Dépouillements

Parental mind-mindedness: Comparing parents’ representations of their children with Autism Spectrum Disorder and siblings / Sijal ANSARI in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101491 Titre : Parental mind-mindedness: Comparing parents’ representations of their children with Autism Spectrum Disorder and siblings Type de document : Texte imprimé et/ou numérique Auteurs : Sijal ANSARI, Auteur ; Catherine MCMAHON, Auteur ; Annie BERNIER, Auteur Article en page(s) : p.101491 Langues : Anglais (eng) Mots-clés : Parental mind-mindedness  Autism Spectrum Disorder  Mentalizing Index. décimale : PER Périodiques Résumé : Background While there is growing evidence demonstrating benefits of parent mentalization for child social and emotional development, few studies have examined parent mentalizing in clinical populations. This paper examines mind-mindedness (a parent’s tendency to represent their child in terms of mental states) in a sample of parents with a child with Autism Spectrum Disorder (ASD). We compared parent mind-mindedness about their child with ASD and a sibling in a similar age-range. We expected parents to use fewer and more negative mind-related descriptors of their child with ASD compared with the sibling. Method Fifty-four parents of children (aged 5–12 years) with ASD completed a survey asking them to “Describe your child” for the child with ASD and a sibling without ASD, with order of presentation randomized. Severity of ASD diagnosis was assessed using DSM-V criteria. Descriptions were coded for reference to child mental states and proportional scores calculated to control for verbosity. Results Parents used significantly fewer mind-related descriptors for their child with ASD compared with the sibling. Differences were moderated by ASD severity, with the largest differences apparent for parents whose child had severe ASD symptoms. Expected differences in negative descriptors were not found, but parents used significantly fewer positive and more neutral (often symptom-related) mind-related descriptors for their child with ASD. Conclusions These findings suggest that parent mentalization may be challenged in relation to children with ASD. Directions for future research and clinical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2019.101491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Parental mind-mindedness: Comparing parents’ representations of their children with Autism Spectrum Disorder and siblings [Texte imprimé et/ou numérique] / Sijal ANSARI, Auteur ; Catherine MCMAHON, Auteur ; Annie BERNIER, Auteur . - p.101491. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101491 Mots-clés : Parental mind-mindedness  Autism Spectrum Disorder  Mentalizing Index. décimale : PER Périodiques Résumé : Background While there is growing evidence demonstrating benefits of parent mentalization for child social and emotional development, few studies have examined parent mentalizing in clinical populations. This paper examines mind-mindedness (a parent’s tendency to represent their child in terms of mental states) in a sample of parents with a child with Autism Spectrum Disorder (ASD). We compared parent mind-mindedness about their child with ASD and a sibling in a similar age-range. We expected parents to use fewer and more negative mind-related descriptors of their child with ASD compared with the sibling. Method Fifty-four parents of children (aged 5–12 years) with ASD completed a survey asking them to “Describe your child” for the child with ASD and a sibling without ASD, with order of presentation randomized. Severity of ASD diagnosis was assessed using DSM-V criteria. Descriptions were coded for reference to child mental states and proportional scores calculated to control for verbosity. Results Parents used significantly fewer mind-related descriptors for their child with ASD compared with the sibling. Differences were moderated by ASD severity, with the largest differences apparent for parents whose child had severe ASD symptoms. Expected differences in negative descriptors were not found, but parents used significantly fewer positive and more neutral (often symptom-related) mind-related descriptors for their child with ASD. Conclusions These findings suggest that parent mentalization may be challenged in relation to children with ASD. Directions for future research and clinical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2019.101491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Temperament predicts challenging behavior in children with autism spectrum disorder at age 5 / Siobhan KORBUT in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101492 Titre : Temperament predicts challenging behavior in children with autism spectrum disorder at age 5 Type de document : Texte imprimé et/ou numérique Auteurs : Siobhan KORBUT, Auteur ; Darren HEDLEY, Auteur ; Lacey CHETCUTI, Auteur ; Ensu SAHIN, Auteur ; Heather J. NUSKE, Auteur Article en page(s) : p.101492 Langues : Anglais (eng) Mots-clés : Autism  ASD  Challenging behavior  Developmental delay  Temperament Index. décimale : PER Périodiques Résumé : Background Challenging behaviors during early childhood have a significant impact on cognitive and social development. The present study aimed to identify the developmental predictors of these behaviors in preschool aged children with Autism Spectrum Disorder (ASD) at 2-year follow-up. We examined temperament, which has been identified as key to emotion regulation in typical development, as well as developmental level and ASD symptom severity, as potential predictors of parent-reported challenging behavior. Method Forty-three parents of preschool aged children with ASD from a previous study were invited to participate. Data from 26 children with ASD aged 4–6 years (M = 5, SD = .60) were available for follow-up analyses. Developmental level, ASD symptom severity, and temperamental difficulty at baseline were considered as potential predictors of frequency and severity of challenging behavior at follow-up. Results Baseline negative affectivity was uniquely predictive of frequency of challenging behavior at follow-up. Although no individual variable was identified as a unique predictor of variance, the combined effects of temperament were predictive of the severity of challenging behavior at follow-up, contributing to 46 % of variance in scores. Conclusions These findings highlight the potential impact of emotion-regulation related aspects of temperament on later emerging challenging behavior in young children with ASD, suggesting opportunities for early intervention. Results also identified a role for developmental level in the severity of challenging behavior, but suggest that the effect may be metered by temperament. En ligne : https://doi.org/10.1016/j.rasd.2019.101492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Temperament predicts challenging behavior in children with autism spectrum disorder at age 5 [Texte imprimé et/ou numérique] / Siobhan KORBUT, Auteur ; Darren HEDLEY, Auteur ; Lacey CHETCUTI, Auteur ; Ensu SAHIN, Auteur ; Heather J. NUSKE, Auteur . - p.101492. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101492 Mots-clés : Autism  ASD  Challenging behavior  Developmental delay  Temperament Index. décimale : PER Périodiques Résumé : Background Challenging behaviors during early childhood have a significant impact on cognitive and social development. The present study aimed to identify the developmental predictors of these behaviors in preschool aged children with Autism Spectrum Disorder (ASD) at 2-year follow-up. We examined temperament, which has been identified as key to emotion regulation in typical development, as well as developmental level and ASD symptom severity, as potential predictors of parent-reported challenging behavior. Method Forty-three parents of preschool aged children with ASD from a previous study were invited to participate. Data from 26 children with ASD aged 4–6 years (M = 5, SD = .60) were available for follow-up analyses. Developmental level, ASD symptom severity, and temperamental difficulty at baseline were considered as potential predictors of frequency and severity of challenging behavior at follow-up. Results Baseline negative affectivity was uniquely predictive of frequency of challenging behavior at follow-up. Although no individual variable was identified as a unique predictor of variance, the combined effects of temperament were predictive of the severity of challenging behavior at follow-up, contributing to 46 % of variance in scores. Conclusions These findings highlight the potential impact of emotion-regulation related aspects of temperament on later emerging challenging behavior in young children with ASD, suggesting opportunities for early intervention. Results also identified a role for developmental level in the severity of challenging behavior, but suggest that the effect may be metered by temperament. En ligne : https://doi.org/10.1016/j.rasd.2019.101492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Implementation fidelity and common elements of high quality teaching sequences for students with autism spectrum disorder in COMPASS / Lisa A. RUBLE in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101493 Titre : Implementation fidelity and common elements of high quality teaching sequences for students with autism spectrum disorder in COMPASS Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; Abigail M. A. LOVE, Auteur ; Venus WONG, Auteur ; Jennifer L. GRISHAM-BROWN, Auteur ; John H. MCGREW, Auteur Article en page(s) : p.101493 Langues : Anglais (eng) Mots-clés : Autism  COMPASS  Common elements  Evidence based practice  Teacher coaching  Teaching quality  Theoretically informed  Implementation fidelity research to practice Index. décimale : PER Périodiques Résumé : Background Evidence-based educational instruction includes teaching elements common across different approaches as well as specific elements of the chosen evidence-based practice. We were interested in evaluating the use and impact of common elements of teaching. Specifically, we adopted a model of elements of high quality teaching sequences and developed and tested an instructional quality index to capture evidence-based features within teaching sequences (Grisham-Brown & Ruble, 2014). Method The current investigation examined 29 special education teachers who received a consultation intervention called the Collaborative Model for Promoting Competence and Success (Ruble, Dalrymple, & McGrew, 2012; Ruble, McGrew, & Toland, 2012) that results in personalized teaching plans for young students with ASD and embeds elements of evidence-based teacher coaching of self-reflection and performance-based feedback. We analyzed the teaching plans to understand which of the common elements were present, and if teachers demonstrated improved performance after coaching. Results Analysis of the use of common elements during the first and fourth coaching session demonstrated that all teachers showed improvement. Most importantly, the use of common elements correlated with student goal attainment outcomes. Conclusions These results suggest that common elements of teaching sequences which we view as core features of teaching quality, can be improved as a result of coaching, and most importantly, are associated with students’ educational outcomes. En ligne : https://doi.org/10.1016/j.rasd.2019.101493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Implementation fidelity and common elements of high quality teaching sequences for students with autism spectrum disorder in COMPASS [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; Abigail M. A. LOVE, Auteur ; Venus WONG, Auteur ; Jennifer L. GRISHAM-BROWN, Auteur ; John H. MCGREW, Auteur . - p.101493. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101493 Mots-clés : Autism  COMPASS  Common elements  Evidence based practice  Teacher coaching  Teaching quality  Theoretically informed  Implementation fidelity research to practice Index. décimale : PER Périodiques Résumé : Background Evidence-based educational instruction includes teaching elements common across different approaches as well as specific elements of the chosen evidence-based practice. We were interested in evaluating the use and impact of common elements of teaching. Specifically, we adopted a model of elements of high quality teaching sequences and developed and tested an instructional quality index to capture evidence-based features within teaching sequences (Grisham-Brown & Ruble, 2014). Method The current investigation examined 29 special education teachers who received a consultation intervention called the Collaborative Model for Promoting Competence and Success (Ruble, Dalrymple, & McGrew, 2012; Ruble, McGrew, & Toland, 2012) that results in personalized teaching plans for young students with ASD and embeds elements of evidence-based teacher coaching of self-reflection and performance-based feedback. We analyzed the teaching plans to understand which of the common elements were present, and if teachers demonstrated improved performance after coaching. Results Analysis of the use of common elements during the first and fourth coaching session demonstrated that all teachers showed improvement. Most importantly, the use of common elements correlated with student goal attainment outcomes. Conclusions These results suggest that common elements of teaching sequences which we view as core features of teaching quality, can be improved as a result of coaching, and most importantly, are associated with students’ educational outcomes. En ligne : https://doi.org/10.1016/j.rasd.2019.101493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Effectiveness of avatar-delivered instruction on social initiations by children with Autism Spectrum Disorder / Cade T. CHARLTON in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101494 Titre : Effectiveness of avatar-delivered instruction on social initiations by children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Cade T. CHARLTON, Auteur ; Ryan O. KELLEMS, Auteur ; Brooke BLACK, Auteur ; Heidi C. BUSSEY, Auteur ; Rachel FERGUSON, Auteur ; Bruna GONCALVES, Auteur ; Mikaela JENSEN, Auteur ; Sara VALLEJO, Auteur Article en page(s) : p.101494 Langues : Anglais (eng) Mots-clés : Autism  Social skills  Conversations  Live-animation  Avatar  Generalization Index. décimale : PER Périodiques Résumé : Background