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Mention de date : December 2015
Paru le : 01/12/2015 |
[n° ou bulletin]
[n° ou bulletin]
20 - December 2015 [Texte imprimé et/ou numérique] . - 2015. Langues : Anglais (eng)
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Exemplaires (1)
Code-barres | Cote | Support | Localisation | Section | Disponibilité |
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PER0001400 | PER RAS | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements


A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 20 (December 2015)
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Titre : A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Colleen K. REUTEBUCH, Auteur ; Farah EL ZEIN, Auteur ; Garrett J. ROBERTS, Auteur Article en page(s) : p.1-16 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Choice-making Intervention Academic outcomes Index. décimale : PER Périodiques Résumé : The present review synthesized single-case design studies whose interventions included a choice-making component to investigate their effects on academic behaviors in academic settings for students with autism spectrum disorder. Studies included were conducted between 1990 and 2013 with kindergarten to grade 12 students with autism spectrum disorder. Eight studies met the criteria for inclusion. We applied a multistep evaluation process to provide an overview of the quality of evidence across studies reviewed and to inform the interpretation of results from each study. Findings indicate that providing a choice component results in improvements in student (a) work completion, (b) behaviors (e.g., increase in on-task behavior, reduction in challenging behavior), and (c) affect and interest. Further, we noted that outcomes varied by design, with conditions that included a choice component outperforming the no choice component condition in both multiple-baseline and withdrawal designs, although results were mixed for studies employing an alternating-treatment design. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.1-16[article] A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder [Texte imprimé et/ou numérique] / Colleen K. REUTEBUCH, Auteur ; Farah EL ZEIN, Auteur ; Garrett J. ROBERTS, Auteur . - p.1-16.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.1-16
Mots-clés : Autism spectrum disorder Choice-making Intervention Academic outcomes Index. décimale : PER Périodiques Résumé : The present review synthesized single-case design studies whose interventions included a choice-making component to investigate their effects on academic behaviors in academic settings for students with autism spectrum disorder. Studies included were conducted between 1990 and 2013 with kindergarten to grade 12 students with autism spectrum disorder. Eight studies met the criteria for inclusion. We applied a multistep evaluation process to provide an overview of the quality of evidence across studies reviewed and to inform the interpretation of results from each study. Findings indicate that providing a choice component results in improvements in student (a) work completion, (b) behaviors (e.g., increase in on-task behavior, reduction in challenging behavior), and (c) affect and interest. Further, we noted that outcomes varied by design, with conditions that included a choice component outperforming the no choice component condition in both multiple-baseline and withdrawal designs, although results were mixed for studies employing an alternating-treatment design. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Child behaviour problems mediate the association between coping and perceived stress in caregivers of children with autism / Brian LOVELL in Research in Autism Spectrum Disorders, 20 (December 2015)
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Titre : Child behaviour problems mediate the association between coping and perceived stress in caregivers of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Brian LOVELL, Auteur ; Mark A. WETHERELL, Auteur Article en page(s) : p.17-23 Langues : Anglais (eng) Mots-clés : Autism Caregiving Child behaviour problems Coping Perceived stress Index. décimale : PER Périodiques Résumé : Coping and child behaviour problems (CBP) predict psychological distress in caregivers of children with autism. Whether CBP mediate the relationship between coping and caregivers’ psychological functioning has yet to be determined. This was the aim of the current study. A sample of 56 caregivers of children with autism completed an electronic survey assessing perceived stress, disengaged and problem focused coping, and CBP. Disengaged and problem focused coping predicted both CBP and perceived stress, albeit in different directions. CBP was also predictive of perceived stress. Data revealed an indirect effect of both disengaged and problem focused coping on perceived stress through CBP. In conclusion, caregivers who use more disengaged coping might be less effective at managing the problematic behaviours of the child with autism, thus resulting in poorer psychological functioning. Conversely, caregivers who use more problem focused strategies might, due to fewer CBP, be relatively protected against the psychological sequelae associated with the caregiving experience. Whether interventions that enhance problem focused coping have adaptive effects for caregivers’ psychological functioning, and whether these effects are mediated by fewer CBP might be the focus of subsequent research. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.17-23[article] Child behaviour problems mediate the association between coping and perceived stress in caregivers of children with autism [Texte imprimé et/ou numérique] / Brian LOVELL, Auteur ; Mark A. WETHERELL, Auteur . - p.17-23.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.17-23
