Dépouillements

Working toward a better understanding of the life experiences of women on the autism spectrum / Julie LOUNDS TAYLOR in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1027-1030 Titre : Working toward a better understanding of the life experiences of women on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.1027-1030 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361320913754 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4268 [article] Working toward a better understanding of the life experiences of women on the autism spectrum [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Leann S. DAWALT, Auteur . - p.1027-1030. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1027-1030 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361320913754 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4268

Indigenous Australians with autism: A scoping review / Benjamin BAILEY in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1031-1046 Titre : Indigenous Australians with autism: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Benjamin BAILEY, Auteur ; Joanne ARCIULI, Auteur Article en page(s) : p.1031-1046 Langues : Anglais (eng) Mots-clés : Aboriginal and Torres Strait Islander people  Australia  Indigenous  autism  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Aboriginal and Torres Strait Islander people with developmental disabilities such as autism are among the most marginalised people in Australian society. We reviewed research involving Indigenous Australians with autism based on a search of the peer-reviewed and grey literature. Our search identified 1457 potentially relevant publications. Of these, 19 publications were in line with our main areas of inquiry: autism spectrum disorder diagnosis and prevalence, carer and service provider perspectives on autism, and autism support services. These included 12 journal publications, 3 conference presentations, 1 resource booklet and 1 thesis dissertation. Findings suggest similar prevalence rates for autism among Indigenous and non-Indigenous Australians, although some Aboriginal and Torres Strait Islander people with autism may not receive a diagnosis or may be misdiagnosed. We also discuss research on the perspectives of Aboriginal and Torres Strait Islander carers and Indigenous and non-Indigenous service providers, as well as barriers and strategies for improving access to diagnosis and support services. En ligne : http://dx.doi.org/10.1177/1362361319894829 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4268 [article] Indigenous Australians with autism: A scoping review [Texte imprimé et/ou numérique] / Benjamin BAILEY, Auteur ; Joanne ARCIULI, Auteur . - p.1031-1046. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1031-1046 Mots-clés : Aboriginal and Torres Strait Islander people  Australia  Indigenous  autism  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Aboriginal and Torres Strait Islander people with developmental disabilities such as autism are among the most marginalised people in Australian society. We reviewed research involving Indigenous Australians with autism based on a search of the peer-reviewed and grey literature. Our search identified 1457 potentially relevant publications. Of these, 19 publications were in line with our main areas of inquiry: autism spectrum disorder diagnosis and prevalence, carer and service provider perspectives on autism, and autism support services. These included 12 journal publications, 3 conference presentations, 1 resource booklet and 1 thesis dissertation. Findings suggest similar prevalence rates for autism among Indigenous and non-Indigenous Australians, although some Aboriginal and Torres Strait Islander people with autism may not receive a diagnosis or may be misdiagnosed. We also discuss research on the perspectives of Aboriginal and Torres Strait Islander carers and Indigenous and non-Indigenous service providers, as well as barriers and strategies for improving access to diagnosis and support services. En ligne : http://dx.doi.org/10.1177/1362361319894829 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4268

Oral health status of children and adolescents with autism spectrum disorder: A systematic review of case-control studies and meta-analysis / Phoebe Py LAM in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1047-1066 Titre : Oral health status of children and adolescents with autism spectrum disorder: A systematic review of case-control studies and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Phoebe Py LAM, Auteur ; Rennan DU, Auteur ; Simin PENG, Auteur ; Colman P. J. MCGRATH, Auteur ; Cynthia K. Y. YIU, Auteur Article en page(s) : p.1047-1066 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  children and adolescents  oral health Index. décimale : PER Périodiques Résumé : Children and adolescents diagnosed with Autism Spectrum Disorder (ASD) are thought to be more vulnerable to oral diseases than typically-developing individuals. This is due to their increased barriers to dental care services, self-harm behaviors and dietary habits that may favor tooth decay. In this review, we summarized the current evidence comparing the oral health status of children and adolescents diagnosed with and without ASD. After a systematic search in the literature, we found that the salivary pH of individuals diagnosed with ASD was significantly lower, but the results were not clinically significant that can increase their risks to tooth decay. We also found weak evidence suggesting a higher percentage of children and adolescents diagnosed with ASD having the habit of tooth grinding compared with their neurotypical counterparts. When comparing salivary flow rate, tooth decay, gum diseases, tooth malalignment and tooth trauma; no significant differences were found between the two groups. The findings did not suggest ASD as a predisposing factor to oral diseases: other factors including sugary diet and inadequate oral hygiene may play a more important role. We also call for further research to establish more concrete association between ASD and oral diseases. En ligne : http://dx.doi.org/10.1177/1362361319877337 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269 [article] Oral health status of children and adolescents with autism spectrum disorder: A systematic review of case-control studies and meta-analysis [Texte imprimé et/ou numérique] / Phoebe Py LAM, Auteur ; Rennan DU, Auteur ; Simin PENG, Auteur ; Colman P. J. MCGRATH, Auteur ; Cynthia K. Y. YIU, Auteur . - p.1047-1066. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1047-1066 Mots-clés : autism spectrum disorder  children and adolescents  oral health Index. décimale : PER Périodiques Résumé : Children and adolescents diagnosed with Autism Spectrum Disorder (ASD) are thought to be more vulnerable to oral diseases than typically-developing individuals. This is due to their increased barriers to dental care services, self-harm behaviors and dietary habits that may favor tooth decay. In this review, we summarized the current evidence comparing the oral health status of children and adolescents diagnosed with and without ASD. After a systematic search in the literature, we found that the salivary pH of individuals diagnosed with ASD was significantly lower, but the results were not clinically significant that can increase their risks to tooth decay. We also found weak evidence suggesting a higher percentage of children and adolescents diagnosed with ASD having the habit of tooth grinding compared with their neurotypical counterparts. When comparing salivary flow rate, tooth decay, gum diseases, tooth malalignment and tooth trauma; no significant differences were found between the two groups. The findings did not suggest ASD as a predisposing factor to oral diseases: other factors including sugary diet and inadequate oral hygiene may play a more important role. We also call for further research to establish more concrete association between ASD and oral diseases. En ligne : http://dx.doi.org/10.1177/1362361319877337 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269

