Youth with Autism Spectrum Disorders: Early Results from a Randomized Clinical Trial / Paul H. WEHMAN in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Competitive Employment for Youth with Autism Spectrum Disorders: Early Results from a Randomized Clinical Trial Type de document : Texte imprimé et/ou numérique Auteurs : Paul H. WEHMAN, Auteur ; Carol M. SCHALL, Auteur ; Jennifer MCDONOUGH, Auteur ; John KREGEL, Auteur ; Valerie BROOKE, Auteur ; Alissa MOLINELLI, Auteur ; Whitney HAM, Auteur ; Carolyn W. GRAHAM, Auteur ; Erin J. RIEHLE, Auteur ; Holly T. COLLINS, Auteur ; Weston THISS, Auteur Article en page(s) : p.487-500 Langues : Anglais (eng) Mots-clés : Autism ASD Transition to employment Applied behavior analysis Positive behavior support Project SEARCH Index. décimale : PER Périodiques Résumé : For most youth with autism spectrum disorders (ASD), employment upon graduation from high school or college is elusive. Employment rates are reported in many studies to be very low despite many years of intensive special education services. This paper presented the preliminary results of a randomized clinical trial of Project SEARCH plus ASD Supports on the employment outcomes for youth with ASD between the ages of 18–21 years of age. This model provides very promising results in that the employment outcomes for youth in the treatment group were much higher in non-traditional jobs with higher than minimum wage incomes than for youth in the control condition. Specifically, 21 out of 24 (87.5 %) treatment group participants acquired employment while 1 of 16 (6.25 %) of control group participants acquired employment. En ligne : http://dx.doi.org/10.1007/s10803-013-1892-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.487-500[article] Competitive Employment for Youth with Autism Spectrum Disorders: Early Results from a Randomized Clinical Trial [Texte imprimé et/ou numérique] / Paul H. WEHMAN, Auteur ; Carol M. SCHALL, Auteur ; Jennifer MCDONOUGH, Auteur ; John KREGEL, Auteur ; Valerie BROOKE, Auteur ; Alissa MOLINELLI, Auteur ; Whitney HAM, Auteur ; Carolyn W. GRAHAM, Auteur ; Erin J. RIEHLE, Auteur ; Holly T. COLLINS, Auteur ; Weston THISS, Auteur . - p.487-500.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.487-500
Mots-clés : Autism ASD Transition to employment Applied behavior analysis Positive behavior support Project SEARCH Index. décimale : PER Périodiques Résumé : For most youth with autism spectrum disorders (ASD), employment upon graduation from high school or college is elusive. Employment rates are reported in many studies to be very low despite many years of intensive special education services. This paper presented the preliminary results of a randomized clinical trial of Project SEARCH plus ASD Supports on the employment outcomes for youth with ASD between the ages of 18–21 years of age. This model provides very promising results in that the employment outcomes for youth in the treatment group were much higher in non-traditional jobs with higher than minimum wage incomes than for youth in the control condition. Specifically, 21 out of 24 (87.5 %) treatment group participants acquired employment while 1 of 16 (6.25 %) of control group participants acquired employment. En ligne : http://dx.doi.org/10.1007/s10803-013-1892-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Maternal Parenting Behavior and Child Behavior Problems in Families of Children and Adolescents with Autism Spectrum Disorder / Jarymke MALJAARS in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Maternal Parenting Behavior and Child Behavior Problems in Families of Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jarymke MALJAARS, Auteur ; Hannah BOONEN, Auteur ; Greet LAMBRECHTS, Auteur ; Karla LEEUWEN, Auteur ; Ilse NOENS, Auteur Article en page(s) : p.501-512 Langues : Anglais (eng) Mots-clés : Parenting behavior Autism spectrum disorder Externalizing behavior problems Internalizing behavior problems Index. décimale : PER Périodiques Résumé : Parents of a child with autism spectrum disorder (ASD) face specific challenges in parenting, but concrete parenting behavior has never been properly investigated in these families. This exploratory questionnaire study compared parenting behaviors among mothers of children and adolescents with ASD (n = 552) and without ASD (n = 437) and examined associations between child behavior problems and parenting behavior. Results showed that mothers of children with ASD reported significantly lower scores on Rules and Discipline and higher scores on Positive Parenting, Stimulating the Development, and Adapting the Environment. Age was differently related to parenting behavior in the ASD versus control group. Furthermore, distinctive correlation patterns between parenting behavior and externalizing or internalizing behavior problems were found for both groups. En ligne : http://dx.doi.org/10.1007/s10803-013-1894-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.501-512[article] Maternal Parenting Behavior and Child Behavior Problems in Families of Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jarymke MALJAARS, Auteur ; Hannah BOONEN, Auteur ; Greet LAMBRECHTS, Auteur ; Karla LEEUWEN, Auteur ; Ilse NOENS, Auteur . - p.501-512.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.501-512
Mots-clés : Parenting behavior Autism spectrum disorder Externalizing behavior problems Internalizing behavior problems Index. décimale : PER Périodiques Résumé : Parents of a child with autism spectrum disorder (ASD) face specific challenges in parenting, but concrete parenting behavior has never been properly investigated in these families. This exploratory questionnaire study compared parenting behaviors among mothers of children and adolescents with ASD (n = 552) and without ASD (n = 437) and examined associations between child behavior problems and parenting behavior. Results showed that mothers of children with ASD reported significantly lower scores on Rules and Discipline and higher scores on Positive Parenting, Stimulating the Development, and Adapting the Environment. Age was differently related to parenting behavior in the ASD versus control group. Furthermore, distinctive correlation patterns between parenting behavior and externalizing or internalizing behavior problems were found for both groups. En ligne : http://dx.doi.org/10.1007/s10803-013-1894-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Adolescents with Autism Spectrum Disorder Show a Circumspect Reasoning Bias Rather than ‘Jumping-to-Conclusions’ / Mark BROSNAN in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Adolescents with Autism Spectrum Disorder Show a Circumspect Reasoning Bias Rather than ‘Jumping-to-Conclusions’ Type de document : Texte imprimé et/ou numérique Auteurs : Mark BROSNAN, Auteur ; Emma CHAPMAN, Auteur ; Chris ASHWIN, Auteur Article en page(s) : p.513-520 Langues : Anglais (eng) Mots-clés : Autism Jumping-to-conclusions Reasoning bias Decision-making Index. décimale : PER Périodiques Résumé : People with autism spectrum disorders (ASD) often take longer to make decisions. The Autism-Psychosis Model proposes that people with autism and psychosis show the opposite pattern of results on cognitive tasks. As those with psychosis show a jump-to-conclusions reasoning bias, those with ASD should show a circumspect reasoning bias. Jumping-to-conclusions was assessed in a sample of 20 adolescents with ASD and 23 age-matched controls using the jumping-to-conclusions beads task. Both groups demonstrated equivalent levels of confidence in decision-making, however the ASD group required more beads than controls before making their decision. Furthermore, there was a positive correlation between the beads required and degree of autism symptoms. Consistent with the Autism-Psychosis Model, a more circumspect reasoning bias was evident in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1897-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.513-520[article] Adolescents with Autism Spectrum Disorder Show a Circumspect Reasoning Bias Rather than ‘Jumping-to-Conclusions’ [Texte imprimé et/ou numérique] / Mark BROSNAN, Auteur ; Emma CHAPMAN, Auteur ; Chris ASHWIN, Auteur . - p.513-520.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.513-520
