Dépouillements

Autism spectrum disorder clinical trials: One step at a time / Luc LECAVALIER in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.131-133 Titre : Autism spectrum disorder clinical trials: One step at a time Type de document : Texte imprimé et/ou numérique Auteurs : Luc LECAVALIER, Auteur Article en page(s) : p.131-133 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361315623111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Autism spectrum disorder clinical trials: One step at a time [Texte imprimé et/ou numérique] / Luc LECAVALIER, Auteur . - p.131-133. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.131-133 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361315623111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Mirror me: Imitative responses in adults with autism / Odette SCHUNKE in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.134-144 Titre : Mirror me: Imitative responses in adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Odette SCHUNKE, Auteur ; Daniel SCHOTTLE, Auteur ; Eik VETTORAZZI, Auteur ; Valerie BRANDT, Auteur ; Ursula KAHL, Auteur ; Tobias BÄUMER, Auteur ; Christos GANOS, Auteur ; Nicole DAVID, Auteur ; Ina PEIKER, Auteur ; Andreas K ENGEL, Auteur ; Marcel BRASS, Auteur ; Alexander MUNCHAU, Auteur Article en page(s) : p.134-144 Langues : Anglais (eng) Mots-clés : autism  imitation  interference  mirror neurons  reaction times Index. décimale : PER Périodiques Résumé : Dysfunctions of the human mirror neuron system have been postulated to underlie some deficits in autism spectrum disorders including poor imitative performance and impaired social skills. Using three reaction time experiments addressing mirror neuron system functions under simple and complex conditions, we examined 20 adult autism spectrum disorder participants and 20 healthy controls matched for age, gender and education. Participants performed simple finger-lifting movements in response to (1) biological finger and non-biological dot movement stimuli, (2) acoustic stimuli and (3) combined visual-acoustic stimuli with different contextual (compatible/incompatible) and temporal (simultaneous/asynchronous) relation. Mixed model analyses revealed slower reaction times in autism spectrum disorder. Both groups responded faster to biological compared to non-biological stimuli (Experiment 1) implying intact processing advantage for biological stimuli in autism spectrum disorder. In Experiment 3, both groups had similar ‘interference effects’ when stimuli were presented simultaneously. However, autism spectrum disorder participants had abnormally slow responses particularly when incompatible stimuli were presented consecutively. Our results suggest imitative control deficits rather than global imitative system impairments. En ligne : http://dx.doi.org/10.1177/1362361315571757 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Mirror me: Imitative responses in adults with autism [Texte imprimé et/ou numérique] / Odette SCHUNKE, Auteur ; Daniel SCHOTTLE, Auteur ; Eik VETTORAZZI, Auteur ; Valerie BRANDT, Auteur ; Ursula KAHL, Auteur ; Tobias BÄUMER, Auteur ; Christos GANOS, Auteur ; Nicole DAVID, Auteur ; Ina PEIKER, Auteur ; Andreas K ENGEL, Auteur ; Marcel BRASS, Auteur ; Alexander MUNCHAU, Auteur . - p.134-144. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.134-144 Mots-clés : autism  imitation  interference  mirror neurons  reaction times Index. décimale : PER Périodiques Résumé : Dysfunctions of the human mirror neuron system have been postulated to underlie some deficits in autism spectrum disorders including poor imitative performance and impaired social skills. Using three reaction time experiments addressing mirror neuron system functions under simple and complex conditions, we examined 20 adult autism spectrum disorder participants and 20 healthy controls matched for age, gender and education. Participants performed simple finger-lifting movements in response to (1) biological finger and non-biological dot movement stimuli, (2) acoustic stimuli and (3) combined visual-acoustic stimuli with different contextual (compatible/incompatible) and temporal (simultaneous/asynchronous) relation. Mixed model analyses revealed slower reaction times in autism spectrum disorder. Both groups responded faster to biological compared to non-biological stimuli (Experiment 1) implying intact processing advantage for biological stimuli in autism spectrum disorder. In Experiment 3, both groups had similar ‘interference effects’ when stimuli were presented simultaneously. However, autism spectrum disorder participants had abnormally slow responses particularly when incompatible stimuli were presented consecutively. Our results suggest imitative control deficits rather than global imitative system impairments. En ligne : http://dx.doi.org/10.1177/1362361315571757 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Sensitivity of the modified Children’s Yale–Brown Obsessive Compulsive Scale to detect change: Results from two multi-site trials / Lawrence SCAHILL in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.145-152 Titre : Sensitivity of the