Dépouillements

Innovative technology-based interventions for autism spectrum disorders: A meta-analysis / Ouriel GRYNSZPAN in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.346-361 Titre : Innovative technology-based interventions for autism spectrum disorders: A meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Ouriel GRYNSZPAN, Auteur ; Patrice L. WEISS, Auteur ; Fernando PEREZ-DIAZ, Auteur ; Eynat GAL, Auteur Article en page(s) : p.346-361 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  computer  innovative technology  meta-analysis  remediation  robotics  systematic review  training  virtual reality Index. décimale : PER Périodiques Résumé : This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide evidence for the overall effectiveness of technology-based training. The overall mean effect size for posttests of controlled studies of children with autism spectrum disorders who received technology-based interventions was significantly different from zero and approached the medium magnitude, d = 0.47 (confidence interval: 0.08–0.86). The influence of age and IQ was not significant. Differences in training procedures are discussed in the light of the negative correlation that was found between the intervention durations and the studies’ effect sizes. The results of this meta-analysis provide support for the continuing development, evaluation, and clinical usage of technology-based intervention for individuals with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361313476767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Innovative technology-based interventions for autism spectrum disorders: A meta-analysis [Texte imprimé et/ou numérique] / Ouriel GRYNSZPAN, Auteur ; Patrice L. WEISS, Auteur ; Fernando PEREZ-DIAZ, Auteur ; Eynat GAL, Auteur . - p.346-361. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.346-361 Mots-clés : autism spectrum disorders  computer  innovative technology  meta-analysis  remediation  robotics  systematic review  training  virtual reality Index. décimale : PER Périodiques Résumé : This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide evidence for the overall effectiveness of technology-based training. The overall mean effect size for posttests of controlled studies of children with autism spectrum disorders who received technology-based interventions was significantly different from zero and approached the medium magnitude, d = 0.47 (confidence interval: 0.08–0.86). The influence of age and IQ was not significant. Differences in training procedures are discussed in the light of the negative correlation that was found between the intervention durations and the studies’ effect sizes. The results of this meta-analysis provide support for the continuing development, evaluation, and clinical usage of technology-based intervention for individuals with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361313476767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Assessment of global functioning in adolescents with autism spectrum disorders: Utility of the Developmental Disability–Child Global Assessment Scale / Susan W. WHITE in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.362-369 Titre : Assessment of global functioning in adolescents with autism spectrum disorders: Utility of the Developmental Disability–Child Global Assessment Scale Type de document : Texte imprimé et/ou numérique Auteurs : Susan W. WHITE, Auteur ; Laura A. SMITH, Auteur ; Amie R. SCHRY, Auteur Article en page(s) : p.362-369 Langues : Anglais (eng) Mots-clés : adolescents  autism  global functioning  treatment Index. décimale : PER Périodiques Résumé : Assessment of global functioning is an important consideration in treatment outcome research; yet, there is little guidance on its evidence-based assessment for children with autism spectrum disorders. This study investigated the utility and validity of clinician-rated global functioning using the Developmental Disability–Child Global Assessment Scale in a sample of higher functioning adolescents with autism spectrum disorders and comorbid anxiety disorders enrolled in a randomized controlled trial (n = 30). Pretreatment Developmental Disability–Child Global Assessment Scale scores correlated with severity of autism spectrum disorders core symptoms (r = ?.388, p = .034), pragmatic communication (r = .407, p = .032), and verbal ability (r = .449, p = .013) and did not correlate with severity of anxiety symptoms or with parent-reported adaptive behavior. Change in Developmental Disability–Child Global Assessment Scale scores during treatment was associated with autism spectrum disorders symptomatic improvement (r = .414, p = .040) and with improved general communication (r = .499, p = .013). Results support the importance of assessing global functioning in addition to symptom change and treatment response in clinical trials. En ligne : http://dx.doi.org/10.1177/1362361313481287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Assessment of global functioning in adolescents with autism spectrum disorders: Utility of the Developmental Disability–Child Global Assessment Scale [Texte imprimé et/ou numérique] / Susan W. WHITE, Auteur ; Laura A. SMITH, Auteur ; Amie R. SCHRY, Auteur . - p.362-369. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.362-369 Mots-clés : adolescents  autism  global functioning  treatment Index. décimale : PER Périodiques Résumé : Assessment of global functioning is an important consideration in treatment outcome research; yet, there is little guidance on its evidence-based assessment for children with autism spectrum disorders. This study investigated the utility and validity of clinician-rated global functioning using the Developmental Disability–Child Global Assessment Scale in a sample of higher functioning adolescents with autism spectrum disorders and comorbid anxiety disorders enrolled in a randomized controlled trial (n = 30). Pretreatment Developmental Disability–Child Global Assessment Scale scores correlated with severity of autism spectrum disorders core symptoms (r = ?.388, p = .034), pragmatic communication (r = .407, p = .032), and verbal ability (r = .449, p = .013) and did not correlate with severity