Dépouillements

Adaptation of One-Session Treatment for Specific Phobias for Children with Autism Spectrum Disorder Using a Non-concurrent Multiple Baseline Design: A Preliminary Investigation / Thomas OLLENDICK in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1015-1027 Titre : Adaptation of One-Session Treatment for Specific Phobias for Children with Autism Spectrum Disorder Using a Non-concurrent Multiple Baseline Design: A Preliminary Investigation Type de document : Texte imprimé et/ou numérique Auteurs : Thomas OLLENDICK, Auteur ; Ashley MUSKETT, Auteur ; Sarah R. RADTKE, Auteur ; Isaac SMITH, Auteur Article en page(s) : p.1015-1027 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  One-session treatment  Specific phobia Index. décimale : PER Périodiques Résumé : Anxiety disorders are among the most common co-occurring disorders for individuals with ASD. Several adaptations to cognitive behavioral approaches have been proposed for this population (Moree & Davis, 2010). The current study examined feasibility and preliminary efficacy of an ASD-specific adaptation of one-session treatment (OST) for specific phobia (SP). Standard OST consists of one 3-h session followed by four weekly phone calls. Modifications for ASD included increased parental involvement, use of visual aids, and inclusion of four 1-h booster sessions in place of the four weekly phone calls. Visual inspection and Friedman tests revealed significant reductions in fear ratings and phobia severity from pre- to post-treatment and follow-up assessments. Modest changes were observed in behavioral avoidance. These findings provide initial evidence that this treatment merits further study. En ligne : http://dx.doi.org/10.1007/s10803-020-04582-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Adaptation of One-Session Treatment for Specific Phobias for Children with Autism Spectrum Disorder Using a Non-concurrent Multiple Baseline Design: A Preliminary Investigation [Texte imprimé et/ou numérique] / Thomas OLLENDICK, Auteur ; Ashley MUSKETT, Auteur ; Sarah R. RADTKE, Auteur ; Isaac SMITH, Auteur . - p.1015-1027. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1015-1027 Mots-clés : Autism spectrum disorder  One-session treatment  Specific phobia Index. décimale : PER Périodiques Résumé : Anxiety disorders are among the most common co-occurring disorders for individuals with ASD. Several adaptations to cognitive behavioral approaches have been proposed for this population (Moree & Davis, 2010). The current study examined feasibility and preliminary efficacy of an ASD-specific adaptation of one-session treatment (OST) for specific phobia (SP). Standard OST consists of one 3-h session followed by four weekly phone calls. Modifications for ASD included increased parental involvement, use of visual aids, and inclusion of four 1-h booster sessions in place of the four weekly phone calls. Visual inspection and Friedman tests revealed significant reductions in fear ratings and phobia severity from pre- to post-treatment and follow-up assessments. Modest changes were observed in behavioral avoidance. These findings provide initial evidence that this treatment merits further study. En ligne : http://dx.doi.org/10.1007/s10803-020-04582-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

The Effect of Visual Perceptual Load on Auditory Awareness of Social vs. Non-social Stimuli in Individuals with Autism / Julian TILLMANN in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1028-1038 Titre : The Effect of Visual Perceptual Load on Auditory Awareness of Social vs. Non-social Stimuli in Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Julian TILLMANN, Auteur ; Jyrki TUOMAINEN, Auteur ; John SWETTENHAM, Auteur Article en page(s) : p.1028-1038 Langues : Anglais (eng) Mots-clés : Attention  Auditory awareness  Autism spectrum disorder  Perceptual load  Social stimulus Index. décimale : PER Périodiques Résumé : This study examined the effect of increasing visual perceptual load on auditory awareness for social and non-social stimuli in adolescents with autism spectrum disorder (ASD, n?=?63) and typically developing (TD, n?=?62) adolescents. Using an inattentional deafness paradigm, a socially meaningful ('Hi') or a non-social (neutral tone) critical stimulus (CS) was unexpectedly presented under high and low load. For the social CS both groups continued to show high awareness rates as load increased. Awareness rates for the non-social stimulus were reduced when load increased for the TD, but not the ASD group. The findings indicate enhanced capacity for non-social stimuli in ASD compared to TD, and a special attentional status for social stimuli in the TD group. En ligne : http://dx.doi.org/10.1007/s10803-020-04587-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] The Effect of Visual Perceptual Load on Auditory Awareness of Social vs. Non-social Stimuli in Individuals with Autism [Texte imprimé et/ou numérique] / Julian TILLMANN, Auteur ; Jyrki TUOMAINEN, Auteur ; John SWETTENHAM, Auteur . - p.1028-1038. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1028-1038 Mots-clés : Attention  Auditory awareness  Autism spectrum disorder  Perceptual load  Social stimulus Index. décimale : PER Périodiques Résumé : This study examined the effect of increasing visual perceptual load on auditory awareness for social and non-social stimuli in adolescents with autism spectrum disorder (ASD, n?=?63) and typically developing (TD, n?=?62) adolescents. Using an inattentional deafness paradigm, a socially meaningful ('Hi') or a non-social (neutral tone) critical stimulus (CS) was unexpectedly presented under high and low load. For the social CS both groups continued to show high awareness rates as load increased. Awareness rates for the non-social stimulus were reduced when load increased for the TD, but not the ASD group. The findings indicate enhanced capacity for non-social stimuli in ASD compared to TD, and a special attentional status for social stimuli in the TD group. En ligne : http://dx.doi.org/10.1007/s10803-020-04587-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Randomised Controlled Trial of a Therapeutic Playgroup for Children with Developmental Delays / Jodie ARMSTRONG in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1039-1053 Titre : Randomised Controlled Trial of a Therapeutic Playgroup for Children with Developmental Delays Type de document : Texte imprimé et/ou numérique Auteurs : Jodie ARMSTRONG, Auteur ; Sonya GIRDLER, Auteur ; Emma DAVIDSON, Auteur ; Joanne MIZEN, Auteur ; Natasha BEAR, Auteur ; John WRAY, Auteur ; Catherine ELLIOTT, Auteur Article en page(s) : p.1039-1053 Langues : Anglais (eng) Mots-clés : Developmental delay  Early intervention  Randomised control trial  Therapeutic playgroups Index. décimale : PER Périodiques Résumé : A single-blind randomised control trial investigated the effectiveness of the Learn, Engage and Play (LEaP) playgroup. Seventy-one children with developmental delay were randomly allocated to an 8-week LEaP playgroup or control group and followed up at 12 and 28 weeks. On the primary outcome measure, LEaP demonstrated significant within group changes at 28 weeks (parenting distress p?=?0.018) but no between group changes. On secondary outcome measures, at 12 weeks LEaP produced significantly better outcomes than control in goal achievement (performance p?=?0.022; function p?=?0.008) and family-support (p?=?0.024), with LEaP continuing to demonstrate significantly better goal achievement (child performance p?=?0.042; function p?=?0.012) at 28 weeks. Findings indicate LEaP may assist in improving family-support and goal achievement outcomes for children with developmental delays. En ligne : http://dx.doi.org/10.1007/s10803-020-04580-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Randomised Controlled Trial of a Therapeutic Playgroup for Children with Developmental Delays [Texte imprimé et/ou numérique] / Jodie ARMSTRONG, Auteur ; Sonya GIRDLER, Auteur ; Emma DAVIDSON, Auteur ; Joanne MIZEN, Auteur ; Natasha BEAR, Auteur ; John WRAY, Auteur ; Catherine ELLIOTT, Auteur . - p.1039-1053. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1039-1053 Mots-clés : Developmental delay  Early intervention  Randomised control trial  Therapeutic playgroups Index. décimale : PER Périodiques Résumé : A single-blind randomised control trial investigated the effectiveness of the Learn, Engage and Play (LEaP) playgroup. Seventy-one children with developmental delay were randomly allocated to an 8-week LEaP playgroup or control group and followed up at 12 and 28 weeks. On the primary outcome measure, LEaP demonstrated significant within group changes at 28 weeks (parenting distress p?=?0.018) but no between group changes. On secondary outcome measures, at 12 weeks LEaP produced significantly better outcomes than control in goal achievement (performance p?=?0.022; function p?=?0.008) and family-support (p?=?0.024), with LEaP continuing to demonstrate significantly better goal achievement (child performance p?=?0.042; function p?=?0.012) at 28 weeks. Findings indicate LEaP may assist in improving family-support and goal achievement outcomes for children with developmental delays. En ligne : http://dx.doi.org/10.1007/s10803-020-04580-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Delay to Early Intensive Behavioral Intervention and Educational Outcomes for a Medicaid-Enrolled Cohort of Children with Autism / Adele F. DIMIAN in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1054-1066 Titre : Delay to Early Intensive Behavioral Intervention and Educational Outcomes for a Medicaid-Enrolled Cohort of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Adele F. DIMIAN, Auteur ; Frank J. SYMONS, Auteur ; Jason J. WOLFF, Auteur Article en page(s) : p.1054-1066 Langues : Anglais (eng) Mots-clés : Autism  Early intensive behavioral intervention  Waitlists Index. décimale : PER Périodiques Résumé : Increased prevalence of autism spectrum disorder (ASD) has underscored the need for early intervention services. Early Intensive Behavioral Intervention (EIBI) is among the most common evidence-based approaches, however, stakeholders report significant waitlists. The effects of these delays to intervention are unknown. The purpose of this study was to evaluate the effects of delay to EIBI for preschool aged children with ASD on later educational outcomes. Medicaid records from Minnesota (2008-2010) were used to evaluate a cohort diagnosed with ASD and their later educational outcomes from 2010 to 2014 (n?=?667) using generalized estimating equations. Approximately 70% of children experienced a delay to EIBI and children that experienced less delay and started EIBI at a younger age had better educational outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04586-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Delay to Early Intensive Behavioral Intervention and Educational Outcomes for a Medicaid-Enrolled Cohort of Children with Autism [Texte imprimé et/ou numérique] / Adele F. DIMIAN, Auteur ; Frank J. SYMONS, Auteur ; Jason J. WOLFF, Auteur . - p.1054-1066. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1054-1066 Mots-clés : Autism  Early intensive behavioral intervention  Waitlists Index. décimale : PER Périodiques Résumé : Increased prevalence of autism spectrum disorder (ASD) has underscored the need for early intervention services. Early Intensive Behavioral Intervention (EIBI) is among the most common evidence-based approaches, however, stakeholders report significant waitlists. The effects of these delays to intervention are unknown. The purpose of this study was to evaluate the effects of delay to EIBI for preschool aged children with ASD on later educational outcomes. Medicaid records from Minnesota (2008-2010) were used to evaluate a cohort diagnosed with ASD and their later educational outcomes from 2010 to 2014 (n?=?667) using generalized estimating equations. Approximately 70% of children experienced a delay to EIBI and children that experienced less delay and started EIBI at a younger age had better educational outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04586-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Connecting People with People: Diagnosing Persons with Fetal Alcohol Spectrum Disorder Using Telehealth / Lisa M. WHITTINGHAM in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1067-1080 Titre : Connecting People with People: Diagnosing Persons with Fetal Alcohol Spectrum Disorder Using Telehealth Type de document : Texte imprimé et/ou numérique Auteurs : Lisa M. WHITTINGHAM, Auteur ; Kelly D. COONS-HARDING, Auteur Article en page(s) : p.1067-1080 Langues : Anglais (eng) Mots-clés : Assessment  Diagnosis  Fetal alcohol spectrum disorder  Rural medicine  Telehealth Index. décimale : PER Périodiques Résumé : Fetal alcohol spectrum disorder (FASD) is a diagnostic term used to describe an array of structural, neurocognitive, and behavioral effects that result from prenatal alcohol exposure. While ongoing efforts have been made to increase the capacity of communities to provide early FASD diagnosis, there continues to be on-going challenges, particularly for remote and rural communities. Telehealth is the use of technology to connect communities at a distance and has been effectively used in medicine for several decades. This literature review describes the use of telehealth in FASD and other developmental disabilities and makes recommendations for how telehealth can be used to facilitate the assessment and diagnosis of FASD in rural and remote communities. En ligne : http://dx.doi.org/10.1007/s10803-020-04607-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Connecting People with People: Diagnosing Persons with Fetal Alcohol Spectrum Disorder Using Telehealth [Texte imprimé et/ou numérique] / Lisa M. WHITTINGHAM, Auteur ; Kelly D. COONS-HARDING, Auteur . - p.1067-1080. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1067-1080 Mots-clés : Assessment  Diagnosis  Fetal alcohol spectrum disorder  Rural medicine  Telehealth Index. décimale : PER Périodiques Résumé : Fetal alcohol spectrum disorder (FASD) is a diagnostic term used to describe an array of structural, neurocognitive, and behavioral effects that result from prenatal alcohol exposure. While ongoing efforts have been made to increase the capacity of communities to provide early FASD diagnosis, there continues to be on-going challenges, particularly for remote and rural communities. Telehealth is the use of technology to connect communities at a distance and has been effectively used in medicine for several decades. This literature review describes the use of telehealth in FASD and other developmental disabilities and makes recommendations for how telehealth can be used to facilitate the assessment and diagnosis of FASD in rural and remote communities. En ligne : http://dx.doi.org/10.1007/s10803-020-04607-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Is Bullying Associated with Emerging School Refusal in Autistic Boys? / Vicki BITSIKA in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1081-1092 Titre : Is Bullying Associated with Emerging School Refusal in Autistic Boys? Type de document : Texte imprimé et/ou numérique Auteurs : Vicki BITSIKA, Auteur ; David A. HEYNE, Auteur ; Christopher F. SHARPLEY, Auteur Article en page(s) : p.1081-1092 Langues : Anglais (eng) Mots-clés : Anxiety  Autism  Bullying  Depression  School refusal Index. décimale : PER Périodiques Résumé : The experience of being bullied is widespread among autistic youth. Relatively little empirical work has been done on the relationship between the bullying of these youth and school refusal (SR). This study of 67 school-age autistic boys (M?=?11.7 years, SD?=?2.3 years) examined several factors that may contribute to SR. Data regarding boys' age, generalised anxiety disorder (GAD), major depressive disorder (MDD), key ASD diagnostic criteria, and frequency of being bullied were collected. Results indicated that, while boys displaying emerging SR also had significantly higher GAD and MDD than boys without emerging SR, only the frequency of being bullied made a significant contribution to emerging SR. Implications for prevention and treatment of SR among autistic youth are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04610-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Is Bullying Associated with Emerging School Refusal in Autistic Boys? [Texte imprimé et/ou numérique] / Vicki BITSIKA, Auteur ; David A. HEYNE, Auteur ; Christopher F. SHARPLEY, Auteur . - p.1081-1092. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1081-1092 Mots-clés : Anxiety  Autism  Bullying  Depression  School refusal Index. décimale : PER Périodiques Résumé : The experience of being bullied is widespread among autistic youth. Relatively little empirical work has been done on the relationship between the bullying of these youth and school refusal (SR). This study of 67 school-age autistic boys (M?=?11.7 years, SD?=?2.3 years) examined several factors that may contribute to SR. Data regarding boys' age, generalised anxiety disorder (GAD), major depressive disorder (MDD), key ASD diagnostic criteria, and frequency of being bullied were collected. Results indicated that, while boys displaying emerging SR also had significantly higher GAD and MDD than boys without emerging SR, only the frequency of being bullied made a significant contribution to emerging SR. Implications for prevention and treatment of SR among autistic youth are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04610-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

An Assessment of the Psychometric Properties of the GHQ-12 in an English Population of Autistic Adults Without Learning Difficulties / Emese MAYHEW in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1093-1106 Titre : An Assessment of the Psychometric Properties of the GHQ-12 in an English Population of Autistic Adults Without Learning Difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Emese MAYHEW, Auteur ; Lucy STUTTARD, Auteur ; Bryony BERESFORD, Auteur Article en page(s) : p.1093-1106 Langues : Anglais (eng) Mots-clés : Autistic adults  Confirmatory factor analysis  General health questionnaire  Psychometric properties  Rasch analysis Index. décimale : PER Périodiques Résumé : Valid and reliable tools to measure mental health are a key requirement to developing a robust evidence base on mental health difficulties and autism. There are several reasons why mental health measures developed for the neurotypical population may not be valid and reliable when used with autistic adults. Using data collected from a national evaluation of community-based, specialist autism provision in England, this study assessed the psychometric properties of the General Health Questionnaire (GHQ-12) in a population of autistic adults without learning difficulties. We examined the measure's acceptability, reliability and internal construct validity. The GHQ-12 was found to have good psychometric properties in this population. This provides first evidence that this measure can be used with autistic adults without LD. En ligne : http://dx.doi.org/10.1007/s10803-020-04604-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] An Assessment of the Psychometric Properties of the GHQ-12 in an English Population of Autistic Adults Without Learning Difficulties [Texte imprimé et/ou numérique] / Emese MAYHEW, Auteur ; Lucy STUTTARD, Auteur ; Bryony BERESFORD, Auteur . - p.1093-1106. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1093-1106 Mots-clés : Autistic adults  Confirmatory factor analysis  General health questionnaire  Psychometric properties  Rasch analysis Index. décimale : PER Périodiques Résumé : Valid and reliable tools to measure mental health are a key requirement to developing a robust evidence base on mental health difficulties and autism. There are several reasons why mental health measures developed for the neurotypical population may not be valid and reliable when used with autistic adults. Using data collected from a national evaluation of community-based, specialist autism provision in England, this study assessed the psychometric properties of the General Health Questionnaire (GHQ-12) in a population of autistic adults without learning difficulties. We examined the measure's acceptability, reliability and internal construct validity. The GHQ-12 was found to have good psychometric properties in this population. This provides first evidence that this measure can be used with autistic adults without LD. En ligne : http://dx.doi.org/10.1007/s10803-020-04604-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Development and Feasibility of MindChip™: A Social Emotional Telehealth Intervention for Autistic Adults / Julia S. Y. TANG in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1107-1130 Titre : Development and Feasibility of MindChip™: A Social Emotional Telehealth Intervention for Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : Julia S. Y. TANG, Auteur ; Marita FALKMER, Auteur ; Nigel T. M. CHEN, Auteur ; Sven B?LTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.1107-1130 Langues : Anglais (eng) Mots-clés : Autism  Computer-based  Emotion recognition  Mentoring  Technology Index. décimale : PER Périodiques Résumé : The study aims to develop and pilot a telehealth social emotional program, MindChip™ delivered with a computer based interventions (CBI) (Mind Reading(©)) for autistic adults. MindChip™ combined four theoretical perspectives and community feedback underpinning the essential mechanisms for targeting the social emotional understanding of autistic adults. A randomised pragmatic pilot trial (N?=?25) was conducted to explore the feasibility of MindChip™ (n?=?11) and to understand the preliminary efficacy of combining it with CBI compared to CBI only (n?