modified Children’s Yale–Brown Obsessive Compulsive Scale to detect change: Results from two multi-site trials Type de document : Texte imprimé et/ou numérique Auteurs : Lawrence SCAHILL, Auteur ; Denis G SUKHODOLSKY, Auteur ; Emily I. ANDERBERG, Auteur ; Anastasia DIMITROPOULOS, Auteur ; James DZIURA, Auteur ; Michael G. AMAN, Auteur ; James MCCRACKEN, Auteur ; Elaine TIERNEY, Auteur ; Victoria HALLETT, Auteur ; Karol KATZ, Auteur ; Benedetto VITIELLO, Auteur ; Christopher MCDOUGLE, Auteur Article en page(s) : p.145-152 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  clinical trials  outcome measurement  repetitive behavior  risperidone Index. décimale : PER Périodiques Résumé : Repetitive behavior is a core feature of autism spectrum disorder. We used 8-week data from two federally funded, multi-site, randomized trials with risperidone conducted by the Research Units on Pediatric Psychopharmacology Autism Network to evaluate the sensitivity of the Children’s Yale–Brown Obsessive Compulsive Scale modified for autism spectrum disorder to detect change with treatment. Study 1 included 52 subjects assigned to placebo and 49 subjects to risperidone under double-blind conditions. In Study 2, 49 subjects received risperidone only and 75 subjects received risperidone plus parent training. The combined sample consisted of 187 boys and 38 girls (aged 4–17?years). At the medication-free baseline, the internal consistency on the Children’s Yale–Brown Obsessive Compulsive Scale modified for autism spectrum disorder total score was excellent (Cronbach’s alpha = 0.84) and the mean scores were similar across the four groups. Compared to placebo in Study 1, all three active treatment groups showed significant improvement (effect sizes: 0.74–0.88). There were no differences between active treatment groups. These results indicate that the Children’s Yale–Brown Obsessive Compulsive Scale modified for autism spectrum disorder has acceptable test–retest as evidenced by the medium to high correlations in the placebo group and demonstrated sensitivity to change with treatment. En ligne : http://dx.doi.org/10.1177/1362361315574889 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Sensitivity of the modified Children’s Yale–Brown Obsessive Compulsive Scale to detect change: Results from two multi-site trials [Texte imprimé et/ou numérique] / Lawrence SCAHILL, Auteur ; Denis G SUKHODOLSKY, Auteur ; Emily I. ANDERBERG, Auteur ; Anastasia DIMITROPOULOS, Auteur ; James DZIURA, Auteur ; Michael G. AMAN, Auteur ; James MCCRACKEN, Auteur ; Elaine TIERNEY, Auteur ; Victoria HALLETT, Auteur ; Karol KATZ, Auteur ; Benedetto VITIELLO, Auteur ; Christopher MCDOUGLE, Auteur . - p.145-152. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.145-152 Mots-clés : autism spectrum disorder  clinical trials  outcome measurement  repetitive behavior  risperidone Index. décimale : PER Périodiques Résumé : Repetitive behavior is a core feature of autism spectrum disorder. We used 8-week data from two federally funded, multi-site, randomized trials with risperidone conducted by the Research Units on Pediatric Psychopharmacology Autism Network to evaluate the sensitivity of the Children’s Yale–Brown Obsessive Compulsive Scale modified for autism spectrum disorder to detect change with treatment. Study 1 included 52 subjects assigned to placebo and 49 subjects to risperidone under double-blind conditions. In Study 2, 49 subjects received risperidone only and 75 subjects received risperidone plus parent training. The combined sample consisted of 187 boys and 38 girls (aged 4–17?years). At the medication-free baseline, the internal consistency on the Children’s Yale–Brown Obsessive Compulsive Scale modified for autism spectrum disorder total score was excellent (Cronbach’s alpha = 0.84) and the mean scores were similar across the four groups. Compared to placebo in Study 1, all three active treatment groups showed significant improvement (effect sizes: 0.74–0.88). There were no differences between active treatment groups. These results indicate that the Children’s Yale–Brown Obsessive Compulsive Scale modified for autism spectrum disorder has acceptable test–retest as evidenced by the medium to high correlations in the placebo group and demonstrated sensitivity to change with treatment. En ligne : http://dx.doi.org/10.1177/1362361315574889 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Experiences of autism diagnosis: A survey of over 1000 parents in the United Kingdom / Laura CRANE in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.153-162 Titre : Experiences of autism diagnosis: A survey of over 1000 parents in the United Kingdom Type de document : Texte imprimé et/ou numérique Auteurs : Laura CRANE, Auteur ; James W CHESTER, Auteur ; Lorna GODDARD, Auteur ; Lucy A HENRY, Auteur ; Elisabeth HILL, Auteur Article en page(s) : p.153-162 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  diagnosis  parent satisfaction  support  survey Index. décimale : PER Périodiques Résumé : A sample of 1047 parents completed an online survey about their experiences and opinions regarding the process of attaining