Mots-clés : Autism Caregiving Child behaviour problems Coping Perceived stress Index. décimale : PER Périodiques Résumé : Coping and child behaviour problems (CBP) predict psychological distress in caregivers of children with autism. Whether CBP mediate the relationship between coping and caregivers’ psychological functioning has yet to be determined. This was the aim of the current study. A sample of 56 caregivers of children with autism completed an electronic survey assessing perceived stress, disengaged and problem focused coping, and CBP. Disengaged and problem focused coping predicted both CBP and perceived stress, albeit in different directions. CBP was also predictive of perceived stress. Data revealed an indirect effect of both disengaged and problem focused coping on perceived stress through CBP. In conclusion, caregivers who use more disengaged coping might be less effective at managing the problematic behaviours of the child with autism, thus resulting in poorer psychological functioning. Conversely, caregivers who use more problem focused strategies might, due to fewer CBP, be relatively protected against the psychological sequelae associated with the caregiving experience. Whether interventions that enhance problem focused coping have adaptive effects for caregivers’ psychological functioning, and whether these effects are mediated by fewer CBP might be the focus of subsequent research. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Measuring the relationship between the parental Broader Autism Phenotype, parent–child interaction, and children’s progress following parent mediated intervention / Jeremy R. PARR in Research in Autism Spectrum Disorders, 20 (December 2015)
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Titre : Measuring the relationship between the parental Broader Autism Phenotype, parent–child interaction, and children’s progress following parent mediated intervention Type de document : Texte imprimé et/ou numérique Auteurs : Jeremy R. PARR, Auteur ; Laura GRAY, Auteur ; Sarah WIGHAM, Auteur ; Helen MCCONACHIE, Auteur ; Ann Le COUTEUR, Auteur Article en page(s) : p.24-30 Langues : Anglais (eng) Mots-clés : Broader Autism Phenotype Child progress Parent–child interaction Early intervention Index. décimale : PER Périodiques Résumé : Parents of children with ASD may show ASD type behaviours including particular social communication interaction styles—the Broader Autism Phenotype (BAP). Understanding the potential impact of defined parent characteristics may be relevant when designing and evaluating the efficacy and effectiveness of parent-mediated interventions. In this proof of principle analysis, 18 mothers who had taken part in an early parent-mediated intervention later completed Family History Interviews. Parent data were split into lower and higher BAP groups. There was a significant negative correlation between BAP factor total scores and mother–child interaction total and post-intervention change scores. Change in number of words understood was significantly greater in children of mothers scoring in the lower BAP group compared with children of mothers in the higher BAP group. These preliminary findings provide some support for further investigation of parent BAP status as a potential moderator of the impact of early parent-mediated psychosocial interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.24-30[article] Measuring the relationship between the parental Broader Autism Phenotype, parent–child interaction, and children’s progress following parent mediated intervention [Texte imprimé et/ou numérique] / Jeremy R. PARR, Auteur ; Laura GRAY, Auteur ; Sarah WIGHAM, Auteur ; Helen MCCONACHIE, Auteur ; Ann Le COUTEUR, Auteur . - p.24-30.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.24-30
Mots-clés : Broader Autism Phenotype Child progress Parent–child interaction Early intervention Index. décimale : PER Périodiques Résumé : Parents of children with ASD may show ASD type behaviours including particular social communication interaction styles—the Broader Autism Phenotype (BAP). Understanding the potential impact of defined parent characteristics may be relevant when designing and evaluating the efficacy and effectiveness of parent-mediated interventions. In this proof of principle analysis, 18 mothers who had taken part in an early parent-mediated intervention later completed Family History Interviews. Parent data were split into lower and higher BAP groups. There was a significant negative correlation between BAP factor total scores and mother–child interaction total and post-intervention change scores. Change in number of words understood was significantly greater in children of mothers scoring in the lower BAP group compared with children of mothers in the higher BAP group. These preliminary findings provide some support for further investigation of parent BAP status as a potential moderator of the impact of early parent-mediated psychosocial interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Effect of a ketogenic diet on autism spectrum disorder: A systematic review / Kamila CASTRO in Research in Autism Spectrum Disorders, 20 (December 2015)