of anxiety symptoms or with parent-reported adaptive behavior. Change in Developmental Disability–Child Global Assessment Scale scores during treatment was associated with autism spectrum disorders symptomatic improvement (r = .414, p = .040) and with improved general communication (r = .499, p = .013). Results support the importance of assessing global functioning in addition to symptom change and treatment response in clinical trials. En ligne : http://dx.doi.org/10.1177/1362361313481287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention / Jill LOCKE in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.370-375 Titre : Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Ming XIE, Auteur ; Colleen HARKER, Auteur ; David MANDELL, Auteur Article en page(s) : p.370-375 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  intervention  social deficits Index. décimale : PER Périodiques Résumé : Although social impairments are considered the hallmark deficit of autism, many behavioral intervention studies rely on cognitive functioning as a primary outcome. Fewer studies have examined whether changes in cognition are associated with changes in social functioning. This study examined whether cognitive gains among 192 students from 47 kindergarten-through-second-grade autism support classrooms participating in a year-long behavioral intervention study were associated with gains in social functioning. Children’s gains in cognitive ability were modestly associated with independent assessors’ and teachers’ evaluations of social functioning but were not associated with changes in parent ratings. Observed social gains were not commensurate with gains in cognition, suggesting the need both for interventions that directly target social functioning and relevant field measures of social functioning. En ligne : http://dx.doi.org/10.1177/1362361313479181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Ming XIE, Auteur ; Colleen HARKER, Auteur ; David MANDELL, Auteur . - p.370-375. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.370-375 Mots-clés : autism spectrum disorder  intervention  social deficits Index. décimale : PER Périodiques Résumé : Although social impairments are considered the hallmark deficit of autism, many behavioral intervention studies rely on cognitive functioning as a primary outcome. Fewer studies have examined whether changes in cognition are associated with changes in social functioning. This study examined whether cognitive gains among 192 students from 47 kindergarten-through-second-grade autism support classrooms participating in a year-long behavioral intervention study were associated with gains in social functioning. Children’s gains in cognitive ability were modestly associated with independent assessors’ and teachers’ evaluations of social functioning but were not associated with changes in parent ratings. Observed social gains were not commensurate with gains in cognition, suggesting the need both for interventions that directly target social functioning and relevant field measures of social functioning. En ligne : http://dx.doi.org/10.1177/1362361313479181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Comparison of sedentary behaviors between children with autism spectrum disorders and typically developing children / Aviva MUST in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.376-384 Titre : Comparison of sedentary behaviors between children with autism spectrum disorders and typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : Aviva MUST, Auteur ; Sarah M PHILLIPS, Auteur ; Carol CURTIN, Auteur ; Sarah E. ANDERSON, Auteur ; Melissa MASLIN, Auteur ; Keith LIVIDINI, Auteur ; Linda G. BANDINI, Auteur Article en page(s) : p.376-384 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  body mass index  children  sedentary behavior  television viewing Index. décimale : PER Périodiques Résumé : Time spent in sedentary behavior is largely due to time spent engaged with electronic screen media. Little is known about the extent to which sedentary behaviors for children with autism spectrum disorder differ from typically developing children. We used parental report to assess and compare time spent in sedentary behaviors for 53 children with autism spectrum disorder and 58 typically developing children aged 3–11 years. We also determined how sedentary behavior was related to child weight status (body mass index z-score). Overall, children with autism spectrum disorder spent an hour more in sedentary behaviors on weekdays compared to typically developing children (5.2 vs 4.2 h, p = 0.03), and most of this difference was due to screen time. The age- and sex-adjusted estimate of weekday total daily screen time was 1.6 h (typically developing) compared to 2.5 h (autism spectrum disorder, p = 0.004 for difference). A significant relationship between BMI z-score and total sedentary behavior time on weekend days was observed among young children with ASD, but not among TD children. The modest association between weekend sedentary behaviour time and BMI z-score among children with ASD suggests that sedentary behaiour is linked to relative weight status in these children. Further research is needed to confirm these findings and identify causal pathways. En ligne : http://dx.doi.org/10.1177/1362361313479039 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Comparison of sedentary behaviors between children with autism spectrum disorders and typically developing children [Texte imprimé et/ou numérique] / Aviva MUST, Auteur ; Sarah M PHILLIPS, Auteur ; Carol CURTIN, Auteur ; Sarah E. ANDERSON, Auteur ; Melissa MASLIN, Auteur ; Keith LIVIDINI, Auteur ; Linda G. BANDINI, Auteur . - p.376-384. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.376-384 Mots-clés : autism spectrum disorders  body mass index  children  sedentary behavior  television viewing Index. décimale : PER Périodiques Résumé : Time spent in sedentary behavior is largely due to time spent engaged with electronic screen media. Little is known about the extent to which sedentary behaviors for children with autism spectrum disorder differ from typically developing children. We used parental report to assess and compare time spent in sedentary behaviors for 53 children with autism spectrum disorder and 58 typically developing children aged 3–11 years. We also determined how sedentary behavior was related to child weight status (body mass index z-score). Overall, children with autism spectrum disorder spent an hour more in sedentary behaviors on weekdays compared to typically developing children (5.2 vs 4.2 h, p = 0.03), and most of this difference was due to screen time. The age- and sex-adjusted estimate of weekday total daily screen time was 1.6 h (typically developing) compared to 2.5 h (autism spectrum disorder, p = 0.004 for difference). A significant relationship between BMI z-score and total sedentary behavior time on weekend days was observed among young children with ASD, but not among TD children. The modest association between weekend sedentary behaviour time and BMI z-score among children with ASD suggests that sedentary behaiour is linked to relative weight status in these children. Further research is needed to confirm these findings and identify causal pathways. En ligne : http://dx.doi.org/10.1177/1362361313479039 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

The developmental sequence of social-communicative skills in young children with autism: A longitudinal study / Chin-Chin WU in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.385-392 Titre : The developmental sequence of social-communicative skills in young children with autism: A longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : Chin-Chin WU, Auteur ; Chung-Hsin CHIANG, Auteur Article en page(s) : p.385-392 Langues : Anglais (eng) Mots-clés : autism  developmental sequence  social-communicative skills Index. décimale : PER Périodiques Résumé : To explore the different developmental trajectories of social-communicative skills in children with autism and typically developing infants, two longitudinal studies were conducted. In Study 1, we examined the developmental sequence of social-communicative skills in 26 typically developing infants when they were 9 months old and reexamined them when they were 12 and 15 months old. The results indicated a reliable developmental sequence of social-communicative skills in infants with typical development. In Study 2, we explored the emergence sequence of social-communicative skills of 23 children with autism and 23 children with developmental delay between the ages of 2 and 4 years. The results demonstrated that the developmental sequence of social-communicative skills in young children with autism and children with developmental delays was different. En ligne : http://dx.doi.org/10.1177/1362361313479832 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] The developmental sequence of social-communicative skills in young children with autism: A longitudinal study [Texte imprimé et/ou numérique] / Chin-Chin WU, Auteur ; Chung-Hsin CHIANG, Auteur . - p.385-392. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.385-392 Mots-clés : autism  developmental sequence  social-communicative skills Index. décimale : PER Périodiques Résumé : To explore the different developmental trajectories of social-communicative skills in children with autism and typically developing infants, two longitudinal studies were conducted. In Study 1, we examined the developmental sequence of social-communicative skills in 26 typically developing infants when they were 9 months old and reexamined them when they were 12 and 15 months old. The results indicated a reliable developmental sequence of social-communicative skills in infants with typical development. In Study 2, we explored the emergence sequence of social-communicative skills of 23 children with autism and 23 children with developmental delay between the ages of 2 and 4 years. The results demonstrated that the developmental sequence of social-communicative skills in young children with autism and children with developmental delays was different. En ligne : http://dx.doi.org/10.1177/1362361313479832 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Metacognitive judgments-of-learning in adolescents with autism spectrum disorder / Dominika Z. WOJCIK in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.393-408 Titre : Metacognitive judgments-of-learning in adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dominika Z. WOJCIK, Auteur ; Amanda H. WATERMAN, Auteur ; Claire LESTIE, Auteur ; Chris J.A. MOULIN, Auteur ; Celine SOUCHAY, Auteur Article en page(s) : p.393-408 Langues : Anglais (eng) Mots-clés : autism  judgment-of-learning  memory  metamemory Index. décimale : PER Périodiques Résumé : This study investigated metacognitive monitoring abilities in adolescents with autism spectrum disorder in two experiments using the judgment-of-learning paradigm. Participants were asked to predict their future recall of unrelated word pairs during the learning phase. Experiment 1 compared judgments-of-learning made immediately after learning and judgments-of-learning made after a delay. We found that both groups overestimated their memory performance but that overall there were no group differences in judgment-of-learning accuracy. Additionally, both groups displayed the standard delayed judgment-of-learning effect (yielding greater judgment accuracy in delayed compared to immediate judgments), suggesting that both groups were able to use appropriate information in making their judgments-of-learning. Experiment 2 assessed whether adolescents with autism spectrum disorder could regulate their study time according to their judgments-of-learning using a self-paced learning procedure. Results showed that both groups spent more time learning items given lower judgments-of-learning. Finally, Experiment 2 showed that judgments-of-learning and study time varied according to item difficulty in both groups. As a whole, these findings demonstrate that adolescents with autism spectrum disorder can accurately gauge their memory performance while learning new word associations and use these skills to control their study time at learning. En ligne : http://dx.doi.org/10.1177/1362361313479453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Metacognitive judgments-of-learning in adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Dominika Z. WOJCIK, Auteur ; Amanda H. WATERMAN, Auteur ; Claire LESTIE, Auteur ; Chris J.A. MOULIN, Auteur ; Celine SOUCHAY, Auteur . - p.393-408. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.393-408 Mots-clés : autism  judgment-of-learning  memory  metamemory Index. décimale : PER Périodiques Résumé : This study investigated metacognitive monitoring abilities in adolescents with autism spectrum disorder in two experiments using the judgment-of-learning paradigm. Participants were asked to predict their future recall of unrelated word pairs during the learning phase. Experiment 1 compared judgments-of-learning made immediately after learning and judgments-of-learning made after a delay. We found that both groups overestimated their memory performance but that overall there were no group differences in judgment-of-learning accuracy. Additionally, both groups displayed the standard delayed judgment-of-learning effect (yielding greater judgment accuracy in delayed compared to immediate judgments), suggesting that both groups were able to use appropriate information in making their judgments-of-learning. Experiment 2 assessed whether adolescents with autism spectrum disorder could regulate their study time according to their judgments-of-learning using a self-paced learning procedure. Results showed that both groups spent more time learning items given lower judgments-of-learning. Finally, Experiment 2 showed that judgments-of-learning and study time varied according to item difficulty in both groups. As a whole, these findings demonstrate that adolescents with autism spectrum disorder can accurately gauge their memory performance while learning new word associations and use these skills to control their study time at learning. En ligne : http://dx.doi.org/10.1177/1362361313479453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Goal-directed action control in children with autism spectrum disorders / Hilde M. GEURTS in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.409-418 Titre : Goal-directed action control in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Hilde M. GEURTS, Auteur ; Sanne DE WIT, Auteur Article en page(s) : p.409-418 Langues : Anglais (eng) Mots-clés : autism  goal-directed action  habit  response inhibition  working memory Index. décimale : PER Périodiques Résumé : Repetitive behavior is a key characteristic of autism spectrum disorders. Our aim was to investigate the hypothesis that this abnormal behavioral repetition results from a tendency to over-rely on habits at the expense of flexible, goal-directed action. Twenty-four children with autism spectrum disorders and 24 age- and gender-matched controls (8–12 years) initially learned to give specific responses to different pictorial stimuli in order to gain valuable outcomes. Subsequently, in the “slips-of-action” test, some of these outcomes were no longer valuable. Children needed to refrain from responding when stimuli were shown that signaled the availability of those outcomes while continuing to respond for the still-valuable outcomes. Reliance on habits should lead to “slips of action” toward no longer valuable outcomes. Therefore, the children’s ability to respond selectively for still-valuable outcomes provides a measure of relative habitual versus goal-directed control. Two additional tasks were included to control for general task characteristics (i.e. working memory and inhibition). Children with autism spectrum disorders learned equally well as controls and were not impaired at flexibly adjusting their behavior to devaluation of the outcomes or stimuli. We found no evidence for a disruption in the balance between goal-directed and habitual behavioral control in children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361313477919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Goal-directed action control in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Hilde M. GEURTS, Auteur ; Sanne DE WIT, Auteur . - p.409-418. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.409-418 Mots-clés : autism  goal-directed action  habit  response inhibition  working memory Index. décimale : PER Périodiques Résumé : Repetitive behavior is a key characteristic of autism spectrum disorders. Our aim was to investigate the hypothesis that this abnormal behavioral repetition results from a tendency to over-rely on habits at the expense of flexible, goal-directed action. Twenty-four children with autism spectrum disorders and 24 age- and gender-matched controls (8–12 years) initially learned to give specific responses to different pictorial stimuli in order to gain valuable outcomes. Subsequently, in the “slips-of-action” test, some of these outcomes were no longer valuable. Children needed to refrain from responding when stimuli were shown that signaled the availability of those outcomes while continuing to respond for the still-valuable outcomes. Reliance on habits should lead to “slips of action” toward no longer valuable outcomes. Therefore, the children’s ability to respond selectively for still-valuable outcomes provides a measure of relative habitual versus goal-directed control. Two additional tasks were included to control for general task characteristics (i.e. working memory and inhibition). Children with autism spectrum disorders learned equally well as controls and were not impaired at flexibly adjusting their behavior to devaluation of the outcomes or stimuli. We found no evidence for a disruption in the balance between goal-directed and habitual behavioral control in children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361313477919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Risk factors for bullying among children with autism spectrum disorders / Benjamin ZABLOTSKY in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.419-427 Titre : Risk factors for bullying among children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Benjamin ZABLOTSKY, Auteur ; Catherine P. BRADSHAW, Auteur ; Connie M. ANDERSON, Auteur ; Paul LAW, Auteur Article en page(s) : p.419-427 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  bullying  schools  special needs Index. décimale : PER