Mots-clés : Autism Jumping-to-conclusions Reasoning bias Decision-making Index. décimale : PER Périodiques Résumé : People with autism spectrum disorders (ASD) often take longer to make decisions. The Autism-Psychosis Model proposes that people with autism and psychosis show the opposite pattern of results on cognitive tasks. As those with psychosis show a jump-to-conclusions reasoning bias, those with ASD should show a circumspect reasoning bias. Jumping-to-conclusions was assessed in a sample of 20 adolescents with ASD and 23 age-matched controls using the jumping-to-conclusions beads task. Both groups demonstrated equivalent levels of confidence in decision-making, however the ASD group required more beads than controls before making their decision. Furthermore, there was a positive correlation between the beads required and degree of autism symptoms. Consistent with the Autism-Psychosis Model, a more circumspect reasoning bias was evident in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1897-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Nasal Oxytocin for Social Deficits in Childhood Autism: A Randomized Controlled Trial / Mark R. DADDS in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Nasal Oxytocin for Social Deficits in Childhood Autism: A Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Mark R. DADDS, Auteur ; Elayne MACDONALD, Auteur ; Avril CAUCHI, Auteur ; Katrina WILLIAMS, Auteur ; Florence LEVY, Auteur ; John BRENNAN, Auteur Article en page(s) : p.521-531 Langues : Anglais (eng) Mots-clés : Autism Oxytocin Children Randomized controlled trial Index. décimale : PER Périodiques Résumé : The last two decades have witnessed a surge in research investigating the application of oxytocin as a method of enhancing social behaviour in humans. Preliminary evidence suggests oxytocin may have potential as an intervention for autism. We evaluated a 5-day ‘live-in’ intervention using a double-blind randomized control trial. 38 male youths (7–16 years old) with autism spectrum disorders were administered 24 or 12 international units (depending on weight) intranasal placebo or oxytocin once daily over four consecutive days. The oxytocin or placebo was administered during parent–child interaction training sessions. Parent and child behaviours were assessed using parent reports, clinician ratings, and independent observations, at multiple time points to measure side-effects; social interaction skills; repetitive behaviours; emotion recognition and diagnostic status. Compared to placebo, intranasal oxytocin did not significantly improve emotion recognition, social interaction skills, or general behavioral adjustment in male youths with autism spectrum disorders. The results show that the benefits of nasal oxytocin for young individuals with autism spectrum disorders may be more circumscribed than suggested by previous studies, and suggest caution in recommending it as an intervention that is broadly effective. En ligne : http://dx.doi.org/10.1007/s10803-013-1899-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.521-531[article] Nasal Oxytocin for Social Deficits in Childhood Autism: A Randomized Controlled Trial [Texte imprimé et/ou numérique] / Mark R. DADDS, Auteur ; Elayne MACDONALD, Auteur ; Avril CAUCHI, Auteur ; Katrina WILLIAMS, Auteur ; Florence LEVY, Auteur ; John BRENNAN, Auteur . - p.521-531.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.521-531
Mots-clés : Autism Oxytocin Children Randomized controlled trial Index. décimale : PER Périodiques Résumé : The last two decades have witnessed a surge in research investigating the application of oxytocin as a method of enhancing social behaviour in humans. Preliminary evidence suggests oxytocin may have potential as an intervention for autism. We evaluated a 5-day ‘live-in’ intervention using a double-blind randomized control trial. 38 male youths (7–16 years old) with autism spectrum disorders were administered 24 or 12 international units (depending on weight) intranasal placebo or oxytocin once daily over four consecutive days. The oxytocin or placebo was administered during parent–child interaction training sessions. Parent and child behaviours were assessed using parent reports, clinician ratings, and independent observations, at multiple time points to measure side-effects; social interaction skills; repetitive behaviours; emotion recognition and diagnostic status. Compared to placebo, intranasal oxytocin did not significantly improve emotion recognition, social interaction skills, or general behavioral adjustment in male youths with autism spectrum disorders. The results show that the benefits of nasal oxytocin for young individuals with autism spectrum disorders may be more circumscribed than suggested by previous studies, and suggest caution in recommending it as an intervention that is broadly effective. En ligne : http://dx.doi.org/10.1007/s10803-013-1899-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders / Kirsten A. SCHOHL in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten A. SCHOHL, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Bridget DOLAN, Auteur ; Jeffrey KARST, Auteur ; Sheryl STEVENS, Auteur Article en page(s) : p.532-545 Langues : Anglais (eng) Mots-clés : Autism Asperger’s disorder ASD Adolescence PEERS Intervention Social skills Social anxiety Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596–606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11–16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1900-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.532-545[article] A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kirsten A. SCHOHL, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Bridget DOLAN, Auteur ; Jeffrey KARST, Auteur ; Sheryl STEVENS, Auteur . - p.532-545.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.532-545
Mots-clés : Autism Asperger’s disorder ASD Adolescence PEERS Intervention Social skills Social anxiety Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596–606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11–16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1900-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Trajectories of Autism Severity in Early Childhood / Courtney E. VENKER in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Trajectories of Autism Severity in Early Childhood Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; Corey E. RAY-SUBRAMANIAN, Auteur ; Daniel M. BOLT, Auteur ; Susan Ellis WEISMER, Auteur Article en page(s) : p.546-563 Langues : Anglais (eng) Mots-clés : Autism severity Growth trajectories Calibrated severity scores Functional skill trajectories Index. décimale : PER Périodiques Résumé : Relatively little is known about trajectories of autism severity using calibrated severity scores (CSS) from the Autism Diagnostic Observation Schedule, but characterizing these trajectories has important theoretical and clinical implications. This study examined CSS trajectories during early childhood. Participants were 129 children with autism spectrum disorder evaluated annually from ages 2½ to 5½. The four severity trajectory classes that emerged—Persistent High (n = 47), Persistent Moderate (n = 54), Worsening (n = 10), and Improving (n = 18)—were strikingly similar to those identified by Gotham et al. (Pediatrics 130(5):e1278–e1284, 2012). Children in the Persistent High trajectory class had the most severe functional skill deficits in baseline nonverbal cognition and daily living skills and in receptive and expressive language growth. En ligne : http://dx.doi.org/10.1007/s10803-013-1903-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.546-563[article] Trajectories of Autism Severity in Early Childhood [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; Corey E. RAY-SUBRAMANIAN, Auteur ; Daniel M. BOLT, Auteur ; Susan Ellis WEISMER, Auteur . - p.546-563.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.546-563
