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Autism . 24-8Paru le : 01/11/2020 |
[n° ou bulletin]
[n° ou bulletin]
24-8 - November 2020 [Texte imprimé et/ou numérique] . - 2020. Langues : Anglais (eng)
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Code-barres | Cote | Support | Localisation | Section | Disponibilité |
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PER0001845 | PER AUT | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements
Ajouter le résultat dans votre panierThe relationship between intolerance of uncertainty and anxiety in autism: A systematic literature review and meta-analysis / Richard JENKINSON in Autism, 24-8 (November 2020)
[article]
Titre : The relationship between intolerance of uncertainty and anxiety in autism: A systematic literature review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Richard JENKINSON, Auteur ; Elizabeth MILNE, Auteur ; Andrew THOMPSON, Auteur Article en page(s) : p.1933-1944 Langues : Anglais (eng) Mots-clés : *asd *anxiety *autism *autism spectrum disorders *intolerance of uncertainty *meta-analysis *systematic review of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : People who find it especially hard to cope with the unexpected or unknown are said to have an intolerance of uncertainty. Autistic individuals often report a preference for certainty and experience levels of anxiety that can interfere with their daily life. Understanding more about the link between the intolerance of uncertainty and anxiety in autistic people might lead to better treatments for anxiety being developed. Therefore, this work aimed to review previous research in order to explore this link. Twelve studies were found and their results were compared and contrasted. The autistic people who participated in the studies completed questionnaires that suggested a large number of them experienced very high levels of anxiety and intolerance of uncertainty. Of 10 studies that used relevant statistics, nine found a statistically significant link between anxiety and the intolerance of uncertainty. In general, the strength of the link was about the same as previous research found in people who did not have a diagnosis of autism. This might mean that interventions that aim to help people who are intolerant of uncertainty could be effective for autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361320932437 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.1933-1944[article] The relationship between intolerance of uncertainty and anxiety in autism: A systematic literature review and meta-analysis [Texte imprimé et/ou numérique] / Richard JENKINSON, Auteur ; Elizabeth MILNE, Auteur ; Andrew THOMPSON, Auteur . - p.1933-1944.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.1933-1944
Mots-clés : *asd *anxiety *autism *autism spectrum disorders *intolerance of uncertainty *meta-analysis *systematic review of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : People who find it especially hard to cope with the unexpected or unknown are said to have an intolerance of uncertainty. Autistic individuals often report a preference for certainty and experience levels of anxiety that can interfere with their daily life. Understanding more about the link between the intolerance of uncertainty and anxiety in autistic people might lead to better treatments for anxiety being developed. Therefore, this work aimed to review previous research in order to explore this link. Twelve studies were found and their results were compared and contrasted. The autistic people who participated in the studies completed questionnaires that suggested a large number of them experienced very high levels of anxiety and intolerance of uncertainty. Of 10 studies that used relevant statistics, nine found a statistically significant link between anxiety and the intolerance of uncertainty. In general, the strength of the link was about the same as previous research found in people who did not have a diagnosis of autism. This might mean that interventions that aim to help people who are intolerant of uncertainty could be effective for autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361320932437 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Continuing to look in the mirror: A review of neuroscientific evidence for the broken mirror hypothesis, EP-M model and STORM model of autism spectrum conditions / Luke YATES in Autism, 24-8 (November 2020)
[article]
Titre : Continuing to look in the mirror: A review of neuroscientific evidence for the broken mirror hypothesis, EP-M model and STORM model of autism spectrum conditions Type de document : Texte imprimé et/ou numérique Auteurs : Luke YATES, Auteur ; Hannah HOBSON, Auteur Article en page(s) : p.1945-1959 Langues : Anglais (eng) Mots-clés : *Autism spectrum condition *imitation *mirror neurons *top-down control of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : The mirror neuron system has been argued to be a key brain system responsible for understanding the actions of others and for imitation. It has therefore been proposed that problems within this system could explain the social difficulties experienced by people with autism spectrum condition. This idea is referred to as the broken mirror hypothesis. However, research has produced insufficient evidence to support the broken mirror hypothesis in its original form. Therefore, two other models have been suggested: EP-M model and the social top-down response modulation (STORM) model. All models suggest something is different regarding the mirror neuron system in autism spectrum condition: either within the mirror neuron system itself or within the systems that control the activity of the mirror neuron system. This literature review compares these three models in regard to recent neuroscientific investigations. This review concludes that there is insufficient support for both the broken mirror hypothesis, but converging evidence supports an integrated EP-M and STORM model. En ligne : http://dx.doi.org/10.1177/1362361320936945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.1945-1959[article] Continuing to look in the mirror: A review of neuroscientific evidence for the broken mirror hypothesis, EP-M model and STORM model of autism spectrum conditions [Texte imprimé et/ou numérique] / Luke YATES, Auteur ; Hannah HOBSON, Auteur . - p.1945-1959.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.1945-1959
Mots-clés : *Autism spectrum condition *imitation *mirror neurons *top-down control of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : The mirror neuron system has been argued to be a key brain system responsible for understanding the actions of others and for imitation. It has therefore been proposed that problems within this system could explain the social difficulties experienced by people with autism spectrum condition. This idea is referred to as the broken mirror hypothesis. However, research has produced insufficient evidence to support the broken mirror hypothesis in its original form. Therefore, two other models have been suggested: EP-M model and the social top-down response modulation (STORM) model. All models suggest something is different regarding the mirror neuron system in autism spectrum condition: either within the mirror neuron system itself or within the systems that control the activity of the mirror neuron system. This literature review compares these three models in regard to recent neuroscientific investigations. This review concludes that there is insufficient support for both the broken mirror hypothesis, but converging evidence supports an integrated EP-M and STORM model. En ligne : http://dx.doi.org/10.1177/1362361320936945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 A systematic review and meta-analysis of parent-mediated intervention for children and adolescents with autism spectrum disorder in mainland China, Hong Kong, and Taiwan / Qing LIU in Autism, 24-8 (November 2020)
[article]
Titre : A systematic review and meta-analysis of parent-mediated intervention for children and adolescents with autism spectrum disorder in mainland China, Hong Kong, and Taiwan Type de document : Texte imprimé et/ou numérique Auteurs : Qing LIU, Auteur ; Wu-Ying HSIEH, Auteur ; Gaowei CHEN, Auteur Article en page(s) : p.1960-1979 Langues : Anglais (eng) Mots-clés : *Greater China *autism spectrum disorder *low-resource areas *meta-analysis *parent-mediated intervention Index. décimale : PER Périodiques Résumé : The ideal dosage for early intensive interventions for autism spectrum disorder has been suggested to be at least 25-hour per week to reach optimal effects. However, insufficient service use and unmet needs among families with children with autism spectrum disorder are frequently reported worldwide. Helping parents to develop strategies for interaction and management of behavior through parent training has been demonstrated to be a prominent way to supplementing service insufficiency for autism spectrum disorder, which is particularly crucial in less-resourced areas. This review included 21 parent-mediated intervention programs conducted in China, the most populated developing country. Among them, we were able to combine outcome information from 12 randomized controlled trials to increase confidence in the results. We also rated the quality of methodology and evidence for all included studies, which was taken into account in making conclusions. The included programs varied in the content, length, and delivery method of trainings. Although targeting different training outcomes, the majority of the studies aimed to help parents be more competent and responsive during interactions with their child in order to decrease symptom severity. Overall, results showed sufficient evidence that parent training did improve child outcomes as intended. However, the quality of more than half (14/21) of the included studies were below satisfactory. Identified programs lack the capacity to be further transported in the Chinese societies due to the lack of solid theoretical foundations, implementation manuals, and appropriate cultural adaptations. This review reinforces the need for promotion and improvement of parent-mediated interventions in low-resource context. En ligne : http://dx.doi.org/10.1177/1362361320943380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.1960-1979[article] A systematic review and meta-analysis of parent-mediated intervention for children and adolescents with autism spectrum disorder in mainland China, Hong Kong, and Taiwan [Texte imprimé et/ou numérique] / Qing LIU, Auteur ; Wu-Ying HSIEH, Auteur ; Gaowei CHEN, Auteur . - p.1960-1979.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.1960-1979
Mots-clés : *Greater China *autism spectrum disorder *low-resource areas *meta-analysis *parent-mediated intervention Index. décimale : PER Périodiques Résumé : The ideal dosage for early intensive interventions for autism spectrum disorder has been suggested to be at least 25-hour per week to reach optimal effects. However, insufficient service use and unmet needs among families with children with autism spectrum disorder are frequently reported worldwide. Helping parents to develop strategies for interaction and management of behavior through parent training has been demonstrated to be a prominent way to supplementing service insufficiency for autism spectrum disorder, which is particularly crucial in less-resourced areas. This review included 21 parent-mediated intervention programs conducted in China, the most populated developing country. Among them, we were able to combine outcome information from 12 randomized controlled trials to increase confidence in the results. We also rated the quality of methodology and evidence for all included studies, which was taken into account in making conclusions. The included programs varied in the content, length, and delivery method of trainings. Although targeting different training outcomes, the majority of the studies aimed to help parents be more competent and responsive during interactions with their child in order to decrease symptom severity. Overall, results showed sufficient evidence that parent training did improve child outcomes as intended. However, the quality of more than half (14/21) of the included studies were below satisfactory. Identified programs lack the capacity to be further transported in the Chinese societies due to the lack of solid theoretical foundations, implementation manuals, and appropriate cultural adaptations. This review reinforces the need for promotion and improvement of parent-mediated interventions in low-resource context. En ligne : http://dx.doi.org/10.1177/1362361320943380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
[article]
Titre : Mentalising and conversation-following in autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsuan-Chen WU, Auteur ; Francesca BIONDO, Auteur ; Ciara O'MAHONY, Auteur ; Sarah WHITE, Auteur ; Flora THIEBAUT, Auteur ; Geraint REES, Auteur ; Paul W. BURGESS, Auteur Article en page(s) : p.1980-1994 Langues : Anglais (eng) Mots-clés : *autism *conversation *heterogeneity *mentalising *social interaction Index. décimale : PER Périodiques Résumé : Some people with autism spectrum disorders have been observed to experience difficulties with making correct inferences in conversations in social situations. However, the nature and origin of their problem is rarely investigated. This study used manipulations of video stimuli to investigate two questions. The first question was whether it is the number of people involved in social situations, that is, the source of problems in following conversations, or whether it is the increased mentalising demands required to comprehend interactions between several people. The second question asked was whether the nature and pattern of the errors that autism spectrum disorder participants show are the same as typically developing people make when they make an error. In total, 43 typically developed adults and 30 adults diagnosed with autism spectrum disorder were studied. We found that it was the amount of mentalising required, rather than the number of people involved, which caused problems for people with autism spectrum disorder in following conversations. Furthermore, the autism spectrum disorder participants showed a more heterogeneous pattern of errors, showing less agreement among themselves than the typically developed group as to which test items were hardest. So, fully understanding the observed behaviour consequent upon weakness in mentalising ability in people with autism spectrum disorders requires consideration of factors other than mentalising. En ligne : http://dx.doi.org/10.1177/1362361320935690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.1980-1994[article] Mentalising and conversation-following in autism [Texte imprimé et/ou numérique] / Hsuan-Chen WU, Auteur ; Francesca BIONDO, Auteur ; Ciara O'MAHONY, Auteur ; Sarah WHITE, Auteur ; Flora THIEBAUT, Auteur ; Geraint REES, Auteur ; Paul W. BURGESS, Auteur . - p.1980-1994.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.1980-1994
