Dépouillements

Validity and reliability of the Korean version of Autism spectrum disorders-comorbid for children (ASD-CC) / Kyong-Mee CHUNG in Research in Autism Spectrum Disorders, 39 (July 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 39 (July 2017) . - p.1-10 Titre : Validity and reliability of the Korean version of Autism spectrum disorders-comorbid for children (ASD-CC) Type de document : Texte imprimé et/ou numérique Auteurs : Kyong-Mee CHUNG, Auteur ; Dayi JUNG, Auteur Article en page(s) : p.1-10 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Comorbidity  Comorbid symptoms  Standardization  Autism  Emotional or behavioral problems Index. décimale : PER Périodiques Résumé : Abstract The purpose of the present study was to develop and evaluate the psychometric properties of the Autism Spectrum Disorder-Comorbid for Children (ASD-CC). Mothers of children with ASD (n = 330) and of typically developing children (n = 220) aged from 2 to 16 years were asked to complete the ASD-CC. The next four steps were conducted for data analysis. First, the confirmatory factor analysis (CFA) was used to figure out the factor structure of the Korean version of the ASD-CC. It revealed that the 7-factor structure of the ASD-CC is applicable to the Korean version, likewise. Second, the internal consistency and test-retest reliability were measured, which showed to be in either moderately good or within the acceptable range. Third, the inter-correlations between the ASD-CC and the Korean Child Behavior Checklist (K-CBCL) and the ASD-CC and Korean Behavior Problem Inventory (BPI-01) were computed to be revealed as significant. In addition, the discriminant validity between ASD and typically developing children was well established. And finally, cut-off scores for 7 subscales of the ASD-CC were calculated using the Mean and Standard Deviation. These findings suggest that the Korean version of ASD-CC is a psychometrically sound instrument. Clinical and research implications as well as limitations are measured. En ligne : https://doi.org/10.1016/j.rasd.2017.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Validity and reliability of the Korean version of Autism spectrum disorders-comorbid for children (ASD-CC) [Texte imprimé et/ou numérique] / Kyong-Mee CHUNG, Auteur ; Dayi JUNG, Auteur . - p.1-10. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.1-10 Mots-clés : Autism spectrum disorders  Comorbidity  Comorbid symptoms  Standardization  Autism  Emotional or behavioral problems Index. décimale : PER Périodiques Résumé : Abstract The purpose of the present study was to develop and evaluate the psychometric properties of the Autism Spectrum Disorder-Comorbid for Children (ASD-CC). Mothers of children with ASD (n = 330) and of typically developing children (n = 220) aged from 2 to 16 years were asked to complete the ASD-CC. The next four steps were conducted for data analysis. First, the confirmatory factor analysis (CFA) was used to figure out the factor structure of the Korean version of the ASD-CC. It revealed that the 7-factor structure of the ASD-CC is applicable to the Korean version, likewise. Second, the internal consistency and test-retest reliability were measured, which showed to be in either moderately good or within the acceptable range. Third, the inter-correlations between the ASD-CC and the Korean Child Behavior Checklist (K-CBCL) and the ASD-CC and Korean Behavior Problem Inventory (BPI-01) were computed to be revealed as significant. In addition, the discriminant validity between ASD and typically developing children was well established. And finally, cut-off scores for 7 subscales of the ASD-CC were calculated using the Mean and Standard Deviation. These findings suggest that the Korean version of ASD-CC is a psychometrically sound instrument. Clinical and research implications as well as limitations are measured. En ligne : https://doi.org/10.1016/j.rasd.2017.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