a diagnosis of autism spectrum disorder for their children. The results revealed that parents usually waited a year from when they first had concerns about their child’s development before they sought professional help. On average, there was a delay of around 3.5?years from the point at which parents first approached a health professional with their concerns to the confirmation of an autism spectrum disorder diagnosis. Just over half of the parents surveyed were dissatisfied with the diagnostic process as a whole. Several factors predicted parents’ overall levels of satisfaction with the diagnostic process, including the time taken to receive a diagnosis, satisfaction with the information provided at diagnosis, the manner of the diagnosing professional, the stress associated with the diagnostic process and satisfaction with post-diagnostic support. Post-diagnosis, the support (if any) that was provided to parents was deemed unsatisfactory, and this was highlighted as an area of particular concern among parents. En ligne : http://dx.doi.org/10.1177/1362361315573636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Experiences of autism diagnosis: A survey of over 1000 parents in the United Kingdom [Texte imprimé et/ou numérique] / Laura CRANE, Auteur ; James W CHESTER, Auteur ; Lorna GODDARD, Auteur ; Lucy A HENRY, Auteur ; Elisabeth HILL, Auteur . - p.153-162. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.153-162 Mots-clés : autism  autism spectrum disorder  diagnosis  parent satisfaction  support  survey Index. décimale : PER Périodiques Résumé : A sample of 1047 parents completed an online survey about their experiences and opinions regarding the process of attaining a diagnosis of autism spectrum disorder for their children. The results revealed that parents usually waited a year from when they first had concerns about their child’s development before they sought professional help. On average, there was a delay of around 3.5?years from the point at which parents first approached a health professional with their concerns to the confirmation of an autism spectrum disorder diagnosis. Just over half of the parents surveyed were dissatisfied with the diagnostic process as a whole. Several factors predicted parents’ overall levels of satisfaction with the diagnostic process, including the time taken to receive a diagnosis, satisfaction with the information provided at diagnosis, the manner of the diagnosing professional, the stress associated with the diagnostic process and satisfaction with post-diagnostic support. Post-diagnosis, the support (if any) that was provided to parents was deemed unsatisfactory, and this was highlighted as an area of particular concern among parents. En ligne : http://dx.doi.org/10.1177/1362361315573636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Attentional allocation of autism spectrum disorder individuals: Searching for a Face-in-the-Crowd / David J MOORE in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.163-171 Titre : Attentional allocation of autism spectrum disorder individuals: Searching for a Face-in-the-Crowd Type de document : Texte imprimé et/ou numérique Auteurs : David J MOORE, Auteur ; John REIDY, Auteur ; Lisa HEAVEY, Auteur Article en page(s) : p.163-171 Langues : Anglais (eng) Mots-clés : adults  attention  autism  autism spectrum disorder  bias  faces  social cognition Index. décimale : PER Périodiques Résumé : A study is reported which tests the proposition that faces capture the attention of those with autism spectrum disorders less than a typical population. A visual search task based on the Face-in-the-Crowd paradigm was used to examine the attentional allocation of autism spectrum disorder adults for faces. Participants were required to search for discrepant target images from within 9-image arrays. Both participants with autism spectrum disorder and control participants demonstrated speeded identification of faces compared to non-face objects. This indicates that when attention is under conscious control, both autism spectrum disorder and typically developing comparison adults show an attentional bias for faces, which contrasts with previous research which found an absence of an attentional bias for faces in autism spectrum disorder. Theoretical implications of this differentiation are discussed. En ligne : http://dx.doi.org/10.1177/1362361315573637 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Attentional allocation of autism spectrum disorder individuals: Searching for a Face-in-the-Crowd [Texte imprimé et/ou numérique] / David J MOORE, Auteur ; John REIDY, Auteur ; Lisa HEAVEY, Auteur . - p.163-171. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.163-171 Mots-clés : adults  attention  autism  autism spectrum disorder  bias  faces  social cognition Index. décimale : PER Périodiques Résumé : A study is reported which tests the proposition that faces capture the attention of those with autism spectrum disorders less than a typical population. A visual search task based on the Face-in-the-Crowd paradigm was used to examine the attentional allocation of autism spectrum disorder adults for faces. Participants were required to search for discrepant target images from within 9-image arrays. Both participants with autism spectrum disorder and control participants demonstrated speeded identification of faces compared to non-face objects. This indicates that when attention is under conscious control, both autism spectrum disorder and typically developing comparison adults show an attentional bias for faces, which contrasts with previous research which found an absence of an attentional bias for faces in autism spectrum disorder. Theoretical implications of this differentiation are discussed. En ligne : http://dx.doi.org/10.1177/1362361315573637 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Efficacy of caregiver-mediated joint engagement intervention for young children with autism spectrum disorders / Chung-Hsin CHIANG in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.172-182 Titre : Efficacy of caregiver-mediated joint engagement intervention for young children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Chung-Hsin CHIANG, Auteur ; Ching-Lin CHU, Auteur ; Tsung-Chin LEE, Auteur Article en page(s) : p.172-182 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  caregiver-mediated intervention  joint attention  joint engagement Index. décimale : PER Périodiques Résumé : Joint attention intervention for children with autism spectrum disorders was focused on improving joint engagement and joint attention skills. The purpose of this study was to develop a caregiver-mediated joint engagement intervention program combined with body movement play to investigate the effects of joint engagement/joint attention skills in young children with autism spectrum disorders. A quasi-experimental research design was conducted. A total of 34 young children with autism spectrum disorders aged 2–4?years were separated into an intervention and a control group. The program consisted of 20 sessions, 60?min per session, twice a week, for the target child and his or her parent. The results indicated that child-initiated supportive and coordinated joint engagement was greater for the intervention group compared with the control group at 3-month follow-up. This demonstrated that our joint engagement intervention could enhance joint engagement, especially coordinated joint engagement for young children with autism spectrum disorders. The limitations of the study and future directions were discussed. En ligne : http://dx.doi.org/10.1177/1362361315575725 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Efficacy of caregiver-mediated joint engagement intervention for young children with autism spectrum disorders [Texte imprimé et/ou numérique] / Chung-Hsin CHIANG, Auteur ; Ching-Lin CHU, Auteur ; Tsung-Chin LEE, Auteur . - p.172-182. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.172-182 Mots-clés : autism spectrum disorders  caregiver-mediated intervention  joint attention  joint engagement Index. décimale : PER Périodiques Résumé : Joint attention intervention for children with autism spectrum disorders was focused on improving joint engagement and joint attention skills. The purpose of this study was to develop a caregiver-mediated joint engagement intervention program combined with body movement play to investigate the effects of joint engagement/joint attention skills in young children with autism spectrum disorders. A quasi-experimental research design was conducted. A total of 34 young children with autism spectrum disorders aged 2–4?years were separated into an intervention and a control group. The program consisted of 20 sessions, 60?min per session, twice a week, for the target child and his or her parent. The results indicated that child-initiated supportive and coordinated joint engagement was greater for the intervention group compared with the control group at 3-month follow-up. This demonstrated that our joint engagement intervention could enhance joint engagement, especially coordinated joint engagement for young children with autism spectrum disorders. The limitations of the study and future directions were discussed. En ligne : http://dx.doi.org/10.1177/1362361315575725 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder / Vedrana BOLIC BARIC in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.183-195 Titre : Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Vedrana BOLIC BARIC, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur ; Helena HEMMINGSSON, Auteur Article en page(s) : p.183-195 Langues : Anglais (eng) Mots-clés : attention deficit hyperactivity disorder/attention deficit disorder  autism spectrum disorders  education  educational provision  psychosocial support  qualitative research  services  special needs students Index. décimale : PER Périodiques Résumé : The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder. En ligne : http://dx.doi.org/10.1177/1362361315574582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder [Texte imprimé et/ou numérique] / Vedrana BOLIC BARIC, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur ; Helena HEMMINGSSON, Auteur . - p.183-195. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.183-195 Mots-clés : attention deficit hyperactivity disorder/attention deficit disorder  autism spectrum disorders  education  educational provision  psychosocial support  qualitative research  services  special needs students Index. décimale : PER Périodiques Résumé : The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder. En ligne : http://dx.doi.org/10.1177/1362361315574582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices / Kristen BOTTEMA-BEUTEL in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.196-206 Titre : Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Teagan S MULLINS, Auteur ; Michelle N HARVEY, Auteur ; Jenny R GUSTAFSON, Auteur ; Erik W. CARTER, Auteur Article en page(s) : p.196-206 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  high schools  peer-mediated interventions  social validation Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder participate in school-based, peer-mediated intervention programs designed to improve their social experiences. However, there is little research discerning how these youth view intervention practices currently represented in the literature, information which could improve the social validity of intervention programming. In this mixed-methods study, we interviewed 33 youth with autism spectrum disorder about seven social-focused, peer-mediated intervention components. We asked participants to rate the favorability of each component to determine their degree of liking. Subsequently, we asked participants to give a rationale for their rating, in order to explore influencing factors. Chi-square tests indicated that high ratings were most prevalent for recruiting peers and family involvement and medium ratings were most prevalent for meeting with peers. Analyses of variance also indicated that preferences in the specific format intervention components were delivered. Several themes emerged from our qualitative analysis of open-ended responses, including the ramifications of adults in adolescent social life, the advantages of learning through shared activities with peers, and the effects of disclosing disability status. Our findings will offer guidance for researchers and practitioners interested in individualizing interventions to reflect student preferences. Furthermore, we document areas of concern for youth with autism spectrum disorder as they access school-based interventions. En ligne : http://dx.doi.org/10.1177/1362361315574888 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Teagan S MULLINS, Auteur ; Michelle N HARVEY, Auteur ; Jenny R GUSTAFSON, Auteur ; Erik W. CARTER, Auteur . - p.196-206. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.196-206 Mots-clés : autism spectrum disorder  high schools  peer-mediated interventions  social validation Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder participate in school-based, peer-mediated intervention programs designed to improve their social experiences. However, there is little research discerning how these youth view intervention practices currently represented in the literature, information which could improve the social validity of intervention programming. In this mixed-methods study, we interviewed 33 youth with autism spectrum disorder about seven social-focused, peer-mediated intervention components. We asked participants to rate the favorability of each component to determine their degree of liking. Subsequently, we asked participants to give a rationale for their rating, in order to explore influencing factors. Chi-square tests indicated that high ratings were most prevalent for recruiting peers and family involvement and medium ratings were most prevalent for meeting with peers. Analyses of variance also indicated that preferences in the specific format intervention components were delivered. Several themes emerged from our qualitative analysis of open-ended responses, including the ramifications of adults in adolescent social life, the advantages of learning through shared activities with peers, and the effects of disclosing disability status. Our findings will offer guidance for researchers and practitioners interested in individualizing interventions to reflect student preferences. Furthermore, we document areas of concern for youth with autism spectrum disorder as they access school-based interventions. En ligne : http://dx.doi.org/10.1177/1362361315574888 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Telehealth delivery of cognitive-behavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study / Susan L HEPBURN in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.207-218 Titre : Telehealth delivery of cognitive-behavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Susan L HEPBURN, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Brian WOLFF, Auteur ; Judy A REAVEN, Auteur Article en page(s) : p.207-218 Langues : Anglais (eng) Mots-clés : autism  co-occurring anxiety  intervention  feasibility  telehealth Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders frequently experience significant symptoms of anxiety. Empirically supported psychosocial interventions exist, yet access is limited, especially for families in rural areas. Telehealth (i.e. videoconferencing) has potential to reduce barriers to access to care; however, little is known about the feasibility or efficacy of directly intervening with youth with autism spectrum disorders through this modality. This study details the pilot testing of a telehealth version of an empirically supported intervention targeting anxiety in youth with autism spectrum disorders. The primary focus of this study is on feasibility, with evaluation of outcomes as a starting point for future randomized trials. In all, 33 families of youth with autism spectrum disorders and significant anxiety symptoms participated in this study (Telehealth Facing Your Fears (FYF) Intervention: n?