Dépouillements

Autism spectrum disorder in Qatar: Profiles and correlates of a large clinical sample / Fouad ALSHABAN in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Autism spectrum disorder in Qatar: Profiles and correlates of a large clinical sample Type de document : Texte imprimé et/ou numérique Auteurs : Fouad ALSHABAN, Auteur ; Mohammed ALDOSARI, Auteur ; Zakaria EL SAYED, Auteur ; Mohammed TOLEFAT, Auteur ; Saba EL HAG, Auteur ; Hawra AL SHAMMARI, Auteur ; Iman GHAZAL, Auteur ; Eric FOMBONNE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is an increasingly prevalent disorder. Although around 15% of cases are caused by specific genetic causes, most cases involve a complex and variable combination of genetic risk and environmental factors that are not yet identified. There is a paucity of studies on ASD in Qatar, mostly in the form of case reports and genetic causes. The current study was designed to describe the clinical characteristics of ASD and its correlates in Qatar. Individuals with ASD were recruited from the Shafallah Center for Children with Special Needs which is the largest special needs center in Qatar. Within the sample of 171 individuals with ASD, 47% were ethnic Qataris, while 53% were nonethnic Qataris (Arabs and other nationalities). The analysis included the following factors: nationality, age, gender, socioeconomic status, consanguinity, prenatal/postnatal complications, and comorbidities. Eighty percent of the identified cases were males, with a 4:1 male to female ratio. Additionally, 83% of the families had one proband, 9.9% with 2 probands, and 7.1% with more than two. Comorbid conditions included: intellectual disabilities (ID) in 83% and epilepsy in 18.8%. 76.6% of subjects were nonverbal. There were 3 (1.8%) children with Rett?s syndrome, 3 (1.8%) with Fragile X, and 1 (0.6%) with tuberous sclerosis. There are currently no publications that clarify the mean age of diagnosis in Qatar, however, the present study showed that more than half of the diagnosed cases were among the ages of 7?14 years (56%). The effect of consanguinity as a risk factor was not found to be significant. En ligne : https://doi.org/10.1177/2396941517699215 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Autism spectrum disorder in Qatar: Profiles and correlates of a large clinical sample [Texte imprimé et/ou numérique] / Fouad ALSHABAN, Auteur ; Mohammed ALDOSARI, Auteur ; Zakaria EL SAYED, Auteur ; Mohammed TOLEFAT, Auteur ; Saba EL HAG, Auteur ; Hawra AL SHAMMARI, Auteur ; Iman GHAZAL, Auteur ; Eric FOMBONNE, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is an increasingly prevalent disorder. Although around 15% of cases are caused by specific genetic causes, most cases involve a complex and variable combination of genetic risk and environmental factors that are not yet identified. There is a paucity of studies on ASD in Qatar, mostly in the form of case reports and genetic causes. The current study was designed to describe the clinical characteristics of ASD and its correlates in Qatar. Individuals with ASD were recruited from the Shafallah Center for Children with Special Needs which is the largest special needs center in Qatar. Within the sample of 171 individuals with ASD, 47% were ethnic Qataris, while 53% were nonethnic Qataris (Arabs and other nationalities). The analysis included the following factors: nationality, age, gender, socioeconomic status, consanguinity, prenatal/postnatal complications, and comorbidities. Eighty percent of the identified cases were males, with a 4:1 male to female ratio. Additionally, 83% of the families had one proband, 9.9% with 2 probands, and 7.1% with more than two. Comorbid conditions included: intellectual disabilities (ID) in 83% and epilepsy in 18.8%. 76.6% of subjects were nonverbal. There were 3 (1.8%) children with Rett?s syndrome, 3 (1.8%) with Fragile X, and 1 (0.6%) with tuberous sclerosis. There are currently no publications that clarify the mean age of diagnosis in Qatar, however, the present study showed that more than half of the diagnosed cases were among the ages of 7?14 years (56%). The effect of consanguinity as a risk factor was not found to be significant. En ligne : https://doi.org/10.1177/2396941517699215 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

SLP-educator classroom collaboration: A review to inform reason-based practice / Lisa M. D. ARCHIBALD in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : SLP-educator classroom collaboration: A review to inform reason-based practice Type de document : Texte imprimé et/ou numérique Auteurs : Lisa M. D. ARCHIBALD, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsIncreasingly, speech language pathologists are engaging in collaborative classroom services with teachers and other educators to support children with developmental language disorder and other communication impairments. Recent systematic reviews have provided a summary of only a small fraction of the available evidence and recommended the use of reason-based practice in the absence of a sufficient empirically driven evidence base. The purpose of this paper was to provide a broad (but critical) review of the existing evidence.Main contributionPapers were gathered through review of reference lists in the recent systematic reviews and other published works, as well as general internet searches. A total of 49 papers were identified either reporting empirical evidence pertaining to SLP-educator collaborative classroom activities, empirical evidence pertaining to consultative services, classroom instruction, or small group intervention in the classroom, or providing information, discussion, surveys, or reviews related to the topic. Evidence pertaining to vocabulary, oral language, phonological awareness, curriculum-based language, and written language were summarized together with qualifications based on elements of the research design.Conclusion and implicationsAlthough much of the evidence must be interpreted with considerable caution, the present review is informative for clinicians looking to adopt a reason-based approach to practice. En ligne : https://doi.org/10.1177/2396941516680369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] SLP-educator classroom collaboration: A review to inform reason-based practice [Texte imprimé et/ou numérique] / Lisa M. D. ARCHIBALD, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsIncreasingly, speech language pathologists are engaging in collaborative classroom services with teachers and other educators to support children with developmental language disorder and other communication impairments. Recent systematic reviews have provided a summary of only a small fraction of the available evidence and recommended the use of reason-based practice in the absence of a sufficient empirically driven evidence base. The purpose of this paper was to provide a broad (but critical) review of the existing evidence.Main contributionPapers were gathered through review of reference lists in the recent systematic reviews and other published works, as well as general internet searches. A total of 49 papers were identified either reporting empirical evidence pertaining to SLP-educator collaborative classroom activities, empirical evidence pertaining to consultative services, classroom instruction, or small group intervention in the classroom, or providing information, discussion, surveys, or reviews related to the topic. Evidence pertaining to vocabulary, oral language, phonological awareness, curriculum-based language, and written language were summarized together with qualifications based on elements of the research design.Conclusion and implicationsAlthough much of the evidence must be interpreted with considerable caution, the present review is informative for clinicians looking to adopt a reason-based approach to practice. En ligne : https://doi.org/10.1177/2396941516680369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school / Janina BREDE in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school Type de document : Texte imprimé et/ou numérique Auteurs : Janina BREDE, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Katy WARREN, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsAll children have the right to receive an education and to be included in school. Yet young people on the autism spectrum, who are already vulnerable to poor health and social outcomes, are at increased risk of school exclusion. The current study sought to understand the key factors surrounding the school exclusion experiences of a group of autistic students with particularly complex needs, and their subsequent re-integration into education.MethodWe interviewed nine intellectually able students (eight male, one female; M age=13.3 years), all with a diagnosis of autism and the majority with a history of demand avoidant behaviour. We also interviewed their parents and teaching staff about the students? past and current school experiences. All students were currently being educated within an ?Inclusive Learning Hub?, specially designed to re-integrate excluded, autistic students back into school, which was situated within a larger autism special school.ResultsYoung people and their parents gave overwhelmingly negative accounts of the students? previous school experiences. Children?s perceived unmet needs, as well as inappropriate approaches by previous school staff in dealing with children?s difficulties, were felt to cause decline in children?s mental health and behaviour and, ultimately, led to their exclusion from school. Four key factors for successful reintegration into school were identified, including (i) making substantial adjustments to the physical environment, (ii) promoting strong staff?student relationships, (iii) understanding students? specific needs, and (iv) targeted efforts towards improving students? wellbeing.ConclusionThe culmination ? and escalation ? of challenges students experienced in the students? previous placements could suggest that the educational journey to exclusion from school is an inevitable consequence for at least some autistic children, including those with particularly complex behaviour, as sampled here. Yet, our study encouragingly showed that this was not necessarily the case. All the young people we spoke to reported being happy, safe and secure in their current placement, and re-engaged with school life. Outstanding issues remain, however, with regard to children?s reportedly slow academic progress and difficulties generalising the positive behaviour shown in school across home and community contexts.ImplicationsMore remains to be done to ensure that autistic children and young people?s progress at school is also mirrored in other settings. Future research also needs to develop more preventative approaches to avoid exclusion from school, including efforts towards improving education professionals? knowledge and awareness of autism, and effective ways of responding to these students? needs. En ligne : https://doi.org/10.1177/2396941517737511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school [Texte imprimé et/ou numérique] / Janina BREDE, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Katy WARREN, Auteur ; Elizabeth PELLICANO, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsAll children have the right to receive an education and to be included in school. Yet young people on the autism spectrum, who are already vulnerable to poor health and social outcomes, are at increased risk of school exclusion. The current study sought to understand the key factors surrounding the school exclusion