Mots-clés : *autism *conversation *heterogeneity *mentalising *social interaction Index. décimale : PER Périodiques Résumé : Some people with autism spectrum disorders have been observed to experience difficulties with making correct inferences in conversations in social situations. However, the nature and origin of their problem is rarely investigated. This study used manipulations of video stimuli to investigate two questions. The first question was whether it is the number of people involved in social situations, that is, the source of problems in following conversations, or whether it is the increased mentalising demands required to comprehend interactions between several people. The second question asked was whether the nature and pattern of the errors that autism spectrum disorder participants show are the same as typically developing people make when they make an error. In total, 43 typically developed adults and 30 adults diagnosed with autism spectrum disorder were studied. We found that it was the amount of mentalising required, rather than the number of people involved, which caused problems for people with autism spectrum disorder in following conversations. Furthermore, the autism spectrum disorder participants showed a more heterogeneous pattern of errors, showing less agreement among themselves than the typically developed group as to which test items were hardest. So, fully understanding the observed behaviour consequent upon weakness in mentalising ability in people with autism spectrum disorders requires consideration of factors other than mentalising. En ligne : http://dx.doi.org/10.1177/1362361320935690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Memory enhancements from active control of learning in children with autism spectrum disorder / Valentina FANTASIA in Autism, 24-8 (November 2020)
[article]
Titre : Memory enhancements from active control of learning in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Valentina FANTASIA, Auteur ; Douglas B. MARKANT, Auteur ; Giovanni VALERI, Auteur ; Nicholas PERRI, Auteur ; Azzurra RUGGERI, Auteur Article en page(s) : p.1995-2007 Langues : Anglais (eng) Mots-clés : *active learning *autism spectrum disorder *enactment effect *exploration *recognition memory Index. décimale : PER Périodiques Résumé : Research with adults and typically developing children has shown that being able to actively control their learning experience, that is, to decide what to learn, when, and at what pace, can boost learning in a variety of contexts. In particular, previous research has shown a robust advantage of active control for episodic memory as compared with conditions lacking this control. In this article, we explore the potential of active control to improve learning of 6- to 12-year-old children diagnosed with autism spectrum disorder. We presented them with a simple memory game on a touchscreen tablet, in which children were asked to recall as many of the presented objects as possible. For half of the objects, children could decide the order and pacing of study (active condition); for the other half, they passively observed the study decisions of a previous participant (yoked condition). We found that recognition memory was more accurate when children could actively control the order, pace, and frequency of the study experience, even after a week-long delay. We discuss how teachers and educators might promote active learning approaches in educational and pedagogical applications to support inclusive learning. En ligne : http://dx.doi.org/10.1177/1362361320931244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.1995-2007[article] Memory enhancements from active control of learning in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Valentina FANTASIA, Auteur ; Douglas B. MARKANT, Auteur ; Giovanni VALERI, Auteur ; Nicholas PERRI, Auteur ; Azzurra RUGGERI, Auteur . - p.1995-2007.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.1995-2007
Mots-clés : *active learning *autism spectrum disorder *enactment effect *exploration *recognition memory Index. décimale : PER Périodiques Résumé : Research with adults and typically developing children has shown that being able to actively control their learning experience, that is, to decide what to learn, when, and at what pace, can boost learning in a variety of contexts. In particular, previous research has shown a robust advantage of active control for episodic memory as compared with conditions lacking this control. In this article, we explore the potential of active control to improve learning of 6- to 12-year-old children diagnosed with autism spectrum disorder. We presented them with a simple memory game on a touchscreen tablet, in which children were asked to recall as many of the presented objects as possible. For half of the objects, children could decide the order and pacing of study (active condition); for the other half, they passively observed the study decisions of a previous participant (yoked condition). We found that recognition memory was more accurate when children could actively control the order, pace, and frequency of the study experience, even after a week-long delay. We discuss how teachers and educators might promote active learning approaches in educational and pedagogical applications to support inclusive learning. En ligne : http://dx.doi.org/10.1177/1362361320931244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Service deserts and service oases: Utilizing geographic information systems to evaluate service availability for individuals with autism spectrum disorder / Amy DRAHOTA in Autism, 24-8 (November 2020)
[article]
Titre : Service deserts and service oases: Utilizing geographic information systems to evaluate service availability for individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amy DRAHOTA, Auteur ; Richard SADLER, Auteur ; Christopher HIPPENSTEEL, Auteur ; Brooke R. INGERSOLL, Auteur ; Lauren BISHOP, Auteur Article en page(s) : p.2008-2020 Langues : Anglais (eng) Mots-clés : *accessibility *autism spectrum disorder *availability *disparity *geographic information systems *health equity *health services *neighborhood *services research *socioeconomic status Index. décimale : PER Périodiques Résumé : Autism spectrum disorder and co-occurring symptoms often require lifelong services. However, access to autism spectrum disorder services is hindered by a lack of available autism spectrum disorder providers. We utilized geographic information systems methods to map autism spectrum disorder provider locations in Michigan. We hypothesized that (1) fewer providers would be located in less versus more populated areas; (2) neighborhoods with low versus high socioeconomic status would have fewer autism spectrum disorder providers; and (3) an interaction would be found between population and socioeconomic status such that neighborhoods with low socioeconomic status and high population would have few available autism spectrum disorder providers. We compiled a list of autism spectrum disorder providers in Michigan, geocoded the location of providers, and used network analysis to assess autism spectrum disorder service availability in relation to population distribution, socioeconomic disadvantage, urbanicity, and immobility. Individuals in rural neighborhoods had fewer available autism spectrum disorder providers than individuals in suburban and urban neighborhoods. In addition, neighborhoods with greater socioeconomic status disadvantage had fewer autism spectrum disorder providers available. Finally, wealthier suburbs had good provider availability while few providers were available in poorer, urban neighborhoods. Knowing autism spectrum disorder providers' availability, and neighborhoods that are particularly poorly serviced, presents the opportunity to utilize evidence-based dissemination and implementation strategies that promote increased autism spectrum disorder providers for underserved individuals. En ligne : http://dx.doi.org/10.1177/1362361320931265 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2008-2020[article] Service deserts and service oases: Utilizing geographic information systems to evaluate service availability for individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Amy DRAHOTA, Auteur ; Richard SADLER, Auteur ; Christopher HIPPENSTEEL, Auteur ; Brooke R. INGERSOLL, Auteur ; Lauren BISHOP, Auteur . - p.2008-2020.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2008-2020
Mots-clés : *accessibility *autism spectrum disorder *availability *disparity *geographic information systems *health equity *health services *neighborhood *services research *socioeconomic status Index. décimale : PER Périodiques Résumé : Autism spectrum disorder and co-occurring symptoms often require lifelong services. However, access to autism spectrum disorder services is hindered by a lack of available autism spectrum disorder providers. We utilized geographic information systems methods to map autism spectrum disorder provider locations in Michigan. We hypothesized that (1) fewer providers would be located in less versus more populated areas; (2) neighborhoods with low versus high socioeconomic status would have fewer autism spectrum disorder providers; and (3) an interaction would be found between population and socioeconomic status such that neighborhoods with low socioeconomic status and high population would have few available autism spectrum disorder providers. We compiled a list of autism spectrum disorder providers in Michigan, geocoded the location of providers, and used network analysis to assess autism spectrum disorder service availability in relation to population distribution, socioeconomic disadvantage, urbanicity, and immobility. Individuals in rural neighborhoods had fewer available autism spectrum disorder providers than individuals in suburban and urban neighborhoods. In addition, neighborhoods with greater socioeconomic status disadvantage had fewer autism spectrum disorder providers available. Finally, wealthier suburbs had good provider availability while few providers were available in poorer, urban neighborhoods. Knowing autism spectrum disorder providers' availability, and neighborhoods that are particularly poorly serviced, presents the opportunity to utilize evidence-based dissemination and implementation strategies that promote increased autism spectrum disorder providers for underserved individuals. En ligne : http://dx.doi.org/10.1177/1362361320931265 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Facial emotion recognition in autistic adult females correlates with alexithymia, not autism / Louise OLA in Autism, 24-8 (November 2020)
[article]
Titre : Facial emotion recognition in autistic adult females correlates with alexithymia, not autism Type de document : Texte imprimé et/ou numérique Auteurs : Louise OLA, Auteur ; Fiona GULLON-SCOTT, Auteur Article en page(s) : p.2021-2034 Langues : Anglais (eng) Mots-clés : *alexithymia *autism spectrum disorders *emotion recognition *females Index. décimale : PER Périodiques Résumé : Research with autistic males has indicated that difficulties in recognising facial expressions of emotion, commonly associated with autism spectrum conditions, may instead be due to co-occurring alexithymia (a condition involving lack of emotional awareness, difficulty describing feelings and difficulty distinguishing feelings from physical bodily sensations) and not to do with autism. We wanted to explore if this would be true for autistic females, as well as to use more realistic stimuli for emotional expression. In all, 83 females diagnosed with autism spectrum condition completed self-report measures of autism spectrum condition traits and alexithymia and completed a visual test that assessed their ability to identify multimodal displays of complex emotions. Higher levels of alexithymia, but not autism spectrum condition features, were associated with less accuracy in identifying emotions. Difficulty identifying one's own feelings and externally oriented thinking were the components of alexithymia that were specifically related to facial emotion recognition accuracy. However, alexithymia (and levels of autism spectrum condition traits) was not associated with speed of emotion processing. We discuss the findings in terms of possible underlying mechanisms and the implications for our understanding of emotion processing and recognition in autism. En ligne : http://dx.doi.org/10.1177/1362361320932727 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2021-2034[article] Facial emotion recognition in autistic adult females correlates with alexithymia, not autism [Texte imprimé et/ou numérique] / Louise OLA, Auteur ; Fiona GULLON-SCOTT, Auteur . - p.2021-2034.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2021-2034
Mots-clés : *alexithymia *autism spectrum disorders *emotion recognition *females Index. décimale : PER Périodiques Résumé : Research with autistic males has indicated that difficulties in recognising facial expressions of emotion, commonly associated with autism spectrum conditions, may instead be due to co-occurring alexithymia (a condition involving lack of emotional awareness, difficulty describing feelings and difficulty distinguishing feelings from physical bodily sensations) and not to do with autism. We wanted to explore if this would be true for autistic females, as well as to use more realistic stimuli for emotional expression. In all, 83 females diagnosed with autism spectrum condition completed self-report measures of autism spectrum condition traits and alexithymia and completed a visual test that assessed their ability to identify multimodal displays of complex emotions. Higher levels of alexithymia, but not autism spectrum condition features, were associated with less accuracy in identifying emotions. Difficulty identifying one's own feelings and externally oriented thinking were the components of alexithymia that were specifically related to facial emotion recognition accuracy. However, alexithymia (and levels of autism spectrum condition traits) was not associated with speed of emotion processing. We discuss the findings in terms of possible underlying mechanisms and the implications for our understanding of emotion processing and recognition in autism. En ligne : http://dx.doi.org/10.1177/1362361320932727 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism / Victor LUSHIN in Autism, 24-8 (November 2020)
[article]
Titre : The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Victor LUSHIN, Auteur ; Steven MARCUS, Auteur ; Daphney GASTON, Auteur ; Rinad S. BEIDAS, Auteur ; Ashlee LAMSON, Auteur ; Ilene GOY, Auteur ; Irina GODINA, Auteur ; Joanne REES, Auteur ; Rebecca RIVERA, Auteur ; David MANDELL, Auteur Article en page(s) : p.2035-2045 Langues : Anglais (eng) Mots-clés : *autism *evidence-based practices *preschool special education Index. décimale : PER Périodiques Résumé : For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff (n?=?51) in 12 classrooms across three special education preschools for children with autism, aged 3-6?years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist's professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. En ligne : http://dx.doi.org/10.1177/1362361320932726 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2035-2045[article] The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism [Texte imprimé et/ou numérique] / Victor LUSHIN, Auteur ; Steven MARCUS, Auteur ; Daphney GASTON, Auteur ; Rinad S. BEIDAS, Auteur ; Ashlee LAMSON, Auteur ; Ilene GOY, Auteur ; Irina GODINA, Auteur ; Joanne REES, Auteur ; Rebecca RIVERA, Auteur ; David MANDELL, Auteur . - p.2035-2045.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2035-2045