Individuals with autism often struggle to establish and maintain positive relationships with peers and adults due to communication and social difficulties. Reviews of the research literature on social skills curricula suggest these approaches may be less than effective and often fail to promote generalization of acquired skills. Advances in the availability and adaptability of live animation and digital avatars could provide interventionists a tool to maximize engagement during instruction and program for generalization. The purpose of this study was to examine the effects of an avatar-based social skills intervention on participants’ social initiations in a clinical setting and with same-age peers. Method The research team used a nonconcurrent multiple baseline design to evaluate the effects of instruction from an avatar on students' social skills. Systematic direct observation and the Social Skills Improvement System were used to evaluate the effects of an avatar delivered social skills lesson. Social validity was measured from the perspective of both participants and their parents. Results Following instruction from an avatar, participants’ percentage of independent steps completed in the skill “starting a conversation” increased to consistently above 80 %, or above typical mastery levels. Participants’ conversation skills generalized to interactions with same-age peers. Finally, parents reported small positive gains in social skills, and participants indicated the intervention was socially valid. Conclusions The findings from this study support the use of technology-aided interventions and instruction, specifically the use of live animation avatars. Future studies could extend use of this technology beyond the relatively simple, yet effective, application described here. En ligne : https://doi.org/10.1016/j.rasd.2019.101494 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Effectiveness of avatar-delivered instruction on social initiations by children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Cade T. CHARLTON, Auteur ; Ryan O. KELLEMS, Auteur ; Brooke BLACK, Auteur ; Heidi C. BUSSEY, Auteur ; Rachel FERGUSON, Auteur ; Bruna GONCALVES, Auteur ; Mikaela JENSEN, Auteur ; Sara VALLEJO, Auteur . - p.101494. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101494 Mots-clés : Autism  Social skills  Conversations  Live-animation  Avatar  Generalization Index. décimale : PER Périodiques Résumé : Background Individuals with autism often struggle to establish and maintain positive relationships with peers and adults due to communication and social difficulties. Reviews of the research literature on social skills curricula suggest these approaches may be less than effective and often fail to promote generalization of acquired skills. Advances in the availability and adaptability of live animation and digital avatars could provide interventionists a tool to maximize engagement during instruction and program for generalization. The purpose of this study was to examine the effects of an avatar-based social skills intervention on participants’ social initiations in a clinical setting and with same-age peers. Method The research team used a nonconcurrent multiple baseline design to evaluate the effects of instruction from an avatar on students' social skills. Systematic direct observation and the Social Skills Improvement System were used to evaluate the effects of an avatar delivered social skills lesson. Social validity was measured from the perspective of both participants and their parents. Results Following instruction from an avatar, participants’ percentage of independent steps completed in the skill “starting a conversation” increased to consistently above 80 %, or above typical mastery levels. Participants’ conversation skills generalized to interactions with same-age peers. Finally, parents reported small positive gains in social skills, and participants indicated the intervention was socially valid. Conclusions The findings from this study support the use of technology-aided interventions and instruction, specifically the use of live animation avatars. Future studies could extend use of this technology beyond the relatively simple, yet effective, application described here. En ligne : https://doi.org/10.1016/j.rasd.2019.101494 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Efficacy of parent-training programs for preschool children with autism spectrum disorder: A randomized controlled trial / Meng-Hsin HO in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101495 Titre : Efficacy of parent-training programs for preschool children with autism spectrum disorder: A randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Meng-Hsin HO, Auteur ; Ling-Yi LIN, Auteur Article en page(s) : p.101495 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Functional emotional capacities  Parenting skills  Parent-training program Index. décimale : PER Périodiques Résumé : Previous research has shown that parent-training programs derived from the developmental individual-difference relationship-based model (DIR) can improve the communicative development of children with autism spectrum disorder (ASD). However, the empirical evidence is weak. This study aimed to investigate the efficacy of two home-based parent-training programs on children’s developmental abilities, adaptive functioning, and parents’ parenting skills. A rigorous randomized controlled trial (RCT) design with a dose-matched control group was used. Twenty-four preschool children with ASD and their parents were randomly assigned to the intervention group or the control group at the pre-test phase and received a 14-week intervention program. The children’s development levels were assessed using the Functional Emotional Assessment Scale (FEAS) and the Chinese version of Psychoeducational Profile-Third edition (CPEP-3). Adaptive functioning were assessed using the CPEP-3 and the Vineland Adaptive Behavior Scales. Parenting skills were assessed using the FEAS. Children and caregivers in the intervention group showed significantly greater improvements in emotional development and parenting skills than those in the control group after the 14-week period. However, no treatment efficacy emerged for other developmental areas and adaptive functioning on two standardized measures. The results suggest that the home-based parent-training program based on the DIR model may benefit children with ASD for the emotional development and the parents for parenting skills. En ligne : https://doi.org/10.1016/j.rasd.2019.101495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Efficacy of parent-training programs for preschool children with autism spectrum disorder: A randomized controlled trial [Texte imprimé et/ou numérique] / Meng-Hsin HO, Auteur ; Ling-Yi LIN, Auteur . - p.101495. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101495 Mots-clés : Autism spectrum disorder  Functional emotional capacities  Parenting skills  Parent-training program Index. décimale : PER Périodiques Résumé : Previous research has shown that parent-training programs derived from the developmental individual-difference relationship-based model (DIR) can improve the communicative development of children with autism spectrum disorder (ASD). However, the empirical evidence is weak. This study aimed to investigate the efficacy of two home-based parent-training programs on children’s developmental abilities, adaptive functioning, and parents’ parenting skills. A rigorous randomized controlled trial (RCT) design with a dose-matched control group was used. Twenty-four preschool children with ASD and their parents were randomly assigned to the intervention group or the control group at the pre-test phase and received a 14-week intervention program. The children’s development levels were assessed using the Functional Emotional Assessment Scale (FEAS) and the Chinese version of Psychoeducational Profile-Third edition (CPEP-3). Adaptive functioning were assessed using the CPEP-3 and the Vineland Adaptive Behavior Scales. Parenting skills were assessed using the FEAS. Children and caregivers in the intervention group showed significantly greater improvements in emotional development and parenting skills than those in the control group after the 14-week period. However, no treatment efficacy emerged for other developmental areas and adaptive functioning on two standardized measures. The results suggest that the home-based parent-training program based on the DIR model may benefit children with ASD for the emotional development and the parents for parenting skills. En ligne : https://doi.org/10.1016/j.rasd.2019.101495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Early detection for better outcomes: Universal developmental surveillance for autism across health and early childhood education settings / Beth MOZOLIC-STAUNTON in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101496 Titre : Early detection for better outcomes: Universal developmental surveillance for autism across health and early childhood education settings Type de document : Texte imprimé et/ou numérique Auteurs : Beth MOZOLIC-STAUNTON, Auteur ; Michelle DONELLY, Auteur ; Jacqui YOXALL, Auteur ; Josephine BARBARO, Auteur Article en page(s) : p.101496 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Early detection  Early identification  Early childhood education  Screening  Developmental surveillance  Universal  Community-based Index. décimale : PER Périodiques Résumé : Access to appropriate early intervention is dependent on timely and accurate identification of children who display early signs of developmental challenges, yet up to 22 % of Australian children have developmental issues that are undetected prior to school. Developmental surveillance using the Social Attention Communication Surveillance- Revised (SACS-R) and the Parents Evaluation of Developmental Status (PEDS) tools was implemented prospectively with a large, diverse sample in community-health and early education settings. Outcomes were investigated to compare the discriminative validity and agreement of the SACS-R and PEDS tools in the early identification of children with Autism Spectrum Disorder (ASD). Results indicate there is a significant difference in the sensitivity and rates of agreement between PEDS and SACS-R in the early identification of ASD across both settings, with SACS-R accurately identifying substantially more children with ASD. Development of policy within health and education sectors that supports implementation of robust, universal developmental surveillance can potentially improve outcomes for children at higher likelihood for ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Early detection for better outcomes: Universal developmental surveillance for autism across health and early childhood education settings [Texte imprimé et/ou numérique] / Beth MOZOLIC-STAUNTON, Auteur ; Michelle DONELLY, Auteur ; Jacqui YOXALL, Auteur ; Josephine BARBARO, Auteur . - p.101496. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101496 Mots-clés : Autism spectrum disorder  Early detection  Early identification  Early childhood education  Screening  Developmental surveillance  Universal  Community-based Index. décimale : PER Périodiques Résumé : Access to appropriate early intervention is dependent on timely and accurate identification of children who display early signs of developmental challenges, yet up to 22 % of Australian children have developmental issues that are undetected prior to school. Developmental surveillance using the Social Attention Communication Surveillance- Revised (SACS-R) and the Parents Evaluation of Developmental Status (PEDS) tools was implemented prospectively with a large, diverse sample in community-health and early education settings. Outcomes were investigated to compare the discriminative validity and agreement of the SACS-R and PEDS tools in the early identification of children with Autism Spectrum Disorder (ASD). Results indicate there is a significant difference in the sensitivity and rates of agreement between PEDS and SACS-R in the early identification of ASD across both settings, with SACS-R accurately identifying substantially more children with ASD. Development of policy within health and education sectors that supports implementation of robust, universal developmental surveillance can potentially improve outcomes for children at higher likelihood for ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Social responsiveness and language use associated with an enhanced PRT approach for young children with ASD: Results from a pilot RCT of the PRISM model / Amy C. BARRETT in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101497 Titre : Social responsiveness and language use associated with an enhanced PRT approach for young children with ASD: Results from a pilot RCT of the PRISM model Type de document : Texte imprimé et/ou numérique Auteurs : Amy C. BARRETT, Auteur ; Ty W. VERNON, Auteur ; Elizabeth S. MCGARRY, Auteur ; Anahita N. HOLDEN, Auteur ; Jessica BRADSHAW, Auteur ; Jordan A. KO, Auteur ; Erin J. HOROWITZ, Auteur ; Tamsin C. GERMAN, Auteur Article en page(s) : p.101497 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Early intervention  Parent-mediated intervention  Pivotal Response Treatment (PRT)  Pivotal Response Intervention for Social Motivation (PRISM)  Naturalistic Developmental Behavioral Intervention (NDBI) Index. décimale : PER Périodiques Résumé : Background Vulnerabilities in social motivation among children with ASD constrain attention and responsiveness to parents and other social partners. When this limited social responsiveness remains uncorrected, it is hypothesized to restrict the quality and quantity of social learning opportunities and ultimately yield negative long-term effects on development. Early intervention efforts that target social motivation may hold promise for correcting this detrimental chain of events. Method The current pilot RCT examined changes in participant social responsiveness and language use in a trial of 21 young children with ASD who were randomly assigned to treatment or waitlist control groups. Treatment participants received a mean of 6.81 h/week of an enhanced Pivotal Response Intervention for Social Motivation (PRISM) treatment model for six months. Data on social responsiveness to parent bids and expressive language (number of total words, number of