experiences of a group of autistic students with particularly complex needs, and their subsequent re-integration into education.MethodWe interviewed nine intellectually able students (eight male, one female; M age=13.3 years), all with a diagnosis of autism and the majority with a history of demand avoidant behaviour. We also interviewed their parents and teaching staff about the students? past and current school experiences. All students were currently being educated within an ?Inclusive Learning Hub?, specially designed to re-integrate excluded, autistic students back into school, which was situated within a larger autism special school.ResultsYoung people and their parents gave overwhelmingly negative accounts of the students? previous school experiences. Children?s perceived unmet needs, as well as inappropriate approaches by previous school staff in dealing with children?s difficulties, were felt to cause decline in children?s mental health and behaviour and, ultimately, led to their exclusion from school. Four key factors for successful reintegration into school were identified, including (i) making substantial adjustments to the physical environment, (ii) promoting strong staff?student relationships, (iii) understanding students? specific needs, and (iv) targeted efforts towards improving students? wellbeing.ConclusionThe culmination ? and escalation ? of challenges students experienced in the students? previous placements could suggest that the educational journey to exclusion from school is an inevitable consequence for at least some autistic children, including those with particularly complex behaviour, as sampled here. Yet, our study encouragingly showed that this was not necessarily the case. All the young people we spoke to reported being happy, safe and secure in their current placement, and re-engaged with school life. Outstanding issues remain, however, with regard to children?s reportedly slow academic progress and difficulties generalising the positive behaviour shown in school across home and community contexts.ImplicationsMore remains to be done to ensure that autistic children and young people?s progress at school is also mirrored in other settings. Future research also needs to develop more preventative approaches to avoid exclusion from school, including efforts towards improving education professionals? knowledge and awareness of autism, and effective ways of responding to these students? needs. En ligne : https://doi.org/10.1177/2396941517737511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Individual differences in autistic children’s homograph reading: Evidence from Hebrew / Jon BROCK in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Individual differences in autistic children’s homograph reading: Evidence from Hebrew Type de document : Texte imprimé et/ou numérique Auteurs : Jon BROCK, Auteur ; Nufar SUKENIK, Auteur ; Naama FRIEDMANN, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsOn average, autistic individuals make more errors than control participants when reading aloud sentences containing heterophonic homographs?written words with multiple meanings and pronunciations. This finding is widely interpreted within the framework of ?weak central coherence? as evidence for impaired sentence-level comprehension resulting in a failure to disambiguate the homograph meaning. However, consistent findings at the group level belie considerable individual variation. Our aim here was to determine whether that variation was reliable and whether it could be predicted.MethodsWe developed a Hebrew version of the homograph-reading test, containing many more items than is possible in English. The test was administered to 18 native-Hebrew speaking autistic children and adolescents, along with a battery of reading and language assessments.ResultsParticipants with autism showed wide individual variation in performance on the homograph-reading task. Using a mixed random effects logistic regression analysis, we showed that measures of autism severity, single word reading, and single word comprehension all left reliable individual variation unaccounted for and none accounted for variation beyond that associated with the child?s age. Instead, homograph reading was best predicted by performance on a picture naming task, which accounted for unique variation beyond age and each of the other predictors.ConclusionsPoor performance of autistic individuals on the English version of the homograph-reading task has until now been characterized as evidence for a comprehension deficit in autism. However, the results of the current study lead us to propose a new working hypothesis?that difficulties affecting some autistic individuals reflect impairment in the use of semantics to guide the selection of the appropriate phonological form during speech production. This hypothesis is consistent with the strong association between homograph reading and picture naming. It may also help explain the inconsistent pattern of results across studies using different measures of linguistic ?central coherence.?ImplicationsThe results of this preliminary study should be replicated before firm conclusions are drawn. Nonetheless, the study serves to emphasize the importance of considering within-group as well as between-group variations in studies of autism. It also provides a worked example showing how mixed random effect analyses can be used to explore individual differences, distinguishing between genuine variation and psychometric noise. En ligne : https://doi.org/10.1177/2396941517714945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Individual differences in autistic children’s homograph reading: Evidence from Hebrew [Texte imprimé et/ou numérique] / Jon BROCK, Auteur ; Nufar SUKENIK, Auteur ; Naama FRIEDMANN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsOn average, autistic individuals make more errors than control participants when reading aloud sentences containing heterophonic homographs?written words with multiple meanings and pronunciations. This finding is widely interpreted within the framework of ?weak central coherence? as evidence for impaired sentence-level comprehension resulting in a failure to disambiguate the homograph meaning. However, consistent findings at the group level belie considerable individual variation. Our aim here was to determine whether that variation was reliable and whether it could be predicted.MethodsWe developed a Hebrew version of the homograph-reading test, containing many more items than is possible in English. The test was administered to 18 native-Hebrew speaking autistic children and adolescents, along with a battery of reading and language assessments.ResultsParticipants with autism showed wide individual variation in performance on the homograph-reading task. Using a mixed random effects logistic regression analysis, we showed that measures of autism severity, single word reading, and single word comprehension all left reliable individual variation unaccounted for and none accounted for variation beyond that associated with the child?s age. Instead, homograph reading was best predicted by performance on a picture naming task, which accounted for unique variation beyond age and each of the other predictors.ConclusionsPoor performance of autistic individuals on the English version of the homograph-reading task has until now been characterized as evidence for a comprehension deficit in autism. However, the results of the current study lead us to propose a new working hypothesis?that difficulties affecting some autistic individuals reflect impairment in the use of semantics to guide the selection of the appropriate phonological form during speech production. This hypothesis is consistent with the strong association between homograph reading and picture naming. It may also help explain the inconsistent pattern of results across studies using different measures of linguistic ?central coherence.?ImplicationsThe results of this preliminary study should be replicated before firm conclusions are drawn. Nonetheless, the study serves to emphasize the importance of considering within-group as well as between-group variations in studies of autism. It also provides a worked example showing how mixed random effect analyses can be used to explore individual differences, distinguishing between genuine variation and psychometric noise. En ligne : https://doi.org/10.1177/2396941517714945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Distance delivery of a parent-implemented language intervention for young boys with fragile X syndrome / Lauren BULLARD in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Distance delivery of a parent-implemented language intervention for young boys with fragile X syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Lauren BULLARD, Auteur ; Andrea MCDUFFIE, Auteur ; Leonard ABBEDUTO, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BackgroundIn addition to significant cognitive delays, boys with fragile X syndrome display phenotypic characteristics that include delays in language, inattention, social anxiety, and escape-maintained challenging behaviors. Despite these challenges, families affected by fragile X syndrome often have limited access to center-based intervention programs.MethodsThe present study utilized a multiple baseline design across participants to examine the preliminary effectiveness of a 12-week, parent-implemented spoken language intervention for three 5- to 7-year-old boys with fragile X syndrome. The goal of the intervention was to teach the biological mothers of each boy to use a set of verbally responsive language support strategies while participating in shared book reading activities with her child. All aspects of the intervention, including pre- and post-treatment measures, were delivered into the family?s home via distance video teleconferencing.ResultsResults from this study provide preliminary support for the efficacy of this parent-implemented language intervention approach by demonstrating generalized improvements in both targeted maternal strategy use and measures of child spoken language.ConclusionsThe present study expands upon prior language intervention research utilizing distance delivery of services for families affected by fragile X syndrome. Additionally, the study provides early support for the feasibility of collecting pre- and post-treatment assessments at a distance. En ligne : https://doi.org/10.1177/2396941517728690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Distance delivery of a parent-implemented language intervention for young boys with fragile X syndrome [Texte imprimé et/ou numérique] / Lauren BULLARD, Auteur ; Andrea MCDUFFIE, Auteur ; Leonard ABBEDUTO, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : BackgroundIn addition to significant cognitive delays, boys with fragile X syndrome display phenotypic characteristics that include delays in language, inattention, social anxiety, and escape-maintained challenging behaviors. Despite these challenges, families affected by fragile X syndrome often have limited access to center-based intervention programs.MethodsThe present study utilized a multiple baseline design across participants to examine the preliminary effectiveness of a 12-week, parent-implemented spoken language intervention for three 5- to 7-year-old boys with fragile X syndrome. The goal of the intervention was to teach the biological mothers of each boy to use a set of verbally responsive language support strategies while participating in shared book reading activities with her child. All aspects of the intervention, including