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Dépouillements


Systematic review of factors that may influence the outcomes and generalizability of parent-mediated interventions for young children with autism spectrum disorder / D. TREMBATH in Autism Research, 12-9 (September 2019)
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[article]
Titre : Systematic review of factors that may influence the outcomes and generalizability of parent-mediated interventions for young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : D. TREMBATH, Auteur ; M. GURM, Auteur ; N. E. SCHEERER, Auteur ; D. A. TREVISAN, Auteur ; J. PAYNTER, Auteur ; Gal BOHADANA, Auteur ; J. ROBERTS, Auteur ; G. IAROCCI, Auteur Article en page(s) : p.1304-1321 Langues : Anglais (eng) Mots-clés : autism spectrum disorder caregiver-mediated intervention parent-mediated Index. décimale : PER Périodiques Résumé : Parent mediated interventions have the potential to positively influence the interactions and developmental outcomes of children with autism spectrum disorder (ASD). However, a range of factors relating to children, parents and caregivers, and study design may impact on outcomes and thus the generalizability of these interventions to the broader community. The objective of this review was to examine factors that may influence the feasibility, appropriateness, effectiveness, and generalizability of parent mediated interventions for children with ASD. We conducted a systematic review, yielding 41 articles. There was substantial variability in the intervention type, intensity, and study quality. Notably, 46 different inclusion/exclusion criteria were reported across studies including factors relating to children's development, access to other services, comorbidities, parental factors, and access to the intervention. Fifteen articles included examination of 45 different factors potentially associated with, or influencing, intervention outcomes including child (e.g., language skills, ASD severity, cognition) and parent (e.g., adherence and fidelity, education) factors. Although there is clear evidence for an increasingly sophisticated (e.g., systematic phased research for some interventions) and diverse (e.g., studies in geographical diverse contexts including low-resource communities) approach to research examining parent mediated interventions, there remains a need for improved study quality and measurement consistency in research, including a detailed examination of factors that may predict, moderate, and mediate intervention effectiveness for children and their parents. Autism Res 2019, 12: 1304-1321. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Parent mediated interventions-in which parents adapt their own behavior or deliver interventions to help their children learn-appear to be effective for some children with autism spectrum disorder. In this review, we identified a range of child, parent, and study design factors that may influence intervention outcomes and ultimately the uptake of these approaches in the community. We suggest that research in this area could be further improved by ensuring that studies include diverse groups of children and parents, and by using study designs that help to establish not only if interventions work, but for whom they work best and why. En ligne : http://dx.doi.org/10.1002/aur.2168 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1304-1321[article] Systematic review of factors that may influence the outcomes and generalizability of parent-mediated interventions for young children with autism spectrum disorder [Texte imprimé et/ou numérique] / D. TREMBATH, Auteur ; M. GURM, Auteur ; N. E. SCHEERER, Auteur ; D. A. TREVISAN, Auteur ; J. PAYNTER, Auteur ; Gal BOHADANA, Auteur ; J. ROBERTS, Auteur ; G. IAROCCI, Auteur . - p.1304-1321.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1304-1321
Mots-clés : autism spectrum disorder caregiver-mediated intervention parent-mediated Index. décimale : PER Périodiques Résumé : Parent mediated interventions have the potential to positively influence the interactions and developmental outcomes of children with autism spectrum disorder (ASD). However, a range of factors relating to children, parents and caregivers, and study design may impact on outcomes and thus the generalizability of these interventions to the broader community. The objective of this review was to examine factors that may influence the feasibility, appropriateness, effectiveness, and generalizability of parent mediated interventions for children with ASD. We conducted a systematic review, yielding 41 articles. There was substantial variability in the intervention type, intensity, and study quality. Notably, 46 different inclusion/exclusion criteria were reported across studies including factors relating to children's development, access to other services, comorbidities, parental factors, and access to the intervention. Fifteen articles included examination of 45 different factors potentially associated with, or influencing, intervention outcomes including child (e.g., language skills, ASD severity, cognition) and parent (e.g., adherence and fidelity, education) factors. Although there is clear evidence for an increasingly sophisticated (e.g., systematic phased research for some interventions) and diverse (e.g., studies in geographical diverse contexts including low-resource communities) approach to research examining parent mediated interventions, there remains a need for improved study quality and measurement consistency in research, including a detailed examination of factors that may predict, moderate, and mediate intervention effectiveness for children and their parents. Autism Res 2019, 12: 1304-1321. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Parent mediated interventions-in which parents adapt their own behavior or deliver interventions to help their children learn-appear to be effective for some children with autism spectrum disorder. In this review, we identified a range of child, parent, and study design factors that may influence intervention outcomes and ultimately the uptake of these approaches in the community. We suggest that research in this area could be further improved by ensuring that studies include diverse groups of children and parents, and by using study designs that help to establish not only if interventions work, but for whom they work best and why. En ligne : http://dx.doi.org/10.1002/aur.2168 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Atypical neural variability in carriers of 16p11.2 copy number variants / R. AL-JAWAHIRI in Autism Research, 12-9 (September 2019)
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[article]