different words, mean length of utterance in words) were obtained from behaviorally coding and analyzing video-recorded parent-child play sessions. Results Results indicated that young children who participated in the PRISM treatment model demonstrated significant pre-post improvements in social responsiveness and mean length of utterances. Participants in the waitlist condition experienced negligible improvements. Participants who are minimally verbal appear to experience greater gains as a result of the PRISM model. Additionally, initial levels of social responsiveness with parents appear to be predictive of subsequent language use at post-intervention among minimally verbal participants. Conclusion This study provides preliminary evidence for the importance of using early intervention paradigms that explicitly target social motivation and responsiveness in young children with ASD. Results also suggest that initial social responsiveness to parents may serve as an important predictor of treatment response. En ligne : https://doi.org/10.1016/j.rasd.2019.101497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Social responsiveness and language use associated with an enhanced PRT approach for young children with ASD: Results from a pilot RCT of the PRISM model [Texte imprimé et/ou numérique] / Amy C. BARRETT, Auteur ; Ty W. VERNON, Auteur ; Elizabeth S. MCGARRY, Auteur ; Anahita N. HOLDEN, Auteur ; Jessica BRADSHAW, Auteur ; Jordan A. KO, Auteur ; Erin J. HOROWITZ, Auteur ; Tamsin C. GERMAN, Auteur . - p.101497. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101497 Mots-clés : Autism spectrum disorder  Early intervention  Parent-mediated intervention  Pivotal Response Treatment (PRT)  Pivotal Response Intervention for Social Motivation (PRISM)  Naturalistic Developmental Behavioral Intervention (NDBI) Index. décimale : PER Périodiques Résumé : Background Vulnerabilities in social motivation among children with ASD constrain attention and responsiveness to parents and other social partners. When this limited social responsiveness remains uncorrected, it is hypothesized to restrict the quality and quantity of social learning opportunities and ultimately yield negative long-term effects on development. Early intervention efforts that target social motivation may hold promise for correcting this detrimental chain of events. Method The current pilot RCT examined changes in participant social responsiveness and language use in a trial of 21 young children with ASD who were randomly assigned to treatment or waitlist control groups. Treatment participants received a mean of 6.81 h/week of an enhanced Pivotal Response Intervention for Social Motivation (PRISM) treatment model for six months. Data on social responsiveness to parent bids and expressive language (number of total words, number of different words, mean length of utterance in words) were obtained from behaviorally coding and analyzing video-recorded parent-child play sessions. Results Results indicated that young children who participated in the PRISM treatment model demonstrated significant pre-post improvements in social responsiveness and mean length of utterances. Participants in the waitlist condition experienced negligible improvements. Participants who are minimally verbal appear to experience greater gains as a result of the PRISM model. Additionally, initial levels of social responsiveness with parents appear to be predictive of subsequent language use at post-intervention among minimally verbal participants. Conclusion This study provides preliminary evidence for the importance of using early intervention paradigms that explicitly target social motivation and responsiveness in young children with ASD. Results also suggest that initial social responsiveness to parents may serve as an important predictor of treatment response. En ligne : https://doi.org/10.1016/j.rasd.2019.101497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum / Matthew J. SMITH in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101498 Titre : Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SMITH, Auteur ; Rogério M. PINTO, Auteur ; Leann S. DAWALT, Auteur ; J. D. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Rashun MILES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Kara HUME, Auteur ; Tamara DAWKINS, Auteur ; Mary BAKER-ERICZEN, Auteur ; Thomas FRAZIER, Auteur ; Laura HUMM, Auteur ; Chris STEACY, Auteur Article en page(s) : p.101498 Langues : Anglais (eng) Mots-clés : Autism  Transition-age youth  Virtual reality  Job interviewing  Adaptation  Implementation science Index. décimale : PER Périodiques Résumé : Background Virtual Reality Job-Interview Training (VR-JIT) is an efficacious Internet-based intervention for adults with severe mental illness (SMI). Evaluations of VR-JIT have shown improved interview skill and access to employment in several cohorts of adults with SMI and with autism spectrum disorders (ASD). VR-JIT trains participants how to fill out job applications and handle job interviews through e-learning content and applied practice. Trainees receive feedback through in-the-moment nonverbal cues, critiques, and recommendations for improving performance. Our study sought to adapt VR-JIT for transition-age youth with ASD (TAY-ASD). Methods We recruited TAY-ASD and adult stakeholders from public and charter schools, transition programs, and community service providers. Participants provided feedback on VR-JIT to enhance its applicability to TAY-ASD. We used community-engaged methods to process and analyze data from TAY-ASD and stakeholders, presented their quantitative and qualitative responses to community and scientific advisory boards for review and recommendations, and adapted the intervention design and content. Results Our adaptations included adding diversity (gender; race/ethnicity) to the virtual hiring manager; shortening the interview by reducing response options; increasing social storytelling to enhance engagement with VR-JIT core components; adding employment opportunities more relevant to younger workers; reducing the reading level; and making the e-learning content more accessible by adding bullet points, voiceover, and imagery/video; and adding new learning goals. Conclusions This study presents a rigorous and innovative community-engaged methodology for adapting VR-JIT to meet the needs of TAY-ASD. We review our engagement with TAY-ASD and stakeholders, and discuss the standardized coding scheme we used to adapt VR-JIT and the usefulness and limitations of employing this methodology in adapting other behavioral interventions. En ligne : https://doi.org/10.1016/j.rasd.2019.101498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum [Texte imprimé et/ou numérique] / Matthew J. SMITH, Auteur ; Rogério M. PINTO, Auteur ; Leann S. DAWALT, Auteur ; J. D. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Rashun MILES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Kara HUME, Auteur ; Tamara DAWKINS, Auteur ; Mary BAKER-ERICZEN, Auteur ; Thomas FRAZIER, Auteur ; Laura HUMM, Auteur ; Chris STEACY, Auteur . - p.101498. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101498 Mots-clés : Autism  Transition-age youth  Virtual reality  Job interviewing  Adaptation  Implementation science Index. décimale : PER Périodiques Résumé : Background Virtual Reality Job-Interview Training (VR-JIT) is an efficacious Internet-based intervention for adults with severe mental illness (SMI). Evaluations of VR-JIT have shown improved interview skill and access to employment in several cohorts of adults with SMI and with autism spectrum disorders (ASD). VR-JIT trains participants how to fill out job applications and handle job interviews through e-learning content and applied practice. Trainees receive feedback through in-the-moment nonverbal cues, critiques, and recommendations for improving performance. Our study sought to adapt VR-JIT for transition-age youth with ASD (TAY-ASD). Methods We recruited TAY-ASD and adult stakeholders from public and charter schools, transition programs, and community service providers. Participants provided feedback on VR-JIT to enhance its applicability to TAY-ASD. We used community-engaged methods to process and analyze data from TAY-ASD and stakeholders, presented their quantitative and qualitative responses to community and scientific advisory boards for review and recommendations, and adapted the intervention design and content. Results Our adaptations included adding diversity (gender; race/ethnicity) to the virtual hiring manager; shortening the interview by reducing response options; increasing social storytelling to enhance engagement with VR-JIT core components; adding employment opportunities more relevant to younger workers; reducing the reading level; and making the e-learning content more accessible by adding bullet points, voiceover, and imagery/video; and adding new learning goals. Conclusions This study presents a rigorous and innovative community-engaged methodology for adapting VR-JIT to meet the needs of TAY-ASD. We review our engagement with TAY-ASD and stakeholders, and discuss the standardized coding scheme we used to adapt VR-JIT and the usefulness and limitations of employing this methodology in adapting other behavioral interventions. En ligne : https://doi.org/10.1016/j.rasd.2019.101498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Perceived versus actual autism knowledge in the general population / Camilla M. MCMAHON in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101499 Titre : Perceived versus actual autism knowledge in the general population Type de document : Texte imprimé et/ou numérique Auteurs : Camilla M. MCMAHON, Auteur ; Brianna STOLL, Auteur ; Meghan LINTHICUM, Auteur Article en page(s) : p.101499 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder (ASD)  Autism knowledge  Overconfidence  Dunning-Kruger effect  Unskilled and unaware  Metacognitive monitoring Index. décimale : PER Périodiques Résumé : Background In recent years, there has been a growing interest in assessing the general public’s knowledge and awareness of Autism Spectrum Disorders (ASD). A variety of methods have been used to measure participants’ ASD knowledge, including self-report of ASD knowledge and objective assessment of ASD knowledge. The goals of the current study are twofold: (1) To determine whether there is a relationship between participants’ self-reported, perceived ASD knowledge and objectively-measured, actual ASD knowledge and (2) to examine the degree to which participants are aware of and can accurately monitor their own ASD knowledge. Method Participants in the general population completed a subjective, self-report questionnaire on their perceived knowledge of ASD and an objective assessment measuring their actual knowledge of ASD. After completing the objective assessment, they estimated their raw score and percentile performance on the assessment. Results Participants’ perceived knowledge of ASD was not related to their actual knowledge of ASD. Participants least knowledgeable about ASD overestimated their performance, and participants most knowledgeable about ASD underestimated their performance. Conclusions These results suggest that perceived and actual ASD knowledge are theoretically distinct constructs, such that self-reported ASD knowledge cannot serve as a proxy variable for actual ASD knowledge. Furthermore, individuals with low ASD knowledge are often not aware of their own ignorance, such that it is unlikely that they will independently seek additional knowledge or training in this area. En ligne : https://doi.org/10.1016/j.rasd.2019.101499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Perceived versus actual autism knowledge in the general population [Texte imprimé et/ou numérique] / Camilla M. MCMAHON, Auteur ; Brianna STOLL, Auteur ; Meghan LINTHICUM, Auteur . - p.101499. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101499 Mots-clés : Autism Spectrum Disorder (ASD)  Autism knowledge  Overconfidence  Dunning-Kruger effect  Unskilled and unaware  Metacognitive monitoring Index. décimale : PER Périodiques Résumé : Background In recent years, there has been a growing interest in assessing the general public’s knowledge and awareness of Autism Spectrum Disorders (ASD). A variety of methods have been used to measure participants’ ASD knowledge, including self-report of ASD knowledge and objective assessment of ASD knowledge. The goals of the current study are twofold: (1) To determine whether there is a relationship between participants’ self-reported, perceived ASD knowledge and objectively-measured, actual ASD knowledge and (2) to examine the degree to which participants are aware of and can accurately monitor their own ASD knowledge. Method Participants in the general population completed a subjective, self-report questionnaire on their perceived knowledge of ASD and an objective assessment measuring their actual knowledge of ASD. After completing the objective assessment, they estimated their raw score and percentile performance on the assessment. Results Participants’ perceived knowledge of ASD was not related to their actual knowledge of ASD. Participants least knowledgeable about ASD overestimated their performance, and participants most knowledgeable about ASD underestimated their performance. Conclusions These results suggest that perceived and actual ASD knowledge are theoretically distinct constructs, such that self-reported ASD knowledge cannot serve as a proxy variable for actual ASD knowledge. Furthermore, individuals with low ASD knowledge are often not aware of their own ignorance, such that it is unlikely that they will independently seek additional knowledge or training in this area. En ligne : https://doi.org/10.1016/j.rasd.2019.101499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