Mots-clés : Autism severity Growth trajectories Calibrated severity scores Functional skill trajectories Index. décimale : PER Périodiques Résumé : Relatively little is known about trajectories of autism severity using calibrated severity scores (CSS) from the Autism Diagnostic Observation Schedule, but characterizing these trajectories has important theoretical and clinical implications. This study examined CSS trajectories during early childhood. Participants were 129 children with autism spectrum disorder evaluated annually from ages 2½ to 5½. The four severity trajectory classes that emerged—Persistent High (n = 47), Persistent Moderate (n = 54), Worsening (n = 10), and Improving (n = 18)—were strikingly similar to those identified by Gotham et al. (Pediatrics 130(5):e1278–e1284, 2012). Children in the Persistent High trajectory class had the most severe functional skill deficits in baseline nonverbal cognition and daily living skills and in receptive and expressive language growth. En ligne : http://dx.doi.org/10.1007/s10803-013-1903-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Savant Syndrome: Realities, Myths and Misconceptions / Darold A. TREFFERT in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Savant Syndrome: Realities, Myths and Misconceptions Type de document : Texte imprimé et/ou numérique Auteurs : Darold A. TREFFERT, Auteur Article en page(s) : p.564-571 Langues : Anglais (eng) Mots-clés : Savant syndrome Autism Autism spectrum disorder Hyperlexia Einstein syndrome Index. décimale : PER Périodiques Résumé : It was 126 years ago that Down first described savant syndrome as a specific condition and 70 years ago that Kanner first described Early Infantile Autism. While as many as one in ten autistic persons have savant abilities, such special skills occur in other CNS conditions as well such that approximately 50 % of cases of savant syndrome have autism as the underlying developmental disability and 50 % are associated with other disabilities. This paper sorts out realities from myths and misconceptions about both savant syndrome and autism spectrum disorders (ASD) that have developed through the years. The reality is that low IQ is not necessarily an accompaniment of savant syndrome; in some cases IQ can be superior. Also, savants can be creative, rather than just duplicative, and the skills increase over time on a continuum from duplication, to improvisation to creation, rather than diminishing or suddenly disappearing. Genius and prodigy exist separate from savant syndrome and not all such highly gifted persons have Asperger’s Disorder. This paper also emphasizes the critical importance of separating ‘autistic-like’ symptoms from ASD especially in children when the savant ability presents as hyperlexia (children who read early) or as Einstein syndrome (children who speak late), or have impaired vision (Blindisms) because prognosis and outcome are very different when that careful distinction is made. In those cases the term ‘outgrowing autism’ might be mistakenly applied when in fact the child did not have ASD in the first place. En ligne : http://dx.doi.org/10.1007/s10803-013-1906-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.564-571[article] Savant Syndrome: Realities, Myths and Misconceptions [Texte imprimé et/ou numérique] / Darold A. TREFFERT, Auteur . - p.564-571.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.564-571
Mots-clés : Savant syndrome Autism Autism spectrum disorder Hyperlexia Einstein syndrome Index. décimale : PER Périodiques Résumé : It was 126 years ago that Down first described savant syndrome as a specific condition and 70 years ago that Kanner first described Early Infantile Autism. While as many as one in ten autistic persons have savant abilities, such special skills occur in other CNS conditions as well such that approximately 50 % of cases of savant syndrome have autism as the underlying developmental disability and 50 % are associated with other disabilities. This paper sorts out realities from myths and misconceptions about both savant syndrome and autism spectrum disorders (ASD) that have developed through the years. The reality is that low IQ is not necessarily an accompaniment of savant syndrome; in some cases IQ can be superior. Also, savants can be creative, rather than just duplicative, and the skills increase over time on a continuum from duplication, to improvisation to creation, rather than diminishing or suddenly disappearing. Genius and prodigy exist separate from savant syndrome and not all such highly gifted persons have Asperger’s Disorder. This paper also emphasizes the critical importance of separating ‘autistic-like’ symptoms from ASD especially in children when the savant ability presents as hyperlexia (children who read early) or as Einstein syndrome (children who speak late), or have impaired vision (Blindisms) because prognosis and outcome are very different when that careful distinction is made. In those cases the term ‘outgrowing autism’ might be mistakenly applied when in fact the child did not have ASD in the first place. En ligne : http://dx.doi.org/10.1007/s10803-013-1906-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities / Anke BOER in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Anke BOER, Auteur ; Sip Jan PIJL, Auteur ; Alexander MINNAERT, Auteur ; Wendy POST, Auteur Article en page(s) : p.572-583 Langues : Anglais (eng) Mots-clés : Attitudes Peers Severe physical and intellectual disabilities Inclusive education Intervention Index. décimale : PER Périodiques Résumé : In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasi-experimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n experimental = 22, n control = 31) and elementary school students without disabilities (n experimental = 91, n control = 127) (age range 4–12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students’ attitudes. En ligne : http://dx.doi.org/10.1007/s10803-013-1908-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.572-583[article] Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities [Texte imprimé et/ou numérique] / Anke BOER, Auteur ; Sip Jan PIJL, Auteur ; Alexander MINNAERT, Auteur ; Wendy POST, Auteur . - p.572-583.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.572-583
Mots-clés : Attitudes Peers Severe physical and intellectual disabilities Inclusive education Intervention Index. décimale : PER Périodiques Résumé : In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasi-experimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n experimental = 22, n control = 31) and elementary school students without disabilities (n experimental = 91, n control = 127) (age range 4–12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students’ attitudes. En ligne : http://dx.doi.org/10.1007/s10803-013-1908-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Visual Attention to Competing Social and Object Images by Preschool Children with Autism Spectrum Disorder / Noah J. SASSON in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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[article]
Titre : Visual Attention to Competing Social and Object Images by Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Noah J. SASSON, Auteur ; Emily W. TOUCHSTONE, Auteur Article en page(s) : p.584-592 Langues : Anglais (eng) Mots-clés : Autism Social attention Eye-tracking Face processing Circumscribed interests Restricted interests Index. décimale : PER Périodiques Résumé : Eye tracking studies of young children with autism spectrum disorder (ASD) report a reduction in social attention and an increase in visual attention to non-social stimuli, including objects related to circumscribed interests (CI) (e.g., trains). In the current study, fifteen preschoolers with ASD and 15 typically developing controls matched on gender and age (range 24–62 months) were eye tracked while viewing a paired preference task of face and object stimuli. While co-varying verbal and nonverbal developmental quotients, preschoolers with ASD were similar to controls in their visual attention to faces presented with objects unrelated to CI, but attended significantly less than controls to faces presented with CI-related objects. This was consistent across three metrics: preference, prioritization and duration. Social attention in preschoolers with ASD therefore appears modulated by salience of competing non-social stimuli, which may affect the development of both social and non-social characteristics of the disorder. En ligne : http://dx.doi.org/10.1007/s10803-013-1910-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.584-592[article] Visual Attention to Competing Social and Object Images by Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Noah J. SASSON, Auteur ; Emily W. TOUCHSTONE, Auteur . - p.584-592.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.584-592
Mots-clés : Autism Social attention Eye-tracking Face processing Circumscribed interests Restricted interests Index. décimale : PER Périodiques Résumé : Eye tracking studies of young children with autism spectrum disorder (ASD) report a reduction in social attention and an increase in visual attention to non-social stimuli, including objects related to circumscribed interests (CI) (e.g., trains). In the current study, fifteen preschoolers with ASD and 15 typically developing controls matched on gender and age (range 24–62 months) were eye tracked while viewing a paired preference task of face and object stimuli. While co-varying verbal and nonverbal developmental quotients, preschoolers with ASD were similar to controls in their visual attention to faces presented with objects unrelated to CI, but attended significantly less than controls to faces presented with CI-related objects. This was consistent across three metrics: preference, prioritization and duration. Social attention in preschoolers with ASD therefore appears modulated by salience of competing non-social stimuli, which may affect the development of both social and non-social characteristics of the disorder. En ligne : http://dx.doi.org/10.1007/s10803-013-1910-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Coping, Daily Hassles and Behavior and Emotional Problems in Adolescents with High-Functioning Autism/Asperger’s Disorder / Angela S. KHOR in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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[article]