Titre : Atypical neural variability in carriers of 16p11.2 copy number variants Type de document : Texte imprimé et/ou numérique Auteurs : R. AL-JAWAHIRI, Auteur ; M. JONES, Auteur ; E. MILNE, Auteur Article en page(s) : p.1322-1333 Langues : Anglais (eng) Mots-clés : alpha rhythm cognitive neuroscience copy number variation/copy number variants electroencephalography event-related potentials gene-dosage effect genetic/genomic syndromes Index. décimale : PER Périodiques Résumé : Copy number variations (CNVs) at the 16p11.2 chromosomal region are associated with myriad clinical features including intellectual disability and autism spectrum disorder. The aim of this study is to determine whether 16p11.2 deletion (DEL) and duplication (DUP) carriers demonstrate a distinct and reciprocal pattern of electroencephalography (EEG) activity as represented by neural variability measures. EEG data were previously collected as part of the Simons Variation in Individuals Project. Variability measures, as estimated by single-trial ERP and spectral power analyses in the alpha and beta frequency bands, in addition to signal-to-noise ratios (SNRs), were analyzed in DEL (n = 20), DUP (n = 8), and typical (n = 11) groups. We also analyzed mean visual evoked potentials and spectral power (alpha and beta power) to facilitate comparisons with other studies of associated disorders and CNVs. From measures of single-trial variability, we found higher intraparticipant variability in P1 amplitude and timecourse amplitude in DEL compared to controls. Compared to DUP, DEL showed higher variability in absolute alpha and absolute beta power but lower variability in P1 latency. SNRs did not differ between the groups. From measures of amplitude, latency, and spectral power, DUP showed lower relative alpha power compared to controls. Although it is yet unclear whether 16p11.2 CNV dosage impacts neural activity in an opposing manner, findings suggest that 16p11.2 DEL impacts the level of variability of neural responses. Higher neural variability may play a role in a range of cognitive processes in 16p11.2 CNV carriers. Autism Res 2019, 12: 1322-1333. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The study analyzed the consistency of patterns of brain waves and rhythms in those affected with a loss or gain of DNA material in the 16p11.2 region. Compared with typical individuals, 16p11.2 deletion carriers showed greater inconsistency in the way the brain responds to the same visual event. This high inconsistency in brain activity may play a role in some core symptoms in 16p11.2 copy number variation carriers. En ligne : http://dx.doi.org/10.1002/aur.2166 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1322-1333[article] Atypical neural variability in carriers of 16p11.2 copy number variants [Texte imprimé et/ou numérique] / R. AL-JAWAHIRI, Auteur ; M. JONES, Auteur ; E. MILNE, Auteur . - p.1322-1333.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1322-1333
Mots-clés : alpha rhythm cognitive neuroscience copy number variation/copy number variants electroencephalography event-related potentials gene-dosage effect genetic/genomic syndromes Index. décimale : PER Périodiques Résumé : Copy number variations (CNVs) at the 16p11.2 chromosomal region are associated with myriad clinical features including intellectual disability and autism spectrum disorder. The aim of this study is to determine whether 16p11.2 deletion (DEL) and duplication (DUP) carriers demonstrate a distinct and reciprocal pattern of electroencephalography (EEG) activity as represented by neural variability measures. EEG data were previously collected as part of the Simons Variation in Individuals Project. Variability measures, as estimated by single-trial ERP and spectral power analyses in the alpha and beta frequency bands, in addition to signal-to-noise ratios (SNRs), were analyzed in DEL (n = 20), DUP (n = 8), and typical (n = 11) groups. We also analyzed mean visual evoked potentials and spectral power (alpha and beta power) to facilitate comparisons with other studies of associated disorders and CNVs. From measures of single-trial variability, we found higher intraparticipant variability in P1 amplitude and timecourse amplitude in DEL compared to controls. Compared to DUP, DEL showed higher variability in absolute alpha and absolute beta power but lower variability in P1 latency. SNRs did not differ between the groups. From measures of amplitude, latency, and spectral power, DUP showed lower relative alpha power compared to controls. Although it is yet unclear whether 16p11.2 CNV dosage impacts neural activity in an opposing manner, findings suggest that 16p11.2 DEL impacts the level of variability of neural responses. Higher neural variability may play a role in a range of cognitive processes in 16p11.2 CNV carriers. Autism Res 2019, 12: 1322-1333. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The study analyzed the consistency of patterns of brain waves and rhythms in those affected with a loss or gain of DNA material in the 16p11.2 region. Compared with typical individuals, 16p11.2 deletion carriers showed greater inconsistency in the way the brain responds to the same visual event. This high inconsistency in brain activity may play a role in some core symptoms in 16p11.2 copy number variation carriers. En ligne : http://dx.doi.org/10.1002/aur.2166 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Reduced structural brain asymmetry during neonatal life is potentially related to autism spectrum disorders in children born extremely preterm / E. EKLOF in Autism Research, 12-9 (September 2019)
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Titre : Reduced structural brain asymmetry during neonatal life is potentially related to autism spectrum disorders in children born extremely preterm Type de document : Texte imprimé et/ou numérique Auteurs : E. EKLOF, Auteur ; G. E. MARTENSSON, Auteur ; U. ADEN, Auteur ; N. PADILLA, Auteur Article en page(s) : p.1334-1343 Langues : Anglais (eng) Mots-clés : autism spectrum disorder brain asymmetry brain development extreme prematurity language impairment Index. décimale : PER Périodiques Résumé : Disruption of the normal patterns of structural brain asymmetry, and in language-related areas, has been reported in individuals with autism spectrum disorder (ASD). We tested the hypothesis that 16 children born extremely preterm (EPT), and diagnosed with ASD at 6.5 years of age (EPT-ASD), would have different patterns of brain structural asymmetry, particularly in language-related areas, to 21 EPT children without ASD and 15 term-born children. They all underwent neonatal magnetic resonance imaging scans at 40 weeks of gestation. ASD diagnoses and the Weschler Intelligence Scale for Children-Fourth Edition, were performed in the EPT children, but not in the term group. Asymmetry indices (AIs) were assessed at three levels: global (hemispheres), lobar (brain lobes), and modular (primary sensorimotor, unimodal, and higher-order association areas). AIs were also assessed in language-related regions and correlational analyses were performed between these AIs and verbal scores. The EPT-ASD group showed reduced structural asymmetry at the modular level, mainly involving the higher-order association cortices and the language-related areas. Predominant positive correlations between language functioning and leftward AIs in the inferior frontal gyrus (opercular) and supplementary cortices, and rightward asymmetry in the angular and supramarginal gyri, were identified in the EPT-ASD group. The overall results suggest that reduced brain structural asymmetry identified during the neonatal period would be a risk factor for the development of ASD in EPT infants. This finding could identify EPT children at risk at an early stage, so that tailored interventions could be used to optimize their functions and quality of life. Autism Res 2019, 12: 1334-1343. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Babies born before the expected date (preterm) are more likely to develop autism, due to abnormal brain development. Compared with children without autism, preterm children with autism did not display the important physical differences between the two sides of their brain that are needed for normal functioning. As this alteration was found just after birth, this information could be used to identify children who are likely to develop autism, so that they can get medical support at an earlier age. En ligne : http://dx.doi.org/10.1002/aur.2169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1334-1343[article] Reduced structural brain asymmetry during neonatal life is potentially related to autism spectrum disorders in children born extremely preterm [Texte imprimé et/ou numérique] / E. EKLOF, Auteur ; G. E. MARTENSSON, Auteur ; U. ADEN, Auteur ; N. PADILLA, Auteur . - p.1334-1343.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1334-1343
Mots-clés : autism spectrum disorder brain asymmetry brain development extreme prematurity language impairment Index. décimale : PER Périodiques Résumé : Disruption of the normal patterns of structural brain asymmetry, and in language-related areas, has been reported in individuals with autism spectrum disorder (ASD). We tested the hypothesis that 16 children born extremely preterm (EPT), and diagnosed with ASD at 6.5 years of age (EPT-ASD), would have different patterns of brain structural asymmetry, particularly in language-related areas, to 21 EPT children without ASD and 15 term-born children. They all underwent neonatal magnetic resonance imaging scans at 40 weeks of gestation. ASD diagnoses and the Weschler Intelligence Scale for Children-Fourth Edition, were performed in the EPT children, but not in the term group. Asymmetry indices (AIs) were assessed at three levels: global (hemispheres), lobar (brain lobes), and modular (primary sensorimotor, unimodal, and higher-order association areas). AIs were also assessed in language-related regions and correlational analyses were performed between these AIs and verbal scores. The EPT-ASD group showed reduced structural asymmetry at the modular level, mainly involving the higher-order association cortices and the language-related areas. Predominant positive correlations between language functioning and leftward AIs in the inferior frontal gyrus (opercular) and supplementary cortices, and rightward asymmetry in the angular and supramarginal gyri, were identified in the EPT-ASD group. The overall results suggest that reduced brain structural asymmetry identified during the neonatal period would be a risk factor for the development of ASD in EPT infants. This finding could identify EPT children at risk at an early stage, so that tailored interventions could be used to optimize their functions and quality of life. Autism Res 2019, 12: 1334-1343. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Babies born before the expected date (preterm) are more likely to develop autism, due to abnormal brain development. Compared with children without autism, preterm children with autism did not display the important physical differences between the two sides of their brain that are needed for normal functioning. As this alteration was found just after birth, this information could be used to identify children who are likely to develop autism, so that they can get medical support at an earlier age. En ligne : http://dx.doi.org/10.1002/aur.2169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 The language network in autism: Atypical functional connectivity with default mode and visual regions / Y. GAO in Autism Research, 12-9 (September 2019)
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Titre : The language network in autism: Atypical functional connectivity with default mode and visual regions Type de document : Texte imprimé et/ou numérique Auteurs : Y. GAO, Auteur ; A. LINKE, Auteur ; R. J. JAO KEEHN, Auteur ; S. PUNYAMURTHULA, Auteur ; A. JAHEDI, Auteur ; K. GATES, Auteur ; I. FISHMAN, Auteur ; R. A. MULLER, Auteur Article en page(s) : p.1344-1355 Langues : Anglais (eng) Mots-clés : autism spectrum disorders default mode language resting-state functional magnetic resonance imaging visual cortex Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASDs) are neurodevelopmental disorders associated with atypical brain connectivity. Although language abilities vary widely, they are impaired or atypical in most children with ASDs. Underlying brain mechanisms, however, are not fully understood. The present study examined intrinsic functional connectivity (iFC) of the extended language network in a cohort of 52 children and adolescents with ASDs (ages 8-18 years), using resting-state functional magnetic resonance imaging. We found that, in comparison to typically developing peers (n = 50), children with ASDs showed increased connectivity between some language regions. In addition, seed-to-whole brain analyses revealed increased connectivity of language regions with posterior cingulate cortex (PCC) and visual regions in the ASD group. Post hoc effective connectivity analyses revealed a mediation effect of PCC on the iFC between bilateral inferior frontal and visual regions in an ASD subgroup. This finding qualifies and expands on previous reports of recruitment of visual areas in language processing in ASDs. In addition, increased iFC between PCC and visual regions was linked to lower language scores in this ASD subgroup, suggesting that increased connectivity with visual cortices, mediated by default mode regions, may be detrimental to language abilities. Autism Res 2019, 12: 1344-1355. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We examined the functional connectivity between regions of the language network in children with autism spectrum disorders (ASDs) compared to typically developing peers. We found connectivity to be intact between core language in the ASD group, but also showed abnormally increased connectivity between regions of an extended language network. Additionally, connectivity was increased with regions associated with brain networks responsible for self-reflection and visual processing. En ligne : http://dx.doi.org/10.1002/aur.2171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1344-1355[article] The language network in autism: Atypical functional connectivity with default mode and visual regions [Texte imprimé et/ou numérique] / Y. GAO, Auteur ; A. LINKE, Auteur ; R. J. JAO KEEHN, Auteur ; S. PUNYAMURTHULA, Auteur ; A. JAHEDI, Auteur ; K. GATES, Auteur ; I. FISHMAN, Auteur ; R. A. MULLER, Auteur . - p.1344-1355.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1344-1355
Mots-clés : autism spectrum disorders default mode language resting-state functional magnetic resonance imaging visual cortex Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASDs) are neurodevelopmental disorders associated with atypical brain connectivity. Although language abilities vary widely, they are impaired or atypical in most children with ASDs. Underlying brain mechanisms, however, are not fully understood. The present study examined intrinsic functional connectivity (iFC) of the extended language network in a cohort of 52 children and adolescents with ASDs (ages 8-18 years), using resting-state functional magnetic resonance imaging. We found that, in comparison to typically developing peers (n = 50), children with ASDs showed increased connectivity between some language regions. In addition, seed-to-whole brain analyses revealed increased connectivity of language regions with posterior cingulate cortex (PCC) and visual regions in the ASD group. Post hoc effective connectivity analyses revealed a mediation effect of PCC on the iFC between bilateral inferior frontal and visual regions in an ASD subgroup. This finding qualifies and expands on previous reports of recruitment of visual areas in language processing in ASDs. In addition, increased iFC between PCC and visual regions was linked to lower language scores in this ASD subgroup, suggesting that increased connectivity with visual cortices, mediated by default mode regions, may be detrimental to language abilities. Autism Res 2019, 12: 1344-1355. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We examined the functional connectivity between regions of the language network in children with autism spectrum disorders (ASDs) compared to typically developing peers. We found connectivity to be intact between core language in the ASD group, but also showed abnormally increased connectivity between regions of an extended language network. Additionally, connectivity was increased with regions associated with brain networks responsible for self-reflection and visual processing. En ligne : http://dx.doi.org/10.1002/aur.2171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Exploring diagnostic validity of the autism diagnostic observation schedule-2 in South Korean toddlers and preschoolers / K. S. LEE in Autism Research, 12-9 (September 2019)