Outcomes of real-world social interaction for autistic adults paired with autistic compared to typically developing partners / Kerrianne E. MORRISON in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1067-1080 Titre : Outcomes of real-world social interaction for autistic adults paired with autistic compared to typically developing partners Type de document : Texte imprimé et/ou numérique Auteurs : Kerrianne E. MORRISON, Auteur ; Kilee M. DEBRABANDER, Auteur ; Desiree R. JONES, Auteur ; Daniel J FASO, Auteur ; Robert A ACKERMAN, Auteur ; Noah J SASSON, Auteur Article en page(s) : p.1067-1080 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorder  double empathy  first impressions  social interaction Index. décimale : PER Périodiques Résumé : Differences in social communication and interaction styles between autistic and typically developing have been studied in isolation and not in the context of real-world social interaction. The current study addresses this "blind spot" by examining whether real-world social interaction quality for autistic adults differs when interacting with typically developing relative to autistic partners. Participants (67 autism spectrum disorder, 58 typically developing) were assigned to one of three dyadic partnerships (autism-autism: n?=?22; typically developing-typically developing: n?=?23; autism-typically developing: n?=?25; 55 complete dyads, 15 partial dyads) in which they completed a 5-min unstructured conversation with an unfamiliar person and then assessed the quality of the interaction and their impressions of their partner. Although autistic adults were rated as more awkward, less attractive, and less socially warm than typically developing adults by both typically developing and autistic partners, only typically developing adults expressed greater interest in future interactions with typically developing relative to autistic partners. In contrast, autistic participants trended toward an interaction preference for other autistic adults and reported disclosing more about themselves to autistic compared to typically developing partners. These results suggest that social affiliation may increase for autistic adults when partnered with other autistic people, and support reframing social interaction difficulties in autism as a relational rather than an individual impairment. En ligne : http://dx.doi.org/10.1177/1362361319892701 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269 [article] Outcomes of real-world social interaction for autistic adults paired with autistic compared to typically developing partners [Texte imprimé et/ou numérique] / Kerrianne E. MORRISON, Auteur ; Kilee M. DEBRABANDER, Auteur ; Desiree R. JONES, Auteur ; Daniel J FASO, Auteur ; Robert A ACKERMAN, Auteur ; Noah J SASSON, Auteur . - p.1067-1080. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1067-1080 Mots-clés : adults  autism spectrum disorder  double empathy  first impressions  social interaction Index. décimale : PER Périodiques Résumé : Differences in social communication and interaction styles between autistic and typically developing have been studied in isolation and not in the context of real-world social interaction. The current study addresses this "blind spot" by examining whether real-world social interaction quality for autistic adults differs when interacting with typically developing relative to autistic partners. Participants (67 autism spectrum disorder, 58 typically developing) were assigned to one of three dyadic partnerships (autism-autism: n?=?22; typically developing-typically developing: n?=?23; autism-typically developing: n?=?25; 55 complete dyads, 15 partial dyads) in which they completed a 5-min unstructured conversation with an unfamiliar person and then assessed the quality of the interaction and their impressions of their partner. Although autistic adults were rated as more awkward, less attractive, and less socially warm than typically developing adults by both typically developing and autistic partners, only typically developing adults expressed greater interest in future interactions with typically developing relative to autistic partners. In contrast, autistic participants trended toward an interaction preference for other autistic adults and reported disclosing more about themselves to autistic compared to typically developing partners. These results suggest that social affiliation may increase for autistic adults when partnered with other autistic people, and support reframing social interaction difficulties in autism as a relational rather than an individual impairment. En ligne : http://dx.doi.org/10.1177/1362361319892701 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269

The relationship between social experience and subjective well-being in autistic college students: A mixed methods study / Kathryn M BAILEY in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1081-1092 Titre : The relationship between social experience and subjective well-being in autistic college students: A mixed methods study Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn M BAILEY, Auteur ; Kyle M. FROST, Auteur ; Karís CASAGRANDE, Auteur ; Brooke INGERSOLL, Auteur Article en page(s) : p.1081-1092 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  college  mixed methods research  subjective well-being Index. décimale : PER Périodiques Résumé : This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students' subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being. En ligne : http://dx.doi.org/10.1177/1362361319892457 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269 [article] The relationship between social experience and subjective well-being in autistic college students: A mixed methods study [Texte imprimé et/ou numérique] / Kathryn M BAILEY, Auteur ; Kyle M. FROST, Auteur ; Karís CASAGRANDE, Auteur ; Brooke INGERSOLL, Auteur . - p.1081-1092. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1081-1092 Mots-clés : adults  autism spectrum disorders  college  mixed methods research  subjective well-being Index. décimale : PER Périodiques Résumé : This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students' subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being. En ligne : http://dx.doi.org/10.1177/1362361319892457 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269

Auditory event-related potentials and associations with sensory patterns in children with autism spectrum disorder, developmental delay, and typical development / Franc C L. DONKERS in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1093-1110 Titre : Auditory event-related potentials and associations with sensory patterns in children with autism spectrum disorder, developmental delay, and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Franc C L. DONKERS, Auteur ; Mike CARLSON, Auteur ; Sarah E. SCHIPUL, Auteur ; Aysenil BELGER, Auteur ; Grace T. BARANEK, Auteur Article en page(s) : p.1093-1110 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  development  sensory impairments  interest. Index. décimale : PER Périodiques Résumé : Atypical sensory response patterns are common in children with autism and developmental delay. Expanding on previous work, this observational electroencephalogram study assessed auditory event-related potentials and their associations with clinically evaluated sensory response patterns in children with autism spectrum disorder (n?=?28), developmental delay (n?=?17), and typical development (n?=?39). Attention-orienting P3a responses were attenuated in autism spectrum disorder relative to both developmental delay and typical development, but early sensory N2 responses were attenuated in both autism spectrum disorder and developmental delay relative to typical development. Attenuated event-related potentials involving N2 or P3a components, or a P1?×?N2 interaction, were related to more severe hyporesponsive or sensory-seeking response patterns across children with autism spectrum disorder and developmental delay. Thus, although attentional disruptions may be unique to autism spectrum disorder, sensory disruptions appear across developmental delay and are associated with atypical sensory behaviors. En ligne : http://dx.doi.org/10.1177/1362361319893196 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269 [article] Auditory event-related potentials and associations with sensory patterns in children with autism spectrum disorder, developmental delay, and typical development [Texte imprimé et/ou numérique] / Franc C L. DONKERS, Auteur ; Mike CARLSON, Auteur ; Sarah E. SCHIPUL, Auteur ; Aysenil BELGER, Auteur ; Grace T. BARANEK, Auteur . - p.1093-1110. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1093-1110 Mots-clés : autism spectrum disorders  development  sensory impairments  interest. Index. décimale : PER Périodiques Résumé : Atypical sensory response patterns are common in children with autism and developmental delay. Expanding on previous work, this observational electroencephalogram study assessed auditory event-related potentials and their associations with clinically evaluated sensory response patterns in children with autism spectrum disorder (n?=?28), developmental delay (n?=?17), and typical development (n?=?39). Attention-orienting P3a responses were attenuated in autism spectrum disorder relative to both developmental delay and typical development, but early sensory N2 responses were attenuated in both autism spectrum disorder and developmental delay relative to typical development. Attenuated event-related potentials involving N2 or P3a components, or a P1?×?N2 interaction, were related to more severe hyporesponsive or sensory-seeking response patterns across children with autism spectrum disorder and developmental delay. Thus, although attentional disruptions may be unique to autism spectrum disorder, sensory disruptions appear across developmental delay and are associated with atypical sensory behaviors. En ligne : http://dx.doi.org/10.1177/1362361319893196 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269