Titre : Coping, Daily Hassles and Behavior and Emotional Problems in Adolescents with High-Functioning Autism/Asperger’s Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Angela S. KHOR, Auteur ; Glenn A. MELVIN, Auteur ; Sophie C. REID, Auteur ; Kylie M. GRAY, Auteur Article en page(s) : p.593-608 Langues : Anglais (eng) Mots-clés : Coping Daily hassles Psychopathology Autism Asperger’s Disorder Index. décimale : PER Périodiques Résumé : Although daily hassles and coping are associated with behavior and emotional problems in non-clinical populations, few studies have investigated these relationships in individuals with high-functioning autism/Asperger’s Disorder (HFASD). This study examined the relationships between daily hassles, coping and behavior and emotional problems in adolescents with HFASD. Thirty-one adolescents with HFASD completed questionnaires assessing their coping and behavior and emotional problems, and completed an Ecological Momentary Assessment run via a mobile phone application on their coping and daily hassles. Parents completed questionnaires of the adolescents’ daily hassles, coping, and behavior and emotional problems. The disengagement coping style was associated with significantly higher levels of behavior and emotional problems regardless of respondent or methodology, suggesting it may be a valuable target for intervention. En ligne : http://dx.doi.org/10.1007/s10803-013-1912-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.593-608[article] Coping, Daily Hassles and Behavior and Emotional Problems in Adolescents with High-Functioning Autism/Asperger’s Disorder [Texte imprimé et/ou numérique] / Angela S. KHOR, Auteur ; Glenn A. MELVIN, Auteur ; Sophie C. REID, Auteur ; Kylie M. GRAY, Auteur . - p.593-608.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.593-608
Mots-clés : Coping Daily hassles Psychopathology Autism Asperger’s Disorder Index. décimale : PER Périodiques Résumé : Although daily hassles and coping are associated with behavior and emotional problems in non-clinical populations, few studies have investigated these relationships in individuals with high-functioning autism/Asperger’s Disorder (HFASD). This study examined the relationships between daily hassles, coping and behavior and emotional problems in adolescents with HFASD. Thirty-one adolescents with HFASD completed questionnaires assessing their coping and behavior and emotional problems, and completed an Ecological Momentary Assessment run via a mobile phone application on their coping and daily hassles. Parents completed questionnaires of the adolescents’ daily hassles, coping, and behavior and emotional problems. The disengagement coping style was associated with significantly higher levels of behavior and emotional problems regardless of respondent or methodology, suggesting it may be a valuable target for intervention. En ligne : http://dx.doi.org/10.1007/s10803-013-1912-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 The Autism Mental Status Exam: Sensitivity and Specificity Using DSM-5 Criteria for Autism Spectrum Disorder in Verbally Fluent Adults / David GRODBERG in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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[article]
Titre : The Autism Mental Status Exam: Sensitivity and Specificity Using DSM-5 Criteria for Autism Spectrum Disorder in Verbally Fluent Adults Type de document : Texte imprimé et/ou numérique Auteurs : David GRODBERG, Auteur ; Paige M. WEINGER, Auteur ; Danielle B. HALPERN, Auteur ; Michael PARIDES, Auteur ; Alexander KOLEVZON, Auteur ; Joseph D. BUXBAUM, Auteur Article en page(s) : p.609-614 Langues : Anglais (eng) Mots-clés : Autism mental status exam Mental status exam Autism spectrum disorder DSM-5 ADOS Autism diagnostic assessment Index. décimale : PER Périodiques Résumé : The phenotypic heterogeneity of adults suspected of autism spectrum disorder (ASD) requires a standardized diagnostic approach that is feasible in all clinical settings. The autism mental status exam (AMSE) is an eight-item observational assessment that structures the observation and documentation of social, communicative and behavioral signs and symptoms of ASD. Previous findings indicate high classification accuracy when compared to the autism diagnostic observation schedule in a non-stratified population of high-risk patients suspected of having ASD. This protocol investigates the sensitivity and specificity of AMSE scores using DSM-5 criteria for ASD in a sample of high-risk verbally fluent adults. Findings indicate an optimized sensitivity of 0.91 and a specificity of 0.93 for this group. Because of its high clinical utility, the AMSE holds promise as a diagnostic assessment tool that can support one’s clinical diagnosis of ASD in high-risk adults. En ligne : http://dx.doi.org/10.1007/s10803-013-1917-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.609-614[article] The Autism Mental Status Exam: Sensitivity and Specificity Using DSM-5 Criteria for Autism Spectrum Disorder in Verbally Fluent Adults [Texte imprimé et/ou numérique] / David GRODBERG, Auteur ; Paige M. WEINGER, Auteur ; Danielle B. HALPERN, Auteur ; Michael PARIDES, Auteur ; Alexander KOLEVZON, Auteur ; Joseph D. BUXBAUM, Auteur . - p.609-614.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.609-614
Mots-clés : Autism mental status exam Mental status exam Autism spectrum disorder DSM-5 ADOS Autism diagnostic assessment Index. décimale : PER Périodiques Résumé : The phenotypic heterogeneity of adults suspected of autism spectrum disorder (ASD) requires a standardized diagnostic approach that is feasible in all clinical settings. The autism mental status exam (AMSE) is an eight-item observational assessment that structures the observation and documentation of social, communicative and behavioral signs and symptoms of ASD. Previous findings indicate high classification accuracy when compared to the autism diagnostic observation schedule in a non-stratified population of high-risk patients suspected of having ASD. This protocol investigates the sensitivity and specificity of AMSE scores using DSM-5 criteria for ASD in a sample of high-risk verbally fluent adults. Findings indicate an optimized sensitivity of 0.91 and a specificity of 0.93 for this group. Because of its high clinical utility, the AMSE holds promise as a diagnostic assessment tool that can support one’s clinical diagnosis of ASD in high-risk adults. En ligne : http://dx.doi.org/10.1007/s10803-013-1917-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 A Longitudinal Study of the Teacch Program in Different Settings: The Potential Benefits of Low Intensity Intervention in Preschool Children with Autism Spectrum Disorder / Lidia D’ELIA in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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[article]
Titre : A Longitudinal Study of the Teacch Program in Different Settings: The Potential Benefits of Low Intensity Intervention in Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lidia D’ELIA, Auteur ; Giovanni VALERI, Auteur ; Fabiana SONNINO, Auteur ; Ilaria FONTANA, Auteur ; Alessia MAMMONE, Auteur ; Stefano VICARI, Auteur Article en page(s) : p.615-626 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders TEACCH Preschool children Treatment intensity Index. décimale : PER Périodiques Résumé : We conducted a longitudinal study of 30 preschool children with autism spectrum disorders (ASDs) to evaluate the potential benefits of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH). Fifteen children following a low intensity TEACCH program were assessed four times for autism severity, adaptive functioning, language skills, maladaptive behaviors and parental stress and compared with a control group of 15 children following a non-specific approach. Findings suggest that a low intensity home and school TEACCH program may provide benefits for children with ASD by reducing autistic symptoms and maladaptive behaviors. Furthermore, a decrease in parental stress indicates that parents’ involvement in the rehabilitation program is a crucial factor and contributes greatly to treatment efficacy. En ligne : http://dx.doi.org/10.1007/s10803-013-1911-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.615-626[article] A Longitudinal Study of the Teacch Program in Different Settings: The Potential Benefits of Low Intensity Intervention in Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lidia D’ELIA, Auteur ; Giovanni VALERI, Auteur ; Fabiana SONNINO, Auteur ; Ilaria FONTANA, Auteur ; Alessia MAMMONE, Auteur ; Stefano VICARI, Auteur . - p.615-626.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.615-626