Mots-clés : *autism *evidence-based practices *preschool special education Index. décimale : PER Périodiques Résumé : For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff (n?=?51) in 12 classrooms across three special education preschools for children with autism, aged 3-6?years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist's professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. En ligne : http://dx.doi.org/10.1177/1362361320932726 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Alexithymic and autistic traits: Relevance for comorbid depression and social phobia in adults with and without autism spectrum disorder / Laura ALBANTAKIS in Autism, 24-8 (November 2020)
[article]
Titre : Alexithymic and autistic traits: Relevance for comorbid depression and social phobia in adults with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Laura ALBANTAKIS, Auteur ; Marie-Luise BRANDI, Auteur ; Imme Christina ZILLEKENS, Auteur ; Lara HENCO, Auteur ; Leonie WEINDEL, Auteur ; Hanna THALER, Auteur ; Lena SCHLIEPHAKE, Auteur ; Bert TIMMERMANS, Auteur ; Leonhard SCHILBACH, Auteur Article en page(s) : p.2046-2056 Langues : Anglais (eng) Mots-clés : *adults *alexithymia *autism spectrum disorder *depression *psychiatric comorbidity *social phobia Index. décimale : PER Périodiques Résumé : Adults with autism often develop mental health problems such as depression and social phobia. The reasons for this are still unclear. Many studies found that alexithymia plays an important role in mental health problems like depression. People with alexithymia have difficulties identifying and describing their emotions. Almost every second person with autism has alexithymia. Therefore, we explored in this study whether alexithymia is linked to worse mental health in autistic people. We looked at two common diagnoses, depression and social phobia. We found that alexithymia increased symptoms of depression, while autistic traits increased symptoms of social phobia. Our results suggest that alexithymia and autistic traits can increase the risk of mental health problems. An early assessment could help prevent mental health problems and improve quality of life. En ligne : http://dx.doi.org/10.1177/1362361320936024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2046-2056[article] Alexithymic and autistic traits: Relevance for comorbid depression and social phobia in adults with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Laura ALBANTAKIS, Auteur ; Marie-Luise BRANDI, Auteur ; Imme Christina ZILLEKENS, Auteur ; Lara HENCO, Auteur ; Leonie WEINDEL, Auteur ; Hanna THALER, Auteur ; Lena SCHLIEPHAKE, Auteur ; Bert TIMMERMANS, Auteur ; Leonhard SCHILBACH, Auteur . - p.2046-2056.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2046-2056
Mots-clés : *adults *alexithymia *autism spectrum disorder *depression *psychiatric comorbidity *social phobia Index. décimale : PER Périodiques Résumé : Adults with autism often develop mental health problems such as depression and social phobia. The reasons for this are still unclear. Many studies found that alexithymia plays an important role in mental health problems like depression. People with alexithymia have difficulties identifying and describing their emotions. Almost every second person with autism has alexithymia. Therefore, we explored in this study whether alexithymia is linked to worse mental health in autistic people. We looked at two common diagnoses, depression and social phobia. We found that alexithymia increased symptoms of depression, while autistic traits increased symptoms of social phobia. Our results suggest that alexithymia and autistic traits can increase the risk of mental health problems. An early assessment could help prevent mental health problems and improve quality of life. En ligne : http://dx.doi.org/10.1177/1362361320936024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Temperament influences the relationship between symptom severity and adaptive functioning in children with autism spectrum disorder / Vivian LEE in Autism, 24-8 (November 2020)
[article]
Titre : Temperament influences the relationship between symptom severity and adaptive functioning in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Vivian LEE, Auteur ; Eric DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Teresa BENNETT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur ; Connor M. KERNS, Auteur ; Pat MIRENDA, Auteur ; Isabel M SMITH, Auteur ; Wendy J. UNGAR, Auteur ; Tracy VAILLANCOURT, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Ann THOMPSON, Auteur ; Stelios GEORGIADES, Auteur Article en page(s) : p.2057-2070 Langues : Anglais (eng) Mots-clés : *adaptive functioning *autism *temperament Index. décimale : PER Périodiques Résumé : Temperament is often thought of as behavioural traits that are relatively stable over time but can vary between individuals. Children diagnosed with autism spectrum disorder are often characterized as having 'reactive' and 'negative' temperaments when compared to same-aged peers with or without disabilities, which can negatively impact the development of adaptive functioning skills but little is known about variations of temperament between individual children diagnosed with autism spectrum disorder. This study aimed to (a) explore the variation of individual temperament traits within a sample of school-aged children with autism spectrum disorder to determine whether subgroups with similar trait profiles emerge and (b) examine whether temperament influences the relationship between autism symptoms and adaptive functioning outcomes. Results from our dataset suggest that children diagnosed with autism spectrum disorder fit under two profiles: 'even' and 'reactive'. Furthermore, our analysis shows that temperament can influence the impact of increasing symptom severity on adaptive functioning skills in children with autism spectrum disorder. Study findings highlight the importance of considering temperament when trying to understand the individual differences that influence the development of functioning and developmental outcomes in children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320933048 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2057-2070[article] Temperament influences the relationship between symptom severity and adaptive functioning in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Vivian LEE, Auteur ; Eric DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Teresa BENNETT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur ; Connor M. KERNS, Auteur ; Pat MIRENDA, Auteur ; Isabel M SMITH, Auteur ; Wendy J. UNGAR, Auteur ; Tracy VAILLANCOURT, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Ann THOMPSON, Auteur ; Stelios GEORGIADES, Auteur . - p.2057-2070.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2057-2070
Mots-clés : *adaptive functioning *autism *temperament Index. décimale : PER Périodiques Résumé : Temperament is often thought of as behavioural traits that are relatively stable over time but can vary between individuals. Children diagnosed with autism spectrum disorder are often characterized as having 'reactive' and 'negative' temperaments when compared to same-aged peers with or without disabilities, which can negatively impact the development of adaptive functioning skills but little is known about variations of temperament between individual children diagnosed with autism spectrum disorder. This study aimed to (a) explore the variation of individual temperament traits within a sample of school-aged children with autism spectrum disorder to determine whether subgroups with similar trait profiles emerge and (b) examine whether temperament influences the relationship between autism symptoms and adaptive functioning outcomes. Results from our dataset suggest that children diagnosed with autism spectrum disorder fit under two profiles: 'even' and 'reactive'. Furthermore, our analysis shows that temperament can influence the impact of increasing symptom severity on adaptive functioning skills in children with autism spectrum disorder. Study findings highlight the importance of considering temperament when trying to understand the individual differences that influence the development of functioning and developmental outcomes in children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320933048 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 The Dutch Sensory Perception Quotient-Short in adults with and without autism / Ricarda F. WEILAND in Autism, 24-8 (November 2020)
[article]
Titre : The Dutch Sensory Perception Quotient-Short in adults with and without autism Type de document : Texte imprimé et/ou numérique Auteurs : Ricarda F. WEILAND, Auteur ; Tinca J. C. POLDERMAN, Auteur ; Rosa A. HOEKSTRA, Auteur ; Dirk Ja SMIT, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.2071-2080 Langues : Anglais (eng) Mots-clés : *spq *autism *perception *questionnaire *sensory sensitivity of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Individuals on the autism spectrum often experience heightened or reduced sensory sensitivities. This feature was recently added to the diagnostic manual for autism (Diagnostic and Statistical Manual of Mental Disorders, 5th ed. (DSM-5)). To measure sensory sensitivities, the Sensory Perception Quotient (SPQ) has been developed. In this study, we tested whether a Dutch translation of the abridged SPQ-Short yields similar results as the original English version. We also tested whether this questionnaire can measure modality specific sensitivities. To this end, 657 adults with autism spectrum disorder and 585 adults without an autism spectrum disorder diagnosis filled out the Dutch SPQ-Short. The Dutch questionnaire data were very similar to the original English version: adults with autism spectrum disorder were more sensitive compared with adults without autism spectrum disorder. Women with autism spectrum disorder are more sensitive compared with men with autism spectrum disorder. Gender did not have an effect in the group without autism spectrum disorder. Individuals reporting higher sensory sensitivities also reported more autistic traits (such as lower social interests, or increased fascination for patterns). Finally, we found that the Dutch SPQ-Short is suited to measure modality-specific sensitivities. We conclude that the Dutch translation is a viable tool to measure sensory sensitivities in adults with and without autism spectrum disorder and can be used to further our understanding of differences in perception in people with or without autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320942085 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2071-2080[article] The Dutch Sensory Perception Quotient-Short in adults with and without autism [Texte imprimé et/ou numérique] / Ricarda F. WEILAND, Auteur ; Tinca J. C. POLDERMAN, Auteur ; Rosa A. HOEKSTRA, Auteur ; Dirk Ja SMIT, Auteur ; Sander BEGEER, Auteur . - p.2071-2080.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2071-2080
Mots-clés : *spq *autism *perception *questionnaire *sensory sensitivity of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Individuals on the autism spectrum often experience heightened or reduced sensory sensitivities. This feature was recently added to the diagnostic manual for autism (Diagnostic and Statistical Manual of Mental Disorders, 5th ed. (DSM-5)). To measure sensory sensitivities, the Sensory Perception Quotient (SPQ) has been developed. In this study, we tested whether a Dutch translation of the abridged SPQ-Short yields similar results as the original English version. We also tested whether this questionnaire can measure modality specific sensitivities. To this end, 657 adults with autism spectrum disorder and 585 adults without an autism spectrum disorder diagnosis filled out the Dutch SPQ-Short. The Dutch questionnaire data were very similar to the original English version: adults with autism spectrum disorder were more sensitive compared with adults without autism spectrum disorder. Women with autism spectrum disorder are more sensitive compared with men with autism spectrum disorder. Gender did not have an effect in the group without autism spectrum disorder. Individuals reporting higher sensory sensitivities also reported more autistic traits (such as lower social interests, or increased fascination for patterns). Finally, we found that the Dutch SPQ-Short is suited to measure modality-specific sensitivities. We conclude that the Dutch translation is a viable tool to measure sensory sensitivities in adults with and without autism spectrum disorder and can be used to further our understanding of differences in perception in people with or without autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320942085 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors / Yana SINAI-GAVRILOV in Autism, 24-8 (November 2020)
[article]
Titre : Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors Type de document : Texte imprimé et/ou numérique Auteurs : Yana SINAI-GAVRILOV, Auteur ; Tali GEV, Auteur ; Irit MOR-SNIR, Auteur ; Giacomo VIVANTI, Auteur ; Ofer GOLAN, Auteur Article en page(s) : p.2081-2093 Langues : Anglais (eng) Mots-clés : *esdm *autism *clinical trial *early intervention *preschool of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Early intensive intervention has been shown to significantly affect the development of children with Autism. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of a research-supported early intensive intervention model called the Early Start Denver Model into community preschool programs for children with Autism in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented the existing multidisciplinary developmental intervention which is widely applied in Israeli community preschools for children with autism. Fifty-one children (aged 33-57?months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention preschools. Before the intervention began, groups were comparable on children's age and developmental functioning and on families' socio-economic status. Results showed that, compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment group made greater gains on measures of overall cognitive development, language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. Children who had lower autism symptom severity, higher adaptive functioning and better language understanding abilities before taking part in the preschool-based Early Start Denver Model program showed greater improvements following it. This study documents the successful implementation of an intensive early intervention program in pre-existing community preschools, underlining the importance of the integration of research-supported intervention programs into community settings. En ligne : http://dx.doi.org/10.1177/1362361320934221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2081-2093[article] Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors [Texte imprimé et/ou numérique] / Yana SINAI-GAVRILOV, Auteur ; Tali GEV, Auteur ; Irit MOR-SNIR, Auteur ; Giacomo VIVANTI, Auteur ; Ofer GOLAN, Auteur . - p.2081-2093.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2081-2093