C-C motif chemokine receptor 6-mediated pro-inflammatory mediator expression is associated with immune dysfunction in children with autism / Mushtaq A. ANSARI in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101500 Titre : C-C motif chemokine receptor 6-mediated pro-inflammatory mediator expression is associated with immune dysfunction in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Mushtaq A. ANSARI, Auteur ; Saleh A. BAKHEET, Auteur ; Laila Y. AL-AYADHI, Auteur ; Mohammad R. KHAN, Auteur ; Sabry M. ATTIA, Auteur ; Sheikh F. AHMAD, Auteur Article en page(s) : p.101500 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Typically developing controls  C-C motif chemokine receptor 6  Peripheral blood mononuclear cells  Pro-inflammatory mediators Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a heterogeneous disorder associated with immune abnormalities. C-C motif chemokine receptor 6 (CCR6) has central roles in neuroinflammatory disorders. However, CCR6 expression in ASD is unclear. Here, we examined CCR6 expression in children with ASD. Children with ASD had significantly increased numbers of CCR6+/interferon-?+, CCR6+/tumor necrosis factor-?+, CCR6+/interleukin (IL)-9+, CCR6+/IL-22+, CCR6+/nuclear factor-?B p65+, and CCR6+/nitric oxide synthase 2+ cells compared with typically developing controls (TDs). Moreover, children with ASD showed increased CCR6 mRNA/protein levels compared with TDs. Thus, CCR6 upregulated pro-inflammatory mediators associated with immune dysfunction in children with ASD, suggesting contributions to ASD development. En ligne : https://doi.org/10.1016/j.rasd.2019.101500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] C-C motif chemokine receptor 6-mediated pro-inflammatory mediator expression is associated with immune dysfunction in children with autism [Texte imprimé et/ou numérique] / Mushtaq A. ANSARI, Auteur ; Saleh A. BAKHEET, Auteur ; Laila Y. AL-AYADHI, Auteur ; Mohammad R. KHAN, Auteur ; Sabry M. ATTIA, Auteur ; Sheikh F. AHMAD, Auteur . - p.101500. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101500 Mots-clés : Autism spectrum disorder  Typically developing controls  C-C motif chemokine receptor 6  Peripheral blood mononuclear cells  Pro-inflammatory mediators Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a heterogeneous disorder associated with immune abnormalities. C-C motif chemokine receptor 6 (CCR6) has central roles in neuroinflammatory disorders. However, CCR6 expression in ASD is unclear. Here, we examined CCR6 expression in children with ASD. Children with ASD had significantly increased numbers of CCR6+/interferon-?+, CCR6+/tumor necrosis factor-?+, CCR6+/interleukin (IL)-9+, CCR6+/IL-22+, CCR6+/nuclear factor-?B p65+, and CCR6+/nitric oxide synthase 2+ cells compared with typically developing controls (TDs). Moreover, children with ASD showed increased CCR6 mRNA/protein levels compared with TDs. Thus, CCR6 upregulated pro-inflammatory mediators associated with immune dysfunction in children with ASD, suggesting contributions to ASD development. En ligne : https://doi.org/10.1016/j.rasd.2019.101500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism / Emily J. SOLARI in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101501 Titre : Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur Article en page(s) : p.101501 Langues : Anglais (eng) Mots-clés : Listening comprehension  Narrative generation  Social communication Index. décimale : PER Périodiques Résumé : Many school-age children with autism spectrum disorder (ASD) experience difficulties with reading comprehension, yet few studies have examined intervention practices to support their early reading comprehension development. The current study used a small randomly assigned treatment control design (N = 12) to investigate the preliminary effects of a listening comprehension intervention on narrative retell, vocabulary, and listening comprehension skills for students with ASD. Children who received the intervention grew significantly on proximal measures of these skills. Significant group differences were noted at post-test on narrative retell ability. Although preliminary, these findings suggest that storybook-based interventions that target the oral language and social-cognitive underpinnings of comprehension development may be successful for school-age children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism [Texte imprimé et/ou numérique] / Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur . - p.101501. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101501 Mots-clés : Listening comprehension  Narrative generation  Social communication Index. décimale : PER Périodiques Résumé : Many school-age children with autism spectrum disorder (ASD) experience difficulties with reading comprehension, yet few studies have examined intervention practices to support their early reading comprehension development. The current study used a small randomly assigned treatment control design (N = 12) to investigate the preliminary effects of a listening comprehension intervention on narrative retell, vocabulary, and listening comprehension skills for students with ASD. Children who received the intervention grew significantly on proximal measures of these skills. Significant group differences were noted at post-test on narrative retell ability. Although preliminary, these findings suggest that storybook-based interventions that target the oral language and social-cognitive underpinnings of comprehension development may be successful for school-age children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation / Ainsley LOSH in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101511 Titre : Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation Type de document : Texte imprimé et/ou numérique Auteurs : Ainsley LOSH, Auteur ; Laura Alicia ALBA, Auteur ; Jan BLACHER, Auteur ; Katherine K. M. STAVROPOULOS, Auteur Article en page(s) : p.101511 Langues : Anglais (eng) Mots-clés : Autism  ASD  Neuroimaging  EEG  Social stories  Informed consent Index. décimale : PER Périodiques Résumé : Background The successful inclusion of youth with autism spectrum disorder (ASD) in neuroimaging research is imperative for advancing our understanding of the neurobiological underpinnings of ASD. In order to generate knowledge that is representative of all affected youth, it is essential to include participants who are culturally and linguistically diverse. However, these families often face barriers to participation in neuroimaging research, including distrust and limited knowledge about research, above and beyond any challenges associated with ASD (e.g., behaviors, sensory hypersensitivities). Method This study included a diverse group of Spanish- and English-speaking parents of children with ASD (N?=?79) to examine the impact of a social story on (a) their understanding of EEG study procedures and (b) their likelihood to enroll in a neuroimaging study. Results Both English- and Spanish-speaking parents who viewed a social story demonstrated better understanding of EEG procedures than parents who read a written explanation, with Spanish-speaking parents also perceiving their understanding to be better in the social story condition. Although parents who viewed a social story were not more likely to participate in neuroimaging research than parents who read a written description, they were less likely to indicate needing more information and more likely to cite their child’s specific behavior problems as the rationale for unlikelihood to participate. Conclusion These results suggest that social stories may be effective tools in the informed consent process for promoting parent understanding of neuroimaging procedures, and useful during recruitment to aid parents in determining whether their child with ASD will be successful in a neuroimaging study. En ligne : https://doi.org/10.1016/j.rasd.2020.101511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation [Texte imprimé et/ou numérique] / Ainsley LOSH, Auteur ; Laura Alicia ALBA, Auteur ; Jan BLACHER, Auteur ; Katherine K. M. STAVROPOULOS, Auteur . - p.101511. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101511 Mots-clés : Autism  ASD  Neuroimaging  EEG  Social stories  Informed consent Index. décimale : PER Périodiques Résumé : Background The successful inclusion of youth with autism spectrum disorder (ASD) in neuroimaging research is imperative for advancing our understanding of the neurobiological underpinnings of ASD. In order to generate knowledge that is representative of all affected youth, it is essential to include participants who are culturally and linguistically diverse. However, these families often face barriers to participation in neuroimaging research, including distrust and limited knowledge about research, above and beyond any challenges associated with ASD (e.g., behaviors, sensory hypersensitivities). Method This study included a diverse group of Spanish- and English-speaking parents of children with ASD (N?=?79) to examine the impact of a social story on (a) their understanding of EEG study procedures and (b) their likelihood to enroll in a neuroimaging study. Results Both English- and Spanish-speaking parents who viewed a social story demonstrated better understanding of EEG procedures than parents who read a written explanation, with Spanish-speaking parents also perceiving their understanding to be better in the social story condition. Although parents who viewed a social story were not more likely to participate in neuroimaging research than parents who read a written description, they were less likely to indicate needing more information and more likely to cite their child’s specific behavior problems as the rationale for unlikelihood to participate. Conclusion These results suggest that social stories may be effective tools in the informed consent process for promoting parent understanding of neuroimaging procedures, and useful during recruitment to aid parents in determining whether their child with ASD will be successful in a neuroimaging study. En ligne : https://doi.org/10.1016/j.rasd.2020.101511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

A preliminary study of pharmacogenetic biomarkers for individuals with autism and gastrointestinal dysfunction / A. E. SHINDLER in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101516 Titre : A preliminary study of pharmacogenetic biomarkers for individuals with autism and gastrointestinal dysfunction Type de document : Texte imprimé et/ou numérique Auteurs : A. E. SHINDLER, Auteur ; E. L. HILL-YARDIN, Auteur ; S. PETROVSKI, Auteur ; N. BISHOP, Auteur ; A. E. FRANKS, Auteur Article en page(s) : p.101516 Langues : Anglais (eng) Mots-clés : ASD  Gastrointestinal dysfunction  Pharmacogenetics  Antidepressants  Antipsychotics Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) symptoms are commonly treated with a variety of pharmaceuticals which can have adverse side effects. A study of pharmacogenetic biomarkers for ASD medications and association with gastrointestinal (GI) dysfunction symptoms was conducted in individuals diagnosed with autism and/or GI dysfunction to provide further information on the genetic risk in relation to treatment effectiveness. Methods A total of sixty participants were recruited, 10 with autism and GI dysfunction, 21 with GI dysfunction (without autism) and 29 without autism or GI dysfunction (typical controls). Buccal cell samples were collected and sequenced. A GI dysfunction questionnaire which included questions regarding prescription of medications associated with treating ASD symptoms was provided to the participants. To calculate Odds Ratios and compare the average of risk allele expression frequency of the SNPS being investigated, the sequencing and questionnaire data were analyzed using the epiR package and Welch Two Sample T-tests, respectively, using the R statistics program. The Bonferroni correction was utilized to correct for multiple comparisions. Results People in the autism group were more likely to express the risk alleles for the Cytochrome P450 family 2 subfamily C member 9 rs1057910 and Solute Carrier family 6, member 2 rs3785143 SNPs; however, after the Bonferroni correction these findings were not statistically significant (CYP2C9 rs1057910, P?=?0.074; SLC6A2, rs3785143, P?=?0.4218). Conclusions Further research is warranted to reveal the potential use of CYP2C9 and SLC6A2 SNP expression as pharmacogenetic biomarkers to determine the most appropriate medication for individuals with autism and/or GI dysfunction. En ligne : https://doi.org/10.1016/j.rasd.2020.101516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] A preliminary study of pharmacogenetic biomarkers for individuals with autism and gastrointestinal dysfunction [Texte imprimé et/ou numérique] / A. E. SHINDLER, Auteur ; E. L. HILL-YARDIN, Auteur ; S. PETROVSKI, Auteur ; N. BISHOP, Auteur ; A. E. FRANKS, Auteur . - p.101516. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101516 Mots-clés : ASD  Gastrointestinal dysfunction  Pharmacogenetics  Antidepressants  Antipsychotics Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) symptoms are commonly treated with a variety of pharmaceuticals which can have adverse side effects. A study of pharmacogenetic biomarkers for ASD medications and association with gastrointestinal (GI) dysfunction symptoms was conducted in individuals diagnosed with autism and/or GI dysfunction to provide further information on the genetic risk in relation to treatment effectiveness. Methods A total of sixty participants were recruited, 10 with autism and GI dysfunction, 21 with GI dysfunction (without autism) and 29 without autism or GI dysfunction (typical controls). Buccal cell samples were collected and sequenced. A GI dysfunction questionnaire which included questions regarding prescription of medications associated with treating ASD symptoms was provided to the participants. To calculate Odds Ratios and compare the average of risk allele expression frequency of the SNPS being investigated, the sequencing and questionnaire data were analyzed using the epiR package and Welch Two Sample T-tests, respectively, using the R statistics program. The Bonferroni correction was utilized to correct for multiple comparisions. Results People in the autism group were more likely to express the risk alleles for the Cytochrome P450 family 2 subfamily C member 9 rs1057910 and Solute Carrier family 6, member 2 rs3785143 SNPs; however, after the Bonferroni correction these findings were not statistically significant (CYP2C9 rs1057910, P?=?0.074; SLC6A2, rs3785143, P?=?0.4218). Conclusions Further research is warranted to reveal the potential use of CYP2C9 and SLC6A2 SNP expression as pharmacogenetic biomarkers to determine the most appropriate medication for individuals with autism and/or GI dysfunction. En ligne : https://doi.org/10.1016/j.rasd.2020.101516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417