Mots-clés : Autism spectrum disorders TEACCH Preschool children Treatment intensity Index. décimale : PER Périodiques Résumé : We conducted a longitudinal study of 30 preschool children with autism spectrum disorders (ASDs) to evaluate the potential benefits of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH). Fifteen children following a low intensity TEACCH program were assessed four times for autism severity, adaptive functioning, language skills, maladaptive behaviors and parental stress and compared with a control group of 15 children following a non-specific approach. Findings suggest that a low intensity home and school TEACCH program may provide benefits for children with ASD by reducing autistic symptoms and maladaptive behaviors. Furthermore, a decrease in parental stress indicates that parents’ involvement in the rehabilitation program is a crucial factor and contributes greatly to treatment efficacy. En ligne : http://dx.doi.org/10.1007/s10803-013-1911-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Gender and Age Differences in the Core Triad of Impairments in Autism Spectrum Disorders: A Systematic Review and Meta-analysis / Patricia J. M. WIJNGAARDEN-CREMERS in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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[article]
Titre : Gender and Age Differences in the Core Triad of Impairments in Autism Spectrum Disorders: A Systematic Review and Meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Patricia J. M. WIJNGAARDEN-CREMERS, Auteur ; Evelien EETEN, Auteur ; Wouter B. GROEN, Auteur ; Patricia A. DEURZEN, Auteur ; Iris J. OOSTERLING, Auteur ; Rutger Jan VAN DER GAAG, Auteur Article en page(s) : p.627-635 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Gender Age Index. décimale : PER Périodiques Résumé : Autism is an extensively studied disorder in which the gender disparity in prevalence has received much attention. In contrast, only a few studies examine gender differences in symptomatology. This systematic review and meta-analysis of 22 peer reviewed original publications examines gender differences in the core triad of impairments in autism. Gender differences were transformed and concatenated using standardized mean differences, and analyses were stratified in five age categories (toddlerhood, preschool children, childhood, adolescence, young adulthood). Boys showed more repetitive and stereotyped behavior as from the age of six, but not below the age of six. Males and females did not differ in the domain of social behavior and communication. There is an underrepresentation of females with ASD an average to high intelligence. Females could present another autistic phenotype than males. As ASD is now defined according to the male phenotype this could imply that there is an ascertainment bias. More research is needed into the female phenotype of ASD with development of appropriate instruments to detect and ascertain them. En ligne : http://dx.doi.org/10.1007/s10803-013-1913-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.627-635[article] Gender and Age Differences in the Core Triad of Impairments in Autism Spectrum Disorders: A Systematic Review and Meta-analysis [Texte imprimé et/ou numérique] / Patricia J. M. WIJNGAARDEN-CREMERS, Auteur ; Evelien EETEN, Auteur ; Wouter B. GROEN, Auteur ; Patricia A. DEURZEN, Auteur ; Iris J. OOSTERLING, Auteur ; Rutger Jan VAN DER GAAG, Auteur . - p.627-635.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.627-635
Mots-clés : Autism spectrum disorder Gender Age Index. décimale : PER Périodiques Résumé : Autism is an extensively studied disorder in which the gender disparity in prevalence has received much attention. In contrast, only a few studies examine gender differences in symptomatology. This systematic review and meta-analysis of 22 peer reviewed original publications examines gender differences in the core triad of impairments in autism. Gender differences were transformed and concatenated using standardized mean differences, and analyses were stratified in five age categories (toddlerhood, preschool children, childhood, adolescence, young adulthood). Boys showed more repetitive and stereotyped behavior as from the age of six, but not below the age of six. Males and females did not differ in the domain of social behavior and communication. There is an underrepresentation of females with ASD an average to high intelligence. Females could present another autistic phenotype than males. As ASD is now defined according to the male phenotype this could imply that there is an ascertainment bias. More research is needed into the female phenotype of ASD with development of appropriate instruments to detect and ascertain them. En ligne : http://dx.doi.org/10.1007/s10803-013-1913-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Factor Structure for Autism Spectrum Disorders with Toddlers Using DSM-IV and DSM-5 Criteria / Megan SIPES in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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[article]
Titre : Factor Structure for Autism Spectrum Disorders with Toddlers Using DSM-IV and DSM-5 Criteria Type de document : Texte imprimé et/ou numérique Auteurs : Megan SIPES, Auteur ; Johnny L. MATSON, Auteur Article en page(s) : p.636-647 Langues : Anglais (eng) Mots-clés : Autism DSM-5 BISCUIT CFA Index. décimale : PER Périodiques Résumé : With the publication of the Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition, autism spectrum disorders are defined by two symptom clusters (social communication and restricted/repetitive behaviors) instead of the current three clusters. The current study examined the structure of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT). First, an exploratory factor analysis was replicated whose results were largely comparable to the previous findings. Then, confirmatory factor analyses compared a two and three factor structure for the BISCUIT. Measures of model fit supported both the two and three factor models relatively well. When directly compared, the three factor model was found to be preferred over the two factor model. Implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1919-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.636-647[article] Factor Structure for Autism Spectrum Disorders with Toddlers Using DSM-IV and DSM-5 Criteria [Texte imprimé et/ou numérique] / Megan SIPES, Auteur ; Johnny L. MATSON, Auteur . - p.636-647.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.636-647
Mots-clés : Autism DSM-5 BISCUIT CFA Index. décimale : PER Périodiques Résumé : With the publication of the Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition, autism spectrum disorders are defined by two symptom clusters (social communication and restricted/repetitive behaviors) instead of the current three clusters. The current study examined the structure of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT). First, an exploratory factor analysis was replicated whose results were largely comparable to the previous findings. Then, confirmatory factor analyses compared a two and three factor structure for the BISCUIT. Measures of model fit supported both the two and three factor models relatively well. When directly compared, the three factor model was found to be preferred over the two factor model. Implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1919-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Language and Verbal Memory in Individuals with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes / Katherine TYSON in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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[article]
