Dépouillements

The games they play: Observations of children with autism spectrum disorder on the school playground / S. GILMORE in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1343-1353 Titre : The games they play: Observations of children with autism spectrum disorder on the school playground Type de document : Texte imprimé et/ou numérique Auteurs : S. GILMORE, Auteur ; L. K. FREDERICK, Auteur ; L. SANTILLAN, Auteur ; J. LOCKE, Auteur Article en page(s) : p.1343-1353 Langues : Anglais (eng) Mots-clés : affect  autism spectrum disorder  peers  playground engagement  self-stimulatory behavior  social communication Index. décimale : PER Périodiques Résumé : The playground may be an important context to examine the social functioning of children with autism spectrum disorder. Previous literature on playground peer engagement has used quantitative methods, but there is limited research using qualitative observations to understand the nuances of playground behavior. Using a mixed-methods approach, 55 elementary school-aged children with autism spectrum disorder who are primarily included in general education settings were observed on the school playground using the Playground Observation of Peer Engagement. Quantitative and qualitative data were examined using a mixed-methods approach. The results showed that children with autism spectrum disorder: engage in solitary and peripheral activities; demonstrate appropriate initiations and responses to peers; display self-stimulatory, motoric behaviors most frequently during solitary activities; and often have neutral affect on the playground. These findings suggest that intervention and supports for children with autism spectrum disorder may be important to deliver at recess to address peer engagement. En ligne : http://dx.doi.org/10.1177/1362361318811987 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] The games they play: Observations of children with autism spectrum disorder on the school playground [Texte imprimé et/ou numérique] / S. GILMORE, Auteur ; L. K. FREDERICK, Auteur ; L. SANTILLAN, Auteur ; J. LOCKE, Auteur . - p.1343-1353. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1343-1353 Mots-clés : affect  autism spectrum disorder  peers  playground engagement  self-stimulatory behavior  social communication Index. décimale : PER Périodiques Résumé : The playground may be an important context to examine the social functioning of children with autism spectrum disorder. Previous literature on playground peer engagement has used quantitative methods, but there is limited research using qualitative observations to understand the nuances of playground behavior. Using a mixed-methods approach, 55 elementary school-aged children with autism spectrum disorder who are primarily included in general education settings were observed on the school playground using the Playground Observation of Peer Engagement. Quantitative and qualitative data were examined using a mixed-methods approach. The results showed that children with autism spectrum disorder: engage in solitary and peripheral activities; demonstrate appropriate initiations and responses to peers; display self-stimulatory, motoric behaviors most frequently during solitary activities; and often have neutral affect on the playground. These findings suggest that intervention and supports for children with autism spectrum disorder may be important to deliver at recess to address peer engagement. En ligne : http://dx.doi.org/10.1177/1362361318811987 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Clinical correlates of sluggish cognitive tempo in adolescents with autism spectrum disorder / A. DUNCAN in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1354-1362 Titre : Clinical correlates of sluggish cognitive tempo in adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. DUNCAN, Auteur ; L. TAMM, Auteur ; Allison M. BIRNSCHEIN, Auteur ; Stephen P. BECKER, Auteur Article en page(s) : p.1354-1362 Langues : Anglais (eng) Mots-clés : adolescence  attention-deficit/hyperactivity disorder  autism spectrum disorder  comorbidity  executive functions  high-functioning  sluggish cognitive tempo Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder frequently experience social communication difficulties, executive functioning deficits, and anxiety and depressive symptoms, which are similar to the symptoms and correlates of sluggish cognitive tempo. Although sluggish cognitive tempo is related to, but distinct from, the inattentive and hyperactive-impulsive symptoms of attention-deficit/hyperactivity disorder that commonly co-occur with autism spectrum disorder, few studies have examined sluggish cognitive tempo in autism spectrum disorder. We examined whether sluggish cognitive tempo and attention-deficit/hyperactivity disorder were differentially associated with autism symptomatology, daily life executive functioning, and internalizing and externalizing symptoms in 51 adolescents (ages 13-18 years) with autism spectrum disorder without intellectual disability. Regression analyses controlling for age and IQ showed that sluggish cognitive tempo symptoms, but not attention-deficit/hyperactivity disorder symptoms, were associated with increased autism symptomatology and internalizing symptoms. Attention-deficit/hyperactivity disorder symptoms, but not sluggish cognitive tempo symptoms, were associated with increased externalizing behaviors and behavior regulation deficits. Both sluggish cognitive tempo and attention-deficit/hyperactivity disorder were independently associated with increased metacognitive deficits. This study provides preliminary evidence that sluggish cognitive tempo symptoms are elevated in autism spectrum disorder and associated with key clinical correlates, with implications for the assessment and treatment in adolescents with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318811329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Clinical correlates of sluggish cognitive tempo in adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / A. DUNCAN, Auteur ; L. TAMM, Auteur ; Allison M. BIRNSCHEIN, Auteur ; Stephen P. BECKER, Auteur . - p.1354-1362. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1354-1362 Mots-clés : adolescence  attention-deficit/hyperactivity disorder  autism spectrum disorder  comorbidity  executive functions  high-functioning  sluggish cognitive tempo Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder frequently experience social communication difficulties, executive functioning deficits, and anxiety and depressive symptoms, which are similar to the symptoms and correlates of sluggish cognitive tempo. Although sluggish cognitive tempo is related to, but distinct from, the inattentive and hyperactive-impulsive symptoms of attention-deficit/hyperactivity disorder that commonly co-occur with autism spectrum disorder, few studies have examined sluggish cognitive tempo in autism spectrum disorder. We examined whether sluggish cognitive tempo and attention-deficit/hyperactivity disorder were differentially associated with autism symptomatology, daily life executive functioning, and internalizing and externalizing symptoms in 51 adolescents (ages 13-18 years) with autism spectrum disorder without intellectual disability. Regression analyses controlling for age and IQ showed that sluggish cognitive tempo symptoms, but not attention-deficit/hyperactivity disorder symptoms, were associated with increased autism symptomatology and internalizing symptoms. Attention-deficit/hyperactivity disorder symptoms, but not sluggish cognitive tempo symptoms, were associated with increased externalizing behaviors and behavior regulation deficits. Both sluggish cognitive tempo and attention-deficit/hyperactivity disorder were independently associated with increased metacognitive deficits. This study provides preliminary evidence that sluggish cognitive tempo symptoms are elevated in autism spectrum disorder and associated with key clinical correlates, with implications for the assessment and treatment in adolescents with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318811329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Parents' future visions for their autistic transition-age youth: Hopes and expectations / J. CHEN in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1363-1372 Titre : Parents' future visions for their autistic transition-age youth: Hopes and expectations Type de document : Texte imprimé et/ou numérique Auteurs : J. CHEN, Auteur ; E. S. COHN, Auteur ; G. I. ORSMOND, Auteur Article en page(s) : p.1363-1372 Langues : Anglais (eng) Mots-clés : adolescent  autism  hope  parent  transition Index. décimale : PER Périodiques Résumé : Researchers have documented that young adults with autism spectrum disorder have poor outcomes in employment, post-secondary education, social participation, independent living, and community participation. There is a need to further explore contributing factors to such outcomes to better support successful transitions to adulthood. Parents play a critical role in transition planning, and parental expectations appear to impact young adult outcomes for autistic individuals. The aim of this study was to explore how parents express their future visions (i.e. hopes and expectations) for their autistic transition-age youth. Data were collected through focus groups and individual interviews with 18 parents. Parents' hopes and expectations focused on eight primary domains. In addition, parents often qualified or tempered their stated hope with expressions of fears, uncertainty, realistic expectations, and the perceived lack of guidance. We discuss our conceptualization of the relations among these themes and implications for service providers and research. En ligne : http://dx.doi.org/10.1177/1362361318812141 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Parents' future visions for their autistic transition-age youth: Hopes and expectations [Texte imprimé et/ou numérique] / J. CHEN, Auteur ; E. S. COHN, Auteur ; G. I. ORSMOND, Auteur . - p.1363-1372. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1363-1372 Mots-clés : adolescent  autism  hope  parent  transition Index. décimale : PER Périodiques Résumé : Researchers have documented that young adults with autism spectrum disorder have poor outcomes in employment, post-secondary education, social participation, independent living, and community participation. There is a need to further explore contributing factors to such outcomes to better support successful transitions to adulthood. Parents play a critical role in transition planning, and parental expectations appear to impact young adult outcomes for autistic individuals. The aim of this study was to explore how parents express their future visions (i.e. hopes and expectations) for their autistic transition-age youth. Data were collected through focus groups and individual interviews with 18 parents. Parents' hopes and expectations focused on eight primary domains. In addition, parents often qualified or tempered their stated hope with expressions of fears, uncertainty, realistic expectations, and the perceived lack of guidance. We discuss our conceptualization of the relations among these themes and implications for service providers and research. En ligne : http://dx.doi.org/10.1177/1362361318812141 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Understanding, attitudes and dehumanisation towards autistic people / Eilidh CAGE in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1373-1383 Titre : Understanding, attitudes and dehumanisation towards autistic people Type de document : Texte imprimé et/ou numérique Auteurs : Eilidh CAGE, Auteur ; J. DI MONACO, Auteur ; V. NEWELL, Auteur Article en page(s) : p.1373-1383 Langues : Anglais (eng) Mots-clés : attitudes  autism spectrum conditions  autism understanding  dehumanisation Index. décimale : PER Périodiques Résumé : Research suggests that while individuals may self-report positive attitudes towards autism, dehumanising attitudes (seeing another as less than human) may still prevail. This study investigated knowledge, openness and dehumanising attitudes of non-autistic people towards autistic people. A total of 361 participants completed a survey measuring autism openness, knowledge and experience, along with a measure of dehumanisation. Results showed that knowledge of autism was comparable to past research and females were more open towards autism. Findings also indicated evidence for dehumanisation, with a particular denial of 'human uniqueness' traits. Furthermore, dehumanisation was related to openness towards autism. These findings have implications for targeting attitudes to reduce stigma associated with autism. En ligne : http://dx.doi.org/10.1177/1362361318811290 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Understanding, attitudes and dehumanisation towards autistic people [Texte imprimé et/ou numérique] / Eilidh CAGE, Auteur ; J. DI MONACO, Auteur ; V. NEWELL, Auteur . - p.1373-1383. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1373-1383 Mots-clés : attitudes  autism spectrum conditions  autism understanding  dehumanisation Index. décimale : PER Périodiques Résumé : Research suggests that while individuals may self-report positive attitudes towards autism, dehumanising attitudes (seeing another as less than human) may still prevail. This study investigated knowledge, openness and dehumanising attitudes of non-autistic people towards autistic people. A total of 361 participants completed a survey measuring autism openness, knowledge and experience, along with a measure of dehumanisation. Results showed that knowledge of autism was comparable to past research and females were more open towards autism. Findings also indicated evidence for dehumanisation, with a particular denial of 'human uniqueness' traits. Furthermore, dehumanisation was related to openness towards autism. These findings have implications for targeting attitudes to reduce stigma associated with autism. En ligne : http://dx.doi.org/10.1177/1362361318811290 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Leisure time and family functioning in families living with autism spectrum disorder / Katherine M. WALTON in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1384-1397 Titre : Leisure time and family functioning in families living with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. WALTON, Auteur Article en page(s) : p.1384-1397 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  family functioning and support  leisure Index. décimale : PER Périodiques Résumé : Family leisure can provide opportunities for both enjoyment and family growth. However, families of children with autism spectrum disorder experience multiple barriers to engaging in satisfying family leisure activities. This study surveyed parents of children with autism spectrum disorder (n = 112) and parents of children with typical development (n = 123) to examine relationships among family leisure involvement, leisure satisfaction, family functioning, and satisfaction with family life. Parents of children with autism spectrum disorder reported a similar amount of leisure involvement as families of typically developing children. However, they reported lower leisure satisfaction, poorer family functioning, and less satisfaction with family life. Mediation models suggested that low leisure satisfaction was related to less effective family communication, which in turn led to poorer family functioning and less satisfaction with family life. Amount of time spent in leisure made relatively small contributions to predicting other family variables. These results suggest that leisure-focused interventions for families of children with autism spectrum disorder should focus on improving quality, rather than quantity, of family leisure time. En ligne : http://dx.doi.org/10.1177/1362361318812434 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Leisure time and family functioning in families living with autism spectrum disorder [Texte imprimé et/ou numérique] / Katherine M. WALTON, Auteur . - p.1384-1397. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1384-1397 Mots-clés : autism spectrum disorders  family functioning and support  leisure Index. décimale : PER Périodiques Résumé : Family leisure can provide opportunities for both enjoyment and family growth. However, families of children with autism spectrum disorder experience multiple barriers to engaging in satisfying family leisure activities. This study surveyed parents of children with autism spectrum disorder (n = 112) and parents of children with typical development (n = 123) to examine relationships among family leisure involvement, leisure satisfaction, family functioning, and satisfaction with family life. Parents of children with autism spectrum disorder reported a similar amount of leisure involvement as families of typically developing children. However, they reported lower leisure satisfaction, poorer family functioning, and less satisfaction with family life. Mediation models suggested that low leisure satisfaction was related to less effective family communication, which in turn led to poorer family functioning and less satisfaction with family life. Amount of time spent in leisure made relatively small contributions to predicting other family variables. These results suggest that leisure-focused interventions for families of children with autism spectrum disorder should focus on improving quality, rather than quantity, of family leisure time. En ligne : http://dx.doi.org/10.1177/1362361318812434 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Physical activity in young adults with autism spectrum disorder: Parental perceptions of barriers and facilitators / C. NICHOLS in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1398-1407 Titre : Physical activity in young adults with autism spectrum disorder: Parental perceptions of barriers and facilitators Type de document : Texte imprimé et/ou numérique Auteurs : C. NICHOLS, Auteur ; Martin E. BLOCK, Auteur ; J. C. BISHOP, Auteur ; B. MCINTIRE, Auteur Article en page(s) : p.1398-1407 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  barriers  facilitators  physical activity  young adults Index. décimale : PER Périodiques Résumé : The importance of physical activity in persons with disabilities is well known, yet the prevalence of inactivity remains high. The physical activity behaviors among adults on the autism spectrum are largely unexplored. It is presumed that sedentary behavior and obesity are a greater health issue among young adults on the autism spectrum who no longer receive Individuals with Disabilities Education Act services and supports such as school-based physical education. Using a phenomenology approach, the parents of eight young adults on the autism spectrum were interviewed about their perceptions of the barriers and facilitators to getting their young adults on the autism spectrum physically active. The purpose of this study was to investigate parent's perspective of physical activity barriers and facilitators of their adult children on the autism spectrum. Common themes of both physical activity barriers and facilitators included parents, behaviors associated with autism spectrum disorder, and access and opportunities. En ligne : http://dx.doi.org/10.1177/1362361318810221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Physical activity in young adults with autism spectrum disorder: Parental perceptions of barriers and facilitators [Texte imprimé et/ou numérique] / C. NICHOLS, Auteur ; Martin E. BLOCK, Auteur ; J. C. BISHOP, Auteur ; B. MCINTIRE, Auteur . - p.1398-1407. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1398-1407 Mots-clés : autism spectrum disorder  barriers  facilitators  physical activity  young adults Index. décimale : PER Périodiques Résumé : The importance of physical activity in persons with disabilities is well known, yet the prevalence of inactivity remains high. The physical activity behaviors among adults on the autism spectrum are largely unexplored. It is presumed that sedentary behavior and obesity are a greater health issue among young adults on the autism spectrum who no longer receive Individuals with Disabilities Education Act services and supports such as school-based physical education. Using a phenomenology approach, the parents of eight young adults on the autism spectrum were interviewed about their perceptions of the barriers and facilitators to getting their young adults on the autism spectrum physically active. The purpose of this study was to investigate parent's perspective of physical activity barriers and facilitators of their adult children on the autism spectrum. Common themes of both physical activity barriers and facilitators included parents, behaviors associated with autism spectrum disorder, and access and opportunities. En ligne : http://dx.doi.org/10.1177/1362361318810221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Understanding and awareness of autism among Somali parents living in the United Kingdom / A. M. HUSSEIN in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1408-1418 Titre : Understanding and awareness of autism among Somali parents living in the United Kingdom Type de document : Texte imprimé et/ou numérique Auteurs : A. M. HUSSEIN, Auteur ; E. PELLICANO, Auteur ; L. CRANE, Auteur Article en page(s) : p.1408-1418 Langues : Anglais (eng) Mots-clés : Somali  attitudes  autism spectrum disorders  culture  migrant  qualitative research Index. décimale : PER Périodiques Résumé : Using vignettes and interviews, this study examined understanding and awareness of autism, and (a)typical development more broadly, among 32 Somali parents living in the United Kingdom. Results demonstrated that parents of both autistic (n = 16) and non-autistic (n = 16) children were just as likely to identify vignettes of typically developing children, yet parents of autistic children appeared more astute to signs of atypical development. Across the whole sample, parents commonly identified and labelled vignettes of autistic children, but experienced more difficulty labelling vignettes that described children with other forms of atypical development, sometimes mislabeling these children as autistic. This suggests that there is a need for greater support in recognising and identifying different types of atypical development in the Somali community (to mitigate the risk that the term 'autism' may take on its own meaning within the Somali community, becoming a euphemism for a range of developmental conditions). Analysis of interview data identified key sociocultural factors that either helped or hindered the inclusion of families with autistic children within the community, including the Somali community's: (1) perceptions of disability, (2) beliefs about the causes of autism in the Western world and (3) strong reliance on religious beliefs in understanding and accepting an autism diagnosis. En ligne : http://dx.doi.org/10.1177/1362361318813996 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Understanding and awareness of autism among Somali parents living in the United Kingdom [Texte imprimé et/ou numérique] / A. M. HUSSEIN, Auteur ; E. PELLICANO, Auteur ; L. CRANE, Auteur . - p.1408-1418. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1408-1418 Mots-clés : Somali  attitudes  autism spectrum disorders  culture  migrant  qualitative research Index. décimale : PER Périodiques Résumé : Using vignettes and interviews, this study examined understanding and awareness of autism, and (a)typical development more broadly, among 32 Somali parents living in the United Kingdom. Results demonstrated that parents of both autistic (n = 16) and non-autistic (n = 16) children were just as likely to identify vignettes of typically developing children, yet parents of autistic children appeared more astute to signs of atypical development. Across the whole sample, parents commonly identified and labelled vignettes of autistic children, but experienced more difficulty labelling vignettes that described children with other forms of atypical development, sometimes mislabeling these children as autistic. This suggests that there is a need for greater support in recognising and identifying different types of atypical development in the Somali community (to mitigate the risk that the term 'autism' may take on its own meaning within the Somali community, becoming a euphemism for a range of developmental conditions). Analysis of interview data identified key sociocultural factors that either helped or hindered the inclusion of families with autistic children within the community, including the Somali community's: (1) perceptions of disability, (2) beliefs about the causes of autism in the Western world and (3) strong reliance on religious beliefs in understanding and accepting an autism diagnosis. En ligne : http://dx.doi.org/10.1177/1362361318813996 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Healthcare access and services use among US children with autism spectrum disorder / O. J. LINDLY in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1419-1430 Titre : Healthcare access and services use among US children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : O. J. LINDLY, Auteur ; Katharine E. ZUCKERMAN, Auteur ; Karen A. KUHLTHAU, Auteur Article en page(s) : p.1419-1430 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  emergency medical services  ethnicity  health services accessibility  healthcare disparities  preventive health services  race  socioeconomic status Index. décimale : PER Périodiques Résumé : This study aimed to determine associations of healthcare access problems with services use among US children with autism spectrum disorder. We analyzed 2011-2014 National Health Interview Survey data on 651 children with autism spectrum disorder aged 2-17 years. There were three measures of healthcare access problems: (1) delays accessing healthcare, (2) difficulty affording healthcare, and (3) trouble finding a primary care provider. There were five service use measures: (1) 4 office visits, (2) 1 well-child visit, (3) flu vaccine, (4) prescription medication, and (5) 1 emergency department visit. Multivariable regression models estimated associations of 1 healthcare access problem with each service use variable and effect modification by socioeconomic status and race and ethnicity. Twenty-nine percent of children with autism spectrum disorder had 1 healthcare access problem. Having 1 healthcare access problem was associated with lower adjusted odds of 1 well-child visit or prescription medication use but higher adjusted odds of 4 office visits or 1 emergency department visit. No significant association was found for flu vaccine. Associations of healthcare access problems with emergency department use were most pronounced for higher socioeconomic status and White, non-Hispanic subgroups. Intervention, such as insurance expansion, is needed to improve healthcare access for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318815237 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Healthcare access and services use among US children with autism spectrum disorder [Texte imprimé et/ou numérique] / O. J. LINDLY, Auteur ; Katharine E. ZUCKERMAN, Auteur ; Karen A. KUHLTHAU, Auteur . - p.1419-1430. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1419-1430 Mots-clés : autism spectrum disorder  emergency medical services  ethnicity  health services accessibility  healthcare disparities  preventive health services  race  socioeconomic status Index. décimale : PER Périodiques Résumé : This study aimed to determine associations of healthcare access problems with services use among US children with autism spectrum disorder. We analyzed 2011-2014 National Health Interview Survey data on 651 children with autism spectrum disorder aged 2-17 years. There were three measures of healthcare access problems: (1) delays accessing healthcare, (2) difficulty affording healthcare, and (3) trouble finding a primary care provider. There were five service use measures: (1) 4 office visits, (2) 1 well-child visit, (3) flu vaccine, (4) prescription medication, and (5) 1 emergency department visit. Multivariable regression models estimated associations of 1 healthcare access problem with each service use variable and effect modification by socioeconomic status and race and ethnicity. Twenty-nine percent of children with autism spectrum disorder had 1 healthcare access problem. Having 1 healthcare access problem was associated with lower adjusted odds of 1 well-child visit or prescription medication use but higher adjusted odds of 4 office visits or 1 emergency department visit. No significant association was found for flu vaccine. Associations of healthcare access problems with emergency department use were most pronounced for higher socioeconomic status and White, non-Hispanic subgroups. Intervention, such as insurance expansion, is needed to improve healthcare access for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318815237 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

'People like me don't get support': Autistic adults' experiences of support and treatment for mental health difficulties, self-injury and suicidality / L. CAMM-CROSBIE in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1431-1441 Titre : 'People like me don't get support': Autistic adults' experiences of support and treatment for mental health difficulties, self-injury and suicidality Type de document : Texte imprimé et/ou numérique Auteurs : L. CAMM-CROSBIE, Auteur ; Louise BRADLEY, Auteur ; R. SHAW, Auteur ; Simon BARON-COHEN, Auteur ; Sarah A. CASSIDY, Auteur Article en page(s) : p.1431-1441 Langues : Anglais (eng) Mots-clés : Autism spectrum condition  mental health  self-injury  suicide  support  treatment Index. décimale : PER Périodiques Résumé : Autistic people are at high risk of mental health problems, self-injury and suicidality. However, no studies have explored autistic peoples' experiences of treatment and support for these difficulties. In partnership with a steering group of autistic adults, an online survey was developed to explore these individuals' experiences of treatment and support for mental health problems, self-injury and suicidality for the first time. A total of 200 autistic adults (122 females, 77 males and 1 unreported) aged 18-67 (mean = 38.9 years, standard deviation = 11.5), without co-occurring intellectual disability, completed the online survey. Thematic analysis of open-ended questions resulted in an overarching theme that individually tailored treatment and support was both beneficial and desirable, which consisted of three underlying themes: (1) difficulties in accessing treatment and support; (2) lack of understanding and knowledge of autistic people with co-occurring mental health difficulties and (3) appropriate treatment and support, or lack of, impacted autistic people's well-being and likelihood of seeing suicide as their future. Findings demonstrate an urgent need for autism treatment pathways in mental health services. En ligne : http://dx.doi.org/10.1177/1362361318816053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] 'People like me don't get support': Autistic adults' experiences of support and treatment for mental health difficulties, self-injury and suicidality [Texte imprimé et/ou numérique] / L. CAMM-CROSBIE, Auteur ; Louise BRADLEY, Auteur ; R. SHAW, Auteur ; Simon BARON-COHEN, Auteur ; Sarah A. CASSIDY, Auteur . - p.1431-1441. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1431-1441 Mots-clés : Autism spectrum condition  mental health  self-injury  suicide  support  treatment Index. décimale : PER Périodiques Résumé : Autistic people are at high risk of mental health problems, self-injury and suicidality. However, no studies have explored autistic peoples' experiences of treatment and support for these difficulties. In partnership with a steering group of autistic adults, an online survey was developed to explore these individuals' experiences of treatment and support for mental health problems, self-injury and suicidality for the first time. A total of 200 autistic adults (122 females, 77 males and 1 unreported) aged 18-67 (mean = 38.9 years, standard deviation = 11.5), without co-occurring intellectual disability, completed the online survey. Thematic analysis of open-ended questions resulted in an overarching theme that individually tailored treatment and support was both beneficial and desirable, which consisted of three underlying themes: (1) difficulties in accessing treatment and support; (2) lack of understanding and knowledge of autistic people with co-occurring mental health difficulties and (3) appropriate treatment and support, or lack of, impacted autistic people's well-being and likelihood of seeing suicide as their future. Findings demonstrate an urgent need for autism treatment pathways in mental health services. En ligne : http://dx.doi.org/10.1177/1362361318816053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Reaction to diagnosis and subsequent health in mothers of children with autism spectrum disorder / P. REED in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1442-1448 Titre : Reaction to diagnosis and subsequent health in mothers of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : P. REED, Auteur ; L. A. OSBORNE, Auteur Article en page(s) : p.1442-1448 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  mental health  parents' wellbeing  physical health  reaction to diagnosis  resolved reaction to diagnosis  unresolved reaction to diagnosis Index. décimale : PER Périodiques Résumé : The current study assessed whether reactions to diagnosis are associated with health status for mothers of children with autism spectrum disorder at the time of diagnosis, and whether such diagnostic-reaction resolution status is associated with changes in health status over time. A total of 84 mothers of children newly diagnosed with autism spectrum disorder, with stable reactions to diagnosis over a year, participated. Their perceptions of their physical and psychological functioning, and quality of life, were taken at the time of diagnosis and 1 year later. The mothers were also given the Reaction to Diagnosis Interview. Mothers who had an unresolved reaction to diagnosis had a worse health status in terms of their perception of the physical symptoms at the time of the diagnosis, and showed worsening levels of health over the period of a year, relative to mothers who had a resolved diagnostic status. These relationships were independent of other potential predictors of ill health in this sample. The findings point to the potential of the diagnostic process to negatively impact parental health. Given that this can have negative consequences for child prognosis, as well as parental health, there is a need to develop better understanding of the impacts of diagnostic practices. En ligne : http://dx.doi.org/10.1177/1362361318815641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Reaction to diagnosis and subsequent health in mothers of children with autism spectrum disorder [Texte imprimé et/ou numérique] / P. REED, Auteur ; L. A. OSBORNE, Auteur . - p.1442-1448. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1442-1448 Mots-clés : autism spectrum disorder  mental health  parents' wellbeing  physical health  reaction to diagnosis  resolved reaction to diagnosis  unresolved reaction to diagnosis Index. décimale : PER Périodiques Résumé : The current study assessed whether reactions to diagnosis are associated with health status for mothers of children with autism spectrum disorder at the time of diagnosis, and whether such diagnostic-reaction resolution status is associated with changes in health status over time. A total of 84 mothers of children newly diagnosed with autism spectrum disorder, with stable reactions to diagnosis over a year, participated. Their perceptions of their physical and psychological functioning, and quality of life, were taken at the time of diagnosis and 1 year later. The mothers were also given the Reaction to Diagnosis Interview. Mothers who had an unresolved reaction to diagnosis had a worse health status in terms of their perception of the physical symptoms at the time of the diagnosis, and showed worsening levels of health over the period of a year, relative to mothers who had a resolved diagnostic status. These relationships were independent of other potential predictors of ill health in this sample. The findings point to the potential of the diagnostic process to negatively impact parental health. Given that this can have negative consequences for child prognosis, as well as parental health, there is a need to develop better understanding of the impacts of diagnostic practices. En ligne : http://dx.doi.org/10.1177/1362361318815641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study / J. ASBERG JOHNELS in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1449-1459 Titre : Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study Type de document : Texte imprimé et/ou numérique Auteurs : J. ASBERG JOHNELS, Auteur ; E. CARLSSON, Auteur ; Courtenay F. NORBURY, Auteur ; C. GILLBERG, Auteur ; C. MINISCALCO, Auteur Article en page(s) : p.1449-1459 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  literacy  longitudinal  reading  school-age children Index. décimale : PER Périodiques Résumé : This study explores current reading profiles and concurrent and early predictors of reading in children with autism spectrum disorder. Before the age of 3 years, the study cohort underwent a neurodevelopmental assessment following identification in a population-based autism screening. At age 8 years, reading, language and cognition were assessed. Approximately half of the sample (n = 25) were 'poor readers' at age 8 years, meaning that they scored below the normal range on tests of single word reading and reading comprehension. And 18 were 'skilled readers' performing above cut-offs. The final subgroup (n = 10) presented with a 'hyperlexic/poor comprehenders' profile of normal word reading, but poor reading comprehension. The 'poor readers' scored low on all assessments, as well as showing more severe autistic behaviours than 'skilled readers'. Group differences between 'skilled readers' and 'hyperlexics/poor comprehenders' were more subtle: these subgroups did not differ on autistic severity, phonological processing or non-verbal intelligence quotient, but the 'hyperlexics/poor comprehenders' scored significantly lower on tests of oral language. When data from age 3 were considered, no differences were seen between the subgroups in social skills, autistic severity or intelligence quotient. Importantly, however, it was possible to identify oral language weaknesses in those that 5 years later presented as 'poor readers' or 'hyperlexics'. En ligne : http://dx.doi.org/10.1177/1362361318811153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study [Texte imprimé et/ou numérique] / J. ASBERG JOHNELS, Auteur ; E. CARLSSON, Auteur ; Courtenay F. NORBURY, Auteur ; C. GILLBERG, Auteur ; C. MINISCALCO, Auteur . - p.1449-1459. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1449-1459 Mots-clés : autism spectrum disorders  communication and language  literacy  longitudinal  reading  school-age children Index. décimale : PER Périodiques Résumé : This study explores current reading profiles and concurrent and early predictors of reading in children with autism spectrum disorder. Before the age of 3 years, the study cohort underwent a neurodevelopmental assessment following identification in a population-based autism screening. At age 8 years, reading, language and cognition were assessed. Approximately half of the sample (n = 25) were 'poor readers' at age 8 years, meaning that they scored below the normal range on tests of single word reading and reading comprehension. And 18 were 'skilled readers' performing above cut-offs. The final subgroup (n = 10) presented with a 'hyperlexic/poor comprehenders' profile of normal word reading, but poor reading comprehension. The 'poor readers' scored low on all assessments, as well as showing more severe autistic behaviours than 'skilled readers'. Group differences between 'skilled readers' and 'hyperlexics/poor comprehenders' were more subtle: these subgroups did not differ on autistic severity, phonological processing or non-verbal intelligence quotient, but the 'hyperlexics/poor comprehenders' scored significantly lower on tests of oral language. When data from age 3 were considered, no differences were seen between the subgroups in social skills, autistic severity or intelligence quotient. Importantly, however, it was possible to identify oral language weaknesses in those that 5 years later presented as 'poor readers' or 'hyperlexics'. En ligne : http://dx.doi.org/10.1177/1362361318811153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Effects of familiarization on odor hedonic responses and food choices in children with autism spectrum disorders / A. C. LUISIER in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1460-1471 Titre : Effects of familiarization on odor hedonic responses and food choices in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : A. C. LUISIER, Auteur ; G. PETITPIERRE, Auteur ; A. CLERC BEROD, Auteur ; D. GARCIA-BURGOS, Auteur ; M. BENSAFI, Auteur Article en page(s) : p.1460-1471 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  emotion  familiarization  food  memory  olfaction  perception Index. décimale : PER Périodiques Résumé : This study assessed whether olfactory familiarization can render food odors more pleasant, and consequently food more attractive, to children with autism spectrum disorder. Participants were first presented with a series of food odors (session 1). Then, they were familiarized on four occasions (time window: 5 weeks) with one of the two most neutral odors (the other neutral odor was used as control) (session 2). In session 3, participants smelled the entire series of odors again. Both verbal and facial responses were compared from session 1 to session 3. After session 3, the children were presented with two identical foods (one containing the familiarized odor and one the control odor) and were asked to choose between these foods. Results revealed (1) a specific increase in positive emotions for the familiarized odor and (2) that 68% of the children chose the food associated with the "familiarized odor" (children who chose the "familiarized odor" food exhibited significantly more sensory particularities). These findings suggest that it is possible to modulate olfactory emotions and expand the dietary repertoire of children with autism spectrum disorder. Application of this paradigm may enable innovative prospects for food education in autism. En ligne : http://dx.doi.org/10.1177/1362361318815252 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Effects of familiarization on odor hedonic responses and food choices in children with autism spectrum disorders [Texte imprimé et/ou numérique] / A. C. LUISIER, Auteur ; G. PETITPIERRE, Auteur ; A. CLERC BEROD, Auteur ; D. GARCIA-BURGOS, Auteur ; M. BENSAFI, Auteur . - p.1460-1471. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1460-1471 Mots-clés : autism spectrum disorder  emotion  familiarization  food  memory  olfaction  perception Index. décimale : PER Périodiques Résumé : This study assessed whether olfactory familiarization can render food odors more pleasant, and consequently food more attractive, to children with autism spectrum disorder. Participants were first presented with a series of food odors (session 1). Then, they were familiarized on four occasions (time window: 5 weeks) with one of the two most neutral odors (the other neutral odor was used as control) (session 2). In session 3, participants smelled the entire series of odors again. Both verbal and facial responses were compared from session 1 to session 3. After session 3, the children were presented with two identical foods (one containing the familiarized odor and one the control odor) and were asked to choose between these foods. Results revealed (1) a specific increase in positive emotions for the familiarized odor and (2) that 68% of the children chose the food associated with the "familiarized odor" (children who chose the "familiarized odor" food exhibited significantly more sensory particularities). These findings suggest that it is possible to modulate olfactory emotions and expand the dietary repertoire of children with autism spectrum disorder. Application of this paradigm may enable innovative prospects for food education in autism. En ligne : http://dx.doi.org/10.1177/1362361318815252 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Growth mixture models of adaptive behavior in adolescents with autism spectrum disorder / B. TOMASZEWSKI in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1472-1484 Titre : Growth mixture models of adaptive behavior in adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : B. TOMASZEWSKI, Auteur ; Leann S. DAWALT, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.1472-1484 Langues : Anglais (eng) Mots-clés : adaptive behavior  adolescents  autism spectrum disorders  development Index. décimale : PER Périodiques Résumé : This study examined growth trajectories of teacher-reported adaptive behavior in a diverse sample of adolescents with autism spectrum disorder. The participants were 244 adolescents between the ages of 14 and 21 years who were assessed at up to four time points across two and a half years of high school. Demographic variables (age, sex, race, maternal education), phenotypic characteristics (intelligence quotient, autism severity) and school factors (location of the school, school quality) were collected. Growth mixture modeling was used to identify distinct classes of growth trajectories in communication, daily living skills, and socialization domains of adaptive behavior. Two distinct classes were identified for each domain. The first class had moderately low adaptive behavior scores and demonstrated growth of adaptive behavior over time and the second class had low adaptive behavior scores and did not demonstrate change over time. Adolescents within the moderately low adaptive behavior classes were younger at enrollment in the study, had higher IQs, and lower autism symptom severity. Logistic regressions were performed, and aspects of school quality predicted the likelihood of being in the moderately low classes above and beyond autism symptoms. En ligne : http://dx.doi.org/10.1177/1362361318815645 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Growth mixture models of adaptive behavior in adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / B. TOMASZEWSKI, Auteur ; Leann S. DAWALT, Auteur ; Samuel L ODOM, Auteur . - p.1472-1484. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1472-1484 Mots-clés : adaptive behavior  adolescents  autism spectrum disorders  development Index. décimale : PER Périodiques Résumé : This study examined growth trajectories of teacher-reported adaptive behavior in a diverse sample of adolescents with autism spectrum disorder. The participants were 244 adolescents between the ages of 14 and 21 years who were assessed at up to four time points across two and a half years of high school. Demographic variables (age, sex, race, maternal education), phenotypic characteristics (intelligence quotient, autism severity) and school factors (location of the school, school quality) were collected. Growth mixture modeling was used to identify distinct classes of growth trajectories in communication, daily living skills, and socialization domains of adaptive behavior. Two distinct classes were identified for each domain. The first class had moderately low adaptive behavior scores and demonstrated growth of adaptive behavior over time and the second class had low adaptive behavior scores and did not demonstrate change over time. Adolescents within the moderately low adaptive behavior classes were younger at enrollment in the study, had higher IQs, and lower autism symptom severity. Logistic regressions were performed, and aspects of school quality predicted the likelihood of being in the moderately low classes above and beyond autism symptoms. En ligne : http://dx.doi.org/10.1177/1362361318815645 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Early emergence of discrepancy in adaptive behavior and cognitive skills in toddlers with autism spectrum disorder / Jessica BRADSHAW in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1485-1496 Titre : Early emergence of discrepancy in adaptive behavior and cognitive skills in toddlers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jessica BRADSHAW, Auteur ; S. GILLESPIE, Auteur ; C. KLAIMAN, Auteur ; A. KLIN, Auteur ; Celine A. SAULNIER, Auteur Article en page(s) : p.1485-1496 Langues : Anglais (eng) Mots-clés : adaptive behavior  autism spectrum disorders  cognition (attention, learning, and memory)  development Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder and average IQ exhibit a widening discrepancy between lagging adaptive skills relative to their cognitive potential, but it is unknown when this discrepancy emerges in development. To address this important question, we measured adaptive and cognitive skills longitudinally, from 12-36 months, in 96 low-risk typically developing infants and 69 high-risk siblings of children with autism spectrum disorder who at 36 months were diagnosed with autism spectrum disorder (N = 21), the broader autism phenotype (N = 19), or showed no concerns (unaffected; N = 29). Results indicate that both cognitive and adaptive communication skills remained stable over time for all four groups, but toddlers with autism spectrum disorder and the broader autism phenotype failed to keep pace with unaffected and typically developing toddlers with regard to adaptive socialization skills and, to a lesser extent, daily living skills. The odds of having a discrepant developmental profile, with average cognitive skills and below average adaptive skills, was significantly greater for socialization and daily living skills in toddlers with autism spectrum disorder or the broader autism phenotype and increased over time from 12 to 36 months. The discrepancy between adaptive skills and cognition emerges early and widens over time for infants with autism spectrum disorder symptomology, supporting early assessment and intervention of adaptive socialization and daily living skills. En ligne : http://dx.doi.org/10.1177/1362361318815662 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Early emergence of discrepancy in adaptive behavior and cognitive skills in toddlers with autism spectrum disorder [Texte imprimé et/ou numérique] / Jessica BRADSHAW, Auteur ; S. GILLESPIE, Auteur ; C. KLAIMAN, Auteur ; A. KLIN, Auteur ; Celine A. SAULNIER, Auteur . - p.1485-1496. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1485-1496 Mots-clés : adaptive behavior  autism spectrum disorders  cognition (attention, learning, and memory)  development Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder and average IQ exhibit a widening discrepancy between lagging adaptive skills relative to their cognitive potential, but it is unknown when this discrepancy emerges in development. To address this important question, we measured adaptive and cognitive skills longitudinally, from 12-36 months, in 96 low-risk typically developing infants and 69 high-risk siblings of children with autism spectrum disorder who at 36 months were diagnosed with autism spectrum disorder (N = 21), the broader autism phenotype (N = 19), or showed no concerns (unaffected; N = 29). Results indicate that both cognitive and adaptive communication skills remained stable over time for all four groups, but toddlers with autism spectrum disorder and the broader autism phenotype failed to keep pace with unaffected and typically developing toddlers with regard to adaptive socialization skills and, to a lesser extent, daily living skills. The odds of having a discrepant developmental profile, with average cognitive skills and below average adaptive skills, was significantly greater for socialization and daily living skills in toddlers with autism spectrum disorder or the broader autism phenotype and increased over time from 12 to 36 months. The discrepancy between adaptive skills and cognition emerges early and widens over time for infants with autism spectrum disorder symptomology, supporting early assessment and intervention of adaptive socialization and daily living skills. En ligne : http://dx.doi.org/10.1177/1362361318815662 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Effects of coaching on the fidelity of parent implementation of reciprocal imitation training / A. PENNEY in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1497-1507 Titre : Effects of coaching on the fidelity of parent implementation of reciprocal imitation training Type de document : Texte imprimé et/ou numérique Auteurs : A. PENNEY, Auteur ; I. SCHWARTZ, Auteur Article en page(s) : p.1497-1507 Langues : Anglais (eng) Mots-clés : autism  imitation  naturalistic developmental behavioral intervention  parent-implemented intervention  treatment fidelity Index. décimale : PER Périodiques Résumé : Imitation is an important early social communicative skill that is often impaired in young children with autism. Reciprocal imitation training is an easy-to-implement intervention that targets social imitation and can be taught to parents or other caregivers to implement at home and in the community. In this study, parents of children with autism were taught to implement reciprocal imitation training. The quality of parent fidelity of intervention implementation and rates of child spontaneous imitation were examined in three phases: baseline, post-didactic training, and after the introduction of 1:1 coaching. The results suggest that coaching improved parent fidelity with all parent participants, and this correlated to an increase in spontaneous imitation with some of the child participants. En ligne : http://dx.doi.org/10.1177/1362361318816688 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Effects of coaching on the fidelity of parent implementation of reciprocal imitation training [Texte imprimé et/ou numérique] / A. PENNEY, Auteur ; I. SCHWARTZ, Auteur . - p.1497-1507. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1497-1507 Mots-clés : autism  imitation  naturalistic developmental behavioral intervention  parent-implemented intervention  treatment fidelity Index. décimale : PER Périodiques Résumé : Imitation is an important early social communicative skill that is often impaired in young children with autism. Reciprocal imitation training is an easy-to-implement intervention that targets social imitation and can be taught to parents or other caregivers to implement at home and in the community. In this study, parents of children with autism were taught to implement reciprocal imitation training. The quality of parent fidelity of intervention implementation and rates of child spontaneous imitation were examined in three phases: baseline, post-didactic training, and after the introduction of 1:1 coaching. The results suggest that coaching improved parent fidelity with all parent participants, and this correlated to an increase in spontaneous imitation with some of the child participants. En ligne : http://dx.doi.org/10.1177/1362361318816688 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Experience of mental health diagnosis and perceived misdiagnosis in autistic, possibly autistic and non-autistic adults / S. K. AU-YEUNG in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1508-1518 Titre : Experience of mental health diagnosis and perceived misdiagnosis in autistic, possibly autistic and non-autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : S. K. AU-YEUNG, Auteur ; Louise BRADLEY, Auteur ; A. E. ROBERTSON, Auteur ; R. SHAW, Auteur ; Simon BARON-COHEN, Auteur ; Sarah A. CASSIDY, Auteur Article en page(s) : p.1508-1518 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  diagnosis  mixed methods  prevalence  psychiatric comorbidity  qualitative research Index. décimale : PER Périodiques Résumé : Previous research shows that autistic people have high levels of co-occurring mental health conditions. Yet, a number of case reports have revealed that mental health conditions are often misdiagnosed in autistic individuals. A total of 420 adults who identified as autistic, possibly autistic or non-autistic completed an online survey consisting of questions regarding mental health diagnoses they received, whether they agreed with those diagnoses and if not why. Autistic and possibly autistic participants were more likely to report receiving mental health diagnoses compared to non-autistic participants, but were less likely to agree with those diagnoses. Thematic analysis revealed the participants' main reasons for disagreement were that (1) they felt their autism characteristics were being confused with mental health conditions by healthcare professionals and (2) they perceived their own mental health difficulties to be resultant of ASC. Participants attributed these to the clinical barriers they experienced, including healthcare professionals' lack of autism awareness and lack of communication, which in turn prevented them from receiving appropriate support. This study highlights the need for autism awareness training for healthcare professionals and the need to develop tools and interventions to accurately diagnose and effectively treat mental health conditions in autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361318818167 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Experience of mental health diagnosis and perceived misdiagnosis in autistic, possibly autistic and non-autistic adults [Texte imprimé et/ou numérique] / S. K. AU-YEUNG, Auteur ; Louise BRADLEY, Auteur ; A. E. ROBERTSON, Auteur ; R. SHAW, Auteur ; Simon BARON-COHEN, Auteur ; Sarah A. CASSIDY, Auteur . - p.1508-1518. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1508-1518 Mots-clés : adults  autism spectrum disorders  diagnosis  mixed methods  prevalence  psychiatric comorbidity  qualitative research Index. décimale : PER Périodiques Résumé : Previous research shows that autistic people have high levels of co-occurring mental health conditions. Yet, a number of case reports have revealed that mental health conditions are often misdiagnosed in autistic individuals. A total of 420 adults who identified as autistic, possibly autistic or non-autistic completed an online survey consisting of questions regarding mental health diagnoses they received, whether they agreed with those diagnoses and if not why. Autistic and possibly autistic participants were more likely to report receiving mental health diagnoses compared to non-autistic participants, but were less likely to agree with those diagnoses. Thematic analysis revealed the participants' main reasons for disagreement were that (1) they felt their autism characteristics were being confused with mental health conditions by healthcare professionals and (2) they perceived their own mental health difficulties to be resultant of ASC. Participants attributed these to the clinical barriers they experienced, including healthcare professionals' lack of autism awareness and lack of communication, which in turn prevented them from receiving appropriate support. This study highlights the need for autism awareness training for healthcare professionals and the need to develop tools and interventions to accurately diagnose and effectively treat mental health conditions in autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361318818167 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Impairments in cognitive empathy and alexithymia occur independently of executive functioning in college students with autism / T. ZIERMANS in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1519-1530 Titre : Impairments in cognitive empathy and alexithymia occur independently of executive functioning in college students with autism Type de document : Texte imprimé et/ou numérique Auteurs : T. ZIERMANS, Auteur ; Y. DE BRUIJN, Auteur ; Renee R. DIJKHUIS, Auteur ; W. STAAL, Auteur ; H. SWAAB, Auteur Article en page(s) : p.1519-1530 Langues : Anglais (eng) Mots-clés : adults  alexithymia  autism spectrum disorders  college students  empathy  executive functioning  high IQ Index. décimale : PER Périodiques Résumé : Reduced empathy and alexithymic traits are common across the autism spectrum, but it is unknown whether this is also true for intellectually advanced adults with autism spectrum disorder. The aim of this study was to examine whether college students with autism spectrum disorder experience difficulties with empathy and alexithymia, and whether this is associated with their cognitive levels of executive functioning. In total, 53 college students with autism spectrum disorder were compared to a gender-matched group of 29 neurotypical students on cognitive and affective dimensions of empathy and alexithymia. In addition, cognitive performance on executive functioning was measured with computerized and paper-and-pencil tasks. The autism spectrum disorder group scored significantly lower on cognitive empathy and higher on cognitive alexithymia (both d = 0.65). The difference on cognitive empathy also remained significant after controlling for levels of cognitive alexithymia. There were no group differences on affective empathy and alexithymia. No significant relations between executive functioning and cognitive alexithymia or cognitive empathy were detected. Together, these findings suggest that intellectually advanced individuals with autism spectrum disorder experience serious impairments in the cognitive processing of social-emotional information. However, these impairments cannot be attributed to individual levels of cognitive executive functioning. En ligne : http://dx.doi.org/10.1177/1362361318817716 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Impairments in cognitive empathy and alexithymia occur independently of executive functioning in college students with autism [Texte imprimé et/ou numérique] / T. ZIERMANS, Auteur ; Y. DE BRUIJN, Auteur ; Renee R. DIJKHUIS, Auteur ; W. STAAL, Auteur ; H. SWAAB, Auteur . - p.1519-1530. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1519-1530 Mots-clés : adults  alexithymia  autism spectrum disorders  college students  empathy  executive functioning  high IQ Index. décimale : PER Périodiques Résumé : Reduced empathy and alexithymic traits are common across the autism spectrum, but it is unknown whether this is also true for intellectually advanced adults with autism spectrum disorder. The aim of this study was to examine whether college students with autism spectrum disorder experience difficulties with empathy and alexithymia, and whether this is associated with their cognitive levels of executive functioning. In total, 53 college students with autism spectrum disorder were compared to a gender-matched group of 29 neurotypical students on cognitive and affective dimensions of empathy and alexithymia. In addition, cognitive performance on executive functioning was measured with computerized and paper-and-pencil tasks. The autism spectrum disorder group scored significantly lower on cognitive empathy and higher on cognitive alexithymia (both d = 0.65). The difference on cognitive empathy also remained significant after controlling for levels of cognitive alexithymia. There were no group differences on affective empathy and alexithymia. No significant relations between executive functioning and cognitive alexithymia or cognitive empathy were detected. Together, these findings suggest that intellectually advanced individuals with autism spectrum disorder experience serious impairments in the cognitive processing of social-emotional information. However, these impairments cannot be attributed to individual levels of cognitive executive functioning. En ligne : http://dx.doi.org/10.1177/1362361318817716 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Autism and the transition to university from the student perspective / S. LAMBE in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1531-1541 Titre : Autism and the transition to university from the student perspective Type de document : Texte imprimé et/ou numérique Auteurs : S. LAMBE, Auteur ; A. RUSSELL, Auteur ; C. BUTLER, Auteur ; S. FLETCHER, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.1531-1541 Langues : Anglais (eng) Mots-clés : education services  qualitative research  transition  university  young adult Index. décimale : PER Périodiques Résumé : University provides individuals with the opportunity to develop greater independence in living skills and social networks, while also gaining valuable qualifications. Despite a high proportion of autistic individuals aspiring to attend university, many either do not seek or gain entry or drop out prematurely. Although some steps have been taken to develop effective support, a recent review highlighted the scarcity of research into programmes designed to support autistic students transitioning to university. In addition, few studies have examined the views of autistic students themselves. This study investigated the perspectives of autistic students transitioning to university. Three focus groups were conducted with 25 autistic students preparing to start university. Participants were asked about their hopes for starting university, as well as their worries and concerns. Data were analysed using thematic analysis, from which five main themes were identified: The Social World, Academic Demands, Practicalities of University Living, Leaving the Scaffolding of Home and Transition to Adulthood. The results provide an important account of the challenges autistic students face when transitioning to university, as well as their aspirations. These findings have a number of practical implications. En ligne : http://dx.doi.org/10.1177/1362361318803935 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Autism and the transition to university from the student perspective [Texte imprimé et/ou numérique] / S. LAMBE, Auteur ; A. RUSSELL, Auteur ; C. BUTLER, Auteur ; S. FLETCHER, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur . - p.1531-1541. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1531-1541 Mots-clés : education services  qualitative research  transition  university  young adult Index. décimale : PER Périodiques Résumé : University provides individuals with the opportunity to develop greater independence in living skills and social networks, while also gaining valuable qualifications. Despite a high proportion of autistic individuals aspiring to attend university, many either do not seek or gain entry or drop out prematurely. Although some steps have been taken to develop effective support, a recent review highlighted the scarcity of research into programmes designed to support autistic students transitioning to university. In addition, few studies have examined the views of autistic students themselves. This study investigated the perspectives of autistic students transitioning to university. Three focus groups were conducted with 25 autistic students preparing to start university. Participants were asked about their hopes for starting university, as well as their worries and concerns. Data were analysed using thematic analysis, from which five main themes were identified: The Social World, Academic Demands, Practicalities of University Living, Leaving the Scaffolding of Home and Transition to Adulthood. The results provide an important account of the challenges autistic students face when transitioning to university, as well as their aspirations. These findings have a number of practical implications. En ligne : http://dx.doi.org/10.1177/1362361318803935 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Development, feasibility, and preliminary efficacy of an employment-related social skills intervention for young adults with high-functioning autism / C. SUNG in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1542-1553 Titre : Development, feasibility, and preliminary efficacy of an employment-related social skills intervention for young adults with high-functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : C. SUNG, Auteur ; A. CONNOR, Auteur ; J. CHEN, Auteur ; C. C. LIN, Auteur ; H. J. KUO, Auteur ; J. CHUN, Auteur Article en page(s) : p.1542-1553 Langues : Anglais (eng) Mots-clés : Assistive Soft Skills and Employment Training  adolescents  autism spectrum disorder  employment  soft skills  work-related social skills  young adults Index. décimale : PER Périodiques Résumé : This article details the iterative development, feasibility, and preliminary efficacy of an 8-week work-related social skills intervention, Assistive Soft Skills and Employment Training, for young adults with high-functioning autism spectrum disorder. In this mixed-methods study, pre- and post-intervention surveys, interviews, and functional measures were used to gather information on the program's feasibility, user acceptability, practicality, and preliminary efficacy. Results indicate that Assistive Soft Skills and Employment Training graduates showed significant improvements in work-related social skills knowledge, social functioning, and social/empathy self-efficacy. Participants and group facilitators also reported high satisfaction with program activities, training modalities, frequency, and duration of the intervention. Results support expanded use of group-based, work-related, social skills interventions for young adults with high-functioning autism spectrum disorder. Moreover, these findings, though preliminary, suggest that manualized, empirically based programs like Assistive Soft Skills and Employment Training promote improved social functioning, self-confidence, engagement, and adherence to training, as well as broader impacts, including improved sense of belonging and greater employability in this traditionally underserved population. En ligne : http://dx.doi.org/10.1177/1362361318801345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Development, feasibility, and preliminary efficacy of an employment-related social skills intervention for young adults with high-functioning autism [Texte imprimé et/ou numérique] / C. SUNG, Auteur ; A. CONNOR, Auteur ; J. CHEN, Auteur ; C. C. LIN, Auteur ; H. J. KUO, Auteur ; J. CHUN, Auteur . - p.1542-1553. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1542-1553 Mots-clés : Assistive Soft Skills and Employment Training  adolescents  autism spectrum disorder  employment  soft skills  work-related social skills  young adults Index. décimale : PER Périodiques Résumé : This article details the iterative development, feasibility, and preliminary efficacy of an 8-week work-related social skills intervention, Assistive Soft Skills and Employment Training, for young adults with high-functioning autism spectrum disorder. In this mixed-methods study, pre- and post-intervention surveys, interviews, and functional measures were used to gather information on the program's feasibility, user acceptability, practicality, and preliminary efficacy. Results indicate that Assistive Soft Skills and Employment Training graduates showed significant improvements in work-related social skills knowledge, social functioning, and social/empathy self-efficacy. Participants and group facilitators also reported high satisfaction with program activities, training modalities, frequency, and duration of the intervention. Results support expanded use of group-based, work-related, social skills interventions for young adults with high-functioning autism spectrum disorder. Moreover, these findings, though preliminary, suggest that manualized, empirically based programs like Assistive Soft Skills and Employment Training promote improved social functioning, self-confidence, engagement, and adherence to training, as well as broader impacts, including improved sense of belonging and greater employability in this traditionally underserved population. En ligne : http://dx.doi.org/10.1177/1362361318801345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Anglo-Latino differences in parental concerns and service inequities for children at risk of autism spectrum disorder / Jan BLACHER