Anxiety in young people with autism spectrum disorder: Common and autism-related anxiety experiences and their associations with individual characteristics / Boon Yen LAU in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1111-1126 Titre : Anxiety in young people with autism spectrum disorder: Common and autism-related anxiety experiences and their associations with individual characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Boon Yen LAU, Auteur ; Ruth LEONG, Auteur ; Mirko ULJAREVIC, Auteur ; Jian Wei LERH, Auteur ; Jacqui RODGERS, Auteur ; Matthew J. HOLLOCKS, Auteur ; Mikle SOUTH, Auteur ; Helen MCCONACHIE, Auteur ; Ann OZSIVADJIAN, Auteur ; Amy VAN HECKE, Auteur ; Robin LIBOVE, Auteur ; Antonio HARDAN, Auteur ; Susan LEEKAM, Auteur ; Emily SIMONOFF, Auteur ; Iliana MAGIATI, Auteur Article en page(s) : p.1111-1126 Langues : Anglais (eng) Mots-clés : anxiety  assessment  autism spectrum disorder  children  comorbidity  measurement  phenomenology  presentation  young people Index. décimale : PER Périodiques Résumé : Anxiety is common in autism spectrum disorder. Many anxiety symptoms in autism spectrum disorder are consistent with Diagnostic and Statistical Manual of Mental Disorders (5th ed.) anxiety disorders (termed "common" anxieties), but others may be qualitatively different, likely relating to autism spectrum disorder traits (herein termed "autism-related" anxieties). To date, few studies have examined both "common" and "autism-related" anxiety experiences in autism spectrum disorder. We explored caregiver-reported Spence Children's Anxiety Scale-Parent version data from a multi-site (United Kingdom, Singapore, and United States) pooled database of 870 6- to 18-year-old participants with autism spectrum disorder, of whom 287 provided at least one written response to the optional open-ended Spence Children's Anxiety Scale-Parent item 39 ("Is there anything else your child is afraid of?"). Responses were thematically coded to explore (a) common and autism-related anxiety presentations and (b) their relationship with young people's characteristics. Nearly half of the responses were autism-related anxieties (mostly sensory, uncommon, or idiosyncratic specific phobias and worries about change and unpredictability). The other half described additional common anxieties not covered in the original measure (mostly social, weather and environmental disasters, and animals). Caregivers of participants who were more severely affected by autism spectrum disorder symptoms reported more autism-related, as compared to common, additional anxieties. Implications for the assessment and understanding of anxiety in autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361319886246 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269 [article] Anxiety in young people with autism spectrum disorder: Common and autism-related anxiety experiences and their associations with individual characteristics [Texte imprimé et/ou numérique] / Boon Yen LAU, Auteur ; Ruth LEONG, Auteur ; Mirko ULJAREVIC, Auteur ; Jian Wei LERH, Auteur ; Jacqui RODGERS, Auteur ; Matthew J. HOLLOCKS, Auteur ; Mikle SOUTH, Auteur ; Helen MCCONACHIE, Auteur ; Ann OZSIVADJIAN, Auteur ; Amy VAN HECKE, Auteur ; Robin LIBOVE, Auteur ; Antonio HARDAN, Auteur ; Susan LEEKAM, Auteur ; Emily SIMONOFF, Auteur ; Iliana MAGIATI, Auteur . - p.1111-1126. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1111-1126 Mots-clés : anxiety  assessment  autism spectrum disorder  children  comorbidity  measurement  phenomenology  presentation  young people Index. décimale : PER Périodiques Résumé : Anxiety is common in autism spectrum disorder. Many anxiety symptoms in autism spectrum disorder are consistent with Diagnostic and Statistical Manual of Mental Disorders (5th ed.) anxiety disorders (termed "common" anxieties), but others may be qualitatively different, likely relating to autism spectrum disorder traits (herein termed "autism-related" anxieties). To date, few studies have examined both "common" and "autism-related" anxiety experiences in autism spectrum disorder. We explored caregiver-reported Spence Children's Anxiety Scale-Parent version data from a multi-site (United Kingdom, Singapore, and United States) pooled database of 870 6- to 18-year-old participants with autism spectrum disorder, of whom 287 provided at least one written response to the optional open-ended Spence Children's Anxiety Scale-Parent item 39 ("Is there anything else your child is afraid of?"). Responses were thematically coded to explore (a) common and autism-related anxiety presentations and (b) their relationship with young people's characteristics. Nearly half of the responses were autism-related anxieties (mostly sensory, uncommon, or idiosyncratic specific phobias and worries about change and unpredictability). The other half described additional common anxieties not covered in the original measure (mostly social, weather and environmental disasters, and animals). Caregivers of participants who were more severely affected by autism spectrum disorder symptoms reported more autism-related, as compared to common, additional anxieties. Implications for the assessment and understanding of anxiety in autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361319886246 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269

Reliability and validity of teacher ratings on the Adapted Skillstreaming Checklist for children with autism spectrum disorder / Christopher LOPATA in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1127-1137 Titre : Reliability and validity of teacher ratings on the Adapted Skillstreaming Checklist for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L THOMEER, Auteur ; Adam J. BOOTH, Auteur Article en page(s) : p.1127-1137 Langues : Anglais (eng) Mots-clés : Adapted Skillstreaming Checklist  children with autism spectrum disorder (without intellectual disability)  psychometric properties  teacher ratings Index. décimale : PER Périodiques Résumé : This study assessed the reliability and criterion-related validity of teacher ratings on the Adapted Skillstreaming Checklist for a sample of 133 children, aged 6-11?years, with autism spectrum disorder (without intellectual disability). Internal consistency for the total sample was 0.93. For a subsample, test-retest reliability was very good (r?=?0.74; intraclass correlation coefficient?=?0.85) at a 9-month interval. Child age, intelligence quotient, language abilities, and sex were not associated with the Adapted Skillstreaming Checklist total score. The Adapted Skillstreaming Checklist total score was inversely and strongly related to teacher ratings of autism spectrum disorder symptom severity. Significant positive correlations (moderate-to-high) were found between the Adapted Skillstreaming Checklist and prosocial skills scales and significant negative correlations (low-to-moderate) with problem behavior scales on a broad measure of child functioning. Implications and suggestions for future study are discussed. En ligne : http://dx.doi.org/10.1177/1362361319894824 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269 [article] Reliability and validity of teacher ratings on the Adapted Skillstreaming Checklist for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L THOMEER, Auteur ; Adam J. BOOTH, Auteur . - p.1127-1137. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1127-1137 Mots-clés : Adapted Skillstreaming Checklist  children with autism spectrum disorder (without intellectual disability)  psychometric properties  teacher ratings Index. décimale : PER Périodiques Résumé : This study assessed the reliability and criterion-related validity of teacher ratings on the Adapted Skillstreaming Checklist for a sample of 133 children, aged 6-11?years, with autism spectrum disorder (without intellectual disability). Internal consistency for the total sample was 0.93. For a subsample, test-retest reliability was very good (r?=?0.74; intraclass correlation coefficient?=?0.85) at a 9-month interval. Child age, intelligence quotient, language abilities, and sex were not associated with the Adapted Skillstreaming Checklist total score. The Adapted Skillstreaming Checklist total score was inversely and strongly related to teacher ratings of autism spectrum disorder symptom severity. Significant positive correlations (moderate-to-high) were found between the Adapted Skillstreaming Checklist and prosocial skills scales and significant negative correlations (low-to-moderate) with problem behavior scales on a broad measure of child functioning. Implications and suggestions for future study are discussed. En ligne : http://dx.doi.org/10.1177/1362361319894824 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269

Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university / Jiedi LEI in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1138-1151 Titre : Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.1138-1151 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  college  perceived social support  social anxiety  social network  university Index. décimale : PER Périodiques Résumé : Transitioning to university can be anxiety-provoking for all students. The relationship between social anxiety, autistic traits and students' social network structure, and perceived support is poorly understood. This study used a group-matched design where autistic students (n?=?28) and typically developing students (n?=?28) were matched on sex, age (17-19?years), ethnicity, pre-university academic performance and degree subject at university. Autistic students reported greater transition to university worries, and a smaller social network size compared to typically developing students, though perceived similar levels of support from their social networks. Autistic and typically developing students showed differential patterns of association with both autistic traits and social anxiety. Broader clinical and practical implications of findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361319894830 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269 [article] Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur ; Ailsa RUSSELL, Auteur . - p.1138-1151. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1138-1151 Mots-clés : autism spectrum disorder  college  perceived social support  social anxiety  social network  university Index. décimale : PER Périodiques Résumé : Transitioning to university can be anxiety-provoking for all students. The relationship between social anxiety, autistic traits and students' social network structure, and perceived support is poorly understood. This study used a group-matched design where autistic students (n?=?28) and typically developing students (n?=?28) were matched on sex, age (17-19?years), ethnicity, pre-university academic performance and degree subject at university. Autistic students reported greater transition to university worries, and a smaller social network size compared to typically developing students, though perceived similar levels of support from their social networks. Autistic and typically developing students showed differential patterns of association with both autistic traits and social anxiety. Broader clinical and practical implications of findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361319894830 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269