Temporal synchrony and audiovisual integration of speech and object stimuli in autism / Elizabeth SMITH in Research in Autism Spectrum Disorders, 39 (July 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 39 (July 2017) . - p.11-19 Titre : Temporal synchrony and audiovisual integration of speech and object stimuli in autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth SMITH, Auteur ; Shouling ZHANG, Auteur ; Loisa BENNETTO, Auteur Article en page(s) : p.11-19 Langues : Anglais (eng) Mots-clés : Speech processing  Audiovisual integration  Temporal perception Index. décimale : PER Périodiques Résumé : AbstractBackground Individuals with Autism Spectrum Disorders (ASD) have been shown to have multisensory integration deficits, which may lead to problems perceiving complex, multisensory environments. For example, understanding audiovisual speech requires integration of visual information from the lips and face with auditory information from the voice, and audiovisual speech integration deficits can lead to impaired understanding and comprehension. While there is strong evidence for an audiovisual speech integration impairment in ASD, it is unclear whether this impairment is due to low level perceptual processes that affect all types of audiovisual integration or if it is specific to speech processing. Method Here, we measure audiovisual integration of basic speech (i.e., consonant-vowel utterances) and object stimuli (i.e., a bouncing ball) in adolescents with ASD and well-matched controls. We calculate a temporal window of integration (TWI) using each individual’s ability to identify which of two videos (one temporally aligned and one misaligned) matches auditory stimuli. The TWI measures tolerance for temporal asynchrony between the auditory and visual streams, and is an important feature of audiovisual perception. Results While controls showed similar tolerance of asynchrony for the simple speech and object stimuli, individuals with ASD did not. Specifically, individuals with ASD showed less tolerance of asynchrony for speech stimuli compared to object stimuli. In individuals with ASD, decreased tolerance for asynchrony in speech stimuli was associated with higher ratings of autism symptom severity. Conclusions These results suggest that audiovisual perception in ASD may vary for speech and object stimuli beyond what can be accounted for by stimulus complexity. En ligne : https://doi.org/10.1016/j.rasd.2017.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Temporal synchrony and audiovisual integration of speech and object stimuli in autism [Texte imprimé et/ou numérique] / Elizabeth SMITH, Auteur ; Shouling ZHANG, Auteur ; Loisa BENNETTO, Auteur . - p.11-19. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.11-19 Mots-clés : Speech processing  Audiovisual integration  Temporal perception Index. décimale : PER Périodiques Résumé : AbstractBackground Individuals with Autism Spectrum Disorders (ASD) have been shown to have multisensory integration deficits, which may lead to problems perceiving complex, multisensory environments. For example, understanding audiovisual speech requires integration of visual information from the lips and face with auditory information from the voice, and audiovisual speech integration deficits can lead to impaired understanding and comprehension. While there is strong evidence for an audiovisual speech integration impairment in ASD, it is unclear whether this impairment is due to low level perceptual processes that affect all types of audiovisual integration or if it is specific to speech processing. Method Here, we measure audiovisual integration of basic speech (i.e., consonant-vowel utterances) and object stimuli (i.e., a bouncing ball) in adolescents with ASD and well-matched controls. We calculate a temporal window of integration (TWI) using each individual’s ability to identify which of two videos (one temporally aligned and one misaligned) matches auditory stimuli. The TWI measures tolerance for temporal asynchrony between the auditory and visual streams, and is an important feature of audiovisual perception. Results While controls showed similar tolerance of asynchrony for the simple speech and object stimuli, individuals with ASD did not. Specifically, individuals with ASD showed less tolerance of asynchrony for speech stimuli compared to object stimuli. In individuals with ASD, decreased tolerance for asynchrony in speech stimuli was associated with higher ratings of autism symptom severity. Conclusions These results suggest that audiovisual perception in ASD may vary for speech and object stimuli beyond what can be accounted for by stimulus complexity. En ligne : https://doi.org/10.1016/j.rasd.2017.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