Mots-clés : *esdm *autism *clinical trial *early intervention *preschool of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Early intensive intervention has been shown to significantly affect the development of children with Autism. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of a research-supported early intensive intervention model called the Early Start Denver Model into community preschool programs for children with Autism in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented the existing multidisciplinary developmental intervention which is widely applied in Israeli community preschools for children with autism. Fifty-one children (aged 33-57?months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention preschools. Before the intervention began, groups were comparable on children's age and developmental functioning and on families' socio-economic status. Results showed that, compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment group made greater gains on measures of overall cognitive development, language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. Children who had lower autism symptom severity, higher adaptive functioning and better language understanding abilities before taking part in the preschool-based Early Start Denver Model program showed greater improvements following it. This study documents the successful implementation of an intensive early intervention program in pre-existing community preschools, underlining the importance of the integration of research-supported intervention programs into community settings. En ligne : http://dx.doi.org/10.1177/1362361320934221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Service use by youth with autism within a system-driven implementation of evidence-based practices in children's mental health services / Nicole A. STADNICK in Autism, 24-8 (November 2020)
[article]
Titre : Service use by youth with autism within a system-driven implementation of evidence-based practices in children's mental health services Type de document : Texte imprimé et/ou numérique Auteurs : Nicole A. STADNICK, Auteur ; Anna S. LAU, Auteur ; Kelsey S. DICKSON, Auteur ; Keri PESANTI, Auteur ; Debbie INNES-GOMBERG, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.2094-2103 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder *evidence-based practices *implementation *mental health services *youth Index. décimale : PER Périodiques Résumé : Public mental health systems play an important role in caring for youth with autism spectrum disorder. Like other dually diagnosed populations, youth with autism spectrum disorder may receive services in the context of evidence-based practice implementation efforts within public mental health systems. Little is known about service use patterns within the context of system-driven implementations efforts for this population. This case-control study examined mental health service patterns of 2537 youth with autism spectrum disorder compared to 2537 matched peers receiving care in the Los Angeles County Department of Mental Health, the largest public mental health department in the United States, within the context of a system-driven implementation of multiple evidence-based practices. Although not the primary target of this implementation effort, youth with autism spectrum disorder were served when they met criteria for the services based on their presenting mental health symptoms. Comparative analyses using administrative claims data were conducted to examine differences in mental health utilization patterns and clinical characteristics. Findings revealed significant differences in the volume and duration of mental health services as well as differences in the service type and evidence-based practice delivered between youth with and without autism spectrum disorder. Results provide direction targeting implementation efforts for youth with autism spectrum disorder within a public mental health system care reform. En ligne : http://dx.doi.org/10.1177/1362361320934230 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2094-2103[article] Service use by youth with autism within a system-driven implementation of evidence-based practices in children's mental health services [Texte imprimé et/ou numérique] / Nicole A. STADNICK, Auteur ; Anna S. LAU, Auteur ; Kelsey S. DICKSON, Auteur ; Keri PESANTI, Auteur ; Debbie INNES-GOMBERG, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.2094-2103.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2094-2103
Mots-clés : *autism spectrum disorder *evidence-based practices *implementation *mental health services *youth Index. décimale : PER Périodiques Résumé : Public mental health systems play an important role in caring for youth with autism spectrum disorder. Like other dually diagnosed populations, youth with autism spectrum disorder may receive services in the context of evidence-based practice implementation efforts within public mental health systems. Little is known about service use patterns within the context of system-driven implementations efforts for this population. This case-control study examined mental health service patterns of 2537 youth with autism spectrum disorder compared to 2537 matched peers receiving care in the Los Angeles County Department of Mental Health, the largest public mental health department in the United States, within the context of a system-driven implementation of multiple evidence-based practices. Although not the primary target of this implementation effort, youth with autism spectrum disorder were served when they met criteria for the services based on their presenting mental health symptoms. Comparative analyses using administrative claims data were conducted to examine differences in mental health utilization patterns and clinical characteristics. Findings revealed significant differences in the volume and duration of mental health services as well as differences in the service type and evidence-based practice delivered between youth with and without autism spectrum disorder. Results provide direction targeting implementation efforts for youth with autism spectrum disorder within a public mental health system care reform. En ligne : http://dx.doi.org/10.1177/1362361320934230 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Multi-component communication intervention for children with autism: A randomized controlled trial / Lauren H. HAMPTON in Autism, 24-8 (November 2020)
[article]
Titre : Multi-component communication intervention for children with autism: A randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Lauren H. HAMPTON, Auteur ; Ann P. KAISER, Auteur ; Elizabeth A. FULLER, Auteur Article en page(s) : p.2104-2116 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders *communication and language *minimally verbal *parent training *preschool *speech-generating device Index. décimale : PER Périodiques Résumé : This study reports the results of a randomized trial for preverbal preschoolers with autism that demonstrates the effects of multiple intervention strategies including caregiver training. About 50% of children with autism are not talking by age 3 and up to 30% of children with autism will remain minimally verbal past age 5. Interventions delivered by clinicians and caregivers have the greatest effects on spoken language and may reduce the rate of those who remain minimally verbal. Sixty-eight children ages 3-5 with autism and their caregivers participated in this randomized trial comparing the communication intervention to a comparison group. A brief, multi-component, communication intervention (including a speech-generating device) for children with autism that addresses core deficits may be effective in improving joint attention skills immediately following intervention and social communication skills 4?months following intervention. Future research is needed to understand for whom and under what conditions this intervention is most effective. En ligne : http://dx.doi.org/10.1177/1362361320934558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2104-2116[article] Multi-component communication intervention for children with autism: A randomized controlled trial [Texte imprimé et/ou numérique] / Lauren H. HAMPTON, Auteur ; Ann P. KAISER, Auteur ; Elizabeth A. FULLER, Auteur . - p.2104-2116.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2104-2116
Mots-clés : *autism spectrum disorders *communication and language *minimally verbal *parent training *preschool *speech-generating device Index. décimale : PER Périodiques Résumé : This study reports the results of a randomized trial for preverbal preschoolers with autism that demonstrates the effects of multiple intervention strategies including caregiver training. About 50% of children with autism are not talking by age 3 and up to 30% of children with autism will remain minimally verbal past age 5. Interventions delivered by clinicians and caregivers have the greatest effects on spoken language and may reduce the rate of those who remain minimally verbal. Sixty-eight children ages 3-5 with autism and their caregivers participated in this randomized trial comparing the communication intervention to a comparison group. A brief, multi-component, communication intervention (including a speech-generating device) for children with autism that addresses core deficits may be effective in improving joint attention skills immediately following intervention and social communication skills 4?months following intervention. Future research is needed to understand for whom and under what conditions this intervention is most effective. En ligne : http://dx.doi.org/10.1177/1362361320934558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance / Manon DE KORTE in Autism, 24-8 (November 2020)
[article]
Titre : Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance Type de document : Texte imprimé et/ou numérique Auteurs : Manon DE KORTE, Auteur ; Iris VAN DEN BERK-SMEEKENS, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur ; Iris J OOSTERLING, Auteur ; Jenny C. DEN BOER, Auteur ; Emilia I. BARAKOVA, Auteur ; Tino LOURENS, Auteur ; Jan K. BUITELAAR, Auteur ; Jeffrey C. GLENNON, Auteur ; Wouter G. STAAL, Auteur Article en page(s) : p.2117-2128 Langues : Anglais (eng) Mots-clés : *Pivotal Response Treatment *autism spectrum disorders *robot-assisted intervention *self-initiations Index. décimale : PER Périodiques Résumé : The initiation of social interaction is often defined as a core deficit of autism spectrum disorder. Optimizing these self-initiations is therefore a key component of Pivotal Response Treatment, an established intervention for children with autism spectrum disorder. However, little is known about the development of self-initiations during intervention and whether this development can be facilitated by robot assistance within Pivotal Response Treatment. The aim of this study was to (1) investigate the effect of Pivotal Response Treatment and robot-assisted Pivotal Response Treatment on self-initiations (functional and social) of young children with autism spectrum disorder over the course of intervention and (2) explore the relation between development in self-initiations and additional gains in general social-communicative skills. Forty-four children with autism spectrum disorder (aged 3-8?years) were included in this study. Self-initiations were assessed during parent-child interaction videos of therapy sessions and coded by raters who did not know which treatment (Pivotal Response Treatment or robot-assisted Pivotal Response Treatment) the child received. General social-communicative skills were assessed before start of the treatment, after 10 and 20?weeks of intervention and 3?months after the treatment was finalized. Results showed that self-initiations increased in both treatment groups, with the largest improvements in functional self-initiations in the group that received robot-assisted Pivotal Response Treatment. Increased self-initiations were related to higher parent-rated social awareness 3?months after finalizing the treatment. En ligne : http://dx.doi.org/10.1177/1362361320935006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2117-2128[article] Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance [Texte imprimé et/ou numérique] / Manon DE KORTE, Auteur ; Iris VAN DEN BERK-SMEEKENS, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur ; Iris J OOSTERLING, Auteur ; Jenny C. DEN BOER, Auteur ; Emilia I. BARAKOVA, Auteur ; Tino LOURENS, Auteur ; Jan K. BUITELAAR, Auteur ; Jeffrey C. GLENNON, Auteur ; Wouter G. STAAL, Auteur . - p.2117-2128.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2117-2128
Mots-clés : *Pivotal Response Treatment *autism spectrum disorders *robot-assisted intervention *self-initiations Index. décimale : PER Périodiques Résumé : The initiation of social interaction is often defined as a core deficit of autism spectrum disorder. Optimizing these self-initiations is therefore a key component of Pivotal Response Treatment, an established intervention for children with autism spectrum disorder. However, little is known about the development of self-initiations during intervention and whether this development can be facilitated by robot assistance within Pivotal Response Treatment. The aim of this study was to (1) investigate the effect of Pivotal Response Treatment and robot-assisted Pivotal Response Treatment on self-initiations (functional and social) of young children with autism spectrum disorder over the course of intervention and (2) explore the relation between development in self-initiations and additional gains in general social-communicative skills. Forty-four children with autism spectrum disorder (aged 3-8?years) were included in this study. Self-initiations were assessed during parent-child interaction videos of therapy sessions and coded by raters who did not know which treatment (Pivotal Response Treatment or robot-assisted Pivotal Response Treatment) the child received. General social-communicative skills were assessed before start of the treatment, after 10 and 20?weeks of intervention and 3?months after the treatment was finalized. Results showed that self-initiations increased in both treatment groups, with the largest improvements in functional self-initiations in the group that received robot-assisted Pivotal Response Treatment. Increased self-initiations were related to higher parent-rated social awareness 3?months after finalizing the treatment. En ligne : http://dx.doi.org/10.1177/1362361320935006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Parent perceptions of participation in a parent-mediated communication-focussed intervention with their young child with autism spectrum disorder / Kathy LEADBITTER in Autism, 24-8 (November 2020)
[article]