Individual and organizational characteristics predicting intervention use for children with autism in schools / Jill LOCKE in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1152-1163 Titre : Individual and organizational characteristics predicting intervention use for children with autism in schools Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Christina KANG-YI, Auteur ; Lindsay FREDERICK, Auteur ; David S MANDELL, Auteur Article en page(s) : p.1152-1163 Langues : Anglais (eng) Mots-clés : attitudes  autism spectrum disorder  implementation  organizational readiness  social engagement intervention  conflict of interest. Index. décimale : PER Périodiques Résumé : Several interventions or treatment programs have been shown through research to improve social outcomes for children with autism, but they often are not used in schools. This study examined individual (school personnel) and organizational (school level) factors associated with the use of a research-informed social engagement intervention, Remaking Recess, for children with autism in elementary schools. A total of 28 school personnel from 12 schools in 5 districts in the northeastern United States participated. Schools were randomly assigned to (1) training in Remaking Recess only or (2) training in Remaking Recess with implementation support (tailored strategies to remove barriers to increase use of Remaking Recess). School personnel rated their attitudes about research-informed interventions, organizational readiness (school's readiness to use a research-informed intervention), and fidelity or the degree to which an intervention is used as it was originally designed. Observers rated school personnel's fidelity at baseline (pre-intervention training) and exit (post-intervention training). The results suggest that self-rated fidelity was lower when staff perceived the use of Remaking Recess was required; however, observer-rated fidelity was lower when staff rated Remaking Recess as appealing. In addition, self-rated fidelity was higher when there was a sufficient number of staff, positive individual growth, and organizational adaptability. The results also indicated higher observer-rated fidelity when staff perceived positive influence over their coworkers. The results suggest that both individual (attitudes) and organizational (influence, staffing, growth, adaptability) characteristics may affect implementation success in schools. A collaborative decision-making approach for evidence-based practice use is recommended. En ligne : http://dx.doi.org/10.1177/1362361319895923 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269 [article] Individual and organizational characteristics predicting intervention use for children with autism in schools [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Christina KANG-YI, Auteur ; Lindsay FREDERICK, Auteur ; David S MANDELL, Auteur . - p.1152-1163. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1152-1163 Mots-clés : attitudes  autism spectrum disorder  implementation  organizational readiness  social engagement intervention  conflict of interest. Index. décimale : PER Périodiques Résumé : Several interventions or treatment programs have been shown through research to improve social outcomes for children with autism, but they often are not used in schools. This study examined individual (school personnel) and organizational (school level) factors associated with the use of a research-informed social engagement intervention, Remaking Recess, for children with autism in elementary schools. A total of 28 school personnel from 12 schools in 5 districts in the northeastern United States participated. Schools were randomly assigned to (1) training in Remaking Recess only or (2) training in Remaking Recess with implementation support (tailored strategies to remove barriers to increase use of Remaking Recess). School personnel rated their attitudes about research-informed interventions, organizational readiness (school's readiness to use a research-informed intervention), and fidelity or the degree to which an intervention is used as it was originally designed. Observers rated school personnel's fidelity at baseline (pre-intervention training) and exit (post-intervention training). The results suggest that self-rated fidelity was lower when staff perceived the use of Remaking Recess was required; however, observer-rated fidelity was lower when staff rated Remaking Recess as appealing. In addition, self-rated fidelity was higher when there was a sufficient number of staff, positive individual growth, and organizational adaptability. The results also indicated higher observer-rated fidelity when staff perceived positive influence over their coworkers. The results suggest that both individual (attitudes) and organizational (influence, staffing, growth, adaptability) characteristics may affect implementation success in schools. A collaborative decision-making approach for evidence-based practice use is recommended. En ligne : http://dx.doi.org/10.1177/1362361319895923 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269

Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder / Claire SNELL-ROOD in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1164-1176 Titre : Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Claire SNELL-ROOD, Auteur ; Lisa RUBLE, Auteur ; Harold KLEINERT, Auteur ; John H. MCGREW, Auteur ; Medina ADAMS, Auteur ; Alexis RODGERS, Auteur ; Jaye ODOM, Auteur ; Wing Hang WONG, Auteur ; Yue YU, Auteur Article en page(s) : p.1164-1176 Langues : Anglais (eng) Mots-clés : Compass  Epis  autism spectrum disorder  implementation science  stakeholders  transition planning Index. décimale : PER Périodiques Résumé : Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N?=?40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319894827 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269 [article] Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder [Texte imprimé et/ou numérique] / Claire SNELL-ROOD, Auteur ; Lisa RUBLE, Auteur ; Harold KLEINERT, Auteur ; John H. MCGREW, Auteur ; Medina ADAMS, Auteur ; Alexis RODGERS, Auteur ; Jaye ODOM, Auteur ; Wing Hang WONG, Auteur ; Yue YU, Auteur . - p.1164-1176. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1164-1176 Mots-clés : Compass  Epis  autism spectrum disorder  implementation science  stakeholders  transition planning Index. décimale : PER Périodiques Résumé : Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N?=?40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319894827 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269

Factually based autism awareness campaigns may not always be effective in changing attitudes towards autism: Evidence from British and South Korean nursing students / Saoirse MAC CÁRTHAIGH in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1177-1190 Titre : Factually based autism awareness campaigns may not always be effective in changing attitudes towards autism: Evidence from British and South Korean nursing students Type de document : Texte imprimé et/ou numérique Auteurs : Saoirse MAC CÁRTHAIGH, Auteur ; Beatriz. LÓPEZ, Auteur Article en page(s) : p.1177-1190 Langues : Anglais (eng) Mots-clés : Autism Quotient  South Korea  attitudes  broader autism phenotype  cross-cultural  healthcare professionals  knowledge  nurses  nursing students Index. décimale : PER Périodiques Résumé : This study explored the relationship between autism knowledge, autistic traits, frequency of contact with autistic people and attitudes towards these individuals in British and South Korean student nurses and whether these relationships were affected by the presence of autistic traits. In total, 331 participants (156 South Korean and 175 British) completed self-report measures of autism knowledge, attitudes towards autistic people, frequency of contact with these individuals and autistic traits. Although British participants demonstrated greater knowledge and more favourable attitudes, significant knowledge gaps were noted in both groups. Among British participants, knowledge was found to be only a marginal predictor of attitudes, whereas neither knowledge nor frequency of contact were predictive of attitudes among South Korean participants. Contrary to previous research findings, cultural differences in the presence of autistic traits were not noted, nor were these traits found to be related to attitudes towards autistic people. The findings suggest that awareness initiatives which aim to address attitudes towards autism need more than simply increasing factual knowledge. More importantly, the results suggest that Western-developed autism awareness initiatives may be ineffectual if cultural differences are not considered. En ligne : http://dx.doi.org/10.1177/1362361319898362 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269 [article] Factually based autism awareness campaigns may not always be effective in changing attitudes towards autism: Evidence from British and South Korean nursing students [Texte imprimé et/ou numérique] / Saoirse MAC CÁRTHAIGH, Auteur ; Beatriz. LÓPEZ, Auteur . - p.1177-1190. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1177-1190 Mots-clés : Autism Quotient  South Korea  attitudes  broader autism phenotype  cross-cultural  healthcare professionals  knowledge  nurses  nursing students Index. décimale : PER Périodiques Résumé : This study explored the relationship between autism knowledge, autistic traits, frequency of contact with autistic people and attitudes towards these individuals in British and South Korean student nurses and whether these relationships were affected by the presence of autistic traits. In total, 331 participants (156 South Korean and 175 British) completed self-report measures of autism knowledge, attitudes towards autistic people, frequency of contact with these individuals and autistic traits. Although British participants demonstrated greater knowledge and more favourable attitudes, significant knowledge gaps were noted in both groups. Among British participants, knowledge was found to be only a marginal predictor of attitudes, whereas neither knowledge nor frequency of contact were predictive of attitudes among South Korean participants. Contrary to previous research findings, cultural differences in the presence of autistic traits were not noted, nor were these traits found to be related to attitudes towards autistic people. The findings suggest that awareness initiatives which aim to address attitudes towards autism need more than simply increasing factual knowledge. More importantly, the results suggest that Western-developed autism awareness initiatives may be ineffectual if cultural differences are not considered. En ligne : http://dx.doi.org/10.1177/1362361319898362 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4269