Parent-reported problematic sleep behaviors in children with comorbid autism spectrum disorder and attention-deficit/hyperactivity disorder / Katharine C. REYNOLDS in Research in Autism Spectrum Disorders, 39 (July 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 39 (July 2017) . - p.20-32 Titre : Parent-reported problematic sleep behaviors in children with comorbid autism spectrum disorder and attention-deficit/hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katharine C. REYNOLDS, Auteur ; Michelle A. PATRIQUIN, Auteur ; Candice A. ALFANO, Auteur ; Katherine A. LOVELAND, Auteur ; Deborah A. PEARSON, Auteur Article en page(s) : p.20-32 Langues : Anglais (eng) Mots-clés : Sleep  Autism spectrum disorder  Attention-deficit/hyperactivity disorder  Child  Psychopathology Index. décimale : PER Périodiques Résumé : AbstractBackground Sleep problems are frequent and well documented in children with Autism Spectrum Disorders (ASD), children with Attention Deficit/Hyperactivity Disorder (ADHD) and children with internalizing problems, however limited work has examined sleep problems in children presenting with comorbid ASD/ADHD. In healthy children, sleep problems negatively impact social, emotional, and academic functioning. The current study sought to examine diagnostic severity as predictors of sleep problems in children with comorbid ASD/ADHD. Additionally, the association between sleep and “real-life” functional domains (i.e., intellectual functioning, academic achievement, and executive functioning) were assessed. Method Sleep, internalizing difficulties, intellectual functioning, academic achievement and executive functioning were assessed in 85 children with who carried the dual diagnoses of ASD and ADHD. Results Internalizing difficulties, rather than ASD or ADHD symptom severity, was the most consistent predictor of problematic sleep behaviors (i.e., nightmares overtiredness, sleeping less than other children, trouble sleeping, and Total Problematic Sleep Behaviors) in this sample. Further, parent report of problematic sleep behaviors was significantly associated with functional domains after controlling for ASD, ADHD, and internalizing symptoms. Conclusions Results suggest that internalizing symptoms are associated with problematic sleep behaviors in children with comorbid ASD/ADHD and may have implications for the “real-life” functioning among children with comorbid ASD/ADHD. En ligne : https://doi.org/10.1016/j.rasd.2017.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Parent-reported problematic sleep behaviors in children with comorbid autism spectrum disorder and attention-deficit/hyperactivity disorder [Texte imprimé et/ou numérique] / Katharine C. REYNOLDS, Auteur ; Michelle A. PATRIQUIN, Auteur ; Candice A. ALFANO, Auteur ; Katherine A. LOVELAND, Auteur ; Deborah A. PEARSON, Auteur . - p.20-32. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.20-32 Mots-clés : Sleep  Autism spectrum disorder  Attention-deficit/hyperactivity disorder  Child  Psychopathology Index. décimale : PER Périodiques Résumé : AbstractBackground Sleep problems are frequent and well documented in children with Autism Spectrum Disorders (ASD), children with Attention Deficit/Hyperactivity Disorder (ADHD) and children with internalizing problems, however limited work has examined sleep problems in children presenting with comorbid ASD/ADHD. In healthy children, sleep problems negatively impact social, emotional, and academic functioning. The current study sought to examine diagnostic severity as predictors of sleep problems in children with comorbid ASD/ADHD. Additionally, the association between sleep and “real-life” functional domains (i.e., intellectual functioning, academic achievement, and executive functioning) were assessed. Method Sleep, internalizing difficulties, intellectual functioning, academic achievement and executive functioning were assessed in 85 children with who carried the dual diagnoses of ASD and ADHD. Results Internalizing difficulties, rather than ASD or ADHD symptom severity, was the most consistent predictor of problematic sleep behaviors (i.e., nightmares overtiredness, sleeping less than other children, trouble sleeping, and Total Problematic Sleep Behaviors) in this sample. Further, parent report of problematic sleep behaviors was significantly associated with functional domains after controlling for ASD, ADHD, and internalizing symptoms. Conclusions Results suggest that internalizing symptoms are associated with problematic sleep behaviors in children with comorbid ASD/ADHD and may have implications for the “real-life” functioning among children with comorbid ASD/ADHD. En ligne : https://doi.org/10.1016/j.rasd.2017.