in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1554-1562 Titre : Anglo-Latino differences in parental concerns and service inequities for children at risk of autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jan BLACHER, Auteur ; K. STAVROPOULOS, Auteur ; Yasamine BOLOURIAN, Auteur Article en page(s) : p.1554-1562 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  culture  screening Index. décimale : PER Périodiques Résumé : In an evaluation of Anglo and Latina mothers and their children at risk of autism, this study compared mother-reported child behavioral concerns to staff-observed symptoms of autism. Within Latina mothers, the impact of primary language (English/Spanish), mothers' education, and child age on ratings of developmental concerns was examined. Participants were 218 mothers (Anglo = 85; Latina = 133) of children referred to a no-cost autism screening clinic. Mothers reported on behavioral concerns, autism symptomology, and services received; children were administered the Autism Diagnostic Observation Schedule by certified staff. Results revealed that Anglo and Latino children did not differ by autism symptoms or classification. However, Anglo mothers reported significantly more concerns than Latina mothers. Within the Latina group, analyses revealed significant interaction effects of language and child age; Spanish-speaking mothers of preschoolers endorsed fewer concerns, while Spanish-speaking mothers of school-aged children endorsed more concerns. Despite these reports, Anglo children with a classification of autism spectrum disorder were receiving significantly more services than Latino children with autism spectrum disorder, suggesting early beginnings of a service divide as well as the need for improved parent education on child development and advocacy for Latino families. En ligne : http://dx.doi.org/10.1177/1362361318818327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Anglo-Latino differences in parental concerns and service inequities for children at risk of autism spectrum disorder [Texte imprimé et/ou numérique] / Jan BLACHER, Auteur ; K. STAVROPOULOS, Auteur ; Yasamine BOLOURIAN, Auteur . - p.1554-1562. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1554-1562 Mots-clés : autism spectrum disorders  culture  screening Index. décimale : PER Périodiques Résumé : In an evaluation of Anglo and Latina mothers and their children at risk of autism, this study compared mother-reported child behavioral concerns to staff-observed symptoms of autism. Within Latina mothers, the impact of primary language (English/Spanish), mothers' education, and child age on ratings of developmental concerns was examined. Participants were 218 mothers (Anglo = 85; Latina = 133) of children referred to a no-cost autism screening clinic. Mothers reported on behavioral concerns, autism symptomology, and services received; children were administered the Autism Diagnostic Observation Schedule by certified staff. Results revealed that Anglo and Latino children did not differ by autism symptoms or classification. However, Anglo mothers reported significantly more concerns than Latina mothers. Within the Latina group, analyses revealed significant interaction effects of language and child age; Spanish-speaking mothers of preschoolers endorsed fewer concerns, while Spanish-speaking mothers of school-aged children endorsed more concerns. Despite these reports, Anglo children with a classification of autism spectrum disorder were receiving significantly more services than Latino children with autism spectrum disorder, suggesting early beginnings of a service divide as well as the need for improved parent education on child development and advocacy for Latino families. En ligne : http://dx.doi.org/10.1177/1362361318818327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

A novel method for measuring learning opportunities provided by parents to young children with autism spectrum disorder / K. S. DAVLANTIS in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1563-1574 Titre : A novel method for measuring learning opportunities provided by parents to young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : K. S. DAVLANTIS, Auteur ; A. ESTES, Auteur ; G. DAWSON, Auteur ; Sally J ROGERS, Auteur Article en page(s) : p.1563-1574 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  learning opportunities  measurement  parent-child interaction  video coding Index. décimale : PER Périodiques Résumé : The aim of this study was to develop a measurement approach to assess the learning opportunities provided by parents to their young children with autism spectrum disorder during a free play task and to examine the relationship between learning opportunities and child performance on measures of cognition, autism spectrum disorder symptoms, and language. Participants were 91 children with autism spectrum disorder ages 12-24 months and their parents. Ordinary least squares regression was used. Results showed that children whose parents provided more learning opportunities had significantly higher cognitive scores and significantly higher vocabulary comprehension and production. The psychometric properties of the measurement approach were investigated and results indicated that it may be psychometrically sound. En ligne : http://dx.doi.org/10.1177/1362361318817303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] A novel method for measuring learning opportunities provided by parents to young children with autism spectrum disorder [Texte imprimé et/ou numérique] / K. S. DAVLANTIS, Auteur ; A. ESTES, Auteur ; G. DAWSON, Auteur ; Sally J ROGERS, Auteur . - p.1563-1574. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1563-1574 Mots-clés : autism spectrum disorder  learning opportunities  measurement  parent-child interaction  video coding Index. décimale : PER Périodiques Résumé : The aim of this study was to develop a measurement approach to assess the learning opportunities provided by parents to their young children with autism spectrum disorder during a free play task and to examine the relationship between learning opportunities and child performance on measures of cognition, autism spectrum disorder symptoms, and language. Participants were 91 children with autism spectrum disorder ages 12-24 months and their parents. Ordinary least squares regression was used. Results showed that children whose parents provided more learning opportunities had significantly higher cognitive scores and significantly higher vocabulary comprehension and production. The psychometric properties of the measurement approach were investigated and results indicated that it may be psychometrically sound. En ligne : http://dx.doi.org/10.1177/1362361318817303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

It's the fear of the unknown: Transition from higher education for young autistic adults / J. VINCENT in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1575-1585 Titre : It's the fear of the unknown: Transition from higher education for young autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : J. VINCENT, Auteur Article en page(s) : p.1575-1585 Langues : Anglais (eng) Mots-clés : college  emerging adulthood  higher education  qualitative  transition  university Index. décimale : PER Périodiques Résumé : More young people with a diagnosis of autism are enrolling and successfully completing higher education courses than ever before and this is set to increase; however, while there is a burgeoning body of literature surrounding the transition into this stage of education, there is a paucity of research that investigates the transition as this population exit higher education. This exploratory qualitative study is one of the first to identify the specific experiences of young autistic adults making this transition, drawing on semi-structured interviews with 21 students and recent graduates. Findings indicate that transition out of higher education is challenging on both practical and psychological levels, manifested by feelings of anxiety and loss. However, there is also evidence that the same phenomenon can also be understood as a positive departure with important implications for identity development. Findings are discussed in relation to future research and implications for practice in higher education institutions. En ligne : http://dx.doi.org/10.1177/1362361318822498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] It's the fear of the unknown: Transition from higher education for young autistic adults [Texte imprimé et/ou numérique] / J. VINCENT, Auteur . - p.1575-1585. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1575-1585 Mots-clés : college  emerging adulthood  higher education  qualitative  transition  university Index. décimale : PER Périodiques Résumé : More young people with a diagnosis of autism are enrolling and successfully completing higher education courses than ever before and this is set to increase; however, while there is a burgeoning body of literature surrounding the transition into this stage of education, there is a paucity of research that investigates the transition as this population exit higher education. This exploratory qualitative study is one of the first to identify the specific experiences of young autistic adults making this transition, drawing on semi-structured interviews with 21 students and recent graduates. Findings indicate that transition out of higher education is challenging on both practical and psychological levels, manifested by feelings of anxiety and loss. However, there is also evidence that the same phenomenon can also be understood as a positive departure with important implications for identity development. Findings are discussed in relation to future research and implications for practice in higher education institutions. En ligne : http://dx.doi.org/10.1177/1362361318822498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Job interview training targeting nonverbal communication using an android robot for individuals with autism spectrum disorder / H. KUMAZAKI in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1586-1595 Titre : Job interview training targeting nonverbal communication using an android robot for individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : H. KUMAZAKI, Auteur ; T. MURAMATSU, Auteur ; Y. YOSHIKAWA, Auteur ; B. A. CORBETT, Auteur ; Y. MATSUMOTO, Auteur ; H. HIGASHIDA, Auteur ; T. YUHI, Auteur ; H. ISHIGURO, Auteur ; M. MIMURA, Auteur ; M. KIKUCHI, Auteur Article en page(s) : p.1586-1595 Langues : Anglais (eng) Mots-clés : android robot  autism spectrum disorder  cortisol  job interview  nonverbal communication Index. décimale : PER Périodiques Résumé : Job interviews are significant barriers for individuals with autism spectrum disorder because these individuals lack good nonverbal communication skills. We developed a job interview training program using an android robot. The job interview training program using an android robot consists the following three stages: (1) tele-operating an android robot and conversing with others through the android robot, (2) a face-to-face mock job interview with the android robot, and (3) feedback based on the mock job interview and nonverbal communication exercises using the android robot. The participants were randomly assigned to the following two groups: one group received a combined intervention with "interview guidance by teachers and job interview training program using an android robot" (n = 13), and the other group received an intervention with interview guidance by teachers alone (n = 16). Before and after the intervention, the participants in both groups underwent a mock job interview with a human interviewer, who provided outcome measurements of nonverbal communication, self-confidence, and salivary cortisol. After the training sessions, the participants who received the combined interview guidance by teachers and the job interview training program using an android robot intervention displayed improved nonverbal communication skills and self-confidence and had significantly lower levels of salivary cortisol than the participants who only received interview guidance by teachers. The job interview training program using an android robot improved various measures of job interview skills in individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319827134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Job interview training targeting nonverbal communication using an android robot for individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / H. KUMAZAKI, Auteur ; T. MURAMATSU, Auteur ; Y. YOSHIKAWA, Auteur ; B. A. CORBETT, Auteur ; Y. MATSUMOTO, Auteur ; H. HIGASHIDA, Auteur ; T. YUHI, Auteur ; H. ISHIGURO, Auteur ; M. MIMURA, Auteur ; M. KIKUCHI, Auteur . - p.1586-1595. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1586-1595 Mots-clés : android robot  autism spectrum disorder  cortisol  job interview  nonverbal communication Index. décimale : PER Périodiques Résumé : Job interviews are significant barriers for individuals with autism spectrum disorder because these individuals lack good nonverbal communication skills. We developed a job interview training program using an android robot. The job interview training program using an android robot consists the following three stages: (1) tele-operating an android robot and conversing with others through the android robot, (2) a face-to-face mock job interview with the android robot, and (3) feedback based on the mock job interview and nonverbal communication exercises using the android robot. The participants were randomly assigned to the following two groups: one group received a combined intervention with "interview guidance by teachers and job interview training program using an android robot" (n = 13), and the other group received an intervention with interview guidance by teachers alone (n = 16). Before and after the intervention, the participants in both groups underwent a mock job interview with a human interviewer, who provided outcome measurements of nonverbal communication, self-confidence, and salivary cortisol. After the training sessions, the participants who received the combined interview guidance by teachers and the job interview training program using an android robot intervention displayed improved nonverbal communication skills and self-confidence and had significantly lower levels of salivary cortisol than the participants who only received interview guidance by teachers. The job interview training program using an android robot improved various measures of job interview skills in individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319827134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Labelling faces as 'Autistic' reduces the inversion effect / C. CIVILE in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1596-1600 Titre : Labelling faces as 'Autistic' reduces the inversion effect Type de document : Texte imprimé et/ou numérique Auteurs : C. CIVILE, Auteur ; E. COLVIN, Auteur ; H. SIDDIQUI, Auteur ; S. S. OBHI, Auteur Article en page(s) : p.1596-1600 Langues : Anglais (eng) Mots-clés : autism  face inversion effect  face recognition  objectification  stigma Index. décimale : PER Périodiques Résumé : Does the belief that a face belongs to an individual with autism affect recognition of that face? To address this question, we used the inversion effect as a marker of face recognition. In Experiment 1, participants completed a recognition task involving upright and inverted faces labelled as either 'regular' or 'autistic'. In reality, the faces presented in both conditions were identical. Results revealed a smaller inversion effect for faces labelled as autistic. Thus, simply labelling a face as 'autistic' disrupts recognition. Experiment 2 showed a larger inversion effect after the provision of humanizing versus dehumanizing information about faces labelled as 'autistic'. We suggest changes in the inversion effect could be used as a measure to study stigma within the context of objectification and dehumanization. En ligne : http://dx.doi.org/10.1177/1362361318807158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Labelling faces as 'Autistic' reduces the inversion effect [Texte imprimé et/ou numérique] / C. CIVILE, Auteur ; E. COLVIN, Auteur ; H. SIDDIQUI, Auteur ; S. S. OBHI, Auteur . - p.1596-1600. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1596-1600 Mots-clés : autism  face inversion effect  face recognition  objectification  stigma Index. décimale : PER Périodiques Résumé : Does the belief that a face belongs to an individual with autism affect recognition of that face? To address this question, we used the inversion effect as a marker of face recognition. In Experiment 1, participants completed a recognition task involving upright and inverted faces labelled as either 'regular' or 'autistic'. In reality, the faces presented in both conditions were identical. Results revealed a smaller inversion effect for faces labelled as autistic. Thus, simply labelling a face as 'autistic' disrupts recognition. Experiment 2 showed a larger inversion effect after the provision of humanizing versus dehumanizing information about faces labelled as 'autistic'. We suggest changes in the inversion effect could be used as a measure to study stigma within the context of objectification and dehumanization. En ligne : http://dx.doi.org/10.1177/1362361318807158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder / Trevor A. HALL in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1601-1606 Titre : Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Trevor A. HALL, Auteur ; S. MASTEL, Auteur ; R. NICKEL, Auteur ; Allison L. WAINER, Auteur Article en page(s) : p.1601-1606 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  parent-mediated interventions  reciprocal imitation training  rural service delivery Index. décimale : PER Périodiques Résumé : Parent-mediated interventions are cost-effective ways to increase access to appropriate treatment services to children with autism spectrum disorder. We aimed to engage parents working as partners within rural autism identification teams to facilitate prompt initiation of autism-specific treatment services and expand the amount of treatment available to young children with autism spectrum disorder. To do this, we sought to employ a two-phase training approach: (Phase 1) train parents to fidelity in an evidence-based parent-mediated intervention (reciprocal imitation training), and (Phase 2) evaluate the extent to which parents could effectively coach other parents of newly diagnosed children to implement reciprocal imitation training with their child. We experienced several unexpected barriers to completing all aspects of the Phase 1 training workflow. This led us to pivot toward a process evaluation. We used qualitative interviewing with our partner parents to systematically identify barriers and enhance the likelihood for successful future efforts at such an approach. The lessons we learned and recommendations for others attempting this type of research are presented. En ligne : http://dx.doi.org/10.1177/1362361318815643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Trevor A. HALL, Auteur ; S. MASTEL, Auteur ; R. NICKEL, Auteur ; Allison L. WAINER, Auteur . - p.1601-1606. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1601-1606 Mots-clés : autism spectrum disorder  parent-mediated interventions  reciprocal imitation training  rural service delivery Index. décimale : PER Périodiques Résumé : Parent-mediated interventions are cost-effective ways to increase access to appropriate treatment services to children with autism spectrum disorder. We aimed to engage parents working as partners within rural autism identification teams to facilitate prompt initiation of autism-specific treatment services and expand the amount of treatment available to young children with autism spectrum disorder. To do this, we sought to employ a two-phase training approach: (Phase 1) train parents to fidelity in an evidence-based parent-mediated intervention (reciprocal imitation training), and (Phase 2) evaluate the extent to which parents could effectively coach other parents of newly diagnosed children to implement reciprocal imitation training with their child. We experienced several unexpected barriers to completing all aspects of the Phase 1 training workflow. This led us to pivot toward a process evaluation. We used qualitative interviewing with our partner parents to systematically identify barriers and enhance the likelihood for successful future efforts at such an approach. The lessons we learned and recommendations for others attempting this type of research are presented. En ligne : http://dx.doi.org/10.1177/1362361318815643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

If you've employed one person with autism ...: An individual difference approach to the autism advantage at work / Simon M. BURY in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1607-1608 Titre : If you've employed one person with autism ...: An individual difference approach to the autism advantage at work Type de document : Texte imprimé et/ou numérique Auteurs : Simon M. BURY, Auteur ; D. HEDLEY, Auteur ; M. ULJAREVIC, Auteur ; Cheryl DISSANAYAKE, Auteur ; E. GAL, Auteur Article en page(s) : p.1607-1608 Langues : Anglais (eng) Mots-clés : autism advantage  autism spectrum disorder  individual differences  talent  workplace performance Index. décimale : PER Périodiques Résumé : In this letter to the editor, we comment on the 'autism advantage' - the idea that superior skills associated with autism (e.g. attention to detail) present a talent in employment - an example of which is a recent discussion by Austin and Pisano. We welcome advocacy that raises awareness around the strengths and capabilities of people with autism, and also the need to reform human resource management processes that disadvantage them. However, we are concerned that, by highlighting certain stereotypes (e.g. the 'talented nerd lacking social graces'), the heterogeneity of autism may be overlooked and support needs downplayed. Furthermore, not appreciating individual differences might result in a misalignment between work-profile and employment, pressure to outperform peers without autism and a failure to appreciate the diverse interests of people with autism. We argue that an individual differences approach will prove more sustainable for improving long-term employment outcomes. En ligne : http://dx.doi.org/10.1177/1362361318794937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] If you've employed one person with autism ...: An individual difference approach to the autism advantage at work [Texte imprimé et/ou numérique] / Simon M. BURY, Auteur ; D. HEDLEY, Auteur ; M. ULJAREVIC, Auteur ; Cheryl DISSANAYAKE, Auteur ; E. GAL, Auteur . - p.1607-1608. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1607-1608 Mots-clés : autism advantage  autism spectrum disorder  individual differences  talent  workplace performance Index. décimale : PER Périodiques Résumé : In this letter to the editor, we comment on the 'autism advantage' - the idea that superior skills associated with autism (e.g. attention to detail) present a talent in employment - an example of which is a recent discussion by Austin and Pisano. We welcome advocacy that raises awareness around the strengths and capabilities of people with autism, and also the need to reform human resource management processes that disadvantage them. However, we are concerned that, by highlighting certain stereotypes (e.g. the 'talented nerd lacking social graces'), the heterogeneity of autism may be overlooked and support needs downplayed. Furthermore, not appreciating individual differences might result in a misalignment between work-profile and employment, pressure to outperform peers without autism and a failure to appreciate the diverse interests of people with autism. We argue that an individual differences approach will prove more sustainable for improving long-term employment outcomes. En ligne : http://dx.doi.org/10.1177/1362361318794937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403