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Titre : Effect of a ketogenic diet on autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Kamila CASTRO, Auteur ; Larissa Slongo FACCIOLI, Auteur ; Diego BARONIO, Auteur ; Carmem GOTTFRIED, Auteur ; Ingrid Schweigert PERRY, Auteur ; Rudimar DOS SANTOS RIESGO, Auteur Article en page(s) : p.31-38 Langues : Anglais (eng) Mots-clés : Autistic disorder Ketogenic diet Behavioural symptoms Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is primarily characterized by impaired social interaction and communication, as well as restricted repetitive behaviours and interests. The utilization of the ketogenic diet (KD) in different neurological disorders has become a valid approach over time, and recently, it has also been advocated as a potential therapeutic for ASD. A MEDLINE, Scopus and Cochrane search was performed by two independent reviewers to investigate the relationship between ASD and the KD in humans and experimental studies. Of the eighty-one potentially relevant articles, eight articles met the inclusion criteria: three studies with animals and five studies with humans. The consistency between reviewers was ? = 0.817. In humans, the studies mainly focused on the behavioural outcomes provided by this diet and reported ameliorated behavioural symptoms via an improved score in the Childhood Autism Rating Scale (CARS). The KD in prenatal valproic acid (VPA)-exposed rodents, as well as in BTBR and Mecp2 mice strains, resulted in an attenuation of some autistic-like features. The limited number of reports of improvements after treatment with the KD is insufficient to attest to the practicability of the KD as a treatment for ASD, but it is still a good indicator that this diet is a promising therapeutic option for this disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.31-38[article] Effect of a ketogenic diet on autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / Kamila CASTRO, Auteur ; Larissa Slongo FACCIOLI, Auteur ; Diego BARONIO, Auteur ; Carmem GOTTFRIED, Auteur ; Ingrid Schweigert PERRY, Auteur ; Rudimar DOS SANTOS RIESGO, Auteur . - p.31-38.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.31-38
Mots-clés : Autistic disorder Ketogenic diet Behavioural symptoms Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is primarily characterized by impaired social interaction and communication, as well as restricted repetitive behaviours and interests. The utilization of the ketogenic diet (KD) in different neurological disorders has become a valid approach over time, and recently, it has also been advocated as a potential therapeutic for ASD. A MEDLINE, Scopus and Cochrane search was performed by two independent reviewers to investigate the relationship between ASD and the KD in humans and experimental studies. Of the eighty-one potentially relevant articles, eight articles met the inclusion criteria: three studies with animals and five studies with humans. The consistency between reviewers was ? = 0.817. In humans, the studies mainly focused on the behavioural outcomes provided by this diet and reported ameliorated behavioural symptoms via an improved score in the Childhood Autism Rating Scale (CARS). The KD in prenatal valproic acid (VPA)-exposed rodents, as well as in BTBR and Mecp2 mice strains, resulted in an attenuation of some autistic-like features. The limited number of reports of improvements after treatment with the KD is insufficient to attest to the practicability of the KD as a treatment for ASD, but it is still a good indicator that this diet is a promising therapeutic option for this disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 A pilot study examining the use of the autism diagnostic observation schedule in community-based mental health clinics / Nicole STADNICK in Research in Autism Spectrum Disorders, 20 (December 2015)
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Titre : A pilot study examining the use of the autism diagnostic observation schedule in community-based mental health clinics Type de document : Texte imprimé et/ou numérique Auteurs : Nicole STADNICK, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Katherine NGUYEN WILLIAMS, Auteur ; Gabrielle CERDA, Auteur ; Natacha AKSHOOMOFF, Auteur Article en page(s) : p.39-46 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Community mental health Youth Diagnostic assessment Autism Diagnostic Observation Schedule Index. décimale : PER Périodiques Résumé : Community-based mental health (CMH) services play an important, but relatively understudied role in the identification and treatment of youth with autism spectrum disorder (ASD) who may be receiving care for other psychiatric conditions. Little