pre- and post-treatment measures, were delivered into the family?s home via distance video teleconferencing.ResultsResults from this study provide preliminary support for the efficacy of this parent-implemented language intervention approach by demonstrating generalized improvements in both targeted maternal strategy use and measures of child spoken language.ConclusionsThe present study expands upon prior language intervention research utilizing distance delivery of services for families affected by fragile X syndrome. Additionally, the study provides early support for the feasibility of collecting pre- and post-treatment assessments at a distance. En ligne : https://doi.org/10.1177/2396941517728690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Phonological processing, grammar and sentence comprehension in older and younger generations of Swedish children with cochlear implants / Kristina HANSSON in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Phonological processing, grammar and sentence comprehension in older and younger generations of Swedish children with cochlear implants Type de document : Texte imprimé et/ou numérique Auteurs : Kristina HANSSON, Auteur ; Tina IBERTSSON, Auteur ; Lena ASKER-ÁRNASON, Auteur ; Birgitta SAHLÉN, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsPhonological processing skills measured by nonword repetition, are consistently found to be hampered in children with severe/profound hearing impairment and cochlear implants, compared to children with normal hearing. Many studies also find that grammar is affected. There are no studies exploring grammar in the Swedish population of children with cochlear implants. Documentation is also sparse regarding if and how language development in children with cochlear implants at the group level has changed over time with for example earlier implantation. The aim of the present study is to explore nonword repetition, grammatical production and sentence comprehension in an older generation of Swedish children with cochlear implants implanted during the 1990s and in a younger generation implanted after 2004. We also wanted to find out if and how nonword repetition is associated with grammatical production and comprehension in the two generations, taking the role of speech perception into consideration.MethodsThirteen adolescents with severe/profound hearing impairment and unilateral cochlear implants, aged 11;9 to 19;1 at the time of testing (age at implant 2;5 to 11;11) and 16 children with severe/profound hearing impairment and cochlear implants, aged 5;3 to 8;0 (age at implant 0;7 to 5;6, ten bilateral) participated. All participants used oral communication. They were tested with nonword repetition and sentence comprehension tasks. Language samples for grammatical analysis were collected during a referential communication task. Transcriptions were analysed with respect to mean length of utterance and grammatical accuracy.ResultsThe two groups performed similar to each other and to reference data from much younger children with normal hearing and language development on nonword repetition. Both groups showed problems in grammatical accuracy. The majority of grammatical errors involved grammatical morphemes. All participants in the older group had significant problems with sentence comprehension, whereas variation was large in the younger group, some children performing at age level. In both groups, nonword repetition was associated with grammatical accuracy and in the younger group also with sentence comprehension.ConclusionsPhonological processing skills are significantly hampered in children with cochlear implants, with consequences for language processing and development. Their grammatical problems involve the use of grammatical morphemes, similar to what is found for hearing children with specific language impairment. In spite of early implantation, the results from the younger group indicate that this is still a group at risk for problems with language learning.ImplicationsCareful follow-up and support of language development in children with cochlear implants is crucial to identify children, whose problems are persistent. It is important for speech-language pathologists to take the interdependency of speech perception, phonological processing skills and other language skills into account. En ligne : https://doi.org/10.1177/2396941517692809 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Phonological processing, grammar and sentence comprehension in older and younger generations of Swedish children with cochlear implants [Texte imprimé et/ou numérique] / Kristina HANSSON, Auteur ; Tina IBERTSSON, Auteur ; Lena ASKER-ÁRNASON, Auteur ; Birgitta SAHLÉN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsPhonological processing skills measured by nonword repetition, are consistently found to be hampered in children with severe/profound hearing impairment and cochlear implants, compared to children with normal hearing. Many studies also find that grammar is affected. There are no studies exploring grammar in the Swedish population of children with cochlear implants. Documentation is also sparse regarding if and how language development in children with cochlear implants at the group level has changed over time with for example earlier implantation. The aim of the present study is to explore nonword repetition, grammatical production and sentence comprehension in an older generation of Swedish children with cochlear implants implanted during the 1990s and in a younger generation implanted after 2004. We also wanted to find out if and how nonword repetition is associated with grammatical production and comprehension in the two generations, taking the role of speech perception into consideration.MethodsThirteen adolescents with severe/profound hearing impairment and unilateral cochlear implants, aged 11;9 to 19;1 at the time of testing (age at implant 2;5 to 11;11) and 16 children with severe/profound hearing impairment and cochlear implants, aged 5;3 to 8;0 (age at implant 0;7 to 5;6, ten bilateral) participated. All participants used oral communication. They were tested with nonword repetition and sentence comprehension tasks. Language samples for grammatical analysis were collected during a referential communication task. Transcriptions were analysed with respect to mean length of utterance and grammatical accuracy.ResultsThe two groups performed similar to each other and to reference data from much younger children with normal hearing and language development on nonword repetition. Both groups showed problems in grammatical accuracy. The majority of grammatical errors involved grammatical morphemes. All participants in the older group had significant problems with sentence comprehension, whereas variation was large in the younger group, some children performing at age level. In both groups, nonword repetition was associated with grammatical accuracy and in the younger group also with sentence comprehension.ConclusionsPhonological processing skills are significantly hampered in children with cochlear implants, with consequences for language processing and development. Their grammatical problems involve the use of grammatical morphemes, similar to what is found for hearing children with specific language impairment. In spite of early implantation, the results from the younger group indicate that this is still a group at risk for problems with language learning.ImplicationsCareful follow-up and support of language development in children with cochlear implants is crucial to identify children, whose problems are persistent. It is important for speech-language pathologists to take the interdependency of speech perception, phonological processing skills and other language skills into account. En ligne : https://doi.org/10.1177/2396941517692809 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? / Lucy A. HENRY in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? Type de document : Texte imprimé et/ou numérique Auteurs : Lucy A. HENRY, Auteur ; David J. MESSER, Auteur ; Rachel WILCOCK, Auteur ; Gilly NASH, Auteur ; Mimi KIRKE-SMITH, Auteur ; Zoe HOBSON, Auteur ; Laura CRANE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsThere are few investigations of the relationship between cognitive abilities (memory, language, and attention) and children?s eyewitness performance in typically developing children, and even fewer in children on the autism spectrum. Such investigations are important to identify key cognitive processes underlying eyewitness recall, and assess how predictive such measures are compared to intelligence, diagnostic group status (autism or typically developing) and age.MethodsA total of 272 children (162 boys, 110 girls) of age 76 months to 142 months (M=105 months) took part in this investigation: 71 children with autism and 201 children with typical development. The children saw a staged event involving a minor mock crime and were asked about what they had witnessed in an immediate Brief Interview. This focused on free recall, included a small number of open-ended questions, and was designed to resemble an initial evidence gathering statement taken by police officers arriving at a crime scene. Children were also given standardised tests of intelligence, memory, language, and attention.Results & conclusionsDespite the autism group recalling significantly fewer items of correct information than the typically developing group at Brief Interview, both groups were equally accurate in their recall: 89% of details recalled by the typically developing group and 87% of the details recalled by the autism group were correct. To explore the relationship between Brief Interview performance and the cognitive variables, alongside age, diagnostic group status and non-verbal intelligence quotient, multiple hierarchical regression analyses were conducted, with Brief Interview performance as the dependant variable. Age and diagnostic group status were significant predictors of correct recall, whereas non-verbal intelligence was less important. After age, non-verbal intelligence, and diagnostic group status had been accounted for, the only cognitive variables that were significant predictors of Brief Interview performance were measures of memory (specifically, memory for faces and memory for stories). There was little evidence of there being differences between the autism and typically developing groups in the way the cognitive variables predicted the Brief Interview.ImplicationsThe findings provide reassurance that age ? the most straightforward information to which all relevant criminal justice professionals have access ? provides a helpful indication of eyewitness performance. The accuracy of prediction can be improved by knowing the child?s diagnostic status (i.e. whether the child is on the autism spectrum), and further still by using more specific assessments (namely memory for faces and memory for stories), possibly via the input of a trained professional. Importantly, the findings also confirm that whilst children with autism may recall less information than typically developing children, the information they do recall is just as accurate. En ligne : https://doi.org/10.1177/2396941517722139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? [Texte imprimé et/ou numérique] / Lucy A. HENRY, Auteur ; David J. MESSER, Auteur ; Rachel WILCOCK, Auteur ; Gilly NASH, Auteur ; Mimi KIRKE-SMITH, Auteur ; Zoe HOBSON, Auteur ; Laura CRANE, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsThere are few investigations of the relationship between cognitive abilities (memory, language, and