Maternal polyunsaturated fatty acids and risk for autism spectrum disorder in the MARBLES high-risk study / Yunru HUANG in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1191-1200 Titre : Maternal polyunsaturated fatty acids and risk for autism spectrum disorder in the MARBLES high-risk study Type de document : Texte imprimé et/ou numérique Auteurs : Yunru HUANG, Auteur ; Ana-Maria IOSIF, Auteur ; Robin L. HANSEN, Auteur ; Rebecca J. SCHMIDT, Auteur Article en page(s) : p.1191-1200 Langues : Anglais (eng) Mots-clés : autism  dietary fat  omega-3  omega-6  polyunsaturated fatty acids  pregnancy Index. décimale : PER Périodiques Résumé : Prior studies suggest that maternal polyunsaturated fatty acids intake during pregnancy may have protective effects on autism spectrum disorder in their children. However, they did not examine detailed timing of maternal polyunsaturated fatty acid intake during pregnancy, nor did they evaluate plasma concentrations. This study investigates whether maternal polyunsaturated fatty acids in defined time windows of pregnancy, assessed by both questionnaires and biomarkers, are associated with risk of autism spectrum disorder and other non-typical development in the children. Food frequency questionnaires were used to estimate maternal polyunsaturated fatty acid intake during the first and second half of pregnancy. Gas chromatography measured maternal plasma polyunsaturated fatty acid concentrations in the third trimester. In all, 258 mother-child pairs from a prospective cohort were included. All mothers already had a child with autism spectrum disorder and were planning a pregnancy or pregnant with another child. Children were clinically assessed longitudinally and diagnosed at 36 months. For polyunsaturated fatty acid intake from questionnaires, we only found mothers consuming more omega-3 in the second half of pregnancy were 40% less likely to have children with autism spectrum disorder. For polyunsaturated fatty acid concentrations in the third-trimester plasma, we did not observe any statistical significance in relation to the risk of autism spectrum disorder. However, our study confirmed associations from previous studies between higher maternal docosahexaenoic acid and eicosapentaenoic acid plasma concentrations in the late pregnancy and reduced risk for non-typical development. This study markedly advanced understandings of whether and when maternal polyunsaturated fatty acid intake influences risk for autism spectrum disorder and sets the stage for prevention at the behavioral and educational level. En ligne : http://dx.doi.org/10.1177/1362361319877792 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270 [article] Maternal polyunsaturated fatty acids and risk for autism spectrum disorder in the MARBLES high-risk study [Texte imprimé et/ou numérique] / Yunru HUANG, Auteur ; Ana-Maria IOSIF, Auteur ; Robin L. HANSEN, Auteur ; Rebecca J. SCHMIDT, Auteur . - p.1191-1200. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1191-1200 Mots-clés : autism  dietary fat  omega-3  omega-6  polyunsaturated fatty acids  pregnancy Index. décimale : PER Périodiques Résumé : Prior studies suggest that maternal polyunsaturated fatty acids intake during pregnancy may have protective effects on autism spectrum disorder in their children. However, they did not examine detailed timing of maternal polyunsaturated fatty acid intake during pregnancy, nor did they evaluate plasma concentrations. This study investigates whether maternal polyunsaturated fatty acids in defined time windows of pregnancy, assessed by both questionnaires and biomarkers, are associated with risk of autism spectrum disorder and other non-typical development in the children. Food frequency questionnaires were used to estimate maternal polyunsaturated fatty acid intake during the first and second half of pregnancy. Gas chromatography measured maternal plasma polyunsaturated fatty acid concentrations in the third trimester. In all, 258 mother-child pairs from a prospective cohort were included. All mothers already had a child with autism spectrum disorder and were planning a pregnancy or pregnant with another child. Children were clinically assessed longitudinally and diagnosed at 36 months. For polyunsaturated fatty acid intake from questionnaires, we only found mothers consuming more omega-3 in the second half of pregnancy were 40% less likely to have children with autism spectrum disorder. For polyunsaturated fatty acid concentrations in the third-trimester plasma, we did not observe any statistical significance in relation to the risk of autism spectrum disorder. However, our study confirmed associations from previous studies between higher maternal docosahexaenoic acid and eicosapentaenoic acid plasma concentrations in the late pregnancy and reduced risk for non-typical development. This study markedly advanced understandings of whether and when maternal polyunsaturated fatty acid intake influences risk for autism spectrum disorder and sets the stage for prevention at the behavioral and educational level. En ligne : http://dx.doi.org/10.1177/1362361319877792 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270

Characterizing intrinsic functional connectivity in relation to impaired self-regulation in intellectually able male youth with autism spectrum disorder / Hsiang-Yuan LIN in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1201-1216 Titre : Characterizing intrinsic functional connectivity in relation to impaired self-regulation in intellectually able male youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Hsiang-Yuan LIN, Auteur ; Hsing-Chang NI, Auteur ; Wen-Yih Isaac TSENG, Auteur ; Susan Shur-Fen GAU, Auteur Article en page(s) : p.1201-1216 Langues : Anglais (eng) Mots-clés : Child Behavior Checklist  autism spectrum disorder  connectivity  connectome-wide association study  dysregulation  resting-state fMRI Index. décimale : PER Périodiques Résumé : Impaired self-regulation (i.e., dysregulation in affective, behavioral, and cognitive control), is commonly present in young people with autism spectrum disorder (ASD). However, little is known about what is happening in people's brains when self-regulation is impaired in young people with ASD. We used a technique called functional MRI (which measures brain activity by detecting changes associated with blood flow) at a resting state (when participants are not asked to do anything) to research this in intellectually able young people with ASD. We found that brains with more connections, especially between regions involved in sensorimotor processing and regions involved in the processes that enable peoples to focus their attention on the most pertinent features from the sensory environment (salience processing), were related to more impaired self-regulation in young people with and without ASD. We also found that impaired self-regulation was related to increased communication within the brain system involved in voluntary orienting attention to a sensory cue (the dorsal attention network) in young people with ASD. These results highlight how different people have different degrees of dysregulation, which has been largely overlooked in the earlier brain imaging reports on ASD. This might contribute to understanding some of the inconsistencies in the existing published literature on this topic. En ligne : http://dx.doi.org/10.1177/1362361319888104 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270 [article] Characterizing intrinsic functional connectivity in relation to impaired self-regulation in intellectually able male youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Hsiang-Yuan LIN, Auteur ; Hsing-Chang NI, Auteur ; Wen-Yih Isaac TSENG, Auteur ; Susan Shur-Fen GAU, Auteur . - p.1201-1216. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1201-1216 Mots-clés : Child Behavior Checklist  autism spectrum disorder  connectivity  connectome-wide association study  dysregulation  resting-state fMRI Index. décimale : PER Périodiques Résumé : Impaired self-regulation (i.e., dysregulation in affective, behavioral, and cognitive control), is commonly present in young people with autism spectrum disorder (ASD). However, little is known about what is happening in people's brains when self-regulation is impaired in young people with ASD. We used a technique called functional MRI (which measures brain activity by detecting changes associated with blood flow) at a resting state (when participants are not asked to do anything) to research this in intellectually able young people with ASD. We found that brains with more connections, especially between regions involved in sensorimotor processing and regions involved in the processes that enable peoples to focus their attention on the most pertinent features from the sensory environment (salience processing), were related to more impaired self-regulation in young people with and without ASD. We also found that impaired self-regulation was related to increased communication within the brain system involved in voluntary orienting attention to a sensory cue (the dorsal attention network) in young people with ASD. These results highlight how different people have different degrees of dysregulation, which has been largely overlooked in the earlier brain imaging reports on ASD. This might contribute to understanding some of the inconsistencies in the existing published literature on this topic. En ligne : http://dx.doi.org/10.1177/1362361319888104 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270