=?14). The use of MindChip™ and CBI combined demonstrated partial feasibility, with preliminary efficacy findings revealing increased emotion recognition generalisation outcomes compared to CBI only. Further research is required to improve the engagement and personalisation of the intervention for autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-020-04592-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Development and Feasibility of MindChip™: A Social Emotional Telehealth Intervention for Autistic Adults [Texte imprimé et/ou numérique] / Julia S. Y. TANG, Auteur ; Marita FALKMER, Auteur ; Nigel T. M. CHEN, Auteur ; Sven B?LTE, Auteur ; Sonya GIRDLER, Auteur . - p.1107-1130. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1107-1130 Mots-clés : Autism  Computer-based  Emotion recognition  Mentoring  Technology Index. décimale : PER Périodiques Résumé : The study aims to develop and pilot a telehealth social emotional program, MindChip™ delivered with a computer based interventions (CBI) (Mind Reading(©)) for autistic adults. MindChip™ combined four theoretical perspectives and community feedback underpinning the essential mechanisms for targeting the social emotional understanding of autistic adults. A randomised pragmatic pilot trial (N?=?25) was conducted to explore the feasibility of MindChip™ (n?=?11) and to understand the preliminary efficacy of combining it with CBI compared to CBI only (n?=?14). The use of MindChip™ and CBI combined demonstrated partial feasibility, with preliminary efficacy findings revealing increased emotion recognition generalisation outcomes compared to CBI only. Further research is required to improve the engagement and personalisation of the intervention for autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-020-04592-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools / A. T. OLAGUNJU in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1131-1141 Titre : Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools Type de document : Texte imprimé et/ou numérique Auteurs : A. T. OLAGUNJU, Auteur ; M. A. AKINOLA, Auteur ; B. FADIPE, Auteur ; O. O. JAGUN, Auteur ; T. O. OLAGUNJU, Auteur ; O. O. AKINOLA, Auteur ; O. P. OGUNNUBI, Auteur ; O. J. OLUSILE, Auteur ; O. Y. OLUYEMI, Auteur ; G. A. CHAIMOWITZ, Auteur Article en page(s) : p.1131-1141 Langues : Anglais (eng) Mots-clés : Burden  Emotional distress  Psychosocial wellbeing  Special schools  Teachers Index. décimale : PER Périodiques Résumé : While there is evidence that impaired psychosocial wellbeing can compromise the effective performance of work-related roles, little is known about the wellbeing of teachers working with children with developmental disabilities. We interviewed 68 special education schoolteachers (response rate?=?70.8%) in a Nigerian state with 12-item General Health Questionnaire and an adapted Zarit Burden Interview. About four in every ten teachers had psychological distress, representing many-fold the rates reported in the general population, and significant burden was prevalent in 51.5%. Perceived burden correlated significantly with psychological distress, anxiety/depression and social dysfunction (rs?=?.3). While increased burden predicted psychological distress, longer teaching experience was protective against distress. These findings underscore the need for psychosocial support for special education schoolteachers to enhance their wellbeing and roles. En ligne : http://dx.doi.org/10.1007/s10803-020-04606-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools [Texte imprimé et/ou numérique] / A. T. OLAGUNJU, Auteur ; M. A. AKINOLA, Auteur ; B. FADIPE, Auteur ; O. O. JAGUN, Auteur ; T. O. OLAGUNJU, Auteur ; O. O. AKINOLA, Auteur ; O. P. OGUNNUBI, Auteur ; O. J. OLUSILE, Auteur ; O. Y. OLUYEMI, Auteur ; G. A. CHAIMOWITZ, Auteur . - p.1131-1141. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1131-1141 Mots-clés : Burden  Emotional distress  Psychosocial wellbeing  Special schools  Teachers Index. décimale : PER Périodiques Résumé : While there is evidence that impaired psychosocial wellbeing can compromise the effective performance of work-related roles, little is known about the wellbeing of teachers working with children with developmental disabilities. We interviewed 68 special education schoolteachers (response rate?=?70.8%) in a Nigerian state with 12-item General Health Questionnaire and an adapted Zarit Burden Interview. About four in every ten teachers had psychological distress, representing many-fold the rates reported in the general population, and significant burden was prevalent in 51.5%. Perceived burden correlated significantly with psychological distress, anxiety/depression and social dysfunction (rs?=?.3). While increased burden predicted psychological distress, longer teaching experience was protective against distress. These findings underscore the need for psychosocial support for special education schoolteachers to enhance their wellbeing and roles. En ligne : http://dx.doi.org/10.1007/s10803-020-04606-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Cognitive and Affective Aspects of Theory of Mind in Greek-Speaking Children with Autism Spectrum Disorders / Eleni BALDIMTSI in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1142-1156 Titre : Cognitive and Affective Aspects of Theory of Mind in Greek-Speaking Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Eleni BALDIMTSI, Auteur ; Ageliki NICOLOPOULOU, Auteur ; Ianthi Maria TSIMPLI, Auteur Article en page(s) : p.1142-1156 Langues : Anglais (eng) Mots-clés : Affective-cognitive theory of mind  Autism  Children  Cognitive theory of mind  Language  Theory of mind Index. décimale : PER Périodiques Résumé : Substantial research indicates that individuals with Autism Spectrum Disorder (ASD) have difficulties with Theory of Mind (ToM) abilities, but rarely have studies used a comprehensive battery to measure both the cognitive and affective aspects of ToM. The present study tested this ability in 24 Greek-speaking children with ASD (ages 7-14), and their performance was compared to 24 age-, gender- and language-matched typically developing controls. Results showed that ASD children's performance was selectively impaired in both ToM aspects, supporting the distinction between ToM components. This is the first study of ToM abilities among Greek-speaking children with ASD, and the findings confirm that children with ASD are experiencing difficulties with socio-emotional understanding across languages and cultures. En ligne : http://dx.doi.org/10.1007/s10803-020-04595-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Cognitive and Affective Aspects of Theory of Mind in Greek-Speaking Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Eleni BALDIMTSI, Auteur ; Ageliki NICOLOPOULOU, Auteur ; Ianthi Maria TSIMPLI, Auteur . - p.1142-1156. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1142-1156 Mots-clés : Affective-cognitive theory of mind  Autism  Children  Cognitive theory of mind  Language  Theory of mind Index. décimale : PER Périodiques Résumé : Substantial research indicates that individuals with Autism Spectrum Disorder (ASD) have difficulties with Theory of Mind (ToM) abilities, but rarely have studies used a comprehensive battery to measure both the cognitive and affective aspects of ToM. The present study tested this ability in 24 Greek-speaking children with ASD (ages 7-14), and their performance was compared to 24 age-, gender- and language-matched typically developing controls. Results showed that ASD children's performance was selectively impaired in both ToM aspects, supporting the distinction between ToM components. This is the first study of ToM abilities among Greek-speaking children with ASD, and the findings confirm that children with ASD are experiencing difficulties with socio-emotional understanding across languages and cultures. En ligne : http://dx.doi.org/10.1007/s10803-020-04595-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Autism in Baltimore, 1938-1943 / Marga VICEDO in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1157-1172 Titre : Autism in Baltimore, 1938-1943 Type de document : Texte imprimé et/ou numérique Auteurs : Marga VICEDO, Auteur ; Juan ILERBAIG, Auteur Article en page(s) : p.1157-1172 Langues : Anglais (eng) Mots-clés : Autism  Georg Frankl  History of autism  History of psychiatry  Leo Kanner Index. décimale : PER Périodiques Résumé : This paper examines the genesis of Leo Kanner's 1943 seminal paper on autism. It shows that describing children as autistic or lacking affective contact with people was not new by this time. But Kanner's proposal that infantile autism constituted a hitherto unidentified condition that was inborn and different from childhood schizophrenia was new. It also shows that Georg Frankl's influence on Kanner was important, but Kanner did not misappropriate his ideas or his research. Kanner developed his views on the basis of his observations of several children, his knowledge of the literature on childhood conditions, and his interactions with many scholars. En ligne : http://dx.doi.org/10.1007/s10803-020-04602-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Autism in Baltimore, 1938-1943 [Texte imprimé et/ou numérique] / Marga VICEDO, Auteur ; Juan ILERBAIG, Auteur . - p.1157-1172. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1157-1172 Mots-clés : Autism  Georg Frankl  History of autism  History of psychiatry  Leo Kanner Index. décimale : PER Périodiques Résumé : This paper examines the genesis of Leo Kanner's 1943 seminal paper on autism. It shows that describing children as autistic or lacking affective contact with people was not new by this time. But Kanner's proposal that infantile autism constituted a hitherto unidentified condition that was inborn and different from childhood schizophrenia was new. It also shows that Georg Frankl's influence on Kanner was important, but Kanner did not misappropriate his ideas or his research. Kanner developed his views on the basis of his observations of several children, his knowledge of the literature on childhood conditions, and his interactions with many scholars. En ligne : http://dx.doi.org/10.1007/s10803-020-04602-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Dynamic Eye Tracking as a Predictor and Outcome Measure of Social Skills Intervention in Adolescents and Adults with Autism Spectrum Disorder / Rachel K. GREENE in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1173-1187 Titre : Dynamic Eye Tracking as a Predictor and Outcome Measure of Social Skills Intervention in Adolescents and Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Rachel K. GREENE, Auteur ; Julia PARISH-MORRIS, Auteur ; Miranda SULLIVAN, Auteur ; Jessica L. KINARD, Auteur ; Maya G MOSNER, Auteur ; Lauren M. TURNER-BROWN, Auteur ; David L. PENN, Auteur ; Christopher A. WIESEN, Auteur ; Ashley A. PALLATHRA, Auteur ; Edward S. BRODKIN, Auteur ; Robert T. SCHULTZ, Auteur ; Gabriel S. DICHTER, Auteur Article en page(s) : p.1173-1187 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Eye tracking  Social skills intervention  Treatment outcome Index. décimale : PER Périodiques Résumé : To evaluate an eye tracking task as a predictor and outcome measure of treatment response for autism spectrum disorder (ASD) social skills interventions, adolescents and young adults with ASD completed the eye tracking task before, immediately after, and two months after completing Social Cognition and Interaction Training for Autism (SCIT-A). The study compared SCIT-A participants (n?