attention) and children?s eyewitness performance in typically developing children, and even fewer in children on the autism spectrum. Such investigations are important to identify key cognitive processes underlying eyewitness recall, and assess how predictive such measures are compared to intelligence, diagnostic group status (autism or typically developing) and age.MethodsA total of 272 children (162 boys, 110 girls) of age 76 months to 142 months (M=105 months) took part in this investigation: 71 children with autism and 201 children with typical development. The children saw a staged event involving a minor mock crime and were asked about what they had witnessed in an immediate Brief Interview. This focused on free recall, included a small number of open-ended questions, and was designed to resemble an initial evidence gathering statement taken by police officers arriving at a crime scene. Children were also given standardised tests of intelligence, memory, language, and attention.Results & conclusionsDespite the autism group recalling significantly fewer items of correct information than the typically developing group at Brief Interview, both groups were equally accurate in their recall: 89% of details recalled by the typically developing group and 87% of the details recalled by the autism group were correct. To explore the relationship between Brief Interview performance and the cognitive variables, alongside age, diagnostic group status and non-verbal intelligence quotient, multiple hierarchical regression analyses were conducted, with Brief Interview performance as the dependant variable. Age and diagnostic group status were significant predictors of correct recall, whereas non-verbal intelligence was less important. After age, non-verbal intelligence, and diagnostic group status had been accounted for, the only cognitive variables that were significant predictors of Brief Interview performance were measures of memory (specifically, memory for faces and memory for stories). There was little evidence of there being differences between the autism and typically developing groups in the way the cognitive variables predicted the Brief Interview.ImplicationsThe findings provide reassurance that age ? the most straightforward information to which all relevant criminal justice professionals have access ? provides a helpful indication of eyewitness performance. The accuracy of prediction can be improved by knowing the child?s diagnostic status (i.e. whether the child is on the autism spectrum), and further still by using more specific assessments (namely memory for faces and memory for stories), possibly via the input of a trained professional. Importantly, the findings also confirm that whilst children with autism may recall less information than typically developing children, the information they do recall is just as accurate. En ligne : https://doi.org/10.1177/2396941517722139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Parent training and joint engagement in young children with autism spectrum disorder / Susan KILLMEYER in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Parent training and joint engagement in young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susan KILLMEYER, Auteur ; Louise KACZMAREK, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children are diagnosed at increasingly earlier ages with autism spectrum disorder, characterized by diminished levels of social orienting and engagement. Parent-mediated interventions incorporating the use of responsive parent behaviors have shown promise for use with young children with autism spectrum disorder to increase a variety of social-communication behaviors. This study examined the manner in which parents acquired and used a set of responsive parenting techniques with their young children with fidelity and investigated the associations of fidelity use of these techniques with changes in child joint engagement outcomes. Although parents began the training phase demonstrating low levels of responsive parenting behaviors, they acquired and implemented a specific set of responsive parent techniques with their children with ongoing fidelity, and the use of these techniques was collaterally associated with increased levels of joint engagement in two of the three participant children. Implications for research and practice are discussed. En ligne : https://doi.org/10.1177/2396941517699214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Parent training and joint engagement in young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Susan KILLMEYER, Auteur ; Louise KACZMAREK, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Children are diagnosed at increasingly earlier ages with autism spectrum disorder, characterized by diminished levels of social orienting and engagement. Parent-mediated interventions incorporating the use of responsive parent behaviors have shown promise for use with young children with autism spectrum disorder to increase a variety of social-communication behaviors. This study examined the manner in which parents acquired and used a set of responsive parenting techniques with their young children with fidelity and investigated the associations of fidelity use of these techniques with changes in child joint engagement outcomes. Although parents began the training phase demonstrating low levels of responsive parenting behaviors, they acquired and implemented a specific set of responsive parent techniques with their children with ongoing fidelity, and the use of these techniques was collaterally associated with increased levels of joint engagement in two of the three participant children. Implications for research and practice are discussed. En ligne : https://doi.org/10.1177/2396941517699214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

“It’s a blessing and a curse”: Perspectives on tablet use in children with autism spectrum disorder / Amie M. KING in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : “It’s a blessing and a curse”: Perspectives on tablet use in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amie M. KING, Auteur ; Kathryn W. BRADY, Auteur ; Grayce VOREIS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsThis qualitative study was conducted to obtain information regarding education professionals? (i.e., classroom teachers? and speech-language pathologists?) perspectives about tablet technology use in classrooms of children with Autism Spectrum Disorder (CWASD).MethodsSeventeen education professionals from a special day school for CWASD participated in one of four focus groups that provided information and insight regarding the context in which tablets are being used, challenges in implementing tablets, and perspectives on how tablets can be used most effectively.ResultsFour interrelated themes emerged from the data including the participants? perspectives related to: (a) the distinct uses of tablets; (b) challenges and challenging behavior associated with tablet use; (c) causal factors of the challenges; and (d) the value of tablets, and the continued desire and dedication to using the tablets;Conclusions and implicationsThe results from this study suggest that education professionals have unique and insightful opinions related to tablets. There appears to be gaps between the current research base on tablet use in CWASD and ?real world? practice, suggesting that further research is needed in the implementation of tablets in classrooms of CWASD. En ligne : https://doi.org/10.1177/2396941516683183 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] “It’s a blessing and a curse”: Perspectives on tablet use in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Amie M. KING, Auteur ; Kathryn W. BRADY, Auteur ; Grayce VOREIS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsThis qualitative study was conducted to obtain information regarding education professionals? (i.e., classroom teachers? and speech-language pathologists?) perspectives about tablet technology use in classrooms of children with Autism Spectrum Disorder (CWASD).MethodsSeventeen education professionals from a special day school for CWASD participated in one of four focus groups that provided information and insight regarding the context in which tablets are being used, challenges in implementing tablets, and perspectives on how tablets can be used most effectively.ResultsFour interrelated themes emerged from the data including the participants? perspectives related to: (a) the distinct uses of tablets; (b) challenges and challenging behavior associated with tablet use; (c) causal factors of the challenges; and (d) the value of tablets, and the continued desire and dedication to using the tablets;Conclusions and implicationsThe results from this study suggest that education professionals have unique and insightful opinions related to tablets. There appears to be gaps between the current research base on tablet use in CWASD and ?real world? practice, suggesting that further research is needed in the implementation of tablets in classrooms of CWASD. En ligne : https://doi.org/10.1177/2396941516683183 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Systematic review of collateral effects of focused interventions for children with autism spectrum disorder / Katherine LEDBETTER-CHO in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Systematic review of collateral effects of focused interventions for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katherine LEDBETTER-CHO, Auteur ; Russell LANG, Auteur ; Laci WATKINS, Auteur ; Mark O'REILLY, Auteur ; Claudia ZAMORA, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A collateral intervention effect refers to changes in behaviors which were not directly targeted during intervention. Using predetermined search and inclusion procedures, this systematic review identified 46 studies involving children with autism spectrum disorder and 14 desirable collateral effects across multiple domains of functioning. Collateral effects were associated with: (a) interventions involving naturalistic behavioral strategies; (b) participants with limited communication and/or cognitive deficits; (c) performance deficits (i.e. there was some evidence of the collateral behavior in baseline); and (d) interventions directly targeting play, communication, joint attention, and/or stereotypy. Overall, this systematic review indicates that collateral effects arising from focused interventions warrant consideration by practitioners during intervention planning and require additional research to identify mechanisms responsible for the observed changes. En ligne : https://doi.org/10.1177/2396941517737536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Systematic review of collateral effects of focused interventions for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Katherine LEDBETTER-CHO, Auteur ; Russell LANG, Auteur ; Laci WATKINS, Auteur ; Mark O'REILLY, Auteur ; Claudia ZAMORA, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : A collateral intervention effect refers to changes in behaviors which were not directly targeted during intervention. Using predetermined search and inclusion procedures, this systematic review identified 46 studies involving children with autism spectrum disorder and 14 desirable collateral effects across multiple domains of functioning. Collateral effects were associated with: (a) interventions involving naturalistic behavioral strategies; (b) participants with limited communication and/or cognitive deficits; (c) performance deficits (i.e. there was some evidence of the collateral behavior in