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Titre : Exploring diagnostic validity of the autism diagnostic observation schedule-2 in South Korean toddlers and preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : K. S. LEE, Auteur ; S. J. CHUNG, Auteur ; H. R. THOMAS, Auteur ; J. PARK, Auteur ; S. H. KIM, Auteur Article en page(s) : p.1356-1366 Langues : Anglais (eng) Mots-clés : Autism Diagnostic Observation Schedule-2 (ADOS-2) cross-cultural validation toddlers and preschoolers Index. décimale : PER Périodiques Résumé : This study aims to provide the initial validity of the Autism Diagnostic Observation Schedule-2 (ADOS-2) Toddler Module and Module 1-2 for South Korean toddlers and preschoolers. Based on 143 children, the ASD group (n = 68) showed significantly higher ADOS-2 item and algorithm total scores as well as social affect and repetitive and restricted behaviors domain scores compared with children with nonspectrum (NS; n = 42) disorders and typically developing (TD; n = 33) children. Using lower algorithm cutoffs, sensitivities were excellent for the ASD versus NS/TD comparisons, ranging from 94% to 100% across different Modules. Specificities varied more, ranging from 82% to 100%. Internal consistency was strong with high item-total correlations (r of 0.6-0.9) and Cronbach's Alphas (all above 0.7). Results demonstrated promising, initial evidence for the validity of the ADOS-2 for South Korean toddlers and preschoolers from 1 to 4 years of age. The ADOS-2 could be implemented, with minimal adaptations, in research and clinical settings in South Korea. This study is one of the first steps toward validating the ADOS-2 in other Eastern countries that are in great need for a valid instrument for the detection of ASD. Autism Res 2019, 12: 1356-1366. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Results of this study demonstrated promising, initial evidence for the validity of a gold standard measure for the diagnosis of autism, the Autism Diagnostic Observation Schedule-2 (ADOS-2), for South Korean toddlers and preschoolers. The ADOS-2 could be implemented, with minimal adaptations, in research and clinical settings in South Korea. This study is one of the first steps toward validating the ADOS-2 in other Eastern countries that are in great need of a valid instrument for the detection of ASD. En ligne : http://dx.doi.org/10.1002/aur.2125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1356-1366[article] Exploring diagnostic validity of the autism diagnostic observation schedule-2 in South Korean toddlers and preschoolers [Texte imprimé et/ou numérique] / K. S. LEE, Auteur ; S. J. CHUNG, Auteur ; H. R. THOMAS, Auteur ; J. PARK, Auteur ; S. H. KIM, Auteur . - p.1356-1366.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1356-1366
Mots-clés : Autism Diagnostic Observation Schedule-2 (ADOS-2) cross-cultural validation toddlers and preschoolers Index. décimale : PER Périodiques Résumé : This study aims to provide the initial validity of the Autism Diagnostic Observation Schedule-2 (ADOS-2) Toddler Module and Module 1-2 for South Korean toddlers and preschoolers. Based on 143 children, the ASD group (n = 68) showed significantly higher ADOS-2 item and algorithm total scores as well as social affect and repetitive and restricted behaviors domain scores compared with children with nonspectrum (NS; n = 42) disorders and typically developing (TD; n = 33) children. Using lower algorithm cutoffs, sensitivities were excellent for the ASD versus NS/TD comparisons, ranging from 94% to 100% across different Modules. Specificities varied more, ranging from 82% to 100%. Internal consistency was strong with high item-total correlations (r of 0.6-0.9) and Cronbach's Alphas (all above 0.7). Results demonstrated promising, initial evidence for the validity of the ADOS-2 for South Korean toddlers and preschoolers from 1 to 4 years of age. The ADOS-2 could be implemented, with minimal adaptations, in research and clinical settings in South Korea. This study is one of the first steps toward validating the ADOS-2 in other Eastern countries that are in great need for a valid instrument for the detection of ASD. Autism Res 2019, 12: 1356-1366. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Results of this study demonstrated promising, initial evidence for the validity of a gold standard measure for the diagnosis of autism, the Autism Diagnostic Observation Schedule-2 (ADOS-2), for South Korean toddlers and preschoolers. The ADOS-2 could be implemented, with minimal adaptations, in research and clinical settings in South Korea. This study is one of the first steps toward validating the ADOS-2 in other Eastern countries that are in great need of a valid instrument for the detection of ASD. En ligne : http://dx.doi.org/10.1002/aur.2125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Differences in profiles of emotional behavioral problems across instruments in verbal versus minimally verbal children with autism spectrum disorder / M. FOK in Autism Research, 12-9 (September 2019)
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Titre : Differences in profiles of emotional behavioral problems across instruments in verbal versus minimally verbal children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : M. FOK, Auteur ; Vanessa H. BAL, Auteur Article en page(s) : p.1367-1375 Langues : Anglais (eng) Mots-clés : affect/emotion children language Index. décimale : PER Périodiques Résumé : There has been increasing attention to the assessment of minimally verbal (MV) children with autism spectrum disorder (ASD). Previous research has begun to examine the relationship between verbal abilities and emotional and behavioral problems (EBP). The current study compared parent-reported EBP in children of differing language levels on two instruments commonly used in ASD research and clinical practice, the Child Behavior Checklist (CBCL) and Aberrant Behavior Checklist (ABC). The study consisted of 1,937 6-18 years old children with ASD from the Simons Simplex Collection. Children were divided into three language groups, by ADOS module (Module 1 = MV, 2 = phrase speech (PS), and 3 = verbally fluent (VF)) and then compared on CBCL and ABC subscales. The ABC and CBCL showed different patterns of elevations across the language groups. MV children were reported to have more impairment than VF children on the ABC irritability, lethargy, and hyperactivity scales. Children with less language (MV and PS) exhibited less impairment on the CBCL internalizing domain than VF children, but did not differ on the externalizing domain. Post hoc comparisons showed that internalizing differences were driven by fewer children with less language exhibiting clinically elevated anxious/depressed scores compared to VF children. The present study underscores the significance of considering language when assessing EBP. Results have implications for the psychiatric screening of children with ASD, particularly those with language impairments. Researchers should exercise caution when applying EBP instruments designed for use with different populations and purposes to broad samples of children. Autism Res 2019, 12: 1367-1375. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Some emotional and behavioral problem (EBP) scales include items that may be inappropriate for children with ASD and limited language. The present study found that there was a tendency for children with language impairment to have lower internalizing scores on the Child Behavior Checklist, but higher scores lethargy and irritability scores on the Aberrant Behavior Checklist, relative to verbally fluent children. This suggests that each of these instruments may underestimate EBPs in certain subsets of children. En ligne : http://dx.doi.org/10.1002/aur.2126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1367-1375[article] Differences in profiles of emotional behavioral problems across instruments in verbal versus minimally verbal children with autism spectrum disorder [Texte imprimé et/ou numérique] / M. FOK, Auteur ; Vanessa H. BAL, Auteur . - p.1367-1375.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1367-1375
Mots-clés : affect/emotion children language Index. décimale : PER Périodiques Résumé : There has been increasing attention to the assessment of minimally verbal (MV) children with autism spectrum disorder (ASD). Previous research has begun to examine the relationship between verbal abilities and emotional and behavioral problems (EBP). The current study compared parent-reported EBP in children of differing language levels on two instruments commonly used in ASD research and clinical practice, the Child Behavior Checklist (CBCL) and Aberrant Behavior Checklist (ABC). The study consisted of 1,937 6-18 years old children with ASD from the Simons Simplex Collection. Children were divided into three language groups, by ADOS module (Module 1 = MV, 2 = phrase speech (PS), and 3 = verbally fluent (VF)) and then compared on CBCL and ABC subscales. The ABC and CBCL showed different patterns of elevations across the language groups. MV children were reported to have more impairment than VF children on the ABC irritability, lethargy, and hyperactivity scales. Children with less language (MV and PS) exhibited less impairment on the CBCL internalizing domain than VF children, but did not differ on the externalizing domain. Post hoc comparisons showed that internalizing differences were driven by fewer children with less language exhibiting clinically elevated anxious/depressed scores compared to VF children. The present study underscores the significance of considering language when assessing EBP. Results have implications for the psychiatric screening of children with ASD, particularly those with language impairments. Researchers should exercise caution when applying EBP instruments designed for use with different populations and purposes to broad samples of children. Autism Res 2019, 12: 1367-1375. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Some emotional and behavioral problem (EBP) scales include items that may be inappropriate for children with ASD and limited language. The present study found that there was a tendency for children with language impairment to have lower internalizing scores on the Child Behavior Checklist, but higher scores lethargy and irritability scores on the Aberrant Behavior Checklist, relative to verbally fluent children. This suggests that each of these instruments may underestimate EBPs in certain subsets of children. En ligne : http://dx.doi.org/10.1002/aur.2126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Diametrically opposed associations between academic achievement and social anxiety among university students with and without autism spectrum disorder / G. ZUKERMAN in Autism Research, 12-9 (September 2019)
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Titre : Diametrically opposed associations between academic achievement and social anxiety among university students with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : G. ZUKERMAN, Auteur ; G. YAHAV, Auteur ; Esther BEN-ITZCHAK, Auteur Article en page(s) : p.1376-1385 Langues : Anglais (eng) Mots-clés : Asd academic grade point average social anxiety Index. décimale : PER Périodiques Résumé : Research findings indicate that anxiety, social anxiety in particular, is the most common experience reported by individuals with autism spectrum disorder (ASD) attending postsecondary education. Among students without ASD, higher levels of social anxiety have been postulated to correlate with impaired academic achievement; restriction of one's social network because of anxiety is thought to lead to reduction of access to resources important for learning such as social/emotional support and collaborative learning. However, despite growing interest in the outcomes of young students with ASD, no research has studied the associations between academic achievement and anxiety among students with ASD. This study examined the association between social anxiety and grade point average (GPA) among university students: 55 diagnosed with ASD, 31 without ASD but high levels of social anxiety, and 25 without ASD and with low levels of social anxiety (controls). GPAs were significantly lower for the ASD group than for the two non-ASD groups. Among students without ASD, a negative correlation between social anxiety and grades was observed whereas the reverse pattern was found for the ASD group, meaning that for students with ASD, higher levels of social anxiety were associated with higher grades. Additionally, in a regression analysis, ASD diagnosis, social anxiety, and the interaction of group x social anxiety significantly predicted GPA. Possible explanations for this finding, as well as implications for interventions among this population of high-functioning students with ASD, are discussed. Autism Res 2019, 12: 1376-1385. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study compared the relationship between levels of social anxiety and grades in students with autism spectrum disorder (ASD) and in students without ASD who had either high social anxiety or low social anxiety (controls). Among the group with ASD, higher levels of social anxiety were associated with higher grades, whereas the reverse pattern was found among the other groups. This finding's implications for interventions among students with ASD are discussed. En ligne : http://dx.doi.org/10.1002/aur.2129 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1376-1385[article] Diametrically opposed associations between academic achievement and social anxiety among university students with and without autism spectrum disorder [Texte imprimé et/ou numérique] / G. ZUKERMAN, Auteur ; G. YAHAV, Auteur ; Esther BEN-ITZCHAK, Auteur . - p.1376-1385.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1376-1385