Does phonetic repertoire in minimally verbal autistic preschoolers predict the severity of later expressive language impairment? / Jo SAUL in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1217-1231 Titre : Does phonetic repertoire in minimally verbal autistic preschoolers predict the severity of later expressive language impairment? Type de document : Texte imprimé et/ou numérique Auteurs : Jo SAUL, Auteur ; Courtenay F. NORBURY, Auteur Article en page(s) : p.1217-1231 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  development  expressive language  longitudinal study  minimally verbal Index. décimale : PER Périodiques Résumé : What is already known about the topic? Language skills vary enormously in autism: while some autistic individuals can engage in sophisticated conversations, many remain minimally verbal, meaning they use few or no words regularly for communication. We do not know what causes this variation, but we do know that certain child and family characteristics can be measured when a child is young, and this information can improve our prediction of how expressive language might develop over time. What this article adds? We examined four characteristics, which have already been found to predict language development in young minimally verbal autistic children. We followed the expressive language progress of 27 minimally verbal children, aged three to five, for a year. One-third no longer met the minimally verbal criteria at the end of the study. In this sample, only one factor predicted language progress, which was the child's initial speech skills (the number of different speech sounds that the child made during an interaction). This finding adds to the evidence that speech skills contribute to language development in autism. In some cases, persistent and severe expressive language difficulties may reflect an additional deficit in speech production, rather than a consequence of core autism features. Implications for practice, research or policy Our findings suggest that there are factors other than social skills that influence language development in autism. Careful assessment of speech production should be considered when language does not develop as expected. Future research should evaluate speech skills interventions for minimally verbal autistic individuals, as well as promoting the use of alternative communication systems. En ligne : http://dx.doi.org/10.1177/1362361319898560 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270 [article] Does phonetic repertoire in minimally verbal autistic preschoolers predict the severity of later expressive language impairment? [Texte imprimé et/ou numérique] / Jo SAUL, Auteur ; Courtenay F. NORBURY, Auteur . - p.1217-1231. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1217-1231 Mots-clés : autism spectrum disorders  communication and language  development  expressive language  longitudinal study  minimally verbal Index. décimale : PER Périodiques Résumé : What is already known about the topic? Language skills vary enormously in autism: while some autistic individuals can engage in sophisticated conversations, many remain minimally verbal, meaning they use few or no words regularly for communication. We do not know what causes this variation, but we do know that certain child and family characteristics can be measured when a child is young, and this information can improve our prediction of how expressive language might develop over time. What this article adds? We examined four characteristics, which have already been found to predict language development in young minimally verbal autistic children. We followed the expressive language progress of 27 minimally verbal children, aged three to five, for a year. One-third no longer met the minimally verbal criteria at the end of the study. In this sample, only one factor predicted language progress, which was the child's initial speech skills (the number of different speech sounds that the child made during an interaction). This finding adds to the evidence that speech skills contribute to language development in autism. In some cases, persistent and severe expressive language difficulties may reflect an additional deficit in speech production, rather than a consequence of core autism features. Implications for practice, research or policy Our findings suggest that there are factors other than social skills that influence language development in autism. Careful assessment of speech production should be considered when language does not develop as expected. Future research should evaluate speech skills interventions for minimally verbal autistic individuals, as well as promoting the use of alternative communication systems. En ligne : http://dx.doi.org/10.1177/1362361319898560 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270

Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms / Emily F. FERGUSON in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1232-1245 Titre : Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Emily F. FERGUSON, Auteur ; Allison S. NAHMIAS, Auteur ; Samantha CRABBE, Auteur ; Talia LIU, Auteur ; David S MANDELL, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : p.1232-1245 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  early intervention  education services  environmental factors  pre-school children Index. décimale : PER Périodiques Résumé : Early intervention is important for preschoolers on the autism spectrum, but little is known about early intervention classrooms in the community. This study found that children with better language skills and lower autism severity have more verbal interactions with their classmates, especially in classrooms with typically developing peers (inclusion settings). Findings suggest that natural language sampling is a useful method for characterizing autistic children and their early intervention settings. In addition, natural language sampling may have important implications for understanding individual opportunities for development in community early intervention settings. En ligne : http://dx.doi.org/10.1177/1362361319894835 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270 [article] Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms [Texte imprimé et/ou numérique] / Emily F. FERGUSON, Auteur ; Allison S. NAHMIAS, Auteur ; Samantha CRABBE, Auteur ; Talia LIU, Auteur ; David S MANDELL, Auteur ; Julia PARISH-MORRIS, Auteur . - p.1232-1245. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1232-1245 Mots-clés : autism spectrum disorders  communication and language  early intervention  education services  environmental factors  pre-school children Index. décimale : PER Périodiques Résumé : Early intervention is important for preschoolers on the autism spectrum, but little is known about early intervention classrooms in the community. This study found that children with better language skills and lower autism severity have more verbal interactions with their classmates, especially in classrooms with typically developing peers (inclusion settings). Findings suggest that natural language sampling is a useful method for characterizing autistic children and their early intervention settings. In addition, natural language sampling may have important implications for understanding individual opportunities for development in community early intervention settings. En ligne : http://dx.doi.org/10.1177/1362361319894835 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270

"Different but connected": Participatory action research using Photovoice to explore well-being in autistic young adults / Gary Yu Hin LAM in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1246-1259 Titre : "Different but connected": Participatory action research using Photovoice to explore well-being in autistic young adults Type de document : Texte imprimé et/ou numérique Auteurs : Gary Yu Hin LAM, Auteur ; Emily HOLDEN, Auteur ; Megan FITZPATRICK, Auteur ; Linda RAFFAELE MENDEZ, Auteur ; Karen BERKMAN, Auteur Article en page(s) : p.1246-1259 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  participatory research  qualitative research  quality of life  transition Index. décimale : PER Périodiques Résumé : Past research has mainly focused on autistic people's deficits and poor outcomes compared to other groups of people. Little is known about their positive life experiences, and how to support them to achieve a higher quality of life. It is important to include autistic individuals in research so that they can influence how their voices are represented in a meaningful way and how the research results will be useful to them. In this study, a university researcher collaborated with 14 autistic young adults in a post-school transition program to design and run the research, collect and analyze the data, and use the results to create a presentation to the community. Specifically, the participants took photos in daily life and discussed their ideas about what a good life means to them. Results showed that these young adults described themselves as uniquely and different, but they were eager to learn and adapt. They also valued their relationships with their families, friends, and animals around them, as well as the community at large. This research shows that autistic individuals have important perspectives to share and knowledge to contribute when they are given the opportunities to participate in different aspects of research. The findings will be useful in developing services and influencing policies that promote well-being among autistic adults. En ligne : http://dx.doi.org/10.1177/1362361319898961 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270 [article] "Different but connected": Participatory action research using Photovoice to explore well-being in autistic young adults [Texte imprimé et/ou numérique] / Gary Yu Hin LAM, Auteur ; Emily HOLDEN, Auteur ; Megan FITZPATRICK, Auteur ; Linda RAFFAELE MENDEZ, Auteur ; Karen BERKMAN, Auteur . - p.1246-1259. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1246-1259 Mots-clés : adults  autism spectrum disorders  participatory research  qualitative research  quality of life  transition Index. décimale : PER Périodiques Résumé : Past research has mainly focused on autistic people's deficits and poor outcomes compared to other groups of people. Little is known about their positive life experiences, and how to support them to achieve a higher quality of life. It is important to include autistic individuals in research so that they can influence how their voices are represented in a meaningful way and how the research results will be useful to them. In this study, a university researcher collaborated with 14 autistic young adults in a post-school transition program to design and run the research, collect and analyze the data, and use the results to create a presentation to the community. Specifically, the participants took photos in daily life and discussed their ideas about what a good life means to them. Results showed that these young adults described themselves as uniquely and different, but they were eager to learn and adapt. They also valued their relationships with their families, friends, and animals around them, as well as the community at large. This research shows that autistic individuals have important perspectives to share and knowledge to contribute when they are given the opportunities to participate in different aspects of research. The findings will be useful in developing services and influencing policies that promote well-being among autistic adults. En ligne : http://dx.doi.org/10.1177/1362361319898961 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270