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education / Anastasia H. ANDERSON in Research in Autism Spectrum Disorders, 39 (July 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 39 (July 2017) . - p.33-53 Titre : A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia H. ANDERSON, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur Article en page(s) : p.33-53 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  Higher education  Post-secondary education  Experiences  Educational supports Index. décimale : PER Périodiques Résumé : AbstractBackground Post-secondary students with ASD experience a range of academic and non-academic difficulties and represent approximately one percent of the post-secondary cohort. The purpose of this review is to conduct a systematic literature review of articles that examined the barriers, challenges, and benefits experienced by post-secondary students with ASD, and the supports and services provided to them, and also to analyze student satisfaction with those supports. Method Three databases were searched and articles were screened against eligibility criteria. The twenty-three studies (reported in twenty-nine articles) that met criteria were also assessed for quality. Data pertaining to the benefits, challenges, and barriers experienced, and student satisfaction with supports and services provided, were extracted and analyzed. Results The studies highlighted the diverse range of social, emotional and sensory difficulties experienced by students with ASD, and how those difficulties negatively impacted all aspects of their post-secondary education. Also, the supports provided were often incongruous with need and produced idiosyncratic benefits, demonstrating the need for individualized supports and novel solutions to be identified. Suggestions for future research were made. Conclusions While prior research on post-secondary students with ASD is limited and geographically circumscribed, the current body of research suggests that students with ASD are often more concerned with non-academic issues than with their academic studies. Also, many post-secondary educational institutions were found proficient at providing traditional academic supports while non-academic supports and resources were often found inadequate. In addition, many students with ASD experienced anxiety or had poor advocacy skills and this impeded their ability to access available supports. Finally, students with ASD were found to be very diverse and to experience idiosyncratic responses to supports, suggesting that supports ideally needed to be individualized, ubiquitous, and continually monitored. En ligne : https://doi.org/10.1016/j.rasd.2017.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education [Texte imprimé et/ou numérique] / Anastasia H. ANDERSON, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur . - p.33-53. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.33-53 Mots-clés : Autism spectrum disorder  ASD  Higher education  Post-secondary education  Experiences  Educational supports Index. décimale : PER Périodiques Résumé : AbstractBackground Post-secondary students with ASD experience a range of academic and non-academic difficulties and represent approximately one percent of the post-secondary cohort. The purpose of this review is to conduct a systematic literature review of articles that examined the barriers, challenges, and benefits experienced by post-secondary students with ASD, and the supports and services provided to them, and also to analyze student satisfaction with those supports. Method Three databases were searched and articles were screened against eligibility criteria. The twenty-three studies (reported in twenty-nine articles) that met criteria were also assessed for quality. Data pertaining to the benefits, challenges, and barriers experienced, and student satisfaction with supports and services provided, were extracted and analyzed. Results The studies highlighted the diverse range of social, emotional and sensory difficulties experienced by students with ASD, and how those difficulties negatively impacted all aspects of their post-secondary education. Also, the supports provided were often incongruous with need and produced idiosyncratic benefits, demonstrating the need for individualized supports and novel solutions to be identified. Suggestions for future research were made. Conclusions While prior research on post-secondary students with ASD is limited and geographically circumscribed, the current body of research suggests that students with ASD are often more concerned with non-academic issues than with their academic studies. Also, many post-secondary educational institutions were found proficient at providing traditional academic supports while non-academic supports and resources were often found inadequate. In addition, many students with ASD experienced anxiety or had poor advocacy skills and this impeded their ability to access available supports. Finally, students with ASD were found to be very diverse and to experience idiosyncratic responses to supports, suggesting that supports ideally needed to be individualized, ubiquitous, and continually monitored. En ligne : https://doi.org/10.1016/j.rasd.2017.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