baseline); and (d) interventions directly targeting play, communication, joint attention, and/or stereotypy. Overall, this systematic review indicates that collateral effects arising from focused interventions warrant consideration by practitioners during intervention planning and require additional research to identify mechanisms responsible for the observed changes. En ligne : https://doi.org/10.1177/2396941517737536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Early social communicative skills as predictors of symptom severity in autism spectrum disorder / Jan LOBBAN-SHYMKO in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Early social communicative skills as predictors of symptom severity in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jan LOBBAN-SHYMKO, Auteur ; Nancie IM-BOLTER, Auteur ; Nancy FREEMAN, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsEarly diagnosis of autism spectrum disorder, while providing many benefits, also presents challenges. Accurately predicting symptom severity allows clinicians to confidently diagnose and assign the most appropriate intervention. Little available research predicts symptom severity in children with autism spectrum disorder who have not been exposed to significant levels of intervention.MethodsThe present file review study examined preverbal skills as predictors of symptom severity, approximately one year later, in a group of young children (18?64 months) with autism spectrum disorder (n=199).ResultsOf the two core diagnostic features (social communicative deficits and restricted repetitive behaviors), social communicative skills best predicted symptom severity. Furthermore, social communicative gestures predicted symptom severity after age, adaptive behavior, restricted repetitive behaviors, and functional gestures had been accounted for.ConclusionsSocial communicative gestures are excellent predictors of future symptom severity independent of intervention effects in very young children with autism spectrum disorder.ImplicationsPreviously, the social aspect of gestures has been missing in the literature on language and symptom prediction in children with autism spectrum disorder. Careful attention to social communicative gestures in the future may help with early diagnosis and more accurate predictions of symptom and developmental trajectories. En ligne : https://doi.org/10.1177/2396941517743418 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Early social communicative skills as predictors of symptom severity in autism spectrum disorder [Texte imprimé et/ou numérique] / Jan LOBBAN-SHYMKO, Auteur ; Nancie IM-BOLTER, Auteur ; Nancy FREEMAN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsEarly diagnosis of autism spectrum disorder, while providing many benefits, also presents challenges. Accurately predicting symptom severity allows clinicians to confidently diagnose and assign the most appropriate intervention. Little available research predicts symptom severity in children with autism spectrum disorder who have not been exposed to significant levels of intervention.MethodsThe present file review study examined preverbal skills as predictors of symptom severity, approximately one year later, in a group of young children (18?64 months) with autism spectrum disorder (n=199).ResultsOf the two core diagnostic features (social communicative deficits and restricted repetitive behaviors), social communicative skills best predicted symptom severity. Furthermore, social communicative gestures predicted symptom severity after age, adaptive behavior, restricted repetitive behaviors, and functional gestures had been accounted for.ConclusionsSocial communicative gestures are excellent predictors of future symptom severity independent of intervention effects in very young children with autism spectrum disorder.ImplicationsPreviously, the social aspect of gestures has been missing in the literature on language and symptom prediction in children with autism spectrum disorder. Careful attention to social communicative gestures in the future may help with early diagnosis and more accurate predictions of symptom and developmental trajectories. En ligne : https://doi.org/10.1177/2396941517743418 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Early expressive and receptive language trajectories in high-risk infant siblings of children with autism spectrum disorder / Julie LONGARD in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Early expressive and receptive language trajectories in high-risk infant siblings of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Julie LONGARD, Auteur ; Jessica BRIAN, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Chris MOORE, Auteur ; Isabel M. SMITH, Auteur ; Nancy GARON, Auteur ; Peter SZATMARI, Auteur ; Tracy VAILLANCOURT, Auteur ; Susan E. BRYSON, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background 152 LR controls, 52% boys) followed from age 6 or 12 months to 36 months. Based on independent, best-estimate clinical diagnoses at 36 months, HR participants were classified as HR-ASD (n=94; 69% boys), or HR-N (n=277; 52% boys); the sample also included 152 LR controls (52% boys). Expressive and receptive language trajectories were examined based on corresponding domain standard scores on the Mullen Scales of Early Learning (MSEL) at 6, 12, 24, and 36 months. In the combined sample of HR and LR infants, semi-parametric group-based modeling was used to identify distinct trajectories in MSEL standard scores.ResultsA 3-group solution provided optimal fit to variation in both expressive and receptive language, with the following patterns of scores: (1) inclining from average to above average, (2) stable-average, and (3) declining from average to well below average. For both expressive and receptive language, membership in these trajectories was related to 3-year diagnostic outcomes.ConclusionsAlthough HR-ASD, HR-N, and LR control infants were in each trajectory group, membership in the declining trajectory (expressive and/or receptive) was associated with an ASD diagnosis.ImplicationsEvidence of declining trajectories in either expressive or receptive language may be a risk marker for ASD in a high-risk sample. En ligne : https://doi.org/10.1177/2396941517737418 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Early expressive and receptive language trajectories in high-risk infant siblings of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Julie LONGARD, Auteur ; Jessica BRIAN, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Chris MOORE, Auteur ; Isabel M. SMITH, Auteur ; Nancy GARON, Auteur ; Peter SZATMARI, Auteur ; Tracy VAILLANCOURT, Auteur ; Susan E. BRYSON, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background 152 LR controls, 52% boys) followed from age 6 or 12 months to 36 months. Based on independent, best-estimate clinical diagnoses at 36 months, HR participants were classified as HR-ASD (n=94; 69% boys), or HR-N (n=277; 52% boys); the sample also included 152 LR controls (52% boys). Expressive and receptive language trajectories were examined based on corresponding domain standard scores on the Mullen Scales of Early Learning (MSEL) at 6, 12, 24, and 36 months. In the combined sample of HR and LR infants, semi-parametric group-based modeling was used to identify distinct trajectories in MSEL standard scores.ResultsA 3-group solution provided optimal fit to variation in both expressive and receptive language, with the following patterns of scores: (1) inclining from average to above average, (2) stable-average, and (3) declining from average to well below average. For both expressive and receptive language, membership in these trajectories was related to 3-year diagnostic outcomes.ConclusionsAlthough HR-ASD, HR-N, and LR control infants were in each trajectory group, membership in the declining trajectory (expressive and/or receptive) was associated with an ASD diagnosis.ImplicationsEvidence of declining trajectories in either expressive or receptive language may be a risk marker for ASD in a high-risk sample. En ligne : https://doi.org/10.1177/2396941517737418 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

The impact of autism spectrum disorder symptoms on gesture use in fragile X syndrome and Down syndrome / Emily LORANG in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : The impact of autism spectrum disorder symptoms on gesture use in fragile X syndrome and Down syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Emily LORANG, Auteur ; Audra STERLING, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background & aimsThis study compared gesture rate and purpose in participants with Down syndrome and fragile X syndrome, and the impact of autism spectrum disorder symptoms on each syndrome.MethodsTwenty individuals with fragile X syndrome and 20 individuals with Down syndrome between nine and 22 years of age participated in this study. We coded gesture rate and purpose from an autism spectrum disorder evaluation, the Autism Diagnostic Observation Schedule ? Second Edition.ResultsWe did not find between-group differences (Down syndrome compared to fragile X syndrome) in gesture rate or purpose. Notably, as autism spectrum disorder symptoms increased, the group with Down syndrome produced a lower rate of gestures, but used gestures for the same purpose. Gesture rate did not change based on autism spectrum disorder symptoms in the participants with fragile X syndrome, but as autism spectrum disorder symptoms increased, the participants with fragile X syndrome produced a larger proportion of gestures to regulate behavior and a smaller proportion for joint attention/social interaction.ConclusionsOverall, the amount or purpose of gestures did not differentiate individuals with Down syndrome and fragile X syndrome. However, the presence of autism spectrum disorder symptoms had a significant and unique impact on these genetic disorders. In individuals with Down syndrome, the presence of more autism spectrum disorder symptoms resulted in a reduction in the rate of gesturing, but did not change the purpose. However, in fragile X syndrome, the rate of gestures remained the same, but the purpose of those gestures changed based on autism spectrum disorder symptoms.ImplicationsAutism spectrum disorder symptoms differentially impact gestures in Down syndrome and fragile X syndrome. Individuals with Down syndrome and more autism spectrum disorder symptoms are using gestures less frequently. Therefore, clinicians may need to consider children with Down syndrome demonstrating symptoms of autism spectrum disorder as distinctly different from children with Down syndrome and few to no symptoms of autism spectrum disorder when implementing interventions or therapy techniques. Severity of autism spectrum disorder symptoms in fragile X syndrome affects qualitative gesture use and motivation to communicate through social gestures, which may be an appropriate goal to target in children with fragile X syndrome and heightened autism spectrum disorder symptoms. En ligne : https://doi.org/10.1177/2396941517745673 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] The impact of autism spectrum disorder symptoms on gesture use in fragile X syndrome and Down syndrome [Texte imprimé et/ou numérique] / Emily LORANG, Auteur ; Audra STERLING, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background & aimsThis study compared gesture rate and purpose in participants with Down syndrome and fragile X syndrome, and the impact of autism spectrum disorder symptoms on each syndrome.MethodsTwenty individuals with fragile X syndrome and 20 individuals