is known about the role of standardized ASD assessment measures administered by providers working in generalist community-based mental health (CMH) settings. This pilot study extracted data from three CMH clinics to examine the use of the Autism Diagnostic Observation Schedule (ADOS) by 17CMH providers who received ASD assessment training with 62 youth (Mean = 10.69 years) referred for an ASD diagnostic evaluation. Results indicated that 57% of youths assessed ultimately received an ASD diagnosis. All cases given a final ASD diagnosis were classified as “Autism” or “ASD” on the ADOS. Seventy percent of youth who did not receive a final ASD diagnosis were classified as “Non-Spectrum” on the ADOS. In these false positive cases, report narratives indicated that social communication difficulties identified on the ADOS were explained by symptoms of other mental health conditions (e.g., ADHD, anxiety). Future research is needed to examine the utility of the ADOS when used by CMH providers to facilitate CMH capacity to identify ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.39-46[article] A pilot study examining the use of the autism diagnostic observation schedule in community-based mental health clinics [Texte imprimé et/ou numérique] / Nicole STADNICK, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Katherine NGUYEN WILLIAMS, Auteur ; Gabrielle CERDA, Auteur ; Natacha AKSHOOMOFF, Auteur . - p.39-46.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.39-46
Mots-clés : Autism spectrum disorder Community mental health Youth Diagnostic assessment Autism Diagnostic Observation Schedule Index. décimale : PER Périodiques Résumé : Community-based mental health (CMH) services play an important, but relatively understudied role in the identification and treatment of youth with autism spectrum disorder (ASD) who may be receiving care for other psychiatric conditions. Little is known about the role of standardized ASD assessment measures administered by providers working in generalist community-based mental health (CMH) settings. This pilot study extracted data from three CMH clinics to examine the use of the Autism Diagnostic Observation Schedule (ADOS) by 17CMH providers who received ASD assessment training with 62 youth (Mean = 10.69 years) referred for an ASD diagnostic evaluation. Results indicated that 57% of youths assessed ultimately received an ASD diagnosis. All cases given a final ASD diagnosis were classified as “Autism” or “ASD” on the ADOS. Seventy percent of youth who did not receive a final ASD diagnosis were classified as “Non-Spectrum” on the ADOS. In these false positive cases, report narratives indicated that social communication difficulties identified on the ADOS were explained by symptoms of other mental health conditions (e.g., ADHD, anxiety). Future research is needed to examine the utility of the ADOS when used by CMH providers to facilitate CMH capacity to identify ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Family-centered care practices in a multidisciplinary sample of pediatric professionals providing autism spectrum disorder services in the United States / Lillian M. CHRISTON in Research in Autism Spectrum Disorders, 20 (December 2015)
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Titre : Family-centered care practices in a multidisciplinary sample of pediatric professionals providing autism spectrum disorder services in the United States Type de document : Texte imprimé et/ou numérique Auteurs : Lillian M. CHRISTON, Auteur ; Barbara J. MYERS, Auteur Article en page(s) : p.47-57 Langues : Anglais (eng) Mots-clés : Family-centered care Pediatric professionals Autism spectrum disorder Multidisciplinary Service delivery Theory of planned behavior Index. décimale : PER Périodiques Résumé : Family-centered care (FCC) has not been studied extensively in the field of autism spectrum disorders (ASD), but has been highlighted as a critical component of practice with youth with ASD. The aim of this study was to examine predictors (e.g., the theory of planned behavior, [TPB]) of providing family-centered care (FCC) services to youth with ASD in pediatric professionals from a range of disciplines. A multidisciplinary (e.g., medicine, psychology, education, etc.) sample of professionals (N = 709) who endorsed providing services to youth with ASD in the United States was recruited from online provider listings, listservs, etc. Hierarchical multiple regressions examined the relationship of demographic and TPB predictors to professionals' self-reported FCC practices. Professionals reported a high degree of using FCC in their practice with youth with ASD. Attitudes and perceived behavioral control predicted self-reported FCC practices, while subjective norms did not. Experienced practitioners reported using FCC practices in spite of not having necessarily received FCC training. Discipline differences were evident in rates of reported FCC. The Theory of Planned Behavior is helpful in understanding FCC practices and attention should be given to training professionals in FCC as they work with youth with ASD. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.47-57[article] Family-centered care practices in a multidisciplinary sample of pediatric professionals providing autism spectrum disorder services in the United States [Texte imprimé et/ou numérique] / Lillian M. CHRISTON, Auteur ; Barbara J. MYERS, Auteur . - p.47-57.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.47-57