Titre : Language and Verbal Memory in Individuals with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Katherine TYSON, Auteur ; Elizabeth KELLEY, Auteur ; Deborah A. FEIN, Auteur ; Alyssa ORINSTEIN, Auteur ; Eva TROYB, Auteur ; Marianne L. BARTON, Auteur ; Inge-Marie EIGSTI, Auteur ; Letitia NAIGLES, Auteur ; Robert T. SCHULTZ, Auteur ; Michael C. STEVENS, Auteur ; Molly HELT, Auteur ; Michael ROSENTHAL, Auteur Article en page(s) : p.648-663 Langues : Anglais (eng) Mots-clés : Optimal outcome Language Recovery Autism Index. décimale : PER Périodiques Résumé : Some individuals who lose their autism spectrum disorder diagnosis may continue to display subtle weaknesses in language. We examined language and verbal memory in 44 individuals with high-functioning autism (HFA), 34 individuals with “optimal outcomes” (OO) and 34 individuals with typical development (TD). The OO group scored in the average range or above on all measures and showed few differences from the TD group. The HFA group performed within the average range but showed significantly lower mean performance than the other groups on multiple language measures, even when controlling for verbal IQ. Results also indicate that OO individuals show strong language abilities in all areas tested, but that their language may show greater reliance on verbal memory. En ligne : http://dx.doi.org/10.1007/s10803-013-1921-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.648-663[article] Language and Verbal Memory in Individuals with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes [Texte imprimé et/ou numérique] / Katherine TYSON, Auteur ; Elizabeth KELLEY, Auteur ; Deborah A. FEIN, Auteur ; Alyssa ORINSTEIN, Auteur ; Eva TROYB, Auteur ; Marianne L. BARTON, Auteur ; Inge-Marie EIGSTI, Auteur ; Letitia NAIGLES, Auteur ; Robert T. SCHULTZ, Auteur ; Michael C. STEVENS, Auteur ; Molly HELT, Auteur ; Michael ROSENTHAL, Auteur . - p.648-663.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.648-663
Mots-clés : Optimal outcome Language Recovery Autism Index. décimale : PER Périodiques Résumé : Some individuals who lose their autism spectrum disorder diagnosis may continue to display subtle weaknesses in language. We examined language and verbal memory in 44 individuals with high-functioning autism (HFA), 34 individuals with “optimal outcomes” (OO) and 34 individuals with typical development (TD). The OO group scored in the average range or above on all measures and showed few differences from the TD group. The HFA group performed within the average range but showed significantly lower mean performance than the other groups on multiple language measures, even when controlling for verbal IQ. Results also indicate that OO individuals show strong language abilities in all areas tested, but that their language may show greater reliance on verbal memory. En ligne : http://dx.doi.org/10.1007/s10803-013-1921-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Bottom-Up Attention Orienting in Young Children with Autism / Dima AMSO in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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[article]
Titre : Bottom-Up Attention Orienting in Young Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Dima AMSO, Auteur ; Sara HAAS, Auteur ; Elena TENENBAUM, Auteur ; Julie MARKANT, Auteur ; Stephen J. SHEINKOPF, Auteur Article en page(s) : p.664-673 Langues : Anglais (eng) Mots-clés : Bottom-up attention Saliency Visual attention Autism Eye tracking Social attention Index. décimale : PER Périodiques Résumé : We examined the impact of simultaneous bottom-up visual influences and meaningful social stimuli on attention orienting in young children with autism spectrum disorders (ASDs). Relative to typically-developing age and sex matched participants, children with ASDs were more influenced by bottom-up visual scene information regardless of whether social stimuli and bottom-up scene properties were congruent or competing. This initial reliance on bottom-up strategies correlated with severity of social impairment as well as receptive language impairments. These data provide support for the idea that there is enhanced reliance on bottom-up attention strategies in ASDs, and that this may have a negative impact on social and language development. En ligne : http://dx.doi.org/10.1007/s10803-013-1925-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.664-673[article] Bottom-Up Attention Orienting in Young Children with Autism [Texte imprimé et/ou numérique] / Dima AMSO, Auteur ; Sara HAAS, Auteur ; Elena TENENBAUM, Auteur ; Julie MARKANT, Auteur ; Stephen J. SHEINKOPF, Auteur . - p.664-673.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.664-673
Mots-clés : Bottom-up attention Saliency Visual attention Autism Eye tracking Social attention Index. décimale : PER Périodiques Résumé : We examined the impact of simultaneous bottom-up visual influences and meaningful social stimuli on attention orienting in young children with autism spectrum disorders (ASDs). Relative to typically-developing age and sex matched participants, children with ASDs were more influenced by bottom-up visual scene information regardless of whether social stimuli and bottom-up scene properties were congruent or competing. This initial reliance on bottom-up strategies correlated with severity of social impairment as well as receptive language impairments. These data provide support for the idea that there is enhanced reliance on bottom-up attention strategies in ASDs, and that this may have a negative impact on social and language development. En ligne : http://dx.doi.org/10.1007/s10803-013-1925-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Brief Report: Episodic Foresight in Autism Spectrum Disorder / Laura K. HANSON in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Brief Report: Episodic Foresight in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Laura K. HANSON, Auteur ; Cristina M. ATANCE, Auteur Article en page(s) : p.674-684 Langues : Anglais (eng) Mots-clés : Autism ASD Episodic foresight Future thinking Theory of mind Executive function Index. décimale : PER Périodiques Résumé : Episodic foresight (EpF) or, the ability to imagine the future and use such imagination to guide our actions, is an important aspect of cognition that has not yet been explored in children with autism spectrum disorder (ASD). This is despite its proposed links with theory of mind (ToM) and executive function (EF), two areas found to be impaired in ASD. Twenty-five children with ASD (M = 5 years, 10 months; 22 male) and 25 mental-age-matched typically developing children (M = 4 years, 10 months; 22 male) completed a series of EpF, ToM, and EF tasks. Significant group differences were detected on several EpF tasks suggesting that children with ASD show impairments in thinking about their future selves. En ligne : http://dx.doi.org/10.1007/s10803-013-1896-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.674-684[article] Brief Report: Episodic Foresight in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Laura K. HANSON, Auteur ; Cristina M. ATANCE, Auteur . - p.674-684.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.674-684
Mots-clés : Autism ASD Episodic foresight Future thinking Theory of mind Executive function Index. décimale : PER Périodiques Résumé : Episodic foresight (EpF) or, the ability to imagine the future and use such imagination to guide our actions, is an important aspect of cognition that has not yet been explored in children with autism spectrum disorder (ASD). This is despite its proposed links with theory of mind (ToM) and executive function (EF), two areas found to be impaired in ASD. Twenty-five children with ASD (M = 5 years, 10 months; 22 male) and 25 mental-age-matched typically developing children (M = 4 years, 10 months; 22 male) completed a series of EpF, ToM, and EF tasks. Significant group differences were detected on several EpF tasks suggesting that children with ASD show impairments in thinking about their future selves. En ligne : http://dx.doi.org/10.1007/s10803-013-1896-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Brief Report: The Smiles of a Child with Autism Spectrum Disorder During an Animal-assisted Activity May Facilitate Social Positive Behaviors—Quantitative Analysis with Smile-detecting Interface / Atsushi FUNAHASHI in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Brief Report: The Smiles of a Child with Autism Spectrum Disorder During an Animal-assisted Activity May Facilitate Social Positive Behaviors—Quantitative Analysis with Smile-detecting Interface Type de document : Texte imprimé et/ou numérique Auteurs : Atsushi FUNAHASHI, Auteur ; Anna GRUEBLER, Auteur ; Takeshi AOKI, Auteur ; Hideki KADONE, Auteur ; Kenji SUZUKI, Auteur Article en page(s) : p.685-693 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Animal-assisted activity Smile-detecting interface Index. décimale : PER Périodiques Résumé : We quantitatively measured the smiles of a child with autism spectrum disorder (ASD-C) using a wearable interface device during animal-assisted activities (AAA) for 7 months, and compared the results with a control of the same age. The participant was a 10-year-old boy with ASD, and a normal healthy boy of the same age was the control. They voluntarily participated in this study. Neither child had difficulty