Périodiques Résumé : Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies investigating predictors of bullying involvement in children with autism spectrum disorders. The current study presents findings from 1221 parents of children diagnosed with autism spectrum disorder who were selected from a national web-based registry. Parents completed a survey dedicated to the school and bullying experiences of their child, and multivariate logistic regression analyses were conducted to identify child and school risk factors for involvement as victim, bully, or bully–victim. Additional analyses examined the risk of bullying involvement based on the amount of time spent in general education classrooms. Children diagnosed with Asperger’s disorder, attending a public school or a school with a general education population, were at the greatest risk of being victimized in the past month. Children with comorbid conditions and a high level of autistic traits were the most likely to be victims, bullies, and bully–victims. Finally, children in full inclusion classrooms were more likely to be victimized than those who spend the majority of their time in special education settings. Future research studies should be invested in finding appropriate supports for children with autism spectrum disorder placed in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361313477920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Risk factors for bullying among children with autism spectrum disorders [Texte imprimé et/ou numérique] / Benjamin ZABLOTSKY, Auteur ; Catherine P. BRADSHAW, Auteur ; Connie M. ANDERSON, Auteur ; Paul LAW, Auteur . - p.419-427. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.419-427 Mots-clés : autism spectrum disorder  bullying  schools  special needs Index. décimale : PER Périodiques Résumé : Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies investigating predictors of bullying involvement in children with autism spectrum disorders. The current study presents findings from 1221 parents of children diagnosed with autism spectrum disorder who were selected from a national web-based registry. Parents completed a survey dedicated to the school and bullying experiences of their child, and multivariate logistic regression analyses were conducted to identify child and school risk factors for involvement as victim, bully, or bully–victim. Additional analyses examined the risk of bullying involvement based on the amount of time spent in general education classrooms. Children diagnosed with Asperger’s disorder, attending a public school or a school with a general education population, were at the greatest risk of being victimized in the past month. Children with comorbid conditions and a high level of autistic traits were the most likely to be victims, bullies, and bully–victims. Finally, children in full inclusion classrooms were more likely to be victimized than those who spend the majority of their time in special education settings. Future research studies should be invested in finding appropriate supports for children with autism spectrum disorder placed in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361313477920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Sensory over-responsivity in adults with autism spectrum conditions / Teresa TAVASSOLI in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.428-432 Titre : Sensory over-responsivity in adults with autism spectrum conditions Type de document : Texte imprimé et/ou numérique Auteurs : Teresa TAVASSOLI, Auteur ; Lucy J. MILLER, Auteur ; Sarah A. SCHOEN, Auteur ; Darci M. NIELSEN, Auteur ; Simon BARON-COHEN, Auteur Article en page(s) : p.428-432 Langues : Anglais (eng) Mots-clés : autism spectrum conditions  autistic traits  Sensory Over-Responsivity Scale Index. décimale : PER Périodiques Résumé : Anecdotal reports and empirical evidence suggest that sensory processing issues are a key feature of autism spectrum conditions. This study set out to investigate whether adults with autism spectrum conditions report more sensory over-responsivity than adults without autism spectrum conditions. Another goal of the study was to identify whether autistic traits in adults with and without autism spectrum conditions were associated with sensory over-responsivity. Adults with (n = 221) and without (n = 181) autism spectrum conditions participated in an online survey. The Autism Spectrum Quotient, the Raven Matrices and the Sensory Processing Scale were used to characterize the sample. Adults with autism spectrum conditions reported more sensory over-responsivity than control participants across various sensory domains (visual, auditory, tactile, olfactory, gustatory and proprioceptive). Sensory over-responsivity correlated positively with autistic traits (Autism Spectrum Quotient) at a significant level across groups and within groups. Adults with autism spectrum conditions experience sensory over-responsivity to daily sensory stimuli to a high degree. A positive relationship exists between sensory over-responsivity and autistic traits. Understanding sensory over-responsivity and ways of measuring it in adults with autism spectrum conditions has implications for research and clinical settings. En ligne : http://dx.doi.org/10.1177/1362361313477246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Sensory over-responsivity in adults with autism spectrum conditions [Texte imprimé et/ou numérique] / Teresa TAVASSOLI, Auteur ; Lucy J. MILLER, Auteur ; Sarah A. SCHOEN, Auteur ; Darci M. NIELSEN, Auteur ; Simon BARON-COHEN, Auteur . - p.428-432. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.428-432 Mots-clés : autism spectrum conditions  autistic traits  Sensory Over-Responsivity Scale Index. décimale : PER Périodiques Résumé : Anecdotal reports and empirical evidence suggest that sensory processing issues are a key feature of autism spectrum conditions. This study set out to investigate whether adults with autism spectrum conditions report more sensory over-responsivity than adults without autism spectrum conditions. Another goal of the study was to identify whether autistic traits in adults with and without autism spectrum conditions were associated with sensory over-responsivity. Adults with (n = 221) and without (n = 181) autism spectrum conditions participated in an online survey. The Autism Spectrum Quotient, the Raven Matrices and the Sensory Processing Scale were used to characterize the sample. Adults with autism spectrum conditions reported more sensory over-responsivity than control participants across various sensory domains (visual, auditory, tactile, olfactory, gustatory and proprioceptive). Sensory over-responsivity correlated positively with autistic traits (Autism Spectrum Quotient) at a significant level across groups and within groups. Adults with autism spectrum conditions experience sensory over-responsivity to daily sensory stimuli to a high degree. A positive relationship exists between sensory over-responsivity and autistic traits. Understanding sensory over-responsivity and ways of measuring it in adults with autism spectrum conditions has implications for research and clinical settings. En ligne : http://dx.doi.org/10.1177/1362361313477246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Longitudinal change in the use of services in autism spectrum disorder: Understanding the role of child characteristics, family demographics, and parent cognitions / Michael SILLER in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.433-446 Titre : Longitudinal change in the use of services in autism spectrum disorder: Understanding the role of child characteristics, family demographics, and parent cognitions Type de document : Texte imprimé et/ou numérique Auteurs : Michael SILLER, Auteur ; Nuri REYES, Auteur ; Emily HOTEZ, Auteur ; Ted HUTMAN, Auteur ; Marian SIGMAN, Auteur Article en page(s) : p.433-446 Langues : Anglais (eng) Mots-clés : autism  children  family  interventions  parent  school  services Index. décimale : PER Périodiques Résumé : The aim of this study was to identify child characteristics, family demographics, and parent cognitions that may affect access to early intervention, special education, and related services. The sample included 70 families of young children with autism spectrum disorders. All parents were enrolled in a short education program, providing them with basic information and resources on advocating for a young child with autism spectrum disorders (Parent Advocacy Coaching). Longitudinal change in children’s intervention program in the community was evaluated over a period of about 27 months, starting 12 months prior to enrollment in Parent Advocacy Coaching. Results revealed large individual differences in the intensity of children’s individual and school-based services. Despite this variability, only two child characteristics (age, gender) emerged as independent predictors. In contrast, the intensity of children’s intervention programs was independently predicted by a broad range of demographic characteristics, including parental education, child ethnicity and race, and family composition. Finally, even after child characteristics and family demographics were statistically controlled, results revealed associations between specific parental cognitions (parenting efficacy, understanding of child development) and the subsequent rate of change in the intensity of children’s intervention programs. Implications for improving educational programs that aim to enhance parent advocacy are discussed. En ligne : http://dx.doi.org/10.1177/1362361313476766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Longitudinal change in the use of services in autism spectrum disorder: Understanding the role of child characteristics, family demographics, and parent cognitions [Texte imprimé et/ou numérique] / Michael SILLER, Auteur ; Nuri REYES, Auteur ; Emily HOTEZ, Auteur ; Ted HUTMAN, Auteur ; Marian SIGMAN, Auteur . - p.433-446. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.433-446 Mots-clés : autism  children  family  interventions  parent  school  services Index. décimale : PER Périodiques Résumé : The aim of this study was to identify child characteristics, family demographics, and parent cognitions that may affect access to early intervention, special education, and related services. The sample included 70 families of young children with autism spectrum disorders. All parents were enrolled in a short education program, providing them with basic information and resources on advocating for a young child with autism spectrum disorders (Parent Advocacy Coaching). Longitudinal change in children’s intervention program in the community was evaluated over a period of about 27 months, starting 12 months prior to enrollment in Parent Advocacy Coaching. Results revealed large individual differences in the intensity of children’s individual and school-based services. Despite this variability, only two child characteristics (age, gender) emerged as independent predictors. In contrast, the intensity of children’s intervention programs was independently predicted by a broad range of demographic characteristics, including parental education, child ethnicity and race, and family composition. Finally, even after child characteristics and family demographics were statistically controlled, results revealed associations between specific parental cognitions (parenting efficacy, understanding of child development) and the subsequent rate of change in the intensity of children’s intervention programs. Implications for improving educational programs that aim to enhance parent advocacy are discussed. En ligne : http://dx.doi.org/10.1177/1362361313476766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Adaptation of the “ten questions” to screen for autism and other neurodevelopmental disorders in Uganda / Angelina KAKOOZA-MWESIGE in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.447-457 Titre : Adaptation of the “ten questions” to screen for autism and other neurodevelopmental disorders in Uganda Type de document : Texte imprimé et/ou numérique Auteurs : Angelina KAKOOZA-MWESIGE, Auteur ; Keron SSEBYALA, Auteur ; Charles KARAMAGI, Auteur ; Sarah KIGULI, Auteur ; Karen SMITH, Auteur ; Meredith C. ANDERSON, Auteur ; Lisa A. CROEN, Auteur ; Edwin TREVATHAN, Auteur ; Robin HANSEN, Auteur ; Daniel SMITH, Auteur ; Judith K. GRETHER, Auteur Article en page(s) : p.447-457 