Mots-clés : Family-centered care Pediatric professionals Autism spectrum disorder Multidisciplinary Service delivery Theory of planned behavior Index. décimale : PER Périodiques Résumé : Family-centered care (FCC) has not been studied extensively in the field of autism spectrum disorders (ASD), but has been highlighted as a critical component of practice with youth with ASD. The aim of this study was to examine predictors (e.g., the theory of planned behavior, [TPB]) of providing family-centered care (FCC) services to youth with ASD in pediatric professionals from a range of disciplines. A multidisciplinary (e.g., medicine, psychology, education, etc.) sample of professionals (N = 709) who endorsed providing services to youth with ASD in the United States was recruited from online provider listings, listservs, etc. Hierarchical multiple regressions examined the relationship of demographic and TPB predictors to professionals' self-reported FCC practices. Professionals reported a high degree of using FCC in their practice with youth with ASD. Attitudes and perceived behavioral control predicted self-reported FCC practices, while subjective norms did not. Experienced practitioners reported using FCC practices in spite of not having necessarily received FCC training. Discipline differences were evident in rates of reported FCC. The Theory of Planned Behavior is helpful in understanding FCC practices and attention should be given to training professionals in FCC as they work with youth with ASD. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Do communication and social interaction skills differ across youth diagnosed with autism spectrum disorder, attention-deficit/hyperactivity disorder, or dual diagnosis? / Brenda SALLEY in Research in Autism Spectrum Disorders, 20 (December 2015)
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Titre : Do communication and social interaction skills differ across youth diagnosed with autism spectrum disorder, attention-deficit/hyperactivity disorder, or dual diagnosis? Type de document : Texte imprimé et/ou numérique Auteurs : Brenda SALLEY, Auteur ; Joy GABRIELLI, Auteur ; Catherine M. SMITH, Auteur ; Matthew BRAUN, Auteur Article en page(s) : p.58-66 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder ASD Attention deficit/hyperactivity disorder ADHD Autism Diagnostic Observation Schedule ADOS Communication and social interaction Differential diagnosis Index. décimale : PER Périodiques Résumé : Given the well-documented symptom overlap between autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD), careful evaluation of potential differentiation and overlap is critical for accurate diagnostic decisions. Although research has considered the use of symptom checklists and parent/teacher report questionnaires for symptom differentiation, standardized observational methods, typically utilized in the context of ASD evaluation, have received less attention. The present study examined the continuum of communication and social interaction impairment for youth diagnosed with ASD and ADHD, as indexed by the Autism Diagnostic Observation Schedule (ADOS). Participants were 209 youth ages 3–18 years with ASD, ADHD, dual diagnosis (ASD + ADHD) or no diagnosis. Differences across diagnostic groups were observed for mean communication and social interaction total scores on the ADOS, with the highest scores (i.e., greater impairment) observed for the ASD group and lowest scores for the ADHD and no diagnosis groups. Results provide the first evidence for use of the ADOS for distinguishing youth who have ADHD alone versus ASD alone or co-occurring ASD + ADHD. Findings are discussed in light of implications for clinical practice and future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.58-66[article] Do communication and social interaction skills differ across youth diagnosed with autism spectrum disorder, attention-deficit/hyperactivity disorder, or dual diagnosis? [Texte imprimé et/ou numérique] / Brenda SALLEY, Auteur ; Joy GABRIELLI, Auteur ; Catherine M. SMITH, Auteur ; Matthew BRAUN, Auteur . - p.58-66.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.58-66
Mots-clés : Autism spectrum disorder ASD Attention deficit/hyperactivity disorder ADHD Autism Diagnostic Observation Schedule ADOS Communication and social interaction Differential diagnosis Index. décimale : PER Périodiques Résumé : Given the well-documented symptom overlap between autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD), careful evaluation of potential differentiation and overlap is critical for accurate diagnostic decisions. Although research has considered the use of symptom checklists and parent/teacher report questionnaires for symptom differentiation, standardized observational methods, typically utilized in the context of ASD evaluation, have received less attention. The present study examined the continuum of communication and social interaction impairment for youth diagnosed with ASD and ADHD, as indexed by the Autism