Mots-clés : Asd academic grade point average social anxiety Index. décimale : PER Périodiques Résumé : Research findings indicate that anxiety, social anxiety in particular, is the most common experience reported by individuals with autism spectrum disorder (ASD) attending postsecondary education. Among students without ASD, higher levels of social anxiety have been postulated to correlate with impaired academic achievement; restriction of one's social network because of anxiety is thought to lead to reduction of access to resources important for learning such as social/emotional support and collaborative learning. However, despite growing interest in the outcomes of young students with ASD, no research has studied the associations between academic achievement and anxiety among students with ASD. This study examined the association between social anxiety and grade point average (GPA) among university students: 55 diagnosed with ASD, 31 without ASD but high levels of social anxiety, and 25 without ASD and with low levels of social anxiety (controls). GPAs were significantly lower for the ASD group than for the two non-ASD groups. Among students without ASD, a negative correlation between social anxiety and grades was observed whereas the reverse pattern was found for the ASD group, meaning that for students with ASD, higher levels of social anxiety were associated with higher grades. Additionally, in a regression analysis, ASD diagnosis, social anxiety, and the interaction of group x social anxiety significantly predicted GPA. Possible explanations for this finding, as well as implications for interventions among this population of high-functioning students with ASD, are discussed. Autism Res 2019, 12: 1376-1385. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study compared the relationship between levels of social anxiety and grades in students with autism spectrum disorder (ASD) and in students without ASD who had either high social anxiety or low social anxiety (controls). Among the group with ASD, higher levels of social anxiety were associated with higher grades, whereas the reverse pattern was found among the other groups. This finding's implications for interventions among students with ASD are discussed. En ligne : http://dx.doi.org/10.1002/aur.2129 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 The world as we know it and the world as it is: Eye-movement patterns reveal decreased use of prior knowledge in individuals with autism / M. KROL in Autism Research, 12-9 (September 2019)
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[article]
Titre : The world as we know it and the world as it is: Eye-movement patterns reveal decreased use of prior knowledge in individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : M. KROL, Auteur Article en page(s) : p.1386-1398 Langues : Anglais (eng) Mots-clés : autism spectrum disorder eye-tracking perceptual organization prior knowledge visual perception Index. décimale : PER Périodiques Résumé : We used a perceptual closure task with Mooney images as stimuli to record eye-movement patterns in response to the same degraded image before and after perceptual learning in 21 adolescents and young adults with ASD and 23 sex-, age-, and IQ-matched typically developing individuals. In the control group, we observed changes in the eye-movement patterns between the first and the last presentation of the degraded stimulus, reflecting top-down optimization of eye-movement patterns, that is, a decrease in the number of fixations and interfixation distance, coupled with an increase in the duration of fixations. This effect was attenuated in individuals with autism, pointing to a decreased rate of perceptual learning. We also found that participants with autism displayed decreased scanpath stability, that is, a lower recurrence of fixation locations between different presentations of the same image, which may suggests a lower rate of perceptual learning or decreased predictability in the eye-movement patterns. These results provide evidence for decreased use of prior knowledge in perceptual decisions in autism. Autism Res 2019, 12: 1386-1398. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We showed autistic and typically developing participants some degraded images that were difficult to recognize for the first time, but once you knew what they represent, you could see it easily. We found that the eye-movement patterns of persons with autism did not change as much after learning what the pictures represented as in the case of typically developing participants. This means that previous experiences and knowledge change the way people with autism perceive things to a smaller extent. En ligne : http://dx.doi.org/10.1002/aur.2133 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1386-1398[article] The world as we know it and the world as it is: Eye-movement patterns reveal decreased use of prior knowledge in individuals with autism [Texte imprimé et/ou numérique] / M. KROL, Auteur . - p.1386-1398.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1386-1398
Mots-clés : autism spectrum disorder eye-tracking perceptual organization prior knowledge visual perception Index. décimale : PER Périodiques Résumé : We used a perceptual closure task with Mooney images as stimuli to record eye-movement patterns in response to the same degraded image before and after perceptual learning in 21 adolescents and young adults with ASD and 23 sex-, age-, and IQ-matched typically developing individuals. In the control group, we observed changes in the eye-movement patterns between the first and the last presentation of the degraded stimulus, reflecting top-down optimization of eye-movement patterns, that is, a decrease in the number of fixations and interfixation distance, coupled with an increase in the duration of fixations. This effect was attenuated in individuals with autism, pointing to a decreased rate of perceptual learning. We also found that participants with autism displayed decreased scanpath stability, that is, a lower recurrence of fixation locations between different presentations of the same image, which may suggests a lower rate of perceptual learning or decreased predictability in the eye-movement patterns. These results provide evidence for decreased use of prior knowledge in perceptual decisions in autism. Autism Res 2019, 12: 1386-1398. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We showed autistic and typically developing participants some degraded images that were difficult to recognize for the first time, but once you knew what they represent, you could see it easily. We found that the eye-movement patterns of persons with autism did not change as much after learning what the pictures represented as in the case of typically developing participants. This means that previous experiences and knowledge change the way people with autism perceive things to a smaller extent. En ligne : http://dx.doi.org/10.1002/aur.2133 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Psychometric analysis of the repetitive behavior scale-revised using confirmatory factor analysis in children with autism / J. L. HOOKER in Autism Research, 12-9 (September 2019)