Titre : Parent perceptions of participation in a parent-mediated communication-focussed intervention with their young child with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kathy LEADBITTER, Auteur ; Wendy MACDONALD, Auteur ; Carol TAYLOR, Auteur ; Karen Leneh BUCKLE, Auteur Article en page(s) : p.2129-2141 Langues : Anglais (eng) Mots-clés : *Autism spectrum disorders *communication and language *interventions *parent-mediated *pre-school children *psychosocial/behavioural *qualitative research of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Paediatric Autism Communication Therapy is an intervention for young children with autism spectrum disorder that focuses on parent-child communication. In Paediatric Autism Communication Therapy, the therapist and parent watch videos of the parent and child playing together. The therapist coaches the parent to carefully observe the child's communication and to interact with their child in a more sensitive and responsive way. Parents are encouraged to use the strategies with their child at home. Paediatric Autism Communication Therapy has been shown to lead to long-term improvements in parent-child communication and family quality of life. This study aimed to explore parents' perceptions of their participation in Paediatric Autism Communication Therapy. Interviews were carried out by an independent researcher with 18 parents. Parents discussed the learning processes they went through when working with Paediatric Autism Communication Therapy therapists and carrying out home practice. Some parents described initial doubts about the approach and hesitations about being videoed and analysing video material. In time, most parents came to really value the therapy and their relationship with the therapist. They reported positive changes in their interaction and relationship with their child and improvements to their child's communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnosis therapy. Practical difficulties were also emphasised, including the time commitment, accessibility of therapy venues and difficulties in occupying the child during therapist-parent discussion. Implications for the clinical practice of parent-mediated interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361320936394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2129-2141[article] Parent perceptions of participation in a parent-mediated communication-focussed intervention with their young child with autism spectrum disorder [Texte imprimé et/ou numérique] / Kathy LEADBITTER, Auteur ; Wendy MACDONALD, Auteur ; Carol TAYLOR, Auteur ; Karen Leneh BUCKLE, Auteur . - p.2129-2141.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2129-2141
Mots-clés : *Autism spectrum disorders *communication and language *interventions *parent-mediated *pre-school children *psychosocial/behavioural *qualitative research of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Paediatric Autism Communication Therapy is an intervention for young children with autism spectrum disorder that focuses on parent-child communication. In Paediatric Autism Communication Therapy, the therapist and parent watch videos of the parent and child playing together. The therapist coaches the parent to carefully observe the child's communication and to interact with their child in a more sensitive and responsive way. Parents are encouraged to use the strategies with their child at home. Paediatric Autism Communication Therapy has been shown to lead to long-term improvements in parent-child communication and family quality of life. This study aimed to explore parents' perceptions of their participation in Paediatric Autism Communication Therapy. Interviews were carried out by an independent researcher with 18 parents. Parents discussed the learning processes they went through when working with Paediatric Autism Communication Therapy therapists and carrying out home practice. Some parents described initial doubts about the approach and hesitations about being videoed and analysing video material. In time, most parents came to really value the therapy and their relationship with the therapist. They reported positive changes in their interaction and relationship with their child and improvements to their child's communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnosis therapy. Practical difficulties were also emphasised, including the time commitment, accessibility of therapy venues and difficulties in occupying the child during therapist-parent discussion. Implications for the clinical practice of parent-mediated interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361320936394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention / Stephanie Y. SHIRE in Autism, 24-8 (November 2020)
[article]
Titre : Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2142-2152 Langues : Anglais (eng) Mots-clés : *Engagement *Joint Attention *Symbolic Play *and Regulation *community deployment *effectiveness *intervention *jasPEER *peer engagement *toddlers Index. décimale : PER Périodiques Résumé : Although young children may participate in education and intervention programs that take place in classrooms or groups, there is little information about how toddlers with special needs, and specifically toddlers with autism, are engaging with their peers. This study takes place in a public center-based early intervention program for toddlers with autism. Classrooms of toddlers were randomly assigned to an individual social communication intervention or the same intervention adapted to include a peer. Children in both groups made gains in social communication and play skills. Children who had the peer intervention were more engaged with peers when an adult was present, but not when the children were unsupported. This article adds information about early skills that may be important for children to master so that they have more success when trying to interact with their peers. These skills include understanding language (referred to as "receptive language" at 12 months or more) and play skills including building and stacking (referred to as "combination play"-for example, building with blocks or completing a puzzle) and extending familiar actions to themselves, others, and figures (referred to as "presymbolic play"-for example, putting a bottle to the doll or to themselves). Understanding which skills to target can help practitioners focus their instruction to build children's skills toward connecting with peers through play. En ligne : http://dx.doi.org/10.1177/1362361320935689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2142-2152[article] Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur . - p.2142-2152.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2142-2152
Mots-clés : *Engagement *Joint Attention *Symbolic Play *and Regulation *community deployment *effectiveness *intervention *jasPEER *peer engagement *toddlers Index. décimale : PER Périodiques Résumé : Although young children may participate in education and intervention programs that take place in classrooms or groups, there is little information about how toddlers with special needs, and specifically toddlers with autism, are engaging with their peers. This study takes place in a public center-based early intervention program for toddlers with autism. Classrooms of toddlers were randomly assigned to an individual social communication intervention or the same intervention adapted to include a peer. Children in both groups made gains in social communication and play skills. Children who had the peer intervention were more engaged with peers when an adult was present, but not when the children were unsupported. This article adds information about early skills that may be important for children to master so that they have more success when trying to interact with their peers. These skills include understanding language (referred to as "receptive language" at 12 months or more) and play skills including building and stacking (referred to as "combination play"-for example, building with blocks or completing a puzzle) and extending familiar actions to themselves, others, and figures (referred to as "presymbolic play"-for example, putting a bottle to the doll or to themselves). Understanding which skills to target can help practitioners focus their instruction to build children's skills toward connecting with peers through play. En ligne : http://dx.doi.org/10.1177/1362361320935689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Perspective influences eye movements during real-life conversation: Mentalising about self versus others in autism / Mahsa BARZY in Autism, 24-8 (November 2020)
[article]
Titre : Perspective influences eye movements during real-life conversation: Mentalising about self versus others in autism Type de document : Texte imprimé et/ou numérique Auteurs : Mahsa BARZY, Auteur ; Heather J. FERGUSON, Auteur ; David M. WILLIAMS, Auteur Article en page(s) : p.2153-2165 Langues : Anglais (eng) Mots-clés : *Autism *eye-tracking *perspective taking *real-life social interactions *topic of conversation of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Previous lab-based studies suggest that autistic individuals are less attentive to social aspects of their environment. In our study, we recorded the eye movements of autistic and typically developing adults while they engaged in a real-life social interaction with a partner. Results showed that autistic adults were less likely than typically developing adults to look at the experimenter's face, and instead were more likely to look at the background. Moreover, the perspective that was adopted in the conversation (talking about self versus others) modulated the patterns of eye movements in autistic and non-autistic adults. Overall, people spent less time looking at their conversation partner's eyes and face and more time looking at the background, when talking about an unfamiliar other compared to when talking about themselves. This pattern was magnified among autistic adults. We conclude that allocating attention to social information during conversation is cognitively effortful, but this can be mitigated when talking about a topic that is familiar to them. En ligne : http://dx.doi.org/10.1177/1362361320936820 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2153-2165[article] Perspective influences eye movements during real-life conversation: Mentalising about self versus others in autism [Texte imprimé et/ou numérique] / Mahsa BARZY, Auteur ; Heather J. FERGUSON, Auteur ; David M. WILLIAMS, Auteur . - p.2153-2165.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2153-2165
Mots-clés : *Autism *eye-tracking *perspective taking *real-life social interactions *topic of conversation of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Previous lab-based studies suggest that autistic individuals are less attentive to social aspects of their environment. In our study, we recorded the eye movements of autistic and typically developing adults while they engaged in a real-life social interaction with a partner. Results showed that autistic adults were less likely than typically developing adults to look at the experimenter's face, and instead were more likely to look at the background. Moreover, the perspective that was adopted in the conversation (talking about self versus others) modulated the patterns of eye movements in autistic and non-autistic adults. Overall, people spent less time looking at their conversation partner's eyes and face and more time looking at the background, when talking about an unfamiliar other compared to when talking about themselves. This pattern was magnified among autistic adults. We conclude that allocating attention to social information during conversation is cognitively effortful, but this can be mitigated when talking about a topic that is familiar to them. En ligne : http://dx.doi.org/10.1177/1362361320936820 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Bilingualism in autism: Language learning profiles and social experiences / Bérengère G. DIGARD in Autism, 24-8 (November 2020)
[article]
Titre : Bilingualism in autism: Language learning profiles and social experiences Type de document : Texte imprimé et/ou numérique Auteurs : Bérengère G. DIGARD, Auteur ; Antonella SORACE, Auteur ; Andrew STANFIELD, Auteur ; Sue FLETCHER-WATSON, Auteur Article en page(s) : p.2166-2177 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders *bilingualism *communication and language *language learning *quality of life *social life quality Index. décimale : PER Périodiques Résumé : Bilingualism changes the way people relate to others. This is particularly interesting in the case of autism, where social interaction presents many challenges. A better understanding of the overlap between the social variations of bilingualism and autism could unveil new ways to support the social experiences of autistic people. This research aims to understand the language learning and social experiences of autistic people who speak one, two or more languages. A total of 297 autistic adults (aged between 16 and 80?years) completed an online questionnaire that included general demographic questions, social life quality self-rating questions, language history questions, and open questions about the respondents' bilingualism experience. Respondents had a wide range of language experiences: there were 89 monolingual English speakers, 98 bilinguals, 110 respondents knew three languages or more, all with a wide range of abilities in their languages. In the full group, younger respondents were more satisfied with their social life, and respondents with many languages were more satisfied with their social life than respondents with few languages. In the multilingual group, younger respondents were more satisfied with their social life, and the more skilled in their third language the more satisfied with their social life. This is the first study describing the language history and social experiences of a large group of bilingual and multilingual autistic adults. It highlights how autistic people can encounter a new language, learn it and use it in their daily life, and how their bilingualism experiences shape their social life. En ligne : http://dx.doi.org/10.1177/1362361320937845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2166-2177[article] Bilingualism in autism: Language learning profiles and social experiences [Texte imprimé et/ou numérique] / Bérengère G. DIGARD, Auteur ; Antonella SORACE, Auteur ; Andrew STANFIELD, Auteur ; Sue FLETCHER-WATSON, Auteur . - p.2166-2177.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2166-2177
Mots-clés : *autism spectrum disorders *bilingualism *communication and language *language learning *quality of life *social life quality Index. décimale : PER Périodiques Résumé : Bilingualism changes the way people relate to others. This is particularly interesting in the case of autism, where social interaction presents many challenges. A better understanding of the overlap between the social variations of bilingualism and autism could unveil new ways to support the social experiences of autistic people. This research aims to understand the language learning and social experiences of autistic people who speak one, two or more languages. A total of 297 autistic adults (aged between 16 and 80?years) completed an online questionnaire that included general demographic questions, social life quality self-rating questions, language history questions, and open questions about the respondents' bilingualism experience. Respondents had a wide range of language experiences: there were 89 monolingual English speakers, 98 bilinguals, 110 respondents knew three languages or more, all with a wide range of abilities in their languages. In the full group, younger respondents were more satisfied with their social life, and respondents with many languages were more satisfied with their social life than respondents with few languages. In the multilingual group, younger respondents were more satisfied with their social life, and the more skilled in their third language the more satisfied with their social life. This is the first study describing the language history and social experiences of a large group of bilingual and multilingual autistic adults. It highlights how autistic people can encounter a new language, learn it and use it in their daily life, and how their bilingualism experiences shape their social life. En ligne : http://dx.doi.org/10.1177/1362361320937845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group / Anna COOK in Autism, 24-8 (November 2020)
[article]
Titre : The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group Type de document : Texte imprimé et/ou numérique Auteurs : Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur Article en page(s) : p.2178-2189 Langues : Anglais (eng) Mots-clés : *adolescents *bullying *inclusion *neurodiversity *peer attitudes *school climate *school-age children *social exclusion *social identity Index. décimale : PER Périodiques Résumé : Autistic children are more likely than non-autistic children to be bullied at school. This study therefore explored whether the kind of school setting and the level of personal contact with autistic people can affect children's attitudes towards bullying and autism. Surveys were completed at the beginning and end of the school year by 775 children aged 11-12?years, from six schools: three with specialist centres for autistic children and three without. Participants read stories describing bullying situations, then provided their views in relation to the story and in relation to autism. Children in schools with centres increased their feelings of anger, pity, sadness and shame in response to the bullying situations. In contrast, children in schools with no centre showed less sociable responses to bullying, except in response to a story describing an autistic child, being excluded by classmates. Furthermore, children who increased the time they spent with autistic individuals over the course of the year showed a greater rise in positive attitudes towards autistic people. This highlights the need for both personal contact and an inclusive school environment, to improve attitudes towards autism and reduce tolerance for bullying. En ligne : http://dx.doi.org/10.1177/1362361320937088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2178-2189[article] The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group [Texte imprimé et/ou numérique] / Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur . - p.2178-2189.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2178-2189
Mots-clés : *adolescents *bullying *inclusion *neurodiversity *peer attitudes *school climate *school-age children *social exclusion *social identity Index. décimale : PER Périodiques Résumé : Autistic children are more likely than non-autistic children to be bullied at school. This study therefore explored whether the kind of school setting and the level of personal contact with autistic people can affect children's attitudes towards bullying and autism. Surveys were completed at the beginning and end of the school year by 775 children aged 11-12?years, from six schools: three with specialist centres for autistic children and three without. Participants read stories describing bullying situations, then provided their views in relation to the story and in relation to autism. Children in schools with centres increased their feelings of anger, pity, sadness and shame in response to the bullying situations. In contrast, children in schools with no centre showed less sociable responses to bullying, except in response to a story describing an autistic child, being excluded by classmates. Furthermore, children who increased the time they spent with autistic individuals over the course of the year showed a greater rise in positive attitudes towards autistic people. This highlights the need for both personal contact and an inclusive school environment, to improve attitudes towards autism and reduce tolerance for bullying. En ligne : http://dx.doi.org/10.1177/1362361320937088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Sex-related patterns of intrinsic functional connectivity in children and adolescents with autism spectrum disorders / Lindsay A. OLSON in Autism, 24-8 (November 2020)
[article]
Titre : Sex-related patterns of intrinsic functional connectivity in children and adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lindsay A. OLSON, Auteur ; Lisa E. MASH, Auteur ; Annika LINKE, Auteur ; Christopher H. FONG, Auteur ; Ralph-Axel MULLER, Auteur ; Inna FISHMAN, Auteur Article en page(s) : p.2190-2201 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders *brain function *school-age children interest to report. Index. décimale : PER Périodiques Résumé : We investigated whether children and adolescents with autism spectrum disorders show sex-specific patterns of brain function (using functional magnetic resonance imaging) that are well documented in typically developing males and females. We found, unexpectedly, that boys and girls with autism do not differ in their brain functional connectivity, whereas typically developing boys and girls showed differences in a brain network involved in thinking about self and others (the default mode network). Results suggest that autism may be characterized by a lack of brain sex differentiation. En ligne : http://dx.doi.org/10.1177/1362361320938194 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2190-2201[article] Sex-related patterns of intrinsic functional connectivity in children and adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Lindsay A. OLSON, Auteur ; Lisa E. MASH, Auteur ; Annika LINKE, Auteur ; Christopher H. FONG, Auteur ; Ralph-Axel MULLER, Auteur ; Inna FISHMAN, Auteur . - p.2190-2201.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2190-2201
Mots-clés : *autism spectrum disorders *brain function *school-age children interest to report. Index. décimale : PER Périodiques Résumé : We investigated whether children and adolescents with autism spectrum disorders show sex-specific patterns of brain function (using functional magnetic resonance imaging) that are well documented in typically developing males and females. We found, unexpectedly, that boys and girls with autism do not differ in their brain functional connectivity, whereas typically developing boys and girls showed differences in a brain network involved in thinking about self and others (the default mode network). Results suggest that autism may be characterized by a lack of brain sex differentiation. En ligne : http://dx.doi.org/10.1177/1362361320938194 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Moral foundations theory in autism spectrum disorder: A qualitative investigation / Erin E. DEMPSEY in Autism, 24-8 (November 2020)
[article]
Titre : Moral foundations theory in autism spectrum disorder: A qualitative investigation Type de document : Texte imprimé et/ou numérique Auteurs : Erin E. DEMPSEY, Auteur ; Chris MOORE, Auteur ; Annie E. RICHARD, Auteur ; Isabel M SMITH, Auteur Article en page(s) : p.2202-2212 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders *commonsense psychology *ethics *moral emotion *moral foundations theory *morality *social cognition and social behaviour Index. décimale : PER Périodiques Résumé : Morality is important for how humans treat each other and non-human animals. Differences in moral thinking have been found between autistic and neurotypical individuals. This research has relied on ways of thinking about moral psychology that suggest that mature morals develop as individuals learn to take the perspectives of others. Yet, even autistic individuals, who sometimes differ in their ability to take others' perspectives, make moral judgements that are similar to neurotypical individuals. Moral foundations theory suggests that moral psychology is not hierarchical but differs depending on culture. This theory could therefore help make sense of similarities and differences in autistic and neurotypical moral thinking. Moral foundations theory has not yet been investigated among autistic individuals. In this study, we interviewed autistic adults as a first attempt at understanding how moral foundations theory fits with autistic moral thinking. We found that all five moral foundations of moral foundations theory were represented in the interviews, yet certain foundations appeared more prominent than others. The autistic adults interviewed in our study discussed issues of care and fairness more than of loyalty, authority or purity when prompted to discuss moral transgressions. Future research should use quantitative methods to compare groups of autistic and neurotypical individuals to clarify similarities and differences in moral thinking between the groups. En ligne : http://dx.doi.org/10.1177/1362361320939331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2202-2212[article] Moral foundations theory in autism spectrum disorder: A qualitative investigation [Texte imprimé et/ou numérique] / Erin E. DEMPSEY, Auteur ; Chris MOORE, Auteur ; Annie E. RICHARD, Auteur ; Isabel M SMITH, Auteur . - p.2202-2212.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2202-2212
Mots-clés : *autism spectrum disorders *commonsense psychology *ethics *moral emotion *moral foundations theory *morality *social cognition and social behaviour Index. décimale : PER Périodiques Résumé : Morality is important for how humans treat each other and non-human animals. Differences in moral thinking have been found between autistic and neurotypical individuals. This research has relied on ways of thinking about moral psychology that suggest that mature morals develop as individuals learn to take the perspectives of others. Yet, even autistic individuals, who sometimes differ in their ability to take others' perspectives, make moral judgements that are similar to neurotypical individuals. Moral foundations theory suggests that moral psychology is not hierarchical but differs depending on culture. This theory could therefore help make sense of similarities and differences in autistic and neurotypical moral thinking. Moral foundations theory has not yet been investigated among autistic individuals. In this study, we interviewed autistic adults as a first attempt at understanding how moral foundations theory fits with autistic moral thinking. We found that all five moral foundations of moral foundations theory were represented in the interviews, yet certain foundations appeared more prominent than others. The autistic adults interviewed in our study discussed issues of care and fairness more than of loyalty, authority or purity when prompted to discuss moral transgressions. Future research should use quantitative methods to compare groups of autistic and neurotypical individuals to clarify similarities and differences in moral thinking between the groups. En ligne : http://dx.doi.org/10.1177/1362361320939331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Autism spectrum disorder/Takiw?tanga: An Integrated Data Infrastructure-based approach to autism spectrum disorder research in New Zealand / Nicholas J. BOWDEN in Autism, 24-8 (November 2020)
[article]
Titre : Autism spectrum disorder/Takiw?tanga: An Integrated Data Infrastructure-based approach to autism spectrum disorder research in New Zealand Type de document : Texte imprimé et/ou numérique Auteurs : Nicholas J. BOWDEN, Auteur ; Hiran THABREW, Auteur ; Jesse KOKAUA, Auteur ; Richard AUDAS, Auteur ; Barry MILNE, Auteur ; Kirsten SMILER, Auteur ; Hilary STACE, Auteur ; Barry TAYLOR, Auteur ; Sheree GIBB, Auteur Article en page(s) : p.2213-2227 Langues : Anglais (eng) Mots-clés : *Integrated Data Infrastructure *autism spectrum disorder *big data *case identification *mental health Index. décimale : PER Périodiques Résumé : New Zealand has few estimates of the prevalence autism spectrum disorder and no national registry or data set to identify and track cases. This hinders the ability to make informed, evidence-based decisions relating to autism spectrum disorder. In this study, we utilised linked health and non-health data to develop a method for identifying cases of autism spectrum disorder among children and young people in New Zealand. In addition, we examined rates of co-occurring mental health, neurodevelopmental and related conditions among this cohort and compared these to the general population. The method identified almost 10,000 children and young people with autism spectrum disorder in New Zealand. Co-occurring mental health or related problems were found in over 68% of this group (nearly seven times higher than the general population), and around half were identified with multiple co-occurring conditions. The most frequently identified conditions were intellectual disability, disruptive behaviours and emotional problems. We have developed a useful method for monitoring service and treatment-related trends, number and types of co-occurring conditions and examining social outcomes among individuals with autism spectrum disorder. While the method may underestimate the prevalence of autism spectrum disorder in New Zealand, it provides a significant step towards establishing a more comprehensive evidence base to inform autism spectrum disorder-related policy. En ligne : http://dx.doi.org/10.1177/1362361320939329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2213-2227[article] Autism spectrum disorder/Takiw?tanga: An Integrated Data Infrastructure-based approach to autism spectrum disorder research in New Zealand [Texte imprimé et/ou numérique] / Nicholas J. BOWDEN, Auteur ; Hiran THABREW, Auteur ; Jesse KOKAUA, Auteur ; Richard AUDAS, Auteur ; Barry MILNE, Auteur ; Kirsten SMILER, Auteur ; Hilary STACE, Auteur ; Barry TAYLOR, Auteur ; Sheree GIBB, Auteur . - p.2213-2227.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2213-2227
Mots-clés : *Integrated Data Infrastructure *autism spectrum disorder *big data *case identification *mental health Index. décimale : PER Périodiques Résumé : New Zealand has few estimates of the prevalence autism spectrum disorder and no national registry or data set to identify and track cases. This hinders the ability to make informed, evidence-based decisions relating to autism spectrum disorder. In this study, we utilised linked health and non-health data to develop a method for identifying cases of autism spectrum disorder among children and young people in New Zealand. In addition, we examined rates of co-occurring mental health, neurodevelopmental and related conditions among this cohort and compared these to the general population. The method identified almost 10,000 children and young people with autism spectrum disorder in New Zealand. Co-occurring mental health or related problems were found in over 68% of this group (nearly seven times higher than the general population), and around half were identified with multiple co-occurring conditions. The most frequently identified conditions were intellectual disability, disruptive behaviours and emotional problems. We have developed a useful method for monitoring service and treatment-related trends, number and types of co-occurring conditions and examining social outcomes among individuals with autism spectrum disorder. While the method may underestimate the prevalence of autism spectrum disorder in New Zealand, it provides a significant step towards establishing a more comprehensive evidence base to inform autism spectrum disorder-related policy. En ligne : http://dx.doi.org/10.1177/1362361320939329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Challenges, priorities, barriers to care, and stigma in families of people with autism: Similarities and differences among six Latin American countries / Cristiane Silvestre PAULA in Autism, 24-8 (November 2020)