putting on the wearable device. They kept putting on the device comfortably through the entire experiment (duration of a session was about 30–40 min). This study was approved by the Ethical Committee based on the rules established by the Institute for Developmental Research, Aichi Human Service Center. The behavior of the participants during AAA was video-recorded and coded by the medical examiner (ME). In both groups, the smiles recognized by the ME corresponded with the computer-detected smiles. In both groups, positive social behaviors increased when the smiles increased. Also, negative social behaviors decreased when the smiles increased in the (ASD-C). It is suggested that by leading the (ASD-C) into a social environment that may cause smiling, the child’s social positive behaviors may be facilitated and his social negative behaviors may be decreased. En ligne : http://dx.doi.org/10.1007/s10803-013-1898-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.685-693[article] Brief Report: The Smiles of a Child with Autism Spectrum Disorder During an Animal-assisted Activity May Facilitate Social Positive Behaviors—Quantitative Analysis with Smile-detecting Interface [Texte imprimé et/ou numérique] / Atsushi FUNAHASHI, Auteur ; Anna GRUEBLER, Auteur ; Takeshi AOKI, Auteur ; Hideki KADONE, Auteur ; Kenji SUZUKI, Auteur . - p.685-693.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.685-693
Mots-clés : Autism spectrum disorder Animal-assisted activity Smile-detecting interface Index. décimale : PER Périodiques Résumé : We quantitatively measured the smiles of a child with autism spectrum disorder (ASD-C) using a wearable interface device during animal-assisted activities (AAA) for 7 months, and compared the results with a control of the same age. The participant was a 10-year-old boy with ASD, and a normal healthy boy of the same age was the control. They voluntarily participated in this study. Neither child had difficulty putting on the wearable device. They kept putting on the device comfortably through the entire experiment (duration of a session was about 30–40 min). This study was approved by the Ethical Committee based on the rules established by the Institute for Developmental Research, Aichi Human Service Center. The behavior of the participants during AAA was video-recorded and coded by the medical examiner (ME). In both groups, the smiles recognized by the ME corresponded with the computer-detected smiles. In both groups, positive social behaviors increased when the smiles increased. Also, negative social behaviors decreased when the smiles increased in the (ASD-C). It is suggested that by leading the (ASD-C) into a social environment that may cause smiling, the child’s social positive behaviors may be facilitated and his social negative behaviors may be decreased. En ligne : http://dx.doi.org/10.1007/s10803-013-1898-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Brief Report: Broad Autism Phenotype in Adults is Associated with Performance on an Eye-Tracking Measure of Joint Attention / Meghan R. SWANSON in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Brief Report: Broad Autism Phenotype in Adults is Associated with Performance on an Eye-Tracking Measure of Joint Attention Type de document : Texte imprimé et/ou numérique Auteurs : Meghan R. SWANSON, Auteur ; Michael SILLER, Auteur Article en page(s) : p.694-702 Langues : Anglais (eng) Mots-clés : Broad autism phenotype Autism spectrum disorder Response to joint attention Gaze following Eye-tracking Endophenotype Index. décimale : PER Périodiques Résumé : The current study takes advantage of modern eye-tracking technology and evaluates how individuals allocate their attention when viewing social videos that display an adult model who is gazing at a series of targets that appear and disappear in the four corners of the screen (congruent condition), or gazing elsewhere (incongruent condition). Data demonstrated the feasibility of administrating this experimental paradigm to a diverse sample of healthy adult college students (N = 44). Results revealed that individual differences in gaze allocation were significantly related to a self-report measure evaluating features of the broad autism phenotype, suggesting that individual variation in the broad autism phenotype is related to individual differences in gaze allocation. En ligne : http://dx.doi.org/10.1007/s10803-013-1901-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.694-702[article] Brief Report: Broad Autism Phenotype in Adults is Associated with Performance on an Eye-Tracking Measure of Joint Attention [Texte imprimé et/ou numérique] / Meghan R. SWANSON, Auteur ; Michael SILLER, Auteur . - p.694-702.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.694-702
Mots-clés : Broad autism phenotype Autism spectrum disorder Response to joint attention Gaze following Eye-tracking Endophenotype Index. décimale : PER Périodiques Résumé : The current study takes advantage of modern eye-tracking technology and evaluates how individuals allocate their attention when viewing social videos that display an adult model who is gazing at a series of targets that appear and disappear in the four corners of the screen (congruent condition), or gazing elsewhere (incongruent condition). Data demonstrated the feasibility of administrating this experimental paradigm to a diverse sample of healthy adult college students (N = 44). Results revealed that individual differences in gaze allocation were significantly related to a self-report measure evaluating features of the broad autism phenotype, suggesting that individual variation in the broad autism phenotype is related to individual differences in gaze allocation. En ligne : http://dx.doi.org/10.1007/s10803-013-1901-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Brief Report: MECP2 Mutations in People Without Rett Syndrome / Bernhard SUTER in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Brief Report: MECP2 Mutations in People Without Rett Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Bernhard SUTER, Auteur ; Diane TREADWELL-DEERING, Auteur ; Huda Y. ZOGHBI, Auteur ; Daniel G. GLAZE, Auteur ; Jeffrey L. NEUL, Auteur Article en page(s) : p.703-711 Langues : Anglais (eng) Mots-clés : Rett syndrome Autism Neurodevelopmental disorders MECP2 Epigenetics Neurogenetics Index. décimale : PER Périodiques Résumé : Mutations in Methyl-CpG-Binding protein 2 (MECP2) are commonly associated with the neurodevelopmental disorder Rett syndrome (RTT). However, some people with RTT do not have mutations in MECP2, and interestingly there have been people identified with MECP2 mutations that do not have the clinical features of RTT. In this report we present four people with neurodevelopmental abnormalities and clear RTT-disease causing MECP2 mutation but lacking the characteristic clinical features of RTT. One patient’s symptoms suggest an extension of the known spectrum of MECP2 associated phenotypes to include global developmental delay with obsessive compulsive disorder and attention deficit hyperactivity disorder. These results reemphasize that RTT should remain a clinical diagnosis, based on the recent consensus criteria. En ligne : http://dx.doi.org/10.1007/s10803-013-1902-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.703-711[article] Brief Report: MECP2 Mutations in People Without Rett Syndrome [Texte imprimé et/ou numérique] / Bernhard SUTER, Auteur ; Diane TREADWELL-DEERING, Auteur ; Huda Y. ZOGHBI, Auteur ; Daniel G. GLAZE, Auteur ; Jeffrey L. NEUL, Auteur . - p.703-711.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.703-711