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Titre : Psychometric analysis of the repetitive behavior scale-revised using confirmatory factor analysis in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : J. L. HOOKER, Auteur ; D. DOW, Auteur ; L. MORGAN, Auteur ; C. SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.1399-1410 Langues : Anglais (eng) Mots-clés : adaptive behavior autism children factor analysis restricted/repetitive behaviors Index. décimale : PER Périodiques Résumé : Research examining restricted and repetitive patterns of behavior or interests (RRB) in autism spectrum disorder (ASD) has increased our understanding of its contribution to diagnosis and its role in development. Advances in our knowledge of RRB are hindered by the inconsistencies in how RRB is measured. The present study examined the factor structure of the Repetitive Behavior Scale-Revised (RBS-R) in a sample of 350 children with ASD ages 2-9. Confirmatory factor analysis designed for items with categorical response types was implemented to examine six proposed structural models. The five-factor model demonstrated the most parsimonious fit based on common overall fit indices that was further supported by examination of local model fit indicators, though, the four- and six-factor models evidenced adequate-to-good fit as well. Examination of RRB factor score approaches indicated only minor differences between summed item subscale scores and extracted factor scores with regard to associations with diagnostic measures. All RRB subtypes demonstrated significant associations with cognitive functioning and adaptive behavior. Implications for future research validating the RBS-R as a more extensive clinical measure of RRB in ASD are discussed. Autism Res 2019, 12: 1399-1410. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Repetitive behaviors are one of the two main symptoms of autism spectrum disorder (ASD). To better understand the role of repetitive behaviors, we must establish effective ways of measuring them. This study assessed the measurement qualities of the Repetitive Behavior Scale-Revised (RBS-R) in a sample of 350 children with ASD ages 2-9. We found that the RBS-R measures multiple types of repetitive behaviors and that these behaviors are related to thinking ability and independence. En ligne : http://dx.doi.org/10.1002/aur.2159 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1399-1410[article] Psychometric analysis of the repetitive behavior scale-revised using confirmatory factor analysis in children with autism [Texte imprimé et/ou numérique] / J. L. HOOKER, Auteur ; D. DOW, Auteur ; L. MORGAN, Auteur ; C. SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur . - p.1399-1410.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1399-1410
Mots-clés : adaptive behavior autism children factor analysis restricted/repetitive behaviors Index. décimale : PER Périodiques Résumé : Research examining restricted and repetitive patterns of behavior or interests (RRB) in autism spectrum disorder (ASD) has increased our understanding of its contribution to diagnosis and its role in development. Advances in our knowledge of RRB are hindered by the inconsistencies in how RRB is measured. The present study examined the factor structure of the Repetitive Behavior Scale-Revised (RBS-R) in a sample of 350 children with ASD ages 2-9. Confirmatory factor analysis designed for items with categorical response types was implemented to examine six proposed structural models. The five-factor model demonstrated the most parsimonious fit based on common overall fit indices that was further supported by examination of local model fit indicators, though, the four- and six-factor models evidenced adequate-to-good fit as well. Examination of RRB factor score approaches indicated only minor differences between summed item subscale scores and extracted factor scores with regard to associations with diagnostic measures. All RRB subtypes demonstrated significant associations with cognitive functioning and adaptive behavior. Implications for future research validating the RBS-R as a more extensive clinical measure of RRB in ASD are discussed. Autism Res 2019, 12: 1399-1410. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Repetitive behaviors are one of the two main symptoms of autism spectrum disorder (ASD). To better understand the role of repetitive behaviors, we must establish effective ways of measuring them. This study assessed the measurement qualities of the Repetitive Behavior Scale-Revised (RBS-R) in a sample of 350 children with ASD ages 2-9. We found that the RBS-R measures multiple types of repetitive behaviors and that these behaviors are related to thinking ability and independence. En ligne : http://dx.doi.org/10.1002/aur.2159 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 The relationship between symptoms of autism spectrum disorder and visual impairment among adults with intellectual disability / R. KIANI in Autism Research, 12-9 (September 2019)
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[article]
Titre : The relationship between symptoms of autism spectrum disorder and visual impairment among adults with intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : R. KIANI, Auteur ; Sabyasachi BHAUMIK, Auteur ; F. TYRER, Auteur ; J. BANKART, Auteur ; H. MILLER, Auteur ; Sally-Ann COOPER, Auteur ; T. S. BRUGHA, Auteur Article en page(s) : p.1411-1422 Langues : Anglais (eng) Mots-clés : autism spectrum disorder congenital blindness intellectual disability learning disability visual impairment Index. décimale : PER Périodiques Résumé : The higher prevalence of autism reported in blind children has been commonly attributed to the confounding effects of an underlying intellectual disability. The aim of this study was to explore the relationship between symptoms of autism and blindness in adults with intellectual disability. We hypothesized that blindness can increase the probability of the autism phenotype, independent of known risk factors, that is, severity of intellectual disability and gender. A general population case register (population size of 0.7 million) was used to conduct two studies. The first study was on 3,138 adults with intellectual disability, using a validated autism risk indicator to study adults with visual impairment. This identified 386 adults with partial and complete visual impairment, both of which were associated with presence of high number of autistic traits (P < 0.001). The second study was only on those with congenital blindness using a standardized assessment tool, the Pervasive Developmental Disorder-Mental Retardation Scale. Those with hearing impairment or unilateral, partial, and acquired visual impairment were excluded. Control groups were randomly selected from those with normal hearing and vision. Prevalence of the autism phenotype was higher among those with congenital blindness (n = 46/60; 76.7%) than their controls (n = 36/67; 53.7%) and this association was statistically significant (adjusted odds ratio = 3.03; 95% confidence interval: 1.34-6.89; P = 0.008). Our results support the hypothesis that a congenital blindness independently affects psychosocial development and increases the probability of the autism phenotype. Early identification of autism could facilitate appropriate psychosocial interventions and educational opportunities to improve quality of life of people with blindness. Autism Res 2019, 12: 1411-1422. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Although autism has been commonly reported in those with blindness, it is generally attributed to an accompanying intellectual disability. Current study, however, revealed that congenital blindness is independently associated with symptoms of autism. In spite of its high prevalence, autism can be overlooked in those with intellectual disability and blindness. Improving diagnosis in this population should, therefore, be advocated through raising awareness of this association to facilitate early access to services. En ligne : http://dx.doi.org/10.1002/aur.2138 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1411-1422[article] The relationship between symptoms of autism spectrum disorder and visual impairment among adults with intellectual disability [Texte imprimé et/ou numérique] / R. KIANI, Auteur ; Sabyasachi BHAUMIK, Auteur ; F. TYRER, Auteur ; J. BANKART, Auteur ; H. MILLER, Auteur ; Sally-Ann COOPER, Auteur ; T. S. BRUGHA, Auteur . - p.1411-1422.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1411-1422