Atypical autonomic nervous system complexity accompanies social cognition task performance in ASD / Hamidreza SAGHIR in Research in Autism Spectrum Disorders, 39 (July 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 39 (July 2017) . - p.54-62 Titre : Atypical autonomic nervous system complexity accompanies social cognition task performance in ASD Type de document : Texte imprimé et/ou numérique Auteurs : Hamidreza SAGHIR, Auteur ; Annie DUPUIS, Auteur ; Tom CHAU, Auteur ; Azadeh KUSHKI, Auteur Article en page(s) : p.54-62 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Autonomic nervous system  Complexity analysis  Social cognition  RMET  Theory of mind  ASD in children Index. décimale : PER Périodiques Résumé : AbstractBackground Emerging evidence suggests that autonomic nervous system (ANS) function is affected in ASD. Existing literature has focused on quantifying the activity of ANS components (i.e. sympathetic/parasympathetic systems) individually. To this end, measures such as respiratory sinus arrhythmia (RSA) and high- and low-frequency spectral components of heart rate variability have been employed. Recent findings indicate that these methods employ assumptions that do not fully consider the complexity of the ANS system and the interaction of its components. To this end, we propose a new method for examining ANS function in ASD. Methods A sample of typically developing (TD) children (n = 34) and children with ASD (n = 45) performed the Reading the Mind in the Eyes Task (RMET), preceded and followed by periods of baseline movie-watching. Multiscale Entropy (MSE) was employed as a new tool to examine the complexity of the cardiac signal. Results Significant group differences in MSE emerged to suggest atypicality in the regularity of the autonomic signal at short and long time scales in the ASD group during the RMET task. Conclusions For the RMET task, our results may suggest atypical activation of parasympathetic influences on the heart, which contributes to short-term patterns in the heartbeat signal, as well as atypicalities in the slower acting processes. Results also suggest that the coupling between the fast-acting and slow-acting influences may be atypical in ASD during the examined social cognition task. En ligne : https://doi.org/10.1016/j.rasd.2017.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Atypical autonomic nervous system complexity accompanies social cognition task performance in ASD [Texte imprimé et/ou numérique] / Hamidreza SAGHIR, Auteur ; Annie DUPUIS, Auteur ; Tom CHAU, Auteur ; Azadeh KUSHKI, Auteur . - p.54-62. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.54-62 Mots-clés : Autism spectrum disorder  Autonomic nervous system  Complexity analysis  Social cognition  RMET  Theory of mind  ASD in children Index. décimale : PER Périodiques Résumé : AbstractBackground Emerging evidence suggests that autonomic nervous system (ANS) function is affected in ASD. Existing literature has focused on quantifying the activity of ANS components (i.e. sympathetic/parasympathetic systems) individually. To this end, measures such as respiratory sinus arrhythmia (RSA) and high- and low-frequency spectral components of heart rate variability have been employed. Recent findings indicate that these methods employ assumptions that do not fully consider the complexity of the ANS system and the interaction of its components. To this end, we propose a new method for examining ANS function in ASD. Methods A sample of typically developing (TD) children (n = 34) and children with ASD (n = 45) performed the Reading the Mind in the Eyes Task (RMET), preceded and followed by periods of baseline movie-watching. Multiscale Entropy (MSE) was employed as a new tool to examine the complexity of the cardiac signal. Results Significant group differences in MSE emerged to suggest atypicality in the regularity of the autonomic signal at short and long time scales in the ASD group during the RMET task. Conclusions For the RMET task, our results may suggest atypical activation of parasympathetic influences on the heart, which contributes to short-term patterns in the heartbeat signal, as well as atypicalities in the slower acting processes. Results also suggest that the coupling between the fast-acting and slow-acting influences may be atypical in ASD during the examined social cognition task. En ligne : https://doi.org/10.1016/j.rasd.2017.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