Mots-clés : Rett syndrome Autism Neurodevelopmental disorders MECP2 Epigenetics Neurogenetics Index. décimale : PER Périodiques Résumé : Mutations in Methyl-CpG-Binding protein 2 (MECP2) are commonly associated with the neurodevelopmental disorder Rett syndrome (RTT). However, some people with RTT do not have mutations in MECP2, and interestingly there have been people identified with MECP2 mutations that do not have the clinical features of RTT. In this report we present four people with neurodevelopmental abnormalities and clear RTT-disease causing MECP2 mutation but lacking the characteristic clinical features of RTT. One patient’s symptoms suggest an extension of the known spectrum of MECP2 associated phenotypes to include global developmental delay with obsessive compulsive disorder and attention deficit hyperactivity disorder. These results reemphasize that RTT should remain a clinical diagnosis, based on the recent consensus criteria. En ligne : http://dx.doi.org/10.1007/s10803-013-1902-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Brief Report: Diminishing Geographic Variability in Autism Spectrum Disorders Over Time? / Kate HOFFMAN in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Brief Report: Diminishing Geographic Variability in Autism Spectrum Disorders Over Time? Type de document : Texte imprimé et/ou numérique Auteurs : Kate HOFFMAN, Auteur ; Veronica M. VIEIRA, Auteur ; Julie L. DANIELS, Auteur Article en page(s) : p.712-718 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders (ASD) Spatial analyses Geographic variability Generalized additive models Prevalence Index. décimale : PER Périodiques Résumé : We investigated differences in the geographic distribution of autism spectrum disorders (ASD) over time in central North Carolina with data from the Autism and Developmental Disabilities Monitoring Network. Using generalized additive models and geographic information systems we produced maps of ASD risk in 2002–2004 and 2006–2008. Overall the risk of ASD increased 52.9 % from 2002–2004 to 2006–2008. However, the magnitude of change in risk was not uniform across the study area; while some areas experienced dramatic increases in ASD risk (400 %), others experienced slight decreases. Generally, areas with the lowest risk in 2002–2004 experienced the greatest increases over time. Education and outreach efforts in North Carolina expanded during this period, possibly contributing to the observed leveling of risk over time. En ligne : http://dx.doi.org/10.1007/s10803-013-1907-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.712-718[article] Brief Report: Diminishing Geographic Variability in Autism Spectrum Disorders Over Time? [Texte imprimé et/ou numérique] / Kate HOFFMAN, Auteur ; Veronica M. VIEIRA, Auteur ; Julie L. DANIELS, Auteur . - p.712-718.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.712-718
Mots-clés : Autism spectrum disorders (ASD) Spatial analyses Geographic variability Generalized additive models Prevalence Index. décimale : PER Périodiques Résumé : We investigated differences in the geographic distribution of autism spectrum disorders (ASD) over time in central North Carolina with data from the Autism and Developmental Disabilities Monitoring Network. Using generalized additive models and geographic information systems we produced maps of ASD risk in 2002–2004 and 2006–2008. Overall the risk of ASD increased 52.9 % from 2002–2004 to 2006–2008. However, the magnitude of change in risk was not uniform across the study area; while some areas experienced dramatic increases in ASD risk (400 %), others experienced slight decreases. Generally, areas with the lowest risk in 2002–2004 experienced the greatest increases over time. Education and outreach efforts in North Carolina expanded during this period, possibly contributing to the observed leveling of risk over time. En ligne : http://dx.doi.org/10.1007/s10803-013-1907-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy / Cara E. PUGLIESE in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy Type de document : Texte imprimé et/ou numérique Auteurs : Cara E. PUGLIESE, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.719-729 Langues : Anglais (eng) Mots-clés : Autism College Intervention Problem solving Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD), though academically capable, can have difficulty succeeding in college. Evidence-based intervention to promote effective problem solving may improve quality of life, as well as success and satisfaction in college. This study adapted and piloted a group-based cognitive-behavioral intervention program, Problem Solving Skills: 101 (PSS: 101), to teach effective problem solving ability in college students with ASD. Therapists met all treatment integrity objectives across sessions, four of the five participants completed at least eight of the nine sessions, and between-session assignments were generally completed (83 % completion rate), indicating a high level of treatment adherence. Two participants demonstrated reliable improvement post-intervention in problem solving ability and subjective distress. Further evaluation to assess efficacy of the intervention is warranted. En ligne : http://dx.doi.org/10.1007/s10803-013-1914-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.719-729[article] Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy [Texte imprimé et/ou numérique] / Cara E. PUGLIESE, Auteur ; Susan W. WHITE, Auteur . - p.719-729.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.719-729
Mots-clés : Autism College Intervention Problem solving Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD), though academically capable, can have difficulty succeeding in college. Evidence-based intervention to promote effective problem solving may improve quality of life, as well as success and satisfaction in college. This study adapted and piloted a group-based cognitive-behavioral intervention program, Problem Solving Skills: 101 (PSS: 101), to teach effective problem solving ability in college students with ASD. Therapists met all treatment integrity objectives across sessions, four of the five participants completed at least eight of the nine sessions, and between-session assignments were generally completed (83 % completion rate), indicating a high level of treatment adherence. Two participants demonstrated reliable improvement post-intervention in problem solving ability and subjective distress. Further evaluation to assess efficacy of the intervention is warranted. En ligne : http://dx.doi.org/10.1007/s10803-013-1914-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Brief Report: Social Skills, Internalizing and Externalizing Symptoms, and Respiratory Sinus Arrhythmia in Autism / Emily NEUHAUS in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Brief Report: Social Skills, Internalizing and Externalizing Symptoms, and Respiratory Sinus Arrhythmia in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily NEUHAUS, Auteur ; Raphael BERNIER, Auteur ; Theodore P. BEAUCHAINE, Auteur Article en page(s) : p.730-737 Langues : Anglais (eng) Mots-clés : Autism Respiratory sinus arrhythmia Heart rate variability Emotion regulation Internalizing Externalizing Social skills Index. décimale : PER Périodiques Résumé : Theoretical and empirical models describe respiratory sinus arrhythmia (RSA) as a peripheral biomarker of emotion regulation and social competence. Recent findings also link RSA to individual differences in social functioning within autism spectrum disorder (ASD). However, associations between RSA and symptoms of internalizing/externalizing psychopathology in ASD have not been explored. We assessed RSA, social functioning, and internalizing/externalizing symptoms among boys with and without ASD. Compared with controls, participants with ASD evidenced reduced parasympathetic cardiac control, which correlated with social behavior. Symptoms were associated with deficiencies in RSA, over-and-above the contribution of social functioning. These findings yield a more nuanced understanding of parasympathetic function in ASD, and suggest a role for integrative intervention strategies that address socioemotional difficulties. En ligne : http://dx.doi.org/10.1007/s10803-013-1923-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.730-737[article] Brief Report: Social Skills, Internalizing and Externalizing Symptoms, and Respiratory Sinus Arrhythmia in Autism [Texte imprimé et/ou numérique] / Emily NEUHAUS, Auteur ; Raphael BERNIER, Auteur ; Theodore P. BEAUCHAINE, Auteur . - p.730-737.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.730-737
Mots-clés : Autism Respiratory sinus arrhythmia Heart rate variability Emotion regulation Internalizing Externalizing Social skills Index. décimale : PER Périodiques Résumé : Theoretical and empirical models describe respiratory sinus arrhythmia (RSA) as a peripheral biomarker of emotion regulation and social competence. Recent findings also link RSA to individual differences in social functioning within autism spectrum disorder (ASD). However, associations between RSA and symptoms of internalizing/externalizing psychopathology in ASD have not been explored. We assessed RSA, social functioning, and internalizing/externalizing symptoms among boys with and without ASD. Compared with controls, participants with ASD evidenced reduced parasympathetic cardiac control, which correlated with social behavior. Symptoms were associated with deficiencies in RSA, over-and-above the contribution of social functioning. These findings yield a more nuanced understanding of parasympathetic function in ASD, and suggest a role for integrative intervention strategies that address socioemotional difficulties. En ligne : http://dx.doi.org/10.1007/s10803-013-1923-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225