with Down syndrome between nine and 22 years of age participated in this study. We coded gesture rate and purpose from an autism spectrum disorder evaluation, the Autism Diagnostic Observation Schedule ? Second Edition.ResultsWe did not find between-group differences (Down syndrome compared to fragile X syndrome) in gesture rate or purpose. Notably, as autism spectrum disorder symptoms increased, the group with Down syndrome produced a lower rate of gestures, but used gestures for the same purpose. Gesture rate did not change based on autism spectrum disorder symptoms in the participants with fragile X syndrome, but as autism spectrum disorder symptoms increased, the participants with fragile X syndrome produced a larger proportion of gestures to regulate behavior and a smaller proportion for joint attention/social interaction.ConclusionsOverall, the amount or purpose of gestures did not differentiate individuals with Down syndrome and fragile X syndrome. However, the presence of autism spectrum disorder symptoms had a significant and unique impact on these genetic disorders. In individuals with Down syndrome, the presence of more autism spectrum disorder symptoms resulted in a reduction in the rate of gesturing, but did not change the purpose. However, in fragile X syndrome, the rate of gestures remained the same, but the purpose of those gestures changed based on autism spectrum disorder symptoms.ImplicationsAutism spectrum disorder symptoms differentially impact gestures in Down syndrome and fragile X syndrome. Individuals with Down syndrome and more autism spectrum disorder symptoms are using gestures less frequently. Therefore, clinicians may need to consider children with Down syndrome demonstrating symptoms of autism spectrum disorder as distinctly different from children with Down syndrome and few to no symptoms of autism spectrum disorder when implementing interventions or therapy techniques. Severity of autism spectrum disorder symptoms in fragile X syndrome affects qualitative gesture use and motivation to communicate through social gestures, which may be an appropriate goal to target in children with fragile X syndrome and heightened autism spectrum disorder symptoms. En ligne : https://doi.org/10.1177/2396941517745673 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study / Chantelle MAKIN in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study Type de document : Texte imprimé et/ou numérique Auteurs : Chantelle MAKIN, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsChildren diagnosed with an autism spectrum condition are known anecdotally to be especially vulnerable during the transition to secondary school. Yet, very little is known about the child-, school- and system-level factors that can potentially make changing schools particularly difficult for these children. Here, we report on a mixed-method study, which examined the factors that influence a successful school transition for autistic children in one local education authority in England.MethodsFifteen children were seen twice in the space of four months ? once during the final term of their mainstream primary school and again during the first term of secondary school. Parents and teachers were also interviewed at both time points.ResultsOverall, our participants reported negative experiences of their transition to secondary school ? regardless of the type of secondary provision (mainstream or specialist) to which they transferred. None of the child-level factors measured during the pre-transition phase, including verbal ability, autistic symptomatology, sensory responsiveness and anxiety, predicted children?s transition success four months later. Rather, transition success appeared to be predominantly related to several school- and system-level factors, including tensions over school choice, delays in placement decisions, lack of primary preparation and communication between schools. Identity-related issues were also a key concern for many children, which appeared to have a particularly negative influence on adjustment to their new school.ConclusionsWe identified predominantly negative experiences of primary-to-secondary transition for the autistic children sampled here, which appeared to be accounted for largely by school- and system-level factors.ImplicationsApplying interventions that are designed to ease the transition to secondary school by modifying the school environment before, during and after transition to improve the fit between the autistic child and their educational environment should go some way in tackling school-related barriers to a successful transition for these children. System-level changes in the way that local authorities manage the transition process may also improve children and families? experiences. En ligne : https://doi.org/10.1177/2396941516684834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study [Texte imprimé et/ou numérique] / Chantelle MAKIN, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsChildren diagnosed with an autism spectrum condition are known anecdotally to be especially vulnerable during the transition to secondary school. Yet, very little is known about the child-, school- and system-level factors that can potentially make changing schools particularly difficult for these children. Here, we report on a mixed-method study, which examined the factors that influence a successful school transition for autistic children in one local education authority in England.MethodsFifteen children were seen twice in the space of four months ? once during the final term of their mainstream primary school and again during the first term of secondary school. Parents and teachers were also interviewed at both time points.ResultsOverall, our participants reported negative experiences of their transition to secondary school ? regardless of the type of secondary provision (mainstream or specialist) to which they transferred. None of the child-level factors measured during the pre-transition phase, including verbal ability, autistic symptomatology, sensory responsiveness and anxiety, predicted children?s transition success four months later. Rather, transition success appeared to be predominantly related to several school- and system-level factors, including tensions over school choice, delays in placement decisions, lack of primary preparation and communication between schools. Identity-related issues were also a key concern for many children, which appeared to have a particularly negative influence on adjustment to their new school.ConclusionsWe identified predominantly negative experiences of primary-to-secondary transition for the autistic children sampled here, which appeared to be accounted for largely by school- and system-level factors.ImplicationsApplying interventions that are designed to ease the transition to secondary school by modifying the school environment before, during and after transition to improve the fit between the autistic child and their educational environment should go some way in tackling school-related barriers to a successful transition for these children. System-level changes in the way that local authorities manage the transition process may also improve children and families? experiences. En ligne : https://doi.org/10.1177/2396941516684834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Visual integration of direction and orientation information in autistic children / Catherine MANNING in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Visual integration of direction and orientation information in autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Catherine MANNING, Auteur ; Marc S. TIBBER, Auteur ; Steven C. DAKIN, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsThe vision of autistic people has been characterised as focused on detail, with a disinclination (or reduced ability) to integrate information into coherent ?wholes?. In contrast to this view, we recently demonstrated enhanced integration of visual motion signals in autistic children compared to typically developing children. Here, we aimed to investigate the robustness of our finding of increased motion integration in autism with a new sample of children and to determine whether increased integration in autistic children would extend to a static, orientation judgement.MethodsWe presented motion and orientation equivalent noise and coherence tasks to 46 autistic children aged 6 to 14 years and 45 typically developing children matched in age and non-verbal IQ. The equivalent noise tasks consisted of two interleaved conditions: a high-noise condition in which children judged the average direction or orientation of elements whose range of direction or orientations was manipulated, and a no-noise condition in which children judged the direction or orientation of elements sharing the same direction or orientation. Equivalent noise modelling provided estimates of internal noise (the precision with which children can estimate the orientation/direction of one element) and global sampling (how many elements children are effectively using to judge the overall orientation/direction). Children also completed coherence tasks in which the proportion of signal elements sharing the same direction or orientation amidst otherwise random noise elements was manipulated. We assessed group differences using a combination of frequentist and Bayesian statistical approaches.ResultsAnalysis of the data in this new sample alone did not provide sufficient evidence either in favour or against the hypothesis of increased integration in autism. However, when combining motion data from this and the original experiment, autistic children exhibited superior integration of direction information in the high-noise condition compared to typically developing children, with similar no-noise and coherence thresholds. Equivalent noise modelling of these data revealed increased sampling in autistic children for motion information but no conclusive evidence for atypical levels of internal noise. There was no evidence of differences between autistic and typically developing children in the orientation equivalent noise and coherence tasks.ConclusionsOverall, autistic children effectively integrated more direction information than typically developing children. However, the groups overlapped considerably and there was substantial individual variability, so that the effect may be difficult to detect in small groups. There was no indication of atypical integration of orientation in the current study, although larger samples will be required in order to provide conclusive evidence.ImplicationsThese results help characterise the nature of sensory processing in autism, which is of high import and relevance given the recent inclusion of sensory symptoms in diagnostic criteria. Increased integration of motion information could potentially lead to feelings of sensory overload in autistic children. If such increased integration is specific to motion information, domain-specific accounts of autistic perception will be required. En ligne : https://doi.org/10.1177/2396941517694626 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Visual integration of direction and orientation information in autistic children [Texte imprimé et/ou numérique] / Catherine MANNING, Auteur ; Marc S. TIBBER, Auteur ; Steven C. DAKIN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsThe vision of autistic people has been characterised as focused on detail, with a disinclination (or reduced ability) to integrate information into coherent ?wholes?. In contrast to this view, we recently demonstrated enhanced integration