Challenges and contributors to self-efficacy for caregivers of toddlers with autism / Hannah H. SCHERTZ in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1260-1272 Titre : Challenges and contributors to self-efficacy for caregivers of toddlers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Hannah H. SCHERTZ, Auteur ; Jessica Nina LESTER, Auteur ; Emine ERDEN, Auteur ; Selin SAFRAN, Auteur ; Penny GITHENS, Auteur Article en page(s) : p.1260-1272 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  family functioning and support  pre-school children  qualitative research  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Parent-participatory early intervention practices are linked to parents' positive views of their own and their children's capabilities, beliefs that are associated with a range of parent and child outcomes. A qualitative study was conducted with 11 mothers of toddlers with autism who had experience with both professionally directed and parent-mediated early intervention. Participants were interviewed to explore their perspectives on their roles in relation to professionals and on how they viewed their ability to support their toddlers' social learning. An in-depth analysis of the transcribed interviews resulted in four themes. First, in the early stages, participants experienced challenges to their self-efficacy as they adjusted to the diagnosis and reached to connect with their child when social challenges emerged. Second, participants' views of their capability were stronger when they were provided with background knowledge enabling them to take the lead in guiding their children's learning than when professionals modeled predetermined intervention strategies for them to copy. Third, participants provided specific examples of their expertise to support their toddlers' social learning and viewed their close parent-child relationship and intimate knowledge of their children as valuable to the intervention. Fourth, participants voiced respect for their toddlers' natures and preferences, positioning them to build on their toddlers' strengths in everyday interactions. The results support the need for early intervention providers to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. En ligne : http://dx.doi.org/10.1177/1362361319899761 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270 [article] Challenges and contributors to self-efficacy for caregivers of toddlers with autism [Texte imprimé et/ou numérique] / Hannah H. SCHERTZ, Auteur ; Jessica Nina LESTER, Auteur ; Emine ERDEN, Auteur ; Selin SAFRAN, Auteur ; Penny GITHENS, Auteur . - p.1260-1272. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1260-1272 Mots-clés : autism spectrum disorders  family functioning and support  pre-school children  qualitative research  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Parent-participatory early intervention practices are linked to parents' positive views of their own and their children's capabilities, beliefs that are associated with a range of parent and child outcomes. A qualitative study was conducted with 11 mothers of toddlers with autism who had experience with both professionally directed and parent-mediated early intervention. Participants were interviewed to explore their perspectives on their roles in relation to professionals and on how they viewed their ability to support their toddlers' social learning. An in-depth analysis of the transcribed interviews resulted in four themes. First, in the early stages, participants experienced challenges to their self-efficacy as they adjusted to the diagnosis and reached to connect with their child when social challenges emerged. Second, participants' views of their capability were stronger when they were provided with background knowledge enabling them to take the lead in guiding their children's learning than when professionals modeled predetermined intervention strategies for them to copy. Third, participants provided specific examples of their expertise to support their toddlers' social learning and viewed their close parent-child relationship and intimate knowledge of their children as valuable to the intervention. Fourth, participants voiced respect for their toddlers' natures and preferences, positioning them to build on their toddlers' strengths in everyday interactions. The results support the need for early intervention providers to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. En ligne : http://dx.doi.org/10.1177/1362361319899761 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270

Facilitators' perspectives on a psychoeducational program for parents of an autistic child / Candice DECROOCQ in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1273-1285 Titre : Facilitators' perspectives on a psychoeducational program for parents of an autistic child Type de document : Texte imprimé et/ou numérique Auteurs : Candice DECROOCQ, Auteur ; Thierry SOULAS, Auteur ; Jérôme LICHTLE, Auteur ; Carol SANKEY, Auteur ; Aaron ENGELBERG, Auteur ; Emilie CAPPE, Auteur Article en page(s) : p.1273-1285 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  facilitators’ feedback  implementation  parent support program  psychoeducation Index. décimale : PER Périodiques Résumé : The recent increase of diagnosed cases of autism spectrum disorders has led to a considerable rise in the demands for autism-related services and interventions. Caring for an autistic child can be perceived as an enrichment, which coexists with stress in parents. Parents express the need to access relevant information about their child's difference, and parent support interventions appear to respond effectively to this demand, as they are knowledge-focused and offer indirect support to the child. The aim of this study was to capture the subjective experience of facilitators who implemented a psychoeducational program called Beyond PDD: Parental Skills within My Reach. This program is based on the acknowledged fact that parents of autistic children play a central role in their child's development. Its main goal is to help parents of autistic children under the age of 8 to identify, develop, and update their parenting competences. This program broaches different topics: (1) specific features of an autistic child, (2) post-diagnostic parental adjustment, (3) communication and social relationships, (4) importance of providing the child with a structured environment, and (5) parental emotions and perceptions that impact everyday life. Structured interviews of the facilitators provided insight on institutional support, issues related to the program itself, required and/or recommended professional background, personal experience and competences, and difficulties linked to recruitment and research criteria. Recommendations aiming to enhance program implementation and delivery were then created using facilitators' feedback on these aspects. En ligne : http://dx.doi.org/10.1177/1362361319899766 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270 [article] Facilitators' perspectives on a psychoeducational program for parents of an autistic child [Texte imprimé et/ou numérique] / Candice DECROOCQ, Auteur ; Thierry SOULAS, Auteur ; Jérôme LICHTLE, Auteur ; Carol SANKEY, Auteur ; Aaron ENGELBERG, Auteur ; Emilie CAPPE, Auteur . - p.1273-1285. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1273-1285 Mots-clés : autism spectrum disorder  facilitators’ feedback  implementation  parent support program  psychoeducation Index. décimale : PER Périodiques Résumé : The recent increase of diagnosed cases of autism spectrum disorders has led to a considerable rise in the demands for autism-related services and interventions. Caring for an autistic child can be perceived as an enrichment, which coexists with stress in parents. Parents express the need to access relevant information about their child's difference, and parent support interventions appear to respond effectively to this demand, as they are knowledge-focused and offer indirect support to the child. The aim of this study was to capture the subjective experience of facilitators who implemented a psychoeducational program called Beyond PDD: Parental Skills within My Reach. This program is based on the acknowledged fact that parents of autistic children play a central role in their child's development. Its main goal is to help parents of autistic children under the age of 8 to identify, develop, and update their parenting competences. This program broaches different topics: (1) specific features of an autistic child, (2) post-diagnostic parental adjustment, (3) communication and social relationships, (4) importance of providing the child with a structured environment, and (5) parental emotions and perceptions that impact everyday life. Structured interviews of the facilitators provided insight on institutional support, issues related to the program itself, required and/or recommended professional background, personal experience and competences, and difficulties linked to recruitment and research criteria. Recommendations aiming to enhance program implementation and delivery were then created using facilitators' feedback on these aspects. En ligne : http://dx.doi.org/10.1177/1362361319899766 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270

Emergent life events in the delivery of a caregiver-mediated evidence-based intervention for children with autism spectrum disorder in publicly funded mental health services / Teresa LIND in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1286-1299 Titre : Emergent life events in the delivery of a caregiver-mediated evidence-based intervention for children with autism spectrum disorder in publicly funded mental health services Type de document : Texte imprimé et/ou numérique Auteurs : Teresa LIND, Auteur ; Anna S. LAU, Auteur ; Christopher GOMEZ, Auteur ; Adriana RODRIGUEZ, Auteur ; Karen GUAN, Auteur ; Colby CHLEBOWSKI, Auteur ; Aimee ZHANG, Auteur ; Bruce CHORPITA, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.1286-1299 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  emergent life events  evidence-based intervention  fidelity  implementation  mental health services Index. décimale : PER Périodiques Résumé : Mental health clinicians often report significant challenges when delivering evidence-based interventions (EBI) in community settings, particularly when unexpected client stressors (or emergent life events; ELEs) interfere with the therapy process. The current study sought to extend the study of ELEs to children with Autism Spectrum Disorder (ASD) by examining the occurrence and impact of ELEs in the context of a collaborative, caregiver-mediated intervention for reducing challenging behaviors in children with ASD. This intervention was An Individualized Mental Health Intervention for children with ASD (referred to as AIM HI). Participants included 38 clinicians and child clients who were enrolled in a community effectiveness trial of AIM HI. Video recordings of 100 therapy sessions were coded for caregiver-reported ELEs and also how well clinicians adhered to the AIM HI protocol. Results indicated that mild to severe ELEs were reported in 36% of therapy sessions, and were reported for 58% of children at some point during the intervention. Children who had a greater number of diagnoses (in addition to the autism diagnosis) tended to have more ELEs. In addition, clinicians with less years of experience tended to have sessions with more ELEs. There was no significant link between ELEs and how well clinicians adhered to the AIM HI protocol. Findings offer implications for the implementation of EBI, particularly the importance of incorporating clinician training in addressing complex presentations and crises in the context of EBIs. En ligne : http://dx.doi.org/10.1177/1362361319881084 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270 [article] Emergent life events in the delivery of a caregiver-mediated evidence-based intervention for children with autism spectrum disorder in publicly funded mental health services [Texte imprimé et/ou numérique] / Teresa LIND, Auteur ; Anna S. LAU, Auteur ; Christopher GOMEZ, Auteur ; Adriana RODRIGUEZ, Auteur ; Karen GUAN, Auteur ; Colby CHLEBOWSKI, Auteur ; Aimee ZHANG, Auteur ; Bruce CHORPITA, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.1286-1299. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1286-1299 Mots-clés : autism spectrum disorder  emergent life events  evidence-based intervention  fidelity  implementation  mental health services Index. décimale : PER Périodiques Résumé : Mental health clinicians often report significant challenges when delivering evidence-based interventions (EBI) in community settings, particularly when unexpected client stressors (or emergent life events; ELEs) interfere with the therapy process. The current study sought to extend the study of ELEs to children with Autism Spectrum Disorder (ASD) by examining the occurrence and impact of ELEs in the context of a collaborative, caregiver-mediated intervention for reducing challenging behaviors in children with ASD. This intervention was An Individualized Mental Health Intervention for children with ASD (referred to as AIM HI). Participants included 38 clinicians and child clients who were enrolled in a community effectiveness trial of AIM HI. Video recordings of 100 therapy sessions were coded for caregiver-reported ELEs and also how well clinicians adhered to the AIM HI protocol. Results indicated that mild to severe ELEs were reported in 36% of therapy sessions, and were reported for 58% of children at some point during the intervention. Children who had a greater number of diagnoses (in addition to the autism diagnosis) tended to have more ELEs. In addition, clinicians with less years of experience tended to have sessions with more ELEs. There was no significant link between ELEs and how well clinicians adhered to the AIM HI protocol. Findings offer implications for the implementation of EBI, particularly the importance of incorporating clinician training in addressing complex presentations and crises in the context of EBIs. En ligne : http://dx.doi.org/10.1177/1362361319881084 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270

Preliminary clinical outcomes of a short-term low-intensity Early Start Denver Model implemented in the Taiwanese public health system / Tzu-Ling LIN in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1300-1306 Titre : Preliminary clinical outcomes of a short-term low-intensity Early Start Denver Model implemented in the Taiwanese public health system Type de document : Texte imprimé et/ou numérique Auteurs : Tzu-Ling LIN, Auteur ; Chung-Hsin CHIANG, Auteur ; Suk Yin HO, Auteur ; Hsin-Chi WU, Auteur ; Ching-Ching WONG, Auteur Article en page(s) : p.1300-1306 Langues : Anglais (eng) Mots-clés : Early Start Denver Model  autism spectrum disorder  early intervention  low-intensity  short-term Index. décimale : PER Périodiques Résumé : The Early Start Denver Model is a comprehensive naturalistic developmental behavioral intervention for young children with autism spectrum disorder. Rigorous studies indicate that long-term, high-intensity Early Start Denver Model in home-based settings can help young children with autism spectrum disorder have great progress in language, cognitive development, and adaptive skills and reduce overall symptom severity. In accordance with the current limitations in resourcing for early intervention in Taiwan, this study evaluated the effects of implementing the Early Start Denver Model in the Taiwanese public health system with some adaptations, including lower intensity, shorter duration, and delivery in general hospitals. A total of 16 children with autism spectrum disorder, aged between 25 and 46?months, received approximately 8?h per week one-on-one Early Start Denver Model intervention. After 6?months of intervention, the children showed great improvements in language and overall cognitive functioning and reduced symptom severity in communication and play. This study suggests that directly delivering the Early Start Denver Model in community-based hospitals may be an effective intervention, which can make more young children with autism spectrum disorder in Taiwan access the Early Start Denver Model service. En ligne : http://dx.doi.org/10.1177/1362361319897179 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270 [article] Preliminary clinical outcomes of a short-term low-intensity Early Start Denver Model implemented in the Taiwanese public health system [Texte imprimé et/ou numérique] / Tzu-Ling LIN, Auteur ; Chung-Hsin CHIANG, Auteur ; Suk Yin HO, Auteur ; Hsin-Chi WU, Auteur ; Ching-Ching WONG, Auteur . - p.1300-1306. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1300-1306 Mots-clés : Early Start Denver Model  autism spectrum disorder  early intervention  low-intensity  short-term Index. décimale : PER Périodiques Résumé : The Early Start Denver Model is a comprehensive naturalistic developmental behavioral intervention for young children with autism spectrum disorder. Rigorous studies indicate that long-term, high-intensity Early Start Denver Model in home-based settings can help young children with autism spectrum disorder have great progress in language, cognitive development, and adaptive skills and reduce overall symptom severity. In accordance with the current limitations in resourcing for early intervention in Taiwan, this study evaluated the effects of implementing the Early Start Denver Model in the Taiwanese public health system with some adaptations, including lower intensity, shorter duration, and delivery in general hospitals. A total of 16 children with autism spectrum disorder, aged between 25 and 46?months, received approximately 8?h per week one-on-one Early Start Denver Model intervention. After 6?months of intervention, the children showed great improvements in language and overall cognitive functioning and reduced symptom severity in communication and play. This study suggests that directly delivering the Early Start Denver Model in community-based hospitals may be an effective intervention, which can make more young children with autism spectrum disorder in Taiwan access the Early Start Denver Model service. En ligne : http://dx.doi.org/10.1177/1362361319897179 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270