=?17; Wait-list control: n?=?16). Youth of all functioning levels were included. Acceptability was strong; however, the usability of the technology was problematic for some families and impeded some sessions significantly. Fidelity of the telehealth version to the critical elements of the original, in vivo version was excellent. More work is needed to improve delivery of exposure practices and parent coaching. Preliminary efficacy analyses are promising, with improvements observed in youth anxiety over time (relative to a comparison group waiting for live intervention) and parent sense of competence (within group). Clearly, stronger designs are necessary to evaluate efficacy sufficiently; however, this study does provide support for further investigation of clinic-to-home videoconferencing as a direct intervention tool for youth with autism spectrum disorders and their parents. En ligne : http://dx.doi.org/10.1177/1362361315575164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Telehealth delivery of cognitive-behavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study [Texte imprimé et/ou numérique] / Susan L HEPBURN, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Brian WOLFF, Auteur ; Judy A REAVEN, Auteur . - p.207-218. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.207-218 Mots-clés : autism  co-occurring anxiety  intervention  feasibility  telehealth Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders frequently experience significant symptoms of anxiety. Empirically supported psychosocial interventions exist, yet access is limited, especially for families in rural areas. Telehealth (i.e. videoconferencing) has potential to reduce barriers to access to care; however, little is known about the feasibility or efficacy of directly intervening with youth with autism spectrum disorders through this modality. This study details the pilot testing of a telehealth version of an empirically supported intervention targeting anxiety in youth with autism spectrum disorders. The primary focus of this study is on feasibility, with evaluation of outcomes as a starting point for future randomized trials. In all, 33 families of youth with autism spectrum disorders and significant anxiety symptoms participated in this study (Telehealth Facing Your Fears (FYF) Intervention: n?=?17; Wait-list control: n?=?16). Youth of all functioning levels were included. Acceptability was strong; however, the usability of the technology was problematic for some families and impeded some sessions significantly. Fidelity of the telehealth version to the critical elements of the original, in vivo version was excellent. More work is needed to improve delivery of exposure practices and parent coaching. Preliminary efficacy analyses are promising, with improvements observed in youth anxiety over time (relative to a comparison group waiting for live intervention) and parent sense of competence (within group). Clearly, stronger designs are necessary to evaluate efficacy sufficiently; however, this study does provide support for further investigation of clinic-to-home videoconferencing as a direct intervention tool for youth with autism spectrum disorders and their parents. En ligne : http://dx.doi.org/10.1177/1362361315575164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

A community-based early intervention program for toddlers with autism spectrum disorders / Pamela Rosenthal ROLLINS in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.219-232 Titre : A community-based early intervention program for toddlers with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Pamela Rosenthal ROLLINS, Auteur ; Michelle CAMPBELL, Auteur ; Renee Thibodeau HOFFMAN, Auteur ; Kayli SELF, Auteur Article en page(s) : p.219-232 Langues : Anglais (eng) Mots-clés : autism spectrum disorder intervention  autism spectrum disorder  early intervention  parent-mediated intervention  Part C services Index. décimale : PER Périodiques Résumé : This study examined Pathways Early Autism Intervention, a community-based, parent-mediated, intensive behavioral and developmental intervention program for children with autism spectrum disorders that could be used as a model for state-funded early intervention programs. A single-subject, multiple-baseline, across-participants design was used. Four boys with autism spectrum disorder and their mothers participated. Interventionists