[article]
Titre : Challenges, priorities, barriers to care, and stigma in families of people with autism: Similarities and differences among six Latin American countries Type de document : Texte imprimé et/ou numérique Auteurs : Cristiane Silvestre PAULA, Auteur ; Sebastián CUKIER, Auteur ; Graccielle Rodrigues CUNHA, Auteur ; Matías IRARRÁZAVAL, Auteur ; Cecilia MONTIEL-NAVA, Auteur ; Ricardo GARCIA, Auteur ; Analia ROSOLI, Auteur ; Daniel VALDEZ, Auteur ; Daniela BORDINI, Auteur ; Andy SHIH, Auteur ; Gabriela GARRIDO, Auteur ; Alexia RATTAZZI, Auteur Article en page(s) : p.2228-2242 Langues : Anglais (eng) Mots-clés : *autism *economic costs *healthcare utilization *stigma *treatment barriers Index. décimale : PER Périodiques Résumé : Approximately 6 million individuals with autism spectrum disorder live in Latin America. In order to strengthen autism spectrum disorder research collaborations and awareness in the region, the Latin American Autism Spectrum Network (Red Espectro Autista Latinoamerica) was constituted in 2015, comprising researchers and clinicians from the following six countries: Brazil Argentina, Chile, Uruguay, Venezuela, and the Dominican Republic. This first multisite study from the Red Espectro Autista Latinoamerica network aims to describe the challenges and priorities to identify barriers to care and to map stigma among families of individuals with autism spectrum disorder living in Latin America. A total of 2942 caregivers from these six countries completed an online survey showing that the main priorities were greater community awareness and improvements in the educational system for individuals with autism spectrum disorder. In addition to that, the main barriers to care were related to lack of structure, mainly waiting lists (50.2%), high treatment costs (35.2%), and lack of specialized services (26.1%). Stigma experienced by families was frequent: one third reported feeling discriminated against and helpless for having a child with autism spectrum disorder. Also, 48.8% of the caregivers declared financial problems, 47.4% of them had to cut down work hours, and 35.5% had to leave their jobs because of their child's autism spectrum disorder. This is a pioneer study providing a description of the needs and challenges faced by families affected by autism spectrum disorder in Latin America, helping to build data-driven strategies at the national and regional levels. En ligne : http://dx.doi.org/10.1177/1362361320940073 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2228-2242[article] Challenges, priorities, barriers to care, and stigma in families of people with autism: Similarities and differences among six Latin American countries [Texte imprimé et/ou numérique] / Cristiane Silvestre PAULA, Auteur ; Sebastián CUKIER, Auteur ; Graccielle Rodrigues CUNHA, Auteur ; Matías IRARRÁZAVAL, Auteur ; Cecilia MONTIEL-NAVA, Auteur ; Ricardo GARCIA, Auteur ; Analia ROSOLI, Auteur ; Daniel VALDEZ, Auteur ; Daniela BORDINI, Auteur ; Andy SHIH, Auteur ; Gabriela GARRIDO, Auteur ; Alexia RATTAZZI, Auteur . - p.2228-2242.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2228-2242
Mots-clés : *autism *economic costs *healthcare utilization *stigma *treatment barriers Index. décimale : PER Périodiques Résumé : Approximately 6 million individuals with autism spectrum disorder live in Latin America. In order to strengthen autism spectrum disorder research collaborations and awareness in the region, the Latin American Autism Spectrum Network (Red Espectro Autista Latinoamerica) was constituted in 2015, comprising researchers and clinicians from the following six countries: Brazil Argentina, Chile, Uruguay, Venezuela, and the Dominican Republic. This first multisite study from the Red Espectro Autista Latinoamerica network aims to describe the challenges and priorities to identify barriers to care and to map stigma among families of individuals with autism spectrum disorder living in Latin America. A total of 2942 caregivers from these six countries completed an online survey showing that the main priorities were greater community awareness and improvements in the educational system for individuals with autism spectrum disorder. In addition to that, the main barriers to care were related to lack of structure, mainly waiting lists (50.2%), high treatment costs (35.2%), and lack of specialized services (26.1%). Stigma experienced by families was frequent: one third reported feeling discriminated against and helpless for having a child with autism spectrum disorder. Also, 48.8% of the caregivers declared financial problems, 47.4% of them had to cut down work hours, and 35.5% had to leave their jobs because of their child's autism spectrum disorder. This is a pioneer study providing a description of the needs and challenges faced by families affected by autism spectrum disorder in Latin America, helping to build data-driven strategies at the national and regional levels. En ligne : http://dx.doi.org/10.1177/1362361320940073 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Parents' perceptions and concerns about physical activity participation among adolescents with autism spectrum disorder / Susann ARNELL in Autism, 24-8 (November 2020)
[article]
Titre : Parents' perceptions and concerns about physical activity participation among adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susann ARNELL, Auteur ; Kajsa JERLINDER, Auteur ; Lars-Olov LUNDQVIST, Auteur Article en page(s) : p.2243-2255 Langues : Anglais (eng) Mots-clés : *adolescent *autism spectrum disorder *family *parent *participation *physical activity of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : What is already known about the topic? The parents of adolescents with autism spectrum disorder have a vital and proactive role in encouraging healthy physical activity habits. But promoting healthy physical activity habits in adolescents can be difficult. The purpose of this study was thus to describe the parental perceptions of their adolescent child's participation in physical activity and to describe the parental role in promoting such participation. Twenty-eight parents of adolescents aged 12-16?years with autism spectrum disorder were interviewed.What this paper adds? The parents described how challenging participation in physical activities could be for their adolescents. Despite this, they wanted to see their children participate more in physical activity but found the promotion of physical activity to be an overwhelming task that was difficult to cope with on their own.Implications for practice, research, or policy. The results reveal a need for support and collaborative efforts among different actors to give these issues increased priority in order to promote the adolescents' physical activity participation. En ligne : http://dx.doi.org/10.1177/1362361320942092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2243-2255[article] Parents' perceptions and concerns about physical activity participation among adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Susann ARNELL, Auteur ; Kajsa JERLINDER, Auteur ; Lars-Olov LUNDQVIST, Auteur . - p.2243-2255.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2243-2255
Mots-clés : *adolescent *autism spectrum disorder *family *parent *participation *physical activity of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : What is already known about the topic? The parents of adolescents with autism spectrum disorder have a vital and proactive role in encouraging healthy physical activity habits. But promoting healthy physical activity habits in adolescents can be difficult. The purpose of this study was thus to describe the parental perceptions of their adolescent child's participation in physical activity and to describe the parental role in promoting such participation. Twenty-eight parents of adolescents aged 12-16?years with autism spectrum disorder were interviewed.What this paper adds? The parents described how challenging participation in physical activities could be for their adolescents. Despite this, they wanted to see their children participate more in physical activity but found the promotion of physical activity to be an overwhelming task that was difficult to cope with on their own.Implications for practice, research, or policy. The results reveal a need for support and collaborative efforts among different actors to give these issues increased priority in order to promote the adolescents' physical activity participation. En ligne : http://dx.doi.org/10.1177/1362361320942092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Assessing the convergence of self-report and informant measures for adults with autism spectrum disorder / Rachel K. SANDERCOCK in Autism, 24-8 (November 2020)
[article]
Titre : Assessing the convergence of self-report and informant measures for adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Rachel K. SANDERCOCK, Auteur ; Elena M. LAMARCHE, Auteur ; Mark R. KLINGER, Auteur ; Laura G. KLINGER, Auteur Article en page(s) : p.2256-2268 Langues : Anglais (eng) Mots-clés : *adults *assessment *autism spectrum disorder *self-report Index. décimale : PER Périodiques Résumé : Self-report measures are frequently used for research and clinical assessments of adults with autism spectrum disorder. However, there has been little research examining agreement between self-report and informant-report in this population. Valid self-report measures are essential for conducting research with and providing high quality clinical services for adults with autism spectrum disorder. This study collected measures from 40 pairs of adults with autism spectrum disorder and their caregivers on measures of symptom severity, daily living skills, quality of life, and unmet service needs. Caregiver and self-report responses were highly associated with one another on all measures, though there were significant gaps between scores on the measures of daily living skills and quality of life. It is also important to understand how each informant's responses relate to outcomes in the areas of employment and independent living. Using self-report and caregiver-report together better predicted outcomes for the adult with autism spectrum disorder than scores from either individual reporter alone. These findings show that there is unique and valuable information provided by both adults with autism spectrum disorder and their caregivers; a multi-informant approach is important for obtaining the most comprehensive picture of current functioning, identifying unmet service needs, and creating treatment plans. This research also highlights the importance of including and prioritizing self-report perspectives in shaping service planning. En ligne : http://dx.doi.org/10.1177/1362361320942981 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Autism > 24-8 (November 2020) . - p.2256-2268[article] Assessing the convergence of self-report and informant measures for adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Rachel K. SANDERCOCK, Auteur ; Elena M. LAMARCHE, Auteur ; Mark R. KLINGER, Auteur ; Laura G. KLINGER, Auteur . - p.2256-2268.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2256-2268
Mots-clés : *adults *assessment *autism spectrum disorder *self-report Index. décimale : PER Périodiques Résumé : Self-report measures are frequently used for research and clinical assessments of adults with autism spectrum disorder. However, there has been little research examining agreement between self-report and informant-report in this population. Valid self-report measures are essential for conducting research with and providing high quality clinical services for adults with autism spectrum disorder. This study collected measures from 40 pairs of adults with autism spectrum disorder and their caregivers on measures of symptom severity, daily living skills, quality of life, and unmet service needs. Caregiver and self-report responses were highly associated with one another on all measures, though there were significant gaps between scores on the measures of daily living skills and quality of life. It is also important to understand how each informant's responses relate to outcomes in the areas of employment and independent living. Using self-report and caregiver-report together better predicted outcomes for the adult with autism spectrum disorder than scores from either individual reporter alone. These findings show that there is unique and valuable information provided by both adults with autism spectrum disorder and their caregivers; a multi-informant approach is important for obtaining the most comprehensive picture of current functioning, identifying unmet service needs, and creating treatment plans. This research also highlights the importance of including and prioritizing self-report perspectives in shaping service planning. En ligne : http://dx.doi.org/10.1177/1362361320942981 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 A comparative feasibility study of two parent education and training programmes for autism spectrum disorder in a low-resource South African setting / John-Joe DAWSON-SQUIBB in Autism, 24-8 (November 2020)
[article]
Titre : A comparative feasibility study of two parent education and training programmes for autism spectrum disorder in a low-resource South African setting Type de document : Texte imprimé et/ou numérique Auteurs : John-Joe DAWSON-SQUIBB, Auteur ; Petrus J. DE VRIES, Auteur Article en page(s) : p.2269-2284 Langues : Anglais (eng) Mots-clés : *autism *evaluation framework *implementation outcomes *intervention outcomes *low-resource environments *parent education *parent training Index. décimale : PER Périodiques Résumé : After a diagnosis of autism, it is an important first step to give families information about autism and skills to help them support their child. These interventions are called Parent Education and Training programmes. Little is known about these programmes or if they can make a difference to families, particularly in countries with few autism resources. In this study, we compared two Parent Education and Training programmes in South Africa. EarlyBird/EarlyBird Plus was developed in the United Kingdom, and Autism Cares in South Africa. We wanted to know if parents found the programmes useful, and if any changes were required. We collected information from parents through questionnaires and interviews before and after the group. We also asked a panel of experts (including parents) to compare the programmes. In total, 18 parents attended the EarlyBird/EarlyBird Plus group and 11 attended the Autism Cares group. Parents found both programmes helpful and made suggestions for improvements. Parents showed less stress, more knowledge of autism, and saw improvements in their children. The expert panel rated EarlyBird/EarlyBird Plus as better because it was more supportive of parents and was seen as easier to run in the country. Our study showed that Parent Education and Training programmes are important, but that researchers must study not only the outcomes but also the implementation needs of these programmes. En ligne : http://dx.doi.org/10.1177/1362361320942988 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Autism > 24-8 (November 2020) . - p.2269-2284[article] A comparative feasibility study of two parent education and training programmes for autism spectrum disorder in a low-resource South African setting [Texte imprimé et/ou numérique] / John-Joe DAWSON-SQUIBB, Auteur ; Petrus J. DE VRIES, Auteur . - p.2269-2284.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2269-2284