Mots-clés : autism spectrum disorder congenital blindness intellectual disability learning disability visual impairment Index. décimale : PER Périodiques Résumé : The higher prevalence of autism reported in blind children has been commonly attributed to the confounding effects of an underlying intellectual disability. The aim of this study was to explore the relationship between symptoms of autism and blindness in adults with intellectual disability. We hypothesized that blindness can increase the probability of the autism phenotype, independent of known risk factors, that is, severity of intellectual disability and gender. A general population case register (population size of 0.7 million) was used to conduct two studies. The first study was on 3,138 adults with intellectual disability, using a validated autism risk indicator to study adults with visual impairment. This identified 386 adults with partial and complete visual impairment, both of which were associated with presence of high number of autistic traits (P < 0.001). The second study was only on those with congenital blindness using a standardized assessment tool, the Pervasive Developmental Disorder-Mental Retardation Scale. Those with hearing impairment or unilateral, partial, and acquired visual impairment were excluded. Control groups were randomly selected from those with normal hearing and vision. Prevalence of the autism phenotype was higher among those with congenital blindness (n = 46/60; 76.7%) than their controls (n = 36/67; 53.7%) and this association was statistically significant (adjusted odds ratio = 3.03; 95% confidence interval: 1.34-6.89; P = 0.008). Our results support the hypothesis that a congenital blindness independently affects psychosocial development and increases the probability of the autism phenotype. Early identification of autism could facilitate appropriate psychosocial interventions and educational opportunities to improve quality of life of people with blindness. Autism Res 2019, 12: 1411-1422. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Although autism has been commonly reported in those with blindness, it is generally attributed to an accompanying intellectual disability. Current study, however, revealed that congenital blindness is independently associated with symptoms of autism. In spite of its high prevalence, autism can be overlooked in those with intellectual disability and blindness. Improving diagnosis in this population should, therefore, be advocated through raising awareness of this association to facilitate early access to services. En ligne : http://dx.doi.org/10.1002/aur.2138 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Developmental screening and early intervention in a childcare setting for young children at risk for autism and other developmental delays: A feasibility trial / A. GULSRUD in Autism Research, 12-9 (September 2019)
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[article]
Titre : Developmental screening and early intervention in a childcare setting for young children at risk for autism and other developmental delays: A feasibility trial Type de document : Texte imprimé et/ou numérique Auteurs : A. GULSRUD, Auteur ; T. CARR, Auteur ; J. WILLIAMS, Auteur ; Jonathan L. PANGANIBAN, Auteur ; F. JONES, Auteur ; J. KIMBROUGH, Auteur ; W. SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1423-1433 Langues : Anglais (eng) Mots-clés : Jasper children early detection intervention-behavioral treatment research Index. décimale : PER Périodiques Résumé : Efforts to decrease disparity in diagnosis and treatment for under-resourced children with developmental delays, such as autism spectrum disorder, have led to increased interest in developing programs in community settings. One potential setting that has already demonstrated feasibility in conducting universal screening is the childcare setting. The current study conducted developmental screening in a total of 116 children ages 16-80 months of age in an urban low-income community childcare center. Parents of 20 children who screened positive were enrolled in the intervention phase of the study, where children received a staff-delivered targeted early intervention or a waitlist control condition. Given the small and imbalanced sample sizes, confidence intervals from mixed effect models were used to measure changes across time for each group. Of the children who received treatment, there was an average increase in child initiated joint engagement, symbolic play, and language use. This study provides initial feasibility data for the implementation of a screening and early intervention program to service a predominantly low-resource and ethnically diverse population within the childcare system in a large metropolitan city. Autism Res 2019, 12: 1423-1433. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Identifying and delivering treatment services for young children with developmental delays, such as autism spectrum disorder, may be most successful in community settings, especially for those children from under-resourced areas. This study found preliminary evidence that the childcare setting is a good place to conduct screening and deliver early interventions for children at risk for autism and other developmental delays. En ligne : http://dx.doi.org/10.1002/aur.2160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1423-1433[article] Developmental screening and early intervention in a childcare setting for young children at risk for autism and other developmental delays: A feasibility trial [Texte imprimé et/ou numérique] / A. GULSRUD, Auteur ; T. CARR, Auteur ; J. WILLIAMS, Auteur ; Jonathan L. PANGANIBAN, Auteur ; F. JONES, Auteur ; J. KIMBROUGH, Auteur ; W. SHIH, Auteur ; Connie KASARI, Auteur . - p.1423-1433.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1423-1433
Mots-clés : Jasper children early detection intervention-behavioral treatment research Index. décimale : PER Périodiques Résumé : Efforts to decrease disparity in diagnosis and treatment for under-resourced children with developmental delays, such as autism spectrum disorder, have led to increased interest in developing programs in community settings. One potential setting that has already demonstrated feasibility in conducting universal screening is the childcare setting. The current study conducted developmental screening in a total of 116 children ages 16-80 months of age in an urban low-income community childcare center. Parents of 20 children who screened positive were enrolled in the intervention phase of the study, where children received a staff-delivered targeted early intervention or a waitlist control condition. Given the small and imbalanced sample sizes, confidence intervals from mixed effect models were used to measure changes across time for each group. Of the children who received treatment, there was an average increase in child initiated joint engagement, symbolic play, and language use. This study provides initial feasibility data for the implementation of a screening and early intervention program to service a predominantly low-resource and ethnically diverse population within the childcare system in a large metropolitan city. Autism Res 2019, 12: 1423-1433. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Identifying and delivering treatment services for young children with developmental delays, such as autism spectrum disorder, may be most successful in community settings, especially for those children from under-resourced areas. This study found preliminary evidence that the childcare setting is a good place to conduct screening and deliver early interventions for children at risk for autism and other developmental delays. En ligne : http://dx.doi.org/10.1002/aur.2160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406