Langues : Anglais (eng) Mots-clés : autism spectrum disorder screening and assessment  developing countries  low- and middle-income countries  neurodevelopmental disorder screening and assessment  Uganda Index. décimale : PER Périodiques Résumé : Neurodevelopmental disorders are recognized to be relatively common in developing countries but little data exist for planning effective prevention and intervention strategies. In particular, data on autism spectrum disorders are lacking. For application in Uganda, we developed a 23-question screener (23Q) that includes the Ten Questions screener and additional questions on autism spectrum disorder behaviors. We then conducted household screening of 1169 children, 2–9 years of age, followed by clinical assessment of children who screened positive and a sample of those who screened negative to evaluate the validity of the screener. We found that 320 children (27% of the total) screened positive and 68 children received a clinical diagnosis of one or more moderate to severe neurodevelopmental disorders (autism spectrum disorder; cerebral palsy; epilepsy; cognitive, speech and language, hearing, or vision impairment), including 8 children with autism spectrum disorders. Prevalence and validity of the screener were evaluated under different statistical assumptions. Sensitivity of the 23Q ranged from 0.55 to 0.80 and prevalence for ?1 neurodevelopmental disorders from 7.7/100 children to 12.8/100 children depending on which assumptions were used. The combination of screening positive on both autism spectrum disorders and Ten Questions items was modestly successful in identifying a subgroup of children at especially high risk of autism spectrum disorders. We recommend that autism spectrum disorders and related behavioral disorders be included in studies of neurodevelopmental disorders in low-resource settings to obtain essential data for planning local and global public health responses. En ligne : http://dx.doi.org/10.1177/1362361313475848 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Adaptation of the “ten questions” to screen for autism and other neurodevelopmental disorders in Uganda [Texte imprimé et/ou numérique] / Angelina KAKOOZA-MWESIGE, Auteur ; Keron SSEBYALA, Auteur ; Charles KARAMAGI, Auteur ; Sarah KIGULI, Auteur ; Karen SMITH, Auteur ; Meredith C. ANDERSON, Auteur ; Lisa A. CROEN, Auteur ; Edwin TREVATHAN, Auteur ; Robin HANSEN, Auteur ; Daniel SMITH, Auteur ; Judith K. GRETHER, Auteur . - p.447-457. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.447-457 Mots-clés : autism spectrum disorder screening and assessment  developing countries  low- and middle-income countries  neurodevelopmental disorder screening and assessment  Uganda Index. décimale : PER Périodiques Résumé : Neurodevelopmental disorders are recognized to be relatively common in developing countries but little data exist for planning effective prevention and intervention strategies. In particular, data on autism spectrum disorders are lacking. For application in Uganda, we developed a 23-question screener (23Q) that includes the Ten Questions screener and additional questions on autism spectrum disorder behaviors. We then conducted household screening of 1169 children, 2–9 years of age, followed by clinical assessment of children who screened positive and a sample of those who screened negative to evaluate the validity of the screener. We found that 320 children (27% of the total) screened positive and 68 children received a clinical diagnosis of one or more moderate to severe neurodevelopmental disorders (autism spectrum disorder; cerebral palsy; epilepsy; cognitive, speech and language, hearing, or vision impairment), including 8 children with autism spectrum disorders. Prevalence and validity of the screener were evaluated under different statistical assumptions. Sensitivity of the 23Q ranged from 0.55 to 0.80 and prevalence for ?1 neurodevelopmental disorders from 7.7/100 children to 12.8/100 children depending on which assumptions were used. The combination of screening positive on both autism spectrum disorders and Ten Questions items was modestly successful in identifying a subgroup of children at especially high risk of autism spectrum disorders. We recommend that autism spectrum disorders and related behavioral disorders be included in studies of neurodevelopmental disorders in low-resource settings to obtain essential data for planning local and global public health responses. En ligne : http://dx.doi.org/10.1177/1362361313475848 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Observational learning by individuals with autism: A review of teaching strategies / Joshua B. PLAVNICK in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.458-466 Titre : Observational learning by individuals with autism: A review of teaching strategies Type de document : Texte imprimé et/ou numérique Auteurs : Joshua B. PLAVNICK, Auteur ; Kara HUME, Auteur Article en page(s) : p.458-466 Langues : Anglais (eng) Mots-clés : autism  group instruction  modeling  observational learning Index. décimale : PER Périodiques Résumé : Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn a range of prosocial behaviors through observation of others. Modeling, group or dyadic instruction, and explicit observation training can improve the extent to which individuals with autism learn through observation. This article reviews previous research that involved observational learning by individuals with autism and outlines future research that could benefit instructional practices. En ligne : http://dx.doi.org/10.1177/1362361312474373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Observational learning by individuals with autism: A review of teaching strategies [Texte imprimé et/ou numérique] / Joshua B. PLAVNICK, Auteur ; Kara HUME, Auteur . - p.458-466. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.458-466 Mots-clés : autism  group instruction  modeling  observational learning Index. décimale : PER Périodiques Résumé : Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn a range of prosocial behaviors through observation of others. Modeling, group or dyadic instruction, and explicit observation training can improve the extent to which individuals with autism learn through observation. This article reviews previous research that involved observational learning by individuals with autism and outlines future research that could benefit instructional practices. En ligne : http://dx.doi.org/10.1177/1362361312474373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills / Ya-Chih CHANG in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.467-470 Titre : Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Elizabeth A. LAUGESON, Auteur ; Alexander GANTMAN, Auteur ; Ruth ELLINGSEN, Auteur ; Fred FRANKEL, Auteur ; Ashley R. DILLON, Auteur Article en page(s) : p.467-470 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  friendship  predictors  Program for the Education and Enrichment of Relational Skills  social skills Index. décimale : PER Périodiques Résumé : This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The results revealed that adolescents with higher parent-reported baseline social skills and lower self-reported perceived social functioning demonstrated greater improvement in social skills following the intervention. En ligne : http://dx.doi.org/10.1177/1362361313478995 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Elizabeth A. LAUGESON, Auteur ; Alexander GANTMAN, Auteur ; Ruth ELLINGSEN, Auteur ; Fred FRANKEL, Auteur ; Ashley R. DILLON, Auteur . - p.467-470. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.467-470 Mots-clés : adolescents  autism spectrum disorders  friendship  predictors  Program for the Education and Enrichment of Relational Skills  social skills Index. décimale : PER Périodiques Résumé : This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The results revealed that adolescents with higher parent-reported baseline social skills and lower self-reported perceived social functioning demonstrated greater improvement in social skills following the intervention. En ligne : http://dx.doi.org/10.1177/1362361313478995 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Training of child and adolescent psychiatry fellows in autism and intellectual disability / Natasha MARRUS in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.471-475 Titre : Training of child and adolescent psychiatry fellows in autism and intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Natasha MARRUS, Auteur ; Jeremy VEENSTRA-VANDERWEELE, Auteur ; Jessica A. HELLINGS, Auteur ; Kimberly A. STIGLER, Auteur ; Ludwik SZYMANSKI, Auteur ; Bryan H. KING, Auteur ; L. Lee CARLISLE, Auteur ; Edwin H. Jr COOK, Auteur ; THE AMERICAN ACADEMY OF CHILD ADOLESCENT PSYCHIATRY AUTISM,, Auteur ; INTELLECTUAL DISABILITY COMMITTEE,, Auteur ; John R. PRUETT, Auteur Article en page(s) : p.471-475 Langues : Anglais (eng) Mots-clés : autism  intellectual disability  education  fellowship training Index. décimale : PER Périodiques Résumé : Patients with autism spectrum disorders and intellectual disability can be clinically complex and often have limited access to psychiatric care. Because little is known about post-graduate clinical education in autism spectrum disorder and intellectual disability, we surveyed training directors of child and adolescent psychiatry fellowship programs. On average, child and adolescent psychiatry directors reported lectures of 3 and 4 h per year in autism spectrum disorder and intellectual disability, respectively. Training directors commonly reported that trainees see 1–5 patients with autism spectrum disorder or intellectual disability per year for outpatient pharmacological management and inpatient treatment. Overall, 43% of directors endorsed the need for additional resources for training in autism spectrum disorder and intellectual disability, which, coupled with low didactic and clinical exposure, suggests that current training is inadequate. En ligne : http://dx.doi.org/10.1177/1362361313477247 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Training of child and adolescent psychiatry fellows in autism and intellectual disability [Texte imprimé et/ou numérique] / Natasha MARRUS, Auteur ; Jeremy VEENSTRA-VANDERWEELE, Auteur ; Jessica A. HELLINGS, Auteur ; Kimberly A. STIGLER, Auteur ; Ludwik SZYMANSKI, Auteur ; Bryan H. KING, Auteur ; L. Lee CARLISLE, Auteur ; Edwin H. Jr COOK, Auteur ; THE AMERICAN ACADEMY OF CHILD ADOLESCENT PSYCHIATRY AUTISM,, Auteur ; INTELLECTUAL DISABILITY COMMITTEE,, Auteur ; John R. PRUETT, Auteur . - p.471-475. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.471-475 Mots-clés : autism  intellectual disability  education  fellowship training Index. décimale : PER Périodiques Résumé : Patients with autism spectrum disorders and intellectual disability can be clinically complex and often have limited access to psychiatric care. Because little is known about post-graduate clinical education in autism spectrum disorder and intellectual disability, we surveyed training directors of child and adolescent psychiatry fellowship programs. On average, child and adolescent psychiatry directors reported lectures of 3 and 4 h per year in autism spectrum disorder and intellectual disability, respectively. Training directors commonly reported that trainees see 1–5 patients with autism spectrum disorder or intellectual disability per year for outpatient pharmacological management and inpatient treatment. Overall, 43% of directors endorsed the need for additional resources for training in autism spectrum disorder and intellectual disability, which, coupled with low didactic and clinical exposure, suggests that current training is inadequate. En ligne : http://dx.doi.org/10.1177/1362361313477247 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Lay Abstracts in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.476-480 Titre : Lay Abstracts Type de document : Texte imprimé et/ou numérique Article en page(s) : p.476-480 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361314529202 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Lay Abstracts [Texte imprimé et/ou numérique] . - p.476-480. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.476-480 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361314529202 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232