Diagnostic Observation Schedule (ADOS). Participants were 209 youth ages 3–18 years with ASD, ADHD, dual diagnosis (ASD + ADHD) or no diagnosis. Differences across diagnostic groups were observed for mean communication and social interaction total scores on the ADOS, with the highest scores (i.e., greater impairment) observed for the ASD group and lowest scores for the ADHD and no diagnosis groups. Results provide the first evidence for use of the ADOS for distinguishing youth who have ADHD alone versus ASD alone or co-occurring ASD + ADHD. Findings are discussed in light of implications for clinical practice and future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Assessing competencies in applied behavior analysis for tutors working with children with autism in a school-based setting / Louise D. DENNE in Research in Autism Spectrum Disorders, 20 (December 2015)
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Titre : Assessing competencies in applied behavior analysis for tutors working with children with autism in a school-based setting Type de document : Texte imprimé et/ou numérique Auteurs : Louise D. DENNE, Auteur ; Esther THOMAS, Auteur ; Richard P. HASTINGS, Auteur ; J. Carl HUGHES, Auteur Article en page(s) : p.67-77 Langues : Anglais (eng) Mots-clés : Competence framework Competencies Autism Performance measurement York Measure of Quality of Intensive Behavioural Intervention (YMQI) Index. décimale : PER Périodiques Résumé : With an increase in large scale Applied Behavior Analysis (ABA) services for children with autism, the need to define and measure quality is essential. Staff competence is key and identifying and measuring this accurately is critical. ABA service providers typically measure competence by direct observation, video analysis, and written examination. However, apart from the York Measure of Quality of Intensive Behavioural Intervention (YMQI) there is an interesting lack of direct links between defining competencies and developing assessment tools. In this study we used three measures of competencies developed from the UK ABA Autism Education Competence Framework Level 1. Along with the YMQI we assessed their construct validity by comparing the performance of two groups of tutors working in a school for children with autism (“experienced” vs. “inexperienced”) and performance of the “inexperienced” group at baseline (T1) and following one year of competence based training (T2). Results revealed that the more experienced group in both the between group and longitudinal comparisons achieved higher scores supporting the construct validity of the measures. There were few associations between the different methods of assessing competence, suggesting that no measure should be used in isolation if competence is to be comprehensively assessed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.67-77[article] Assessing competencies in applied behavior analysis for tutors working with children with autism in a school-based setting [Texte imprimé et/ou numérique] / Louise D. DENNE, Auteur ; Esther THOMAS, Auteur ; Richard P. HASTINGS, Auteur ; J. Carl HUGHES, Auteur . - p.67-77.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.67-77
Mots-clés : Competence framework Competencies Autism Performance measurement York Measure of Quality of Intensive Behavioural Intervention (YMQI) Index. décimale : PER Périodiques Résumé : With an increase in large scale Applied Behavior Analysis (ABA) services for children with autism, the need to define and measure quality is essential. Staff competence is key and identifying and measuring this accurately is critical. ABA service providers typically measure competence by direct observation, video analysis, and written examination. However, apart from the York Measure of Quality of Intensive Behavioural Intervention (YMQI) there is an interesting lack of direct links between defining competencies and developing assessment tools. In this study we used three measures of competencies developed from the UK ABA Autism Education Competence Framework Level 1. Along with the YMQI we assessed their construct validity by comparing the performance of two groups of tutors working in a school for children with autism (“experienced” vs. “inexperienced”) and performance of the “inexperienced” group at baseline (T1) and following one year of competence based training (T2). Results revealed that the more experienced group in both the between group and longitudinal comparisons achieved higher scores supporting the construct validity of the measures. There were few associations between the different methods of assessing competence, suggesting that no measure should be used in isolation if competence is to be comprehensively assessed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
Les abonnés qui ont emprunté ce document ont également emprunté :
Lettre d'Autisme France (La) 62 (01/05/2015) | |
Entraînement aux habiletés sociales appliqué à l'autisme | BAGHDADLI, Amaria |
Mise en œuvre de l’ABA avec des autistes dans trois contextes différents | PHILIP, Christine |
L'esprit des autres | MONFORT, Marc |
Les Troubles du spectre de l'autisme. Guide de santé et d'alimentation | SMITH, R. Garth |
Je suis à l'Est ! | SCHOVANEC, Josef |