made weekly home visits and worked with caregivers to establish and maintain face-to-face reciprocal social interaction and eye contact. Each session included a 10-min video of parent–child interaction. Evidence of intervention effectiveness was measured by percentage of nonoverlapping data points. Social validity was measured using questionnaire items in regard to parents’ perception of the intervention. The intervention was effective for the measures of eye contact, social engagement, and verbal reciprocity but not for nonverbal turn taking. Parents perceived the intervention as beneficial and easy to learn and incorporate into daily life. En ligne : http://dx.doi.org/10.1177/1362361315577217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] A community-based early intervention program for toddlers with autism spectrum disorders [Texte imprimé et/ou numérique] / Pamela Rosenthal ROLLINS, Auteur ; Michelle CAMPBELL, Auteur ; Renee Thibodeau HOFFMAN, Auteur ; Kayli SELF, Auteur . - p.219-232. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.219-232 Mots-clés : autism spectrum disorder intervention  autism spectrum disorder  early intervention  parent-mediated intervention  Part C services Index. décimale : PER Périodiques Résumé : This study examined Pathways Early Autism Intervention, a community-based, parent-mediated, intensive behavioral and developmental intervention program for children with autism spectrum disorders that could be used as a model for state-funded early intervention programs. A single-subject, multiple-baseline, across-participants design was used. Four boys with autism spectrum disorder and their mothers participated. Interventionists made weekly home visits and worked with caregivers to establish and maintain face-to-face reciprocal social interaction and eye contact. Each session included a 10-min video of parent–child interaction. Evidence of intervention effectiveness was measured by percentage of nonoverlapping data points. Social validity was measured using questionnaire items in regard to parents’ perception of the intervention. The intervention was effective for the measures of eye contact, social engagement, and verbal reciprocity but not for nonverbal turn taking. Parents perceived the intervention as beneficial and easy to learn and incorporate into daily life. En ligne : http://dx.doi.org/10.1177/1362361315577217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Use of early intervention for young children with autism spectrum disorder across Europe / Erica SALOMONE in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.233-249 Titre : Use of early intervention for young children with autism spectrum disorder across Europe Type de document : Texte imprimé et/ou numérique Auteurs : Erica SALOMONE, Auteur ; Št?pánka BERANOVÁ, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Marlene BRICIET LAURITSEN, Auteur ; Magdalena BUDISTEANU, Auteur ; Jan K. BUITELAAR, Auteur ; Ricardo CANAL-BEDIA, Auteur ; Gabriella FELHOSI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Christine FREITAG, Auteur ; Joaquin FUENTES, Auteur ; Louise GALLAGHER, Auteur ; Patricia GARCÍA PRIMO, Auteur ; Fotinica GLIGA, Auteur ; Marie GOMOT, Auteur ; Jonathan GREEN, Auteur ; Mikael HEIMANN, Auteur ; Sigrídur Lóa JONSDOTTIR, Auteur ; Anett KAALE, Auteur ; Rafal KAWA, Auteur ; Anneli KYLLIAINEN, Auteur ; Sanne LEMCKE, Auteur ; Silvana MARKOVSKA-SIMOSKA, Auteur ; Peter B MARSCHIK, Auteur ; Helen MCCONACHIE, Auteur ; Irma MOILANEN, Auteur ; Filippo MURATORI, Auteur ; Antonio NARZISI, Auteur ; Michele NOTERDAEME, Auteur ; Guiomar OLIVEIRA, Auteur ; Iris OOSTERLING, Auteur ; Mirjam PIJL, Auteur ; Nada POP-JORDANOVA, Auteur ; Luise POUSTKA, Auteur ; Herbert ROEYERS, Auteur ; Bernadette ROGE, Auteur ; Judith SINZIG, Auteur ; Astrid VICENTE, Auteur ; Petra WARREYN, Auteur ; Tony CHARMAN, Auteur Article en page(s) : p.233-249 Langues : Anglais (eng) Mots-clés : autism  Europe intervention  use of early intervention Index. décimale : PER Périodiques Résumé : Little is known about use of early interventions for autism spectrum disorder in Europe. Parents of children with autism spectrum disorder aged 7?years or younger (N?=?1680) were recruited through parent organisations in 18 European countries and completed an online survey about the interventions their child received. There was considerable variation in use of interventions, and in some countries more than 20% of children received no intervention at all. The most frequently reported interventions were speech and language therapy (64%) and behavioural, developmental and relationship-based interventions (55%). In some parts of Europe, use of behavioural, developmental and relationship-based interventions was associated with higher parental educational level and time passed since diagnosis, rather than with child characteristics. These findings highlight the need to monitor use of intervention for children with autism spectrum disorder in Europe in order to contrast inequalities. En ligne : http://dx.doi.org/10.1177/1362361315577218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Use of early intervention for young