Mots-clés : *autism *evaluation framework *implementation outcomes *intervention outcomes *low-resource environments *parent education *parent training Index. décimale : PER Périodiques Résumé : After a diagnosis of autism, it is an important first step to give families information about autism and skills to help them support their child. These interventions are called Parent Education and Training programmes. Little is known about these programmes or if they can make a difference to families, particularly in countries with few autism resources. In this study, we compared two Parent Education and Training programmes in South Africa. EarlyBird/EarlyBird Plus was developed in the United Kingdom, and Autism Cares in South Africa. We wanted to know if parents found the programmes useful, and if any changes were required. We collected information from parents through questionnaires and interviews before and after the group. We also asked a panel of experts (including parents) to compare the programmes. In total, 18 parents attended the EarlyBird/EarlyBird Plus group and 11 attended the Autism Cares group. Parents found both programmes helpful and made suggestions for improvements. Parents showed less stress, more knowledge of autism, and saw improvements in their children. The expert panel rated EarlyBird/EarlyBird Plus as better because it was more supportive of parents and was seen as easier to run in the country. Our study showed that Parent Education and Training programmes are important, but that researchers must study not only the outcomes but also the implementation needs of these programmes. En ligne : http://dx.doi.org/10.1177/1362361320942988 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Identifying and measuring the common elements of naturalistic developmental behavioral interventions for autism spectrum disorder: Development of the NDBI-Fi / Kyle M. FROST in Autism, 24-8 (November 2020)
[article]
Titre : Identifying and measuring the common elements of naturalistic developmental behavioral interventions for autism spectrum disorder: Development of the NDBI-Fi Type de document : Texte imprimé et/ou numérique Auteurs : Kyle M. FROST, Auteur ; Jessica BRIAN, Auteur ; Grace W. GENGOUX, Auteur ; Antonio HARDAN, Auteur ; Sarah R. RIETH, Auteur ; Aubyn STAHMER, Auteur ; Brooke R. INGERSOLL, Auteur Année de publication : 2020 Article en page(s) : p.2285-2297 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders *common elements *interventions—psychosocial/behavioral *measure development conflicts of interest to declare. Author B.I. receives royalties from the sale of one of the manuals used in the research. Royalties are donated to the research. Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions for young children with autism spectrum disorder share key elements. However, the extent of similarity between programs within this class of evidence-based interventions is unknown. There is also currently no tool that can be used to measure the implementation of their common elements. This article presents a multi-stage process which began with defining all intervention elements of naturalistic developmental behavioral interventions. Next, intervention experts identified the common elements of naturalistic developmental behavioral interventions using a survey. An observational rating scheme of those common elements, the eight-item NDBI-Fi, was developed. We evaluated the quality of the NDBI-Fi using videos from completed trials of caregiver-implemented naturalistic developmental behavioral interventions. Results showed that the NDBI-Fi measure has promise; it was sensitive to change, related to other similar measures, and demonstrated adequate agreement between raters. This unique measure has the potential to advance intervention science in autism spectrum disorder by providing a tool to measure the implementation of common elements across naturalistic developmental behavioral intervention models. Given that naturalistic developmental behavioral interventions have numerous shared strategies, this may ease clinicians' uncertainty about choosing the "right" intervention package. It also suggests that there may not be a need for extensive training in more than one naturalistic developmental behavioral intervention. Future research should determine whether these common elements are part of other treatment approaches to better understand the quality of services children and families receive as part of usual care. En ligne : http://dx.doi.org/10.1177/1362361320944011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Autism > 24-8 (November 2020) . - p.2285-2297[article] Identifying and measuring the common elements of naturalistic developmental behavioral interventions for autism spectrum disorder: Development of the NDBI-Fi [Texte imprimé et/ou numérique] / Kyle M. FROST, Auteur ; Jessica BRIAN, Auteur ; Grace W. GENGOUX, Auteur ; Antonio HARDAN, Auteur ; Sarah R. RIETH, Auteur ; Aubyn STAHMER, Auteur ; Brooke R. INGERSOLL, Auteur . - 2020 . - p.2285-2297.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2285-2297
Mots-clés : *autism spectrum disorders *common elements *interventions—psychosocial/behavioral *measure development conflicts of interest to declare. Author B.I. receives royalties from the sale of one of the manuals used in the research. Royalties are donated to the research. Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions for young children with autism spectrum disorder share key elements. However, the extent of similarity between programs within this class of evidence-based interventions is unknown. There is also currently no tool that can be used to measure the implementation of their common elements. This article presents a multi-stage process which began with defining all intervention elements of naturalistic developmental behavioral interventions. Next, intervention experts identified the common elements of naturalistic developmental behavioral interventions using a survey. An observational rating scheme of those common elements, the eight-item NDBI-Fi, was developed. We evaluated the quality of the NDBI-Fi using videos from completed trials of caregiver-implemented naturalistic developmental behavioral interventions. Results showed that the NDBI-Fi measure has promise; it was sensitive to change, related to other similar measures, and demonstrated adequate agreement between raters. This unique measure has the potential to advance intervention science in autism spectrum disorder by providing a tool to measure the implementation of common elements across naturalistic developmental behavioral intervention models. Given that naturalistic developmental behavioral interventions have numerous shared strategies, this may ease clinicians' uncertainty about choosing the "right" intervention package. It also suggests that there may not be a need for extensive training in more than one naturalistic developmental behavioral intervention. Future research should determine whether these common elements are part of other treatment approaches to better understand the quality of services children and families receive as part of usual care. En ligne : http://dx.doi.org/10.1177/1362361320944011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Comparing sleep patterns between children with autism spectrum disorder and children with typical development: A matched case-control study / Andy Cy TSE in Autism, 24-8 (November 2020)
[article]
Titre : Comparing sleep patterns between children with autism spectrum disorder and children with typical development: A matched case-control study Type de document : Texte imprimé et/ou numérique Auteurs : Andy Cy TSE, Auteur ; C. C. W. YU, Auteur ; Paul H. LEE, Auteur Article en page(s) : p.2298-2303 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder *children *sleep *typical development Index. décimale : PER Périodiques Résumé : This study compared the sleep pattern between children with autism spectrum disorders and children with typical development using a matched case-control design (matched age, gender, and body mass index). Significant differences were found in night-time sleep duration (total amount of sleep at night), sleep efficiency (percentage of time spent asleep), sleep-onset latency (length of time that it takes to transit from awake to asleep), and wake after sleep onset (total amount of time spent awake after defined sleep onset). Findings showed that children with autism spectrum disorder had poorer sleep quality than children with typical development. Mechanisms underlying the differences should be further explored in order to develop an effective treatment intervention. En ligne : http://dx.doi.org/10.1177/1362361320936827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Autism > 24-8 (November 2020) . - p.2298-2303[article] Comparing sleep patterns between children with autism spectrum disorder and children with typical development: A matched case-control study [Texte imprimé et/ou numérique] / Andy Cy TSE, Auteur ; C. C. W. YU, Auteur ; Paul H. LEE, Auteur . - p.2298-2303.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2298-2303
Mots-clés : *autism spectrum disorder *children *sleep *typical development Index. décimale : PER Périodiques Résumé : This study compared the sleep pattern between children with autism spectrum disorders and children with typical development using a matched case-control design (matched age, gender, and body mass index). Significant differences were found in night-time sleep duration (total amount of sleep at night), sleep efficiency (percentage of time spent asleep), sleep-onset latency (length of time that it takes to transit from awake to asleep), and wake after sleep onset (total amount of time spent awake after defined sleep onset). Findings showed that children with autism spectrum disorder had poorer sleep quality than children with typical development. Mechanisms underlying the differences should be further explored in order to develop an effective treatment intervention. En ligne : http://dx.doi.org/10.1177/1362361320936827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Speeded reasoning moderates the inverse relationship between autistic traits and emotion recognition / Alex BERTRAMS in Autism, 24-8 (November 2020)
[article]
Titre : Speeded reasoning moderates the inverse relationship between autistic traits and emotion recognition Type de document : Texte imprimé et/ou numérique Auteurs : Alex BERTRAMS, Auteur ; Katja SCHLEGEL, Auteur Article en page(s) : p.2304-2309 Langues : Anglais (eng) Mots-clés : *autism *autistic traits *emotion recognition *intuition *reasoning Index. décimale : PER Périodiques Résumé : Autistic people typically have difficulty recognizing other people's emotions and to process nonverbal cues in an automatic, intuitive fashion. This usually also applies to people who-regardless of an official diagnosis of autism-achieve high values in autism questionnaires. However, some autistic people do not seem to have any problems with emotion recognition. One explanation may be that these individuals are able to compensate for their lack of intuitive or automatic processing through a quick conscious and deliberate analysis of the emotional cues in faces, voices, and body movements. On these grounds, we assumed that the higher autistic people's ability to reason quickly (i.e. to make quick logical inferences), the fewer problems they should have with determining other people's emotions. In our study, we asked workers on the crowdsourcing marketplace MTurk to complete a questionnaire about their autistic traits, to perform emotion recognition tests, and to complete a test of the ability to reason under time constraints. In our sample of 217 people, we found the expected pattern. Overall, those who had higher values in the autism questionnaire scored lower in the emotion recognition tests. However, when reasoning ability was taken into account, a more nuanced picture emerged: participants with high values both on the autism questionnaire and on the reasoning test recognized emotions as well as individuals with low autistic traits. Our results suggest that fast analytic information processing may help autistic people to compensate problems in recognizing others' emotions. En ligne : http://dx.doi.org/10.1177/1362361320937090 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Autism > 24-8 (November 2020) . - p.2304-2309[article] Speeded reasoning moderates the inverse relationship between autistic traits and emotion recognition [Texte imprimé et/ou numérique] / Alex BERTRAMS, Auteur ; Katja SCHLEGEL, Auteur . - p.2304-2309.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2304-2309
Mots-clés : *autism *autistic traits *emotion recognition *intuition *reasoning Index. décimale : PER Périodiques Résumé : Autistic people typically have difficulty recognizing other people's emotions and to process nonverbal cues in an automatic, intuitive fashion. This usually also applies to people who-regardless of an official diagnosis of autism-achieve high values in autism questionnaires. However, some autistic people do not seem to have any problems with emotion recognition. One explanation may be that these individuals are able to compensate for their lack of intuitive or automatic processing through a quick conscious and deliberate analysis of the emotional cues in faces, voices, and body movements. On these grounds, we assumed that the higher autistic people's ability to reason quickly (i.e. to make quick logical inferences), the fewer problems they should have with determining other people's emotions. In our study, we asked workers on the crowdsourcing marketplace MTurk to complete a questionnaire about their autistic traits, to perform emotion recognition tests, and to complete a test of the ability to reason under time constraints. In our sample of 217 people, we found the expected pattern. Overall, those who had higher values in the autism questionnaire scored lower in the emotion recognition tests. However, when reasoning ability was taken into account, a more nuanced picture emerged: participants with high values both on the autism questionnaire and on the reasoning test recognized emotions as well as individuals with low autistic traits. Our results suggest that fast analytic information processing may help autistic people to compensate problems in recognizing others' emotions. En ligne : http://dx.doi.org/10.1177/1362361320937090 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432