of visual motion signals in autistic children compared to typically developing children. Here, we aimed to investigate the robustness of our finding of increased motion integration in autism with a new sample of children and to determine whether increased integration in autistic children would extend to a static, orientation judgement.MethodsWe presented motion and orientation equivalent noise and coherence tasks to 46 autistic children aged 6 to 14 years and 45 typically developing children matched in age and non-verbal IQ. The equivalent noise tasks consisted of two interleaved conditions: a high-noise condition in which children judged the average direction or orientation of elements whose range of direction or orientations was manipulated, and a no-noise condition in which children judged the direction or orientation of elements sharing the same direction or orientation. Equivalent noise modelling provided estimates of internal noise (the precision with which children can estimate the orientation/direction of one element) and global sampling (how many elements children are effectively using to judge the overall orientation/direction). Children also completed coherence tasks in which the proportion of signal elements sharing the same direction or orientation amidst otherwise random noise elements was manipulated. We assessed group differences using a combination of frequentist and Bayesian statistical approaches.ResultsAnalysis of the data in this new sample alone did not provide sufficient evidence either in favour or against the hypothesis of increased integration in autism. However, when combining motion data from this and the original experiment, autistic children exhibited superior integration of direction information in the high-noise condition compared to typically developing children, with similar no-noise and coherence thresholds. Equivalent noise modelling of these data revealed increased sampling in autistic children for motion information but no conclusive evidence for atypical levels of internal noise. There was no evidence of differences between autistic and typically developing children in the orientation equivalent noise and coherence tasks.ConclusionsOverall, autistic children effectively integrated more direction information than typically developing children. However, the groups overlapped considerably and there was substantial individual variability, so that the effect may be difficult to detect in small groups. There was no indication of atypical integration of orientation in the current study, although larger samples will be required in order to provide conclusive evidence.ImplicationsThese results help characterise the nature of sensory processing in autism, which is of high import and relevance given the recent inclusion of sensory symptoms in diagnostic criteria. Increased integration of motion information could potentially lead to feelings of sensory overload in autistic children. If such increased integration is specific to motion information, domain-specific accounts of autistic perception will be required. En ligne : https://doi.org/10.1177/2396941517694626 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Meta-analysis of single-case treatment effects on self-injurious behavior for individuals with autism and intellectual disabilities / Stephanie MORANO in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Meta-analysis of single-case treatment effects on self-injurious behavior for individuals with autism and intellectual disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie MORANO, Auteur ; Salvador RUIZ, Auteur ; Jiwon HWANG, Auteur ; Jennifer L. WERTALIK, Auteur ; Jeremy MOELLER, Auteur ; Muhammed Akif KARAL, Auteur ; Austin MULLOY, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimResearch has demonstrated that a variety of treatments can reduce or eliminate self-injurious behavior (SIB) in individuals with autism and/or intellectual disabilities but evidence suggests that not all treatments are equally effective.MethodsWe used multi-level meta-analysis to synthesize the results of 137 single-case design studies on SIB treatment for 245 individuals with autism and/or intellectual disabilities. Analyses compare the effects of various behavioral and medical treatments for SIB and assess associations between treatment effects and participant- and study-level variables.ResultsFindings suggest differential reinforcement, punishment, and treatment packages with reinforcement and punishment components resulted in the largest SIB reductions.ConclusionsResults indicate that overall, treatment for SIB is highly effective and that participant and study characteristics do not moderate treatment effects.ImplicationsBased on results and in line with current practice recommendations, we encourage use of reinforcement-based procedures in all cases of SIB. In the event that reinforcement-only treatments have failed or if SIB poses a serious, immediate threat to the health and well-being of an individual, our results suggest that overcorrection paired with reinforcement may be the most effective as well as less invasive alternative. En ligne : https://doi.org/10.1177/2396941516688399 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Meta-analysis of single-case treatment effects on self-injurious behavior for individuals with autism and intellectual disabilities [Texte imprimé et/ou numérique] / Stephanie MORANO, Auteur ; Salvador RUIZ, Auteur ; Jiwon HWANG, Auteur ; Jennifer L. WERTALIK, Auteur ; Jeremy MOELLER, Auteur ; Muhammed Akif KARAL, Auteur ; Austin MULLOY, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimResearch has demonstrated that a variety of treatments can reduce or eliminate self-injurious behavior (SIB) in individuals with autism and/or intellectual disabilities but evidence suggests that not all treatments are equally effective.MethodsWe used multi-level meta-analysis to synthesize the results of 137 single-case design studies on SIB treatment for 245 individuals with autism and/or intellectual disabilities. Analyses compare the effects of various behavioral and medical treatments for SIB and assess associations between treatment effects and participant- and study-level variables.ResultsFindings suggest differential reinforcement, punishment, and treatment packages with reinforcement and punishment components resulted in the largest SIB reductions.ConclusionsResults indicate that overall, treatment for SIB is highly effective and that participant and study characteristics do not moderate treatment effects.ImplicationsBased on results and in line with current practice recommendations, we encourage use of reinforcement-based procedures in all cases of SIB. In the event that reinforcement-only treatments have failed or if SIB poses a serious, immediate threat to the health and well-being of an individual, our results suggest that overcorrection paired with reinforcement may be the most effective as well as less invasive alternative. En ligne : https://doi.org/10.1177/2396941516688399 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Impaired praxis in gesture imitation by deaf children with autism spectrum disorder / Aaron SHIELD in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Impaired praxis in gesture imitation by deaf children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Aaron SHIELD, Auteur ; Krista KNAPKE, Auteur ; Morgan HENRY, Auteur ; Sudha SRINIVASAN, Auteur ; Anjana N. BHAT, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsPraxis, the ability to plan and execute a series of gestures or motor sequences, is impaired in individuals with autism spectrum disorder. In this paper, we present the first study of praxis during a gesture imitation task in a unique population of children with autism spectrum disorder: deaf children who have been exposed to American Sign Language from birth by their Deaf parents. Lifelong exposure to sign language in deaf individuals entails practice with gesture imitation. We ask if deaf, signing children with autism spectrum disorder present with praxis impairments similar to those reported in the literature for hearing children with autism spectrum disorder not exposed to sign.MethodsThirty deaf children of Deaf parents (16 typically developing and 14 with autism spectrum disorder), matched for chronological and mental age, were tested on a simple gesture imitation task. Children were asked to imitate 24 gestures performed by an adult model on a laptop computer that varied along dimensions of movement type (16 trials) and palm orientation direction (eight trials). Data were coded for nine praxis parameters (five formation parameters and four manner parameters) and three timing measures.ResultsResults showed that the deaf children with autism spectrum disorder produced more errors than the typically developing deaf children on six of the nine praxis dimensions (hand orientation, final orientation, modulation, directness, pace, and overflow) and were more impaired on manner parameters than formation parameters, suggesting underlying deficits in motor control/coordination leading to dyspraxia. Praxis scores were strongly related to severity of autism spectrum disorder symptoms and receptive sign language scores.ConclusionsWe thus find evidence that praxis is impaired in deaf, signing children with autism spectrum disorder, despite lifelong exposure to a gestural language and extensive practice with gesture imitation.ImplicationsOur findings suggest that interventions targeted toward enhancing praxis and coordination of finger and hand movements could help facilitate language development in children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941517745674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Impaired praxis in gesture imitation by deaf children with autism spectrum disorder [Texte imprimé et/ou numérique] / Aaron SHIELD, Auteur ; Krista KNAPKE, Auteur ; Morgan HENRY, Auteur ; Sudha SRINIVASAN, Auteur ; Anjana N. BHAT, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsPraxis, the ability to plan and execute a series of gestures or motor sequences, is impaired in individuals with autism spectrum disorder. In this paper, we present the first study of praxis during a gesture imitation task in a unique population of children with autism spectrum disorder: deaf children who have been exposed to American Sign Language from birth by their Deaf parents. Lifelong exposure to sign language in deaf individuals entails practice with gesture imitation. We ask if deaf, signing children with autism spectrum disorder present with praxis impairments similar to those reported in the literature for hearing children with autism spectrum disorder not exposed to sign.MethodsThirty deaf children of Deaf parents (16 typically developing and 14 with autism spectrum disorder), matched for chronological and mental age, were tested on a simple gesture imitation task. Children were asked to imitate 24 gestures performed by an adult model on a laptop computer that varied along dimensions of movement type (16 trials) and palm orientation direction (eight trials). Data were coded for nine praxis parameters (five formation parameters and four manner parameters) and three timing measures.ResultsResults showed that the deaf children with autism spectrum disorder produced more errors than the typically developing deaf children on six of the nine praxis dimensions (hand orientation, final orientation, modulation, directness, pace, and overflow) and were more impaired on manner parameters than formation parameters, suggesting underlying deficits in motor control/coordination