Parents’ perceptions of dental care challenges in male children with autism spectrum disorder: An initial qualitative exploration / Leah I. STEIN DUKER in Research in Autism Spectrum Disorders, 39 (July 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 39 (July 2017) . - p.63-72 Titre : Parents’ perceptions of dental care challenges in male children with autism spectrum disorder: An initial qualitative exploration Type de document : Texte imprimé et/ou numérique Auteurs : Leah I. STEIN DUKER, Auteur ; Benjamin F. HENWOOD, Auteur ; Ricky N. BLUTHENTHAL, Auteur ; Emma JUHLIN, Auteur ; José C. POLIDO, Auteur ; Sharon A. CERMAK, Auteur Article en page(s) : p.63-72 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Health care  Dental care  Oral care  Oral health  Occupational therapy  Qualitative methods Index. décimale : PER Périodiques Résumé : AbstractBackground Many children with autism spectrum disorders (ASD) experience barriers to oral care in the dental office setting. The purpose of this study was to provide an increased understanding of these challenges experienced during oral care in the dental office by children with ASD. Method This study was part of a larger mixed methods design and builds on quantitative results from a survey of parents of children with ASD ages 2–18 in which parents reported difficulties with access to care, sensory processing, and uncooperative behaviors. For this study, we conducted two, three hour, focus groups of parents of male children with ASD age 5–18 years in order to explore the survey results in greater depth. Focus group transcripts were analyzed using a template coding approach based on the three domains of office-based oral care challenges identified in the first phase (survey). Results Several related themes emerged including: (1) Access: “Difficult to find the right dentist”, (2) Sensory sensitivities: “All the sensory devices just make him so uncomfortable”, (3) Restraint: “It looked like they were torturing him”, and (4) Drugs: “A mixed bag”. Conclusions The qualitative findings from this study both confirmed our previous survey findings and expanded upon them. These findings can help professionals better understand the challenges experienced by children with ASD and their parents as well as help identify priorities for planning efforts to address the oral health-related needs of this population. En ligne : https://doi.org/10.1016/j.rasd.2017.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Parents’ perceptions of dental care challenges in male children with autism spectrum disorder: An initial qualitative exploration [Texte imprimé et/ou numérique] / Leah I. STEIN DUKER, Auteur ; Benjamin F. HENWOOD, Auteur ; Ricky N. BLUTHENTHAL, Auteur ; Emma JUHLIN, Auteur ; José C. POLIDO, Auteur ; Sharon A. CERMAK, Auteur . - p.63-72. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.63-72 Mots-clés : Autism spectrum disorder  Health care  Dental care  Oral care  Oral health  Occupational therapy  Qualitative methods Index. décimale : PER Périodiques Résumé : AbstractBackground Many children with autism spectrum disorders (ASD) experience barriers to oral care in the dental office setting. The purpose of this study was to provide an increased understanding of these challenges experienced during oral care in the dental office by children with ASD. Method This study was part of a larger mixed methods design and builds on quantitative results from a survey of parents of children with ASD ages 2–18 in which parents reported difficulties with access to care, sensory processing, and uncooperative behaviors. For this study, we conducted two, three hour, focus groups of parents of male children with ASD age 5–18 years in order to explore the survey results in greater depth. Focus group transcripts were analyzed using a template coding approach based on the three domains of office-based oral care challenges identified in the first phase (survey). Results Several related themes emerged including: (1) Access: “Difficult to find the right dentist”, (2) Sensory sensitivities: “All the sensory devices just make him so uncomfortable”, (3) Restraint: “It looked like they were torturing him”, and (4) Drugs: “A mixed bag”. Conclusions The qualitative findings from this study both confirmed our previous survey findings and expanded upon them. These findings can help professionals better understand the challenges experienced by children with ASD and their parents as well as help identify priorities for planning efforts to address the oral health-related needs of this population. En ligne : https://doi.org/10.1016/j.rasd.2017.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308