children with autism spectrum disorder across Europe [Texte imprimé et/ou numérique] / Erica SALOMONE, Auteur ; Št?pánka BERANOVÁ, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Marlene BRICIET LAURITSEN, Auteur ; Magdalena BUDISTEANU, Auteur ; Jan K. BUITELAAR, Auteur ; Ricardo CANAL-BEDIA, Auteur ; Gabriella FELHOSI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Christine FREITAG, Auteur ; Joaquin FUENTES, Auteur ; Louise GALLAGHER, Auteur ; Patricia GARCÍA PRIMO, Auteur ; Fotinica GLIGA, Auteur ; Marie GOMOT, Auteur ; Jonathan GREEN, Auteur ; Mikael HEIMANN, Auteur ; Sigrídur Lóa JONSDOTTIR, Auteur ; Anett KAALE, Auteur ; Rafal KAWA, Auteur ; Anneli KYLLIAINEN, Auteur ; Sanne LEMCKE, Auteur ; Silvana MARKOVSKA-SIMOSKA, Auteur ; Peter B MARSCHIK, Auteur ; Helen MCCONACHIE, Auteur ; Irma MOILANEN, Auteur ; Filippo MURATORI, Auteur ; Antonio NARZISI, Auteur ; Michele NOTERDAEME, Auteur ; Guiomar OLIVEIRA, Auteur ; Iris OOSTERLING, Auteur ; Mirjam PIJL, Auteur ; Nada POP-JORDANOVA, Auteur ; Luise POUSTKA, Auteur ; Herbert ROEYERS, Auteur ; Bernadette ROGE, Auteur ; Judith SINZIG, Auteur ; Astrid VICENTE, Auteur ; Petra WARREYN, Auteur ; Tony CHARMAN, Auteur . - p.233-249. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.233-249 Mots-clés : autism  Europe intervention  use of early intervention Index. décimale : PER Périodiques Résumé : Little is known about use of early interventions for autism spectrum disorder in Europe. Parents of children with autism spectrum disorder aged 7?years or younger (N?=?1680) were recruited through parent organisations in 18 European countries and completed an online survey about the interventions their child received. There was considerable variation in use of interventions, and in some countries more than 20% of children received no intervention at all. The most frequently reported interventions were speech and language therapy (64%) and behavioural, developmental and relationship-based interventions (55%). In some parts of Europe, use of behavioural, developmental and relationship-based interventions was associated with higher parental educational level and time passed since diagnosis, rather than with child characteristics. These findings highlight the need to monitor use of intervention for children with autism spectrum disorder in Europe in order to contrast inequalities. En ligne : http://dx.doi.org/10.1177/1362361315577218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Musings on the puzzle piece / Robin P GOIN-KOCHEL in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.250 Titre : Musings on the puzzle piece Type de document : Texte imprimé et/ou numérique Auteurs : Robin P GOIN-KOCHEL, Auteur Article en page(s) : p.250 Langues : Anglais (eng) Mots-clés : autism  puzzle  symbol Index. décimale : PER Périodiques Résumé : Following is a brief musing on Roy Grinker’s discussion of what the puzzle piece symbolizes for autism during his presentation at the 2015 International Meeting for Autism Research. In his words, “The puzzle piece is ubiquitous.” It likely holds a different meaning for each of us, and this is how one autism researcher sees it. En ligne : http://dx.doi.org/10.1177/1362361315602135 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Musings on the puzzle piece [Texte imprimé et/ou numérique] / Robin P GOIN-KOCHEL, Auteur . - p.250. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.250 Mots-clés : autism  puzzle  symbol Index. décimale : PER Périodiques Résumé : Following is a brief musing on Roy Grinker’s discussion of what the puzzle piece symbolizes for autism during his presentation at the 2015 International Meeting for Autism Research. In his words, “The puzzle piece is ubiquitous.” It likely holds a different meaning for each of us, and this is how one autism researcher sees it. En ligne : http://dx.doi.org/10.1177/1362361315602135 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

A response to ‘Notes on a Puzzle Piece’ / Kabie BROOK in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.251-252 Titre : A response to ‘Notes on a Puzzle Piece’ Type de document : Texte imprimé et/ou numérique Auteurs : Kabie BROOK, Auteur Article en page(s) : p.251-252 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361315604077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] A response to ‘Notes on a Puzzle Piece’ [Texte imprimé et/ou numérique] / Kabie BROOK, Auteur . - p.251-252. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.251-252 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361315604077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Lay abstracts in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.253-256 Titre : Lay abstracts Type de document : Texte imprimé et/ou numérique Article en page(s) : p.253-256 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361315623443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Lay abstracts [Texte imprimé et/ou numérique] . - p.253-256. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.253-256 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361315623443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278