leading to dyspraxia. Praxis scores were strongly related to severity of autism spectrum disorder symptoms and receptive sign language scores.ConclusionsWe thus find evidence that praxis is impaired in deaf, signing children with autism spectrum disorder, despite lifelong exposure to a gestural language and extensive practice with gesture imitation.ImplicationsOur findings suggest that interventions targeted toward enhancing praxis and coordination of finger and hand movements could help facilitate language development in children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941517745674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Autistic girls and school exclusion: Perspectives of students and their parents / Kelda SPROSTON in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Autistic girls and school exclusion: Perspectives of students and their parents Type de document : Texte imprimé et/ou numérique Auteurs : Kelda SPROSTON, Auteur ; Felicity SEDGEWICK, Auteur ; Laura CRANE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsIf a child?s behaviour does not conform to school policy or causes harm to either peers or staff, they may be temporarily or permanently excluded from school. Whilst it is unlawful to exclude children due to their needs, school exclusion is common amongst children with special educational needs, including autism. Currently, little is known about experiences of school exclusion from the perspectives of autistic students and/or their parents. This is particularly the case for girls on the autism spectrum.MethodsSemi-structured interviews were conducted with eight autistic girls and their parents (seven mothers, one father). Interviews explored experiences of mainstream schooling; alternative educational provisions that were offered (if any); the school exclusion process; and the girls? current educational provision. As well as asking the girls and their parents about positive and negative aspects of their past and current experiences, participants were asked to reflect on areas for potential improvements.ResultsInterviews were analysed using thematic analysis and three key themes emerged from the data: inappropriate school environments (including problems with the sensory environment, difficulties when placed with inappropriate peers and general pressures of mainstream classrooms), tensions in school relationships (including problems with staff and peers, alongside a general lack of communication), and problems with staff responses (including a perceived lack of understanding of the girls? needs and a lack of appropriate support being provided, resulting in ?battles? between parents and schools).ConclusionsThe themes and subthemes that emerged from the interviews were not unique to autistic girls. Indeed, issues such as inappropriate school environments, a lack of staff understanding and breakdowns in relationships have been repeatedly raised by parents and young autistic people (mostly boys) in other studies, albeit in different environments. Nevertheless, the results highlight that more needs to be done to positively influence the direction of the girls? educational journeys.ImplicationsTo improve the inclusion of autistic girls, it is recommended that educational establishments be proactive in developing inclusive environments, build positive relationships (both in and outside of the classroom) and, if exclusion is unavoidable, better support students both before and after the process. En ligne : https://doi.org/10.1177/2396941517706172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Autistic girls and school exclusion: Perspectives of students and their parents [Texte imprimé et/ou numérique] / Kelda SPROSTON, Auteur ; Felicity SEDGEWICK, Auteur ; Laura CRANE, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsIf a child?s behaviour does not conform to school policy or causes harm to either peers or staff, they may be temporarily or permanently excluded from school. Whilst it is unlawful to exclude children due to their needs, school exclusion is common amongst children with special educational needs, including autism. Currently, little is known about experiences of school exclusion from the perspectives of autistic students and/or their parents. This is particularly the case for girls on the autism spectrum.MethodsSemi-structured interviews were conducted with eight autistic girls and their parents (seven mothers, one father). Interviews explored experiences of mainstream schooling; alternative educational provisions that were offered (if any); the school exclusion process; and the girls? current educational provision. As well as asking the girls and their parents about positive and negative aspects of their past and current experiences, participants were asked to reflect on areas for potential improvements.ResultsInterviews were analysed using thematic analysis and three key themes emerged from the data: inappropriate school environments (including problems with the sensory environment, difficulties when placed with inappropriate peers and general pressures of mainstream classrooms), tensions in school relationships (including problems with staff and peers, alongside a general lack of communication), and problems with staff responses (including a perceived lack of understanding of the girls? needs and a lack of appropriate support being provided, resulting in ?battles? between parents and schools).ConclusionsThe themes and subthemes that emerged from the interviews were not unique to autistic girls. Indeed, issues such as inappropriate school environments, a lack of staff understanding and breakdowns in relationships have been repeatedly raised by parents and young autistic people (mostly boys) in other studies, albeit in different environments. Nevertheless, the results highlight that more needs to be done to positively influence the direction of the girls? educational journeys.ImplicationsTo improve the inclusion of autistic girls, it is recommended that educational establishments be proactive in developing inclusive environments, build positive relationships (both in and outside of the classroom) and, if exclusion is unavoidable, better support students both before and after the process. En ligne : https://doi.org/10.1177/2396941517706172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Object play in infants with autism spectrum disorder: A longitudinal retrospective video analysis / Kaitlyn P. WILSON in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Object play in infants with autism spectrum disorder: A longitudinal retrospective video analysis Type de document : Texte imprimé et/ou numérique Auteurs : Kaitlyn P. WILSON, Auteur ; Mary W. CARTER, Auteur ; Heather L. WIENER, Auteur ; Margaret L. DERAMUS, Auteur ; John C. BULLUCK, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsEarly play behaviors may provide important information regarding later-diagnosed developmental delays. Play behaviors of young children with autism spectrum disorder are restricted in diversity, frequency, and complexity. Most autism spectrum disorder research focuses on play in children over 18 months of age. This study examined three groups of infants (later diagnosed with autism spectrum disorder, later diagnosed with other developmental disorders, and typically developing) with the aims of: (1) describing the play behaviors of the three groups of infants at two time points (9?12 months and 15?18 months); (2) examining group differences in four hierarchical levels of play at both time points; (3) comparing groups with respect to the highest level of play achieved; and (4) determining if the highest level of play achieved by infants with autism spectrum disorder and other developmental delays correlated with later developmental outcomes.MethodsThe current study used longitudinal retrospective video analysis to examine object play behaviors of the three groups of infants (total n=92) at two time points (time 1: 9?12 months of age, and time 2: 15?18 months of age). Coding of play behaviors was based on existing literature and distribution of data from the current study. Developmental outcomes examined were measured using the Vineland Adaptive Behavior Scales, Childhood Autism Rating Scale, and a non-verbal developmental quotient calculated using visual reception scores from the Mullen Scales for Early Learning.ResultsResults indicate group differences in play, with infants later diagnosed with autism spectrum disorder showing significantly less sophisticated play than those with typical development. In addition, modest but significant correlations were found between highest level of play achieved at time 1 (9?12 months) and time 2 (15?18 months) and later outcomes for the autism spectrum disorder group.Conclusions and implicationsResults suggest that examination of infant play behaviors is important for early screening and intervention planning to potentially mitigate effects on later developmental outcomes. En ligne : https://doi.org/10.1177/2396941517713186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Object play in infants with autism spectrum disorder: A longitudinal retrospective video analysis [Texte imprimé et/ou numérique] / Kaitlyn P. WILSON, Auteur ; Mary W. CARTER, Auteur ; Heather L. WIENER, Auteur ; Margaret L. DERAMUS, Auteur ; John C. BULLUCK, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsEarly play behaviors may provide important information regarding later-diagnosed developmental delays. Play behaviors of young children with autism spectrum disorder are restricted in diversity, frequency, and complexity. Most autism spectrum disorder research focuses on play in children over 18 months of age. This study examined three groups of infants (later diagnosed with autism spectrum disorder, later diagnosed with other developmental disorders, and typically developing) with the aims of: (1) describing the play behaviors of the three groups of infants at two time points (9?12 months and 15?18 months); (2) examining group differences in four hierarchical levels of play at both time points; (3) comparing groups with respect to the highest level of play achieved; and (4) determining if the highest level of play achieved by infants with autism spectrum disorder and other developmental delays correlated with later developmental outcomes.MethodsThe current study used longitudinal retrospective video analysis to examine object play behaviors of the three groups of infants (total n=92) at two time points (time 1: 9?12 months of age, and time 2: 15?18 months of age). Coding of play behaviors was based on existing literature and distribution of data from the current study. Developmental outcomes examined were measured using the Vineland Adaptive Behavior Scales, Childhood Autism Rating Scale, and a non-verbal developmental quotient calculated using visual reception scores from the Mullen Scales for Early Learning.ResultsResults indicate group differences in play, with infants later diagnosed with autism spectrum disorder showing significantly less sophisticated play than those with typical development. In addition, modest but significant correlations were found between highest level of play achieved at time 1 (9?12 months) and time 2 (15?18 months) and later outcomes for the autism spectrum disorder group.Conclusions and implicationsResults suggest that examination of infant play behaviors is important for early screening and intervention planning to potentially mitigate effects on later developmental outcomes. En ligne : https://doi.org/10.1177/2396941517713186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387