=?20) to participants with ASD who received treatment as usual (TAU; n?=?21). Overall, increased visual attention to faces and background objects and decreased attention to hands playing with toys at baseline were associated with improved social functioning immediately following intervention, suggesting this eye tracking task may reliably predict ASD social intervention outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04594-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Dynamic Eye Tracking as a Predictor and Outcome Measure of Social Skills Intervention in Adolescents and Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Rachel K. GREENE, Auteur ; Julia PARISH-MORRIS, Auteur ; Miranda SULLIVAN, Auteur ; Jessica L. KINARD, Auteur ; Maya G MOSNER, Auteur ; Lauren M. TURNER-BROWN, Auteur ; David L. PENN, Auteur ; Christopher A. WIESEN, Auteur ; Ashley A. PALLATHRA, Auteur ; Edward S. BRODKIN, Auteur ; Robert T. SCHULTZ, Auteur ; Gabriel S. DICHTER, Auteur . - p.1173-1187. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1173-1187 Mots-clés : Autism spectrum disorder  Eye tracking  Social skills intervention  Treatment outcome Index. décimale : PER Périodiques Résumé : To evaluate an eye tracking task as a predictor and outcome measure of treatment response for autism spectrum disorder (ASD) social skills interventions, adolescents and young adults with ASD completed the eye tracking task before, immediately after, and two months after completing Social Cognition and Interaction Training for Autism (SCIT-A). The study compared SCIT-A participants (n?=?20) to participants with ASD who received treatment as usual (TAU; n?=?21). Overall, increased visual attention to faces and background objects and decreased attention to hands playing with toys at baseline were associated with improved social functioning immediately following intervention, suggesting this eye tracking task may reliably predict ASD social intervention outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04594-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Service Use and Unmet Needs Among Adults with Autism Awaiting Home- and Community-Based Medicaid Services / Whitney SCHOTT in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1188-1200 Titre : Service Use and Unmet Needs Among Adults with Autism Awaiting Home- and Community-Based Medicaid Services Type de document : Texte imprimé et/ou numérique Auteurs : Whitney SCHOTT, Auteur ; Stacy L. NONNEMACHER, Auteur ; Lindsay SHEA, Auteur Article en page(s) : p.1188-1200 Langues : Anglais (eng) Mots-clés : Adults with autism  Medicaid  Unmet needs  Waiting list Index. décimale : PER Périodiques Résumé : Autistic adults in need of long-term services and supports spend months on waiting lists before receiving such services through Medicaid. Data from a state-wide survey of adults and their caregivers on a waiting list for autism waivers suggest that the majority have unmet needs for functional skills services (63.6%), employment or vocation services (62.1%), and mental and behavioral health services (52.8%). Almost a third require case management services (28.3%). Predictors of greater service need are African American race and the number of physical and behavioral health diagnoses. Predictors of greater service receipt were employment status, housing type, and school enrollment; there was lower service receipt for African American race, Hispanic ethnicity, over age 21 years, and college completion. En ligne : http://dx.doi.org/10.1007/s10803-020-04593-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Service Use and Unmet Needs Among Adults with Autism Awaiting Home- and Community-Based Medicaid Services [Texte imprimé et/ou numérique] / Whitney SCHOTT, Auteur ; Stacy L. NONNEMACHER, Auteur ; Lindsay SHEA, Auteur . - p.1188-1200. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1188-1200 Mots-clés : Adults with autism  Medicaid  Unmet needs  Waiting list Index. décimale : PER Périodiques Résumé : Autistic adults in need of long-term services and supports spend months on waiting lists before receiving such services through Medicaid. Data from a state-wide survey of adults and their caregivers on a waiting list for autism waivers suggest that the majority have unmet needs for functional skills services (63.6%), employment or vocation services (62.1%), and mental and behavioral health services (52.8%). Almost a third require case management services (28.3%). Predictors of greater service need are African American race and the number of physical and behavioral health diagnoses. Predictors of greater service receipt were employment status, housing type, and school enrollment; there was lower service receipt for African American race, Hispanic ethnicity, over age 21 years, and college completion. En ligne : http://dx.doi.org/10.1007/s10803-020-04593-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Factors Affecting Family Compliance with Genetic Testing of Children Diagnosed with Autism Spectrum Disorder / Yonah HENDEL in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1201-1209 Titre : Factors Affecting Family Compliance with Genetic Testing of Children Diagnosed with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yonah HENDEL, Auteur ; Gal MEIRI, Auteur ; Hagit FLUSSER, Auteur ; Analya MICHAELOVSKI, Auteur ; Ilan DINSTEIN, Auteur ; Idan MENASHE, Auteur Article en page(s) : p.1201-1209 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Compliance  Genetic testing Index. décimale : PER Périodiques Résumé : There is broad consensus about the importance of post-diagnostic genetic testing for children with ASD. However, the extent of compliance with these tests and the factors affecting compliance have rarely been examined. We surveyed a sample of 114 families with a child with ASD in Israel, where such genetic testing is funded by the government. We found that only one-third of these families completed post-diagnosis genetic testing for their child. The main factor influencing compliance was the doctor's recommendation (OR 11.6; 95% CI 3.2-42.4; p??50% of the non-compliant families reported that genetic testing was irrelevant to them. Our findings highlight the importance of providing clear recommendations and explanations regarding the benefits and relevance of post-diagnosis genetic testing for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04589-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Factors Affecting Family Compliance with Genetic Testing of Children Diagnosed with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Yonah HENDEL, Auteur ; Gal MEIRI, Auteur ; Hagit FLUSSER, Auteur ; Analya MICHAELOVSKI, Auteur ; Ilan DINSTEIN, Auteur ; Idan MENASHE, Auteur . - p.1201-1209. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1201-1209 Mots-clés : Autism spectrum disorder  Compliance  Genetic testing Index. décimale : PER Périodiques Résumé : There is broad consensus about the importance of post-diagnostic genetic testing for children with ASD. However, the extent of compliance with these tests and the factors affecting compliance have rarely been examined. We surveyed a sample of 114 families with a child with ASD in Israel, where such genetic testing is funded by the government. We found that only one-third of these families completed post-diagnosis genetic testing for their child. The main factor influencing compliance was the doctor's recommendation (OR 11.6; 95% CI 3.2-42.4; p??50% of the non-compliant families reported that genetic testing was irrelevant to them. Our findings highlight the importance of providing clear recommendations and explanations regarding the benefits and relevance of post-diagnosis genetic testing for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04589-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Participation Difficulties in Autism Spectrum Disorders and Intellectual Disabilities: Findings from the 2011 Survey of Pathway to Diagnosis and Services / Claudia L. HILTON in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1210-1223 Titre : Participation Difficulties in Autism Spectrum Disorders and Intellectual Disabilities: Findings from the 2011 Survey of Pathway to Diagnosis and Services Type de document : Texte imprimé et/ou numérique Auteurs : Claudia L. HILTON, Auteur ; Karen RATCLIFF, Auteur ; Ickpyo HONG, Auteur Article en page(s) : p.1210-1223 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Developmental disorder  Intellectual disabilities  Social participation Index. décimale : PER Périodiques Résumé : Greater understanding can increase our knowledge and intervention effectiveness for activity participation problems of children with disabilities. We examined participation difficulties of children with autism spectrum disorders (ASD) and intellectual disabilities (ID) in the 2011 Survey of Pathway to Diagnosis and Services. We utilized propensity score matching with inverse probability of treatment weight with questions from parents of 1783 children aged 6-17 years. Friendship was the most difficult area for all children. Children with both ASD and ID experienced the most difficulty in all areas, followed by ASD alone. Reported levels of home life, friendships, classroom and leisure difficulties were moderately correlated for all children. Children who were previously diagnosed, but have no current diagnosis experienced substantial difficulties. En ligne : http://dx.doi.org/10.1007/s10803-020-04591-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Participation Difficulties in Autism Spectrum Disorders and Intellectual Disabilities: Findings from the 2011 Survey of Pathway to Diagnosis and Services [Texte imprimé et/ou numérique] / Claudia L. HILTON, Auteur ; Karen RATCLIFF, Auteur ; Ickpyo HONG, Auteur . - p.1210-1223. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1210-1223 Mots-clés : Autism spectrum disorders  Developmental disorder  Intellectual disabilities  Social participation Index. décimale : PER Périodiques Résumé : Greater understanding can increase our knowledge and intervention effectiveness for activity participation problems of children with disabilities. We examined participation difficulties of children with autism spectrum disorders (ASD) and intellectual disabilities (ID) in the 2011 Survey of Pathway to Diagnosis and Services. We utilized propensity score matching with inverse probability of treatment weight with questions from parents of 1783 children aged 6-17 years. Friendship was the most difficult area for all children. Children with both ASD and ID experienced the most difficulty in all areas, followed by ASD alone. Reported levels of home life, friendships, classroom and leisure difficulties were moderately correlated for all children. Children who were previously diagnosed, but have no current diagnosis experienced substantial difficulties. En ligne : http://dx.doi.org/10.1007/s10803-020-04591-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Repetitive Behavior in Children and Adolescents: Psychometric Properties of the German Version of the Repetitive Behavior Scale-Revised / Isabella S. KÄSTEL in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1224-1237 Titre : Repetitive Behavior in Children and Adolescents: Psychometric Properties of the German Version of the Repetitive Behavior Scale-Revised Type de document : Texte imprimé et/ou numérique Auteurs : Isabella S. KÄSTEL, Auteur ; Leonora VLLASALIU, Auteur ; Sophia WELLNITZ, Auteur ; Hannah CHOLEMKERY, Auteur ; Christine M. FREITAG, Auteur ; Nico BAST, Auteur Article en page(s) : p.1224-1237 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Factor structure  Reliability  Repetitive behavior scale-revised  Restricted and repetitive behavior  Validity Index. décimale : PER Périodiques Résumé : Restricted repetitive behaviors (RRBs) are a core feature of autism spectrum disorders (ASD) and further occur in intellectual disability (ID), mental disorders (MD), and in typically developed people (TD). There is a need of a valid and reliable measure to record RRBs as transdiagnostic symptom, which captures RRBs heterogeneity and evaluates severity. The Repetitive Behavior Scale-Revised (RBS-R) is an established screening instrument for RRBs, but was predominantly limited to ASD samples. We examined the psychometric properties of the German version of the RBS-R in 948 participants with ASD, ID, MD and TD aged 4 to 17 years. The suitability was proofed delivering a four-factor solution, good internal consistency, external validity as well as group, age, and sex effects. En ligne : http://dx.doi.org/10.1007/s10803-020-04588-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Repetitive Behavior in Children and Adolescents: Psychometric Properties of the German Version of the Repetitive Behavior Scale-Revised [Texte imprimé et/ou numérique] / Isabella S. KÄSTEL, Auteur ; Leonora VLLASALIU, Auteur ; Sophia WELLNITZ, Auteur ; Hannah CHOLEMKERY, Auteur ; Christine M. FREITAG, Auteur ; Nico BAST, Auteur . - p.1224-1237. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1224-1237 Mots-clés : Autism spectrum disorder  Factor structure  Reliability  Repetitive behavior scale-revised  Restricted and repetitive behavior  Validity Index. décimale : PER Périodiques Résumé : Restricted repetitive behaviors (RRBs) are a core feature of autism spectrum disorders (ASD) and further occur in intellectual disability (ID), mental disorders (MD), and in typically developed people (TD). There is a need of a valid and reliable measure to record RRBs as transdiagnostic symptom, which captures RRBs heterogeneity and evaluates severity. The Repetitive Behavior Scale-Revised (RBS-R) is an established screening instrument for RRBs, but was predominantly limited to ASD samples. We examined the psychometric properties of the German version of the RBS-R in 948 participants with ASD, ID, MD and TD aged 4 to 17 years. The suitability was proofed delivering a four-factor solution, good internal consistency, external validity as well as group, age, and sex effects. En ligne : http://dx.doi.org/10.1007/s10803-020-04588-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Alteration of Emotion Knowledge and Its Relationship with Emotion Regulation and Psychopathological Behavior in Children with Cerebral Palsy / Saliha BELMONTE-DARRAZ in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1238-1248 Titre : Alteration of Emotion Knowledge and Its Relationship with Emotion Regulation and Psychopathological Behavior in Children with Cerebral Palsy Type de document : Texte imprimé et/ou numérique Auteurs : Saliha BELMONTE-DARRAZ, Auteur ; Casandra I. MONTORO, Auteur ; Nara C. ANDRADE, Auteur ; Pedro MONTOYA, Auteur ; Inmaculada RIQUELME, Auteur Article en page(s) : p.1238-1248 Langues : Anglais (eng) Mots-clés : Behavioral problems  Cerebral palsy  Emotion knowledge  Emotion lability  Emotion regulation Index. décimale : PER Périodiques Résumé : Emotion knowledge has not been explored in children with cerebral palsy (CP). To evaluate differences in emotion knowledge between children with CP and their typically developing peers (TDP), and explore its associations with affective regulation and behavioral psychopathology. 36 Children with CP and 45 TDP completed the Emotion Matching Task (emotion knowledge); their parents completed the Emotion Regulation Checklist and Child Behavior Checklist (emotional regulation and lability; psychopathological behaviors). Children with CP made more mistakes in emotion knowledge tasks, had lower emotional regulation and higher behavioral problems than their TDP. Emotion knowledge showed a positive correlation with emotional regulation and a negative correlation with behavioral problems, predicting psychopathological behaviors. Greater attention to emotion knowledge in children with CP could improve adjustment at social and behavioral functioning. En ligne : http://dx.doi.org/10.1007/s10803-020-04605-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Alteration of Emotion Knowledge and Its Relationship with Emotion Regulation and Psychopathological Behavior in Children with Cerebral Palsy [Texte imprimé et/ou numérique] / Saliha BELMONTE-DARRAZ, Auteur ; Casandra I. MONTORO, Auteur ; Nara C. ANDRADE, Auteur ; Pedro MONTOYA, Auteur ; Inmaculada RIQUELME, Auteur . - p.1238-1248. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1238-1248 Mots-clés : Behavioral problems  Cerebral palsy  Emotion knowledge  Emotion lability  Emotion regulation Index. décimale : PER Périodiques Résumé : Emotion knowledge has not been explored in children with cerebral palsy (CP). To evaluate differences in emotion knowledge between children with CP and their typically developing peers (TDP), and explore its associations with affective regulation and behavioral psychopathology. 36 Children with CP and 45 TDP completed the Emotion Matching Task (emotion knowledge); their parents completed the Emotion Regulation Checklist and Child Behavior Checklist (emotional regulation and lability; psychopathological behaviors). Children with CP made more mistakes in emotion knowledge tasks, had lower emotional regulation and higher behavioral problems than their TDP. Emotion knowledge showed a positive correlation with emotional regulation and a negative correlation with behavioral problems, predicting psychopathological behaviors. Greater attention to emotion knowledge in children with CP could improve adjustment at social and behavioral functioning. En ligne : http://dx.doi.org/10.1007/s10803-020-04605-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Explaining Variance in Social Symptoms of Children with Autism Spectrum Disorder / Diana ALKIRE in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1249-1265 Titre : Explaining Variance in Social Symptoms of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Diana ALKIRE, Auteur ; Katherine RICE WARNELL, Auteur ; Laura Anderson KIRBY, Auteur ; Dustin MORACZEWSKI, Auteur ; Elizabeth REDCAY, Auteur Article en page(s) : p.1249-1265 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Biological motion perception  Empathy  Social anxiety  Social reward  Theory of mind Index. décimale : PER Périodiques Résumé : The social symptoms of autism spectrum disorder are likely influenced by multiple psychological processes, yet most previous studies have focused on a single social domain. In school-aged autistic children (n?=?49), we compared the amount of variance in social symptoms uniquely explained by theory of mind (ToM), biological motion perception, empathy, social reward, and social anxiety. Parent-reported emotional contagion-the aspect of empathy in which one shares another's emotion-emerged as the most important predictor, explaining 11-14% of the variance in social symptoms, with higher levels of emotional contagion predicting lower social symptom severity. Our findings highlight the role of mutual emotional experiences in social-interactive success, as well as the limitations of standard measures of ToM and social processing in general. En ligne : http://dx.doi.org/10.1007/s10803-020-04598-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Explaining Variance in Social Symptoms of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Diana ALKIRE, Auteur ; Katherine RICE WARNELL, Auteur ; Laura Anderson KIRBY, Auteur ; Dustin MORACZEWSKI, Auteur ; Elizabeth REDCAY, Auteur . - p.1249-1265. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1249-1265 Mots-clés : Autism spectrum disorder  Biological motion perception  Empathy  Social anxiety  Social reward  Theory of mind Index. décimale : PER Périodiques Résumé : The social symptoms of autism spectrum disorder are likely influenced by multiple psychological processes, yet most previous studies have focused on a single social domain. In school-aged autistic children (n?=?49), we compared the amount of variance in social symptoms uniquely explained by theory of mind (ToM), biological motion perception, empathy, social reward, and social anxiety. Parent-reported emotional contagion-the aspect of empathy in which one shares another's emotion-emerged as the most important predictor, explaining 11-14% of the variance in social symptoms, with higher levels of emotional contagion predicting lower social symptom severity. Our findings highlight the role of mutual emotional experiences in social-interactive success, as well as the limitations of standard measures of ToM and social processing in general. En ligne : http://dx.doi.org/10.1007/s10803-020-04598-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections / Karen S. ENGEL in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1266-1280 Titre : Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections Type de document : Texte imprimé et/ou numérique Auteurs : Karen S. ENGEL, Auteur ; Linnea C. EHRI, Auteur Article en page(s) : p.1266-1280 Langues : Anglais (eng) Mots-clés : Autism  Central coherence  Reading comprehension  Reading instruction  Story retell Index. décimale : PER Périodiques Résumé : Central coherence is the ability to perceive and connect salient information in a context such as a narrative text. Individuals with autism exhibit a detail-focused cognitive style of processing information that overlooks connections and shows weak central coherence. A six-session instructional intervention to foster coherence processing was administered to first and second graders (N?=?10) while a control group (N?=?10) received an irrelevant treatment, mean age 7.06 years, 18 males and 2 females. Results showed that the instruction benefited children's comprehension of narrative text. The intervention improved children's ability to retell a narrative text and improved first graders' use of sequence words to retell a story compared to control students. Findings carry implications for designing reading instruction for this special population. En ligne : http://dx.doi.org/10.1007/s10803-020-04596-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections [Texte imprimé et/ou numérique] / Karen S. ENGEL, Auteur ; Linnea C. EHRI, Auteur . - p.1266-1280. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1266-1280 Mots-clés : Autism  Central coherence  Reading comprehension  Reading instruction  Story retell Index. décimale : PER Périodiques Résumé : Central coherence is the ability to perceive and connect salient information in a context such as a narrative text. Individuals with autism exhibit a detail-focused cognitive style of processing information that overlooks connections and shows weak central coherence. A six-session instructional intervention to foster coherence processing was administered to first and second graders (N?=?10) while a control group (N?=?10) received an irrelevant treatment, mean age 7.06 years, 18 males and 2 females. Results showed that the instruction benefited children's comprehension of narrative text. The intervention improved children's ability to retell a narrative text and improved first graders' use of sequence words to retell a story compared to control students. Findings carry implications for designing reading instruction for this special population. En ligne : http://dx.doi.org/10.1007/s10803-020-04596-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees / Rumi AGARWAL in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1281-1289 Titre : Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees Type de document : Texte imprimé et/ou numérique Auteurs : Rumi AGARWAL, Auteur ; Laura HERON, Auteur ; Mitra NASEH, Auteur ; Shanna L. BURKE, Auteur Article en page(s) : p.1281-1289 Langues : Anglais (eng) Mots-clés : Developmental disability  Intellectual disability  Mentee  Mentor  Mentoring  Workshop Index. décimale : PER Périodiques Résumé : Transitioning to post-secondary education is often challenging for students with intellectual and developmental disabilities (IDD). To address this, Florida International University, specifically FIU Embrace, piloted the Embrace Mentoring Program (EMP), which provided unique role-specific workshops to both faculty/staff mentors, and student mentees with IDD. A mixed-method design was used to analyze knowledge acquisition and participant perceptions of the workshops. Quantitative findings indicated knowledge improvement in a key area for mentors, while qualitative data demonstrated a positive response to workshop content, and highlighted areas of improvement for future workshops. Ultimately, the results from the pilot EMP demonstrated promise in supporting students with IDD towards academic and career-related goals, by providing mentorship training to both mentors and mentees. En ligne : http://dx.doi.org/10.1007/s10803-020-04599-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees [Texte imprimé et/ou numérique] / Rumi AGARWAL, Auteur ; Laura HERON, Auteur ; Mitra NASEH, Auteur ; Shanna L. BURKE, Auteur . - p.1281-1289. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1281-1289 Mots-clés : Developmental disability  Intellectual disability  Mentee  Mentor  Mentoring  Workshop Index. décimale : PER Périodiques Résumé : Transitioning to post-secondary education is often challenging for students with intellectual and developmental disabilities (IDD). To address this, Florida International University, specifically FIU Embrace, piloted the Embrace Mentoring Program (EMP), which provided unique role-specific workshops to both faculty/staff mentors, and student mentees with IDD. A mixed-method design was used to analyze knowledge acquisition and participant perceptions of the workshops. Quantitative findings indicated knowledge improvement in a key area for mentors, while qualitative data demonstrated a positive response to workshop content, and highlighted areas of improvement for future workshops. Ultimately, the results from the pilot EMP demonstrated promise in supporting students with IDD towards academic and career-related goals, by providing mentorship training to both mentors and mentees. En ligne : http://dx.doi.org/10.1007/s10803-020-04599-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Self-Compassion in Mothers of Children with Autism Spectrum Disorder: A Qualitative Analysis / Gal BOHADANA in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1290-1303 Titre : Self-Compassion in Mothers of Children with Autism Spectrum Disorder: A Qualitative Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Gal BOHADANA, Auteur ; Shirley MORRISSEY, Auteur ; Jessica PAYNTER, Auteur Article en page(s) : p.1290-1303 Langues : Anglais (eng) Mots-clés : Mothers of children with ASD  Parent stress  Parenting  Qualitative  Self-compassion Index. décimale : PER Périodiques Résumé : Emerging quantitative research found self-compassion to be a unique predictor of parental stress in parents of children with ASD above other predictors. However, research on the lived experience of self-compassion in families of children with ASD is limited. Using a qualitative thematic analysis approach, 19 mothers of children with ASD with a mean age of 39.19 years (SD?=?3.56, Range?=?31.00-50.00 years) were interviewed about their lived experiences of stress and self-compassion. Themes derived from interviews include: the impact and causes of stress, benefits of self-compassion, barriers to self-compassion, and aids to self-compassion. The findings deepen our understanding of the experience of self-compassion in this population. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04612-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Self-Compassion in Mothers of Children with Autism Spectrum Disorder: A Qualitative Analysis [Texte imprimé et/ou numérique] / Gal BOHADANA, Auteur ; Shirley MORRISSEY, Auteur ; Jessica PAYNTER, Auteur . - p.1290-1303. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1290-1303 Mots-clés : Mothers of children with ASD  Parent stress  Parenting  Qualitative  Self-compassion Index. décimale : PER Périodiques Résumé : Emerging quantitative research found self-compassion to be a unique predictor of parental stress in parents of children with ASD above other predictors. However, research on the lived experience of self-compassion in families of children with ASD is limited. Using a qualitative thematic analysis approach, 19 mothers of children with ASD with a mean age of 39.19 years (SD?=?3.56, Range?=?31.00-50.00 years) were interviewed about their lived experiences of stress and self-compassion. Themes derived from interviews include: the impact and causes of stress, benefits of self-compassion, barriers to self-compassion, and aids to self-compassion. The findings deepen our understanding of the experience of self-compassion in this population. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04612-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

The Protective Role of Social Support Sources and Types Against Depression in Caregivers: A Meta-Analysis / Vanessa F. SCHILLER in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1304-1315 Titre : The Protective Role of Social Support Sources and Types Against Depression in Caregivers: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa F. SCHILLER, Auteur ; Diana S. DORSTYN, Auteur ; Amanda M. TAYLOR, Auteur Article en page(s) : p.1304-1315 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Depression  Family  Mental health  Parents  Social environment Index. décimale : PER Périodiques Résumé : The protective effects of social support for caregiver mental health are well documented, however the differential impact of support providers (partner, child, family, siblings, friends, professionals) and types (perceived, received) remain unclear. Observational data from 21 independent studies, involving a pooled sample of 2273 parents, stepparents and grandparents of children (aged???19) with autism spectrum disorder (ASD) were examined. Pearson's r, publication bias and heterogeneity were calculated using random effects modelling. Significant associations were noted between lowered depressive symptoms and positive sources of support, regardless of support type. Parental mental health can be enhanced by strengthening close personal relationships alongside connections with formal support services. Longitudinal research is needed to explore support need and perceived helpfulness over time. En ligne : http://dx.doi.org/10.1007/s10803-020-04601-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] The Protective Role of Social Support Sources and Types Against Depression in Caregivers: A Meta-Analysis [Texte imprimé et/ou numérique] / Vanessa F. SCHILLER, Auteur ; Diana S. DORSTYN, Auteur ; Amanda M. TAYLOR, Auteur . - p.1304-1315. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1304-1315 Mots-clés : Autism spectrum disorder  Depression  Family  Mental health  Parents  Social environment Index. décimale : PER Périodiques Résumé : The protective effects of social support for caregiver mental health are well documented, however the differential impact of support providers (partner, child, family, siblings, friends, professionals) and types (perceived, received) remain unclear. Observational data from 21 independent studies, involving a pooled sample of 2273 parents, stepparents and grandparents of children (aged???19) with autism spectrum disorder (ASD) were examined. Pearson's r, publication bias and heterogeneity were calculated using random effects modelling. Significant associations were noted between lowered depressive symptoms and positive sources of support, regardless of support type. Parental mental health can be enhanced by strengthening close personal relationships alongside connections with formal support services. Longitudinal research is needed to explore support need and perceived helpfulness over time. En ligne : http://dx.doi.org/10.1007/s10803-020-04601-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Systematic Review of Disparities and Differences in the Access and Use of Allied Health Services Amongst Children with Autism Spectrum Disorders / Aaron R. DALLMAN in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1316-1330 Titre : Systematic Review of Disparities and Differences in the Access and Use of Allied Health Services Amongst Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Aaron R. DALLMAN, Auteur ; Jonet ARTIS, Auteur ; Linda R. WATSON, Auteur ; Sarah WRIGHT, Auteur Article en page(s) : p.1316-1330 Langues : Anglais (eng) Mots-clés : Allied health  Autism  Disparities  Systematic review  Therapy  Treatment Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often benefit from allied health services such as occupational therapy, speech and language pathology, and applied behavioral analysis. While there is consistent evidence of disparities in access and use of medical services (e.g. dentistry), no such systematic review has examined disparities and differences in allied health use amongst children with ASD. In this systematic review, we examine disparities and differences in service access and use for children with ASD. Our findings suggest that children who are older, have less severe ASD symptoms, are from minority groups, and those from particular geographic regions are less likely to receive allied health services. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04608-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Systematic Review of Disparities and Differences in the Access and Use of Allied Health Services Amongst Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Aaron R. DALLMAN, Auteur ; Jonet ARTIS, Auteur ; Linda R. WATSON, Auteur ; Sarah WRIGHT, Auteur . - p.1316-1330. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1316-1330 Mots-clés : Allied health  Autism  Disparities  Systematic review  Therapy  Treatment Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often benefit from allied health services such as occupational therapy, speech and language pathology, and applied behavioral analysis. While there is consistent evidence of disparities in access and use of medical services (e.g. dentistry), no such systematic review has examined disparities and differences in allied health use amongst children with ASD. In this systematic review, we examine disparities and differences in service access and use for children with ASD. Our findings suggest that children who are older, have less severe ASD symptoms, are from minority groups, and those from particular geographic regions are less likely to receive allied health services. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04608-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder / Abigail M. A. LOVE in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1331-1345 Titre : Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Abigail M. A. LOVE, Auteur ; Ellen L. USHER, Auteur ; Michael D. TOLAND, Auteur ; Kirsten S. RAILEY, Auteur ; Jonathan M. CAMPBELL, Auteur ; Amy D. SPRIGGS, Auteur Article en page(s) : p.1331-1345 Langues : Anglais (eng) Mots-clés : Autism knowledge  Autism spectrum disorder  Police officer  Psychometrics  Scale development  Self-efficacy Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is currently one of the most researched of all childhood developmental disorders and is receiving attention in many domains. The purpose of this study was to design and provide psychometric evidence for a scale that measures police officer self-efficacy for working with individuals with ASD. Psychometric properties of a scale designed to measure knowledge of ASD were also explored. Data from 620 police officers were collected and a 13-item scale was created and evaluated. Results indicated that the scale represented a unidimensional construct. Knowing more about officers' knowledge and beliefs in their own capabilities to work with individuals with ASD can help inform future police education and training efforts. En ligne : http://dx.doi.org/10.1007/s10803-020-04613-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Abigail M. A. LOVE, Auteur ; Ellen L. USHER, Auteur ; Michael D. TOLAND, Auteur ; Kirsten S. RAILEY, Auteur ; Jonathan M. CAMPBELL, Auteur ; Amy D. SPRIGGS, Auteur . - p.1331-1345. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1331-1345 Mots-clés : Autism knowledge  Autism spectrum disorder  Police officer  Psychometrics  Scale development  Self-efficacy Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is currently one of the most researched of all childhood developmental disorders and is receiving attention in many domains. The purpose of this study was to design and provide psychometric evidence for a scale that measures police officer self-efficacy for working with individuals with ASD. Psychometric properties of a scale designed to measure knowledge of ASD were also explored. Data from 620 police officers were collected and a 13-item scale was created and evaluated. Results indicated that the scale represented a unidimensional construct. Knowing more about officers' knowledge and beliefs in their own capabilities to work with individuals with ASD can help inform future police education and training efforts. En ligne : http://dx.doi.org/10.1007/s10803-020-04613-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Health Factors, Sociability, and Academic Outcomes of Typically Developing Youth and Youth with Autism Spectrum Disorder: A Latent Class Analysis Approach / Jeanette M. GARCIA in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1346-1352 Titre : Health Factors, Sociability, and Academic Outcomes of Typically Developing Youth and Youth with Autism Spectrum Disorder: A Latent Class Analysis Approach Type de document : Texte imprimé et/ou numérique Auteurs : Jeanette M. GARCIA, Auteur ; Debbie L. HAHS-VAUGHN, Auteur Article en page(s) : p.1346-1352 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Children  Health behaviors  Latent class analysis Index. décimale : PER Périodiques Résumé : To identify profiles of both typically developing (TD) children and children with autism spectrum disorder (ASD) based on health indicators, and academic/social engagement. Latent class analysis was conducted to identify profiles of children from the 2016 National Survey of Children's Health, based on physical activity, screen time, sleep, and academic/social engagement. A three-profile solution was the best fitting model, with children in profile 3 characterized as having excellent health, and academic/social outcomes, compared to profiles 1 and 2. Compared to TD youth, a greater percentage of youth with ASD fit into the poorer health profiles. Studies should examine whether health interventions for youth with ASD can improve factors, such as academic engagement and social interaction. En ligne : http://dx.doi.org/10.1007/s10803-020-04572-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Health Factors, Sociability, and Academic Outcomes of Typically Developing Youth and Youth with Autism Spectrum Disorder: A Latent Class Analysis Approach [Texte imprimé et/ou numérique] / Jeanette M. GARCIA, Auteur ; Debbie L. HAHS-VAUGHN, Auteur . - p.1346-1352. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1346-1352 Mots-clés : Autism spectrum disorder  Children  Health behaviors  Latent class analysis Index. décimale : PER Périodiques Résumé : To identify profiles of both typically developing (TD) children and children with autism spectrum disorder (ASD) based on health indicators, and academic/social engagement. Latent class analysis was conducted to identify profiles of children from the 2016 National Survey of Children's Health, based on physical activity, screen time, sleep, and academic/social engagement. A three-profile solution was the best fitting model, with children in profile 3 characterized as having excellent health, and academic/social outcomes, compared to profiles 1 and 2. Compared to TD youth, a greater percentage of youth with ASD fit into the poorer health profiles. Studies should examine whether health interventions for youth with ASD can improve factors, such as academic engagement and social interaction. En ligne : http://dx.doi.org/10.1007/s10803-020-04572-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Sex/Gender Differences in Camouflaging in Children and Adolescents with Autism / Henry WOOD-DOWNIE in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1353-1364 Titre : Sex/Gender Differences in Camouflaging in Children and Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Henry WOOD-DOWNIE, Auteur ; Bonnie WONG, Auteur ; Hanna KOVSHOFF, Auteur ; William MANDY, Auteur ; Laura HULL, Auteur ; Julie A. HADWIN, Auteur Article en page(s) : p.1353-1364 Langues : Anglais (eng) Mots-clés : Autism  Camouflaging  Compensation  Masking  Reciprocity  Sex/gender differences  Theory of mind Index. décimale : PER Périodiques Résumé : This study investigated sex/gender differences in camouflaging with children and adolescents (N?=?84) with and without an autism diagnosis/increased levels of autistic traits using two conceptualisations/operationalisations of camouflaging. A significant group-by-gender interaction using ANCOVA, with the covariate of verbal IQ, reflected similar levels of social reciprocity in autistic and neurotypical females, whereas autistic males had lower reciprocity than neurotypical males. Autistic females also had higher reciprocity than autistic males, despite similar levels of autistic traits (behavioural camouflaging). Additionally, autistic males and females had similar theory of mind skills, despite females having increased reciprocity (compensatory camouflaging). These findings provide evidence of increased camouflaging in autistic females, which may contribute to delay in the recognition of difficulties and provision of support. En ligne : http://dx.doi.org/10.1007/s10803-020-04615-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Sex/Gender Differences in Camouflaging in Children and Adolescents with Autism [Texte imprimé et/ou numérique] / Henry WOOD-DOWNIE, Auteur ; Bonnie WONG, Auteur ; Hanna KOVSHOFF, Auteur ; William MANDY, Auteur ; Laura HULL, Auteur ; Julie A. HADWIN, Auteur . - p.1353-1364. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1353-1364 Mots-clés : Autism  Camouflaging  Compensation  Masking  Reciprocity  Sex/gender differences  Theory of mind Index. décimale : PER Périodiques Résumé : This study investigated sex/gender differences in camouflaging with children and adolescents (N?=?84) with and without an autism diagnosis/increased levels of autistic traits using two conceptualisations/operationalisations of camouflaging. A significant group-by-gender interaction using ANCOVA, with the covariate of verbal IQ, reflected similar levels of social reciprocity in autistic and neurotypical females, whereas autistic males had lower reciprocity than neurotypical males. Autistic females also had higher reciprocity than autistic males, despite similar levels of autistic traits (behavioural camouflaging). Additionally, autistic males and females had similar theory of mind skills, despite females having increased reciprocity (compensatory camouflaging). These findings provide evidence of increased camouflaging in autistic females, which may contribute to delay in the recognition of difficulties and provision of support. En ligne : http://dx.doi.org/10.1007/s10803-020-04615-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Neurodevelopmental Traits and Longitudinal Transition Patterns in Internet Addiction: A 2-year Prospective Study / Tomoya HIROTA in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1365-1374 Titre : Neurodevelopmental Traits and Longitudinal Transition Patterns in Internet Addiction: A 2-year Prospective Study Type de document : Texte imprimé et/ou numérique Auteurs : Tomoya HIROTA, Auteur ; Michio TAKAHASHI, Auteur ; Masaki ADACHI, Auteur ; Yui SAKAMOTO, Auteur ; Kazuhiko NAKAMURA, Auteur Article en page(s) : p.1365-1374 Langues : Anglais (eng) Mots-clés : Internet addiction  Latent class analysis  Latent transition analysis  Longitudinal study  Neurodevelopmental traits Index. décimale : PER Périodiques Résumé : Despite increasing attention to internet addiction (IA) in both clinical practice and research, our understanding of longitudinal changes of IA status is limited. In the present study, we employed latent transition analysis to investigate patterns of transitions and the stability of IA status among 5483 students (aged 9-12 years) over the two-year study periods. Additionally, we examined whether neurodevelopmental traits predicted certain transition patterns. The stability rate of IA class membership and the conversion rate from non-IA to IA status across the 2 years were 47% and 11%, respectively. The regression model revealed that autistic traits predicted the persisting IA pattern and that inattention traits predicted both the persisting and converting (from non-IA to IA status) patterns. En ligne : http://dx.doi.org/10.1007/s10803-020-04620-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Neurodevelopmental Traits and Longitudinal Transition Patterns in Internet Addiction: A 2-year Prospective Study [Texte imprimé et/ou numérique] / Tomoya HIROTA, Auteur ; Michio TAKAHASHI, Auteur ; Masaki ADACHI, Auteur ; Yui SAKAMOTO, Auteur ; Kazuhiko NAKAMURA, Auteur . - p.1365-1374. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1365-1374 Mots-clés : Internet addiction  Latent class analysis  Latent transition analysis  Longitudinal study  Neurodevelopmental traits Index. décimale : PER Périodiques Résumé : Despite increasing attention to internet addiction (IA) in both clinical practice and research, our understanding of longitudinal changes of IA status is limited. In the present study, we employed latent transition analysis to investigate patterns of transitions and the stability of IA status among 5483 students (aged 9-12 years) over the two-year study periods. Additionally, we examined whether neurodevelopmental traits predicted certain transition patterns. The stability rate of IA class membership and the conversion rate from non-IA to IA status across the 2 years were 47% and 11%, respectively. The regression model revealed that autistic traits predicted the persisting IA pattern and that inattention traits predicted both the persisting and converting (from non-IA to IA status) patterns. En ligne : http://dx.doi.org/10.1007/s10803-020-04620-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

A Comparison of the Stress Survey Schedule in Children with Autism and Typically Developing Children: A Brief Report / Cooper R. WOODARD in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1375-1384 Titre : A Comparison of the Stress Survey Schedule in Children with Autism and Typically Developing Children: A Brief Report Type de document : Texte imprimé et/ou numérique Auteurs : Cooper R. WOODARD, Auteur ; Colin HARMONY, Auteur ; June GRODEN, Auteur ; Kristen AUDET, Auteur Article en page(s) : p.1375-1384 Langues : Anglais (eng) Mots-clés : Assessment  Autism  Stress Index. décimale : PER Périodiques Résumé : Past research suggests that stress and anxiety are more prevalent in persons with autism as compared to typically developing persons. The Stress Survey Schedule (SSS) was developed in 2001 as a means to measure stressors common to persons with Autism Spectrum Disorder (ASD). The present study compared SSS responses of a sample of students diagnosed with ASD and intellectual disability with a group of typically developing students to explore the divergent validity and internal consistency of this measure, and to assess changes in scores among pre-adolescent and adolescent populations. Results indicated significant mean differences in SSS scores between persons with ASD and persons who are typically developing, and mean score differences among identified ASD age groups. En ligne : http://dx.doi.org/10.1007/s10803-020-04616-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] A Comparison of the Stress Survey Schedule in Children with Autism and Typically Developing Children: A Brief Report [Texte imprimé et/ou numérique] / Cooper R. WOODARD, Auteur ; Colin HARMONY, Auteur ; June GRODEN, Auteur ; Kristen AUDET, Auteur . - p.1375-1384. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1375-1384 Mots-clés : Assessment  Autism  Stress Index. décimale : PER Périodiques Résumé : Past research suggests that stress and anxiety are more prevalent in persons with autism as compared to typically developing persons. The Stress Survey Schedule (SSS) was developed in 2001 as a means to measure stressors common to persons with Autism Spectrum Disorder (ASD). The present study compared SSS responses of a sample of students diagnosed with ASD and intellectual disability with a group of typically developing students to explore the divergent validity and internal consistency of this measure, and to assess changes in scores among pre-adolescent and adolescent populations. Results indicated significant mean differences in SSS scores between persons with ASD and persons who are typically developing, and mean score differences among identified ASD age groups. En ligne : http://dx.doi.org/10.1007/s10803-020-04616-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Brief Report: What Happens After School? Exploring Post-school Outcomes for a Group of Autistic and Non-autistic Australian Youth / Rebecca L. FLOWER in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1385-1391 Titre : Brief Report: What Happens After School? Exploring Post-school Outcomes for a Group of Autistic and Non-autistic Australian Youth Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca L. FLOWER, Auteur ; Amanda L. RICHDALE, Auteur ; Lauren P. LAWSON, Auteur Article en page(s) : p.1385-1391 Langues : Anglais (eng) Mots-clés : Adolescence  Autism  Employment  Higher education  Post-school outcomes  Transitions Index. décimale : PER Périodiques Résumé : Young autistic Australians are less likely to attend higher education and have lower employment rates than non-autistic Australians (in: Australian Bureau of Statistics, Survey of disability, ageing and carers Australia: Summary of Findings 2018. Australian Bureau of Statistics, Canberra, 2019a). Few studies have examined post-school outcomes among this population. Using data from the first phase of a national longitudinal study including autistic (n?=?79) and non-autistic (n?=?107) 17-25-year olds, we found young autistic adults were (a) less likely to be employed, (b) more likely to attend technical and further education (TAFE) than university, (c) more likely to enrol in higher education on a part-time basis and (d) less likely to be engaged in both higher education and employment, than their non-autistic peers. Findings highlight a need to understand post-school trajectories of young autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-020-04600-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Brief Report: What Happens After School? Exploring Post-school Outcomes for a Group of Autistic and Non-autistic Australian Youth [Texte imprimé et/ou numérique] / Rebecca L. FLOWER, Auteur ; Amanda L. RICHDALE, Auteur ; Lauren P. LAWSON, Auteur . - p.1385-1391. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1385-1391 Mots-clés : Adolescence  Autism  Employment  Higher education  Post-school outcomes  Transitions Index. décimale : PER Périodiques Résumé : Young autistic Australians are less likely to attend higher education and have lower employment rates than non-autistic Australians (in: Australian Bureau of Statistics, Survey of disability, ageing and carers Australia: Summary of Findings 2018. Australian Bureau of Statistics, Canberra, 2019a). Few studies have examined post-school outcomes among this population. Using data from the first phase of a national longitudinal study including autistic (n?=?79) and non-autistic (n?=?107) 17-25-year olds, we found young autistic adults were (a) less likely to be employed, (b) more likely to attend technical and further education (TAFE) than university, (c) more likely to enrol in higher education on a part-time basis and (d) less likely to be engaged in both higher education and employment, than their non-autistic peers. Findings highlight a need to understand post-school trajectories of young autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-020-04600-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Brief Report: Intranasal Ketamine in Adolescents and Young Adults with Autism Spectrum Disorder-Initial Results of a Randomized, Controlled, Crossover, Pilot Study / Logan K. WINK in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1392-1399 Titre : Brief Report: Intranasal Ketamine in Adolescents and Young Adults with Autism Spectrum Disorder-Initial Results of a Randomized, Controlled, Crossover, Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Logan K. WINK, Auteur ; Debra L. REISINGER, Auteur ; Paul HORN, Auteur ; Rebecca C. SHAFFER, Auteur ; Kaela O'BRIEN, Auteur ; Lauren M. SCHMITT, Auteur ; Kelli R. DOMINICK, Auteur ; Ernest V. PEDAPATI, Auteur ; Craig ERICKSON, Auteur Article en page(s) : p.1392-1399 Langues : Anglais (eng) Mots-clés : Autism  Clinical trial  Ketamine Index. décimale : PER Périodiques Résumé : Dysregulation of glutamate neurotransmission plays a critical role in autism spectrum disorder (ASD) pathophysiology and is a primary target for core deficit research treatment trials. The mechanism of action of ketamine has striking overlap with the theory of ASD as a disorder of synaptic communication and neuronal networks. This two-dose, double-blind, placebo controlled, cross-over pilot trial of intranasal (IN) ketamine targeting core social impairment included individuals with ASD (N?=?21) between 14 and 29 years. Participants were randomized to received two doses of IN ketamine (30 and 50 mg) and two doses of matching placebo. No significant impact was noted on the Aberrant Behavior Checklist Social Withdraw subscale. The IN ketamine was well tolerated, with only transient mild adverse effects. En ligne : http://dx.doi.org/10.1007/s10803-020-04542-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Brief Report: Intranasal Ketamine in Adolescents and Young Adults with Autism Spectrum Disorder-Initial Results of a Randomized, Controlled, Crossover, Pilot Study [Texte imprimé et/ou numérique] / Logan K. WINK, Auteur ; Debra L. REISINGER, Auteur ; Paul HORN, Auteur ; Rebecca C. SHAFFER, Auteur ; Kaela O'BRIEN, Auteur ; Lauren M. SCHMITT, Auteur ; Kelli R. DOMINICK, Auteur ; Ernest V. PEDAPATI, Auteur ; Craig ERICKSON, Auteur . - p.1392-1399. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1392-1399 Mots-clés : Autism  Clinical trial  Ketamine Index. décimale : PER Périodiques Résumé : Dysregulation of glutamate neurotransmission plays a critical role in autism spectrum disorder (ASD) pathophysiology and is a primary target for core deficit research treatment trials. The mechanism of action of ketamine has striking overlap with the theory of ASD as a disorder of synaptic communication and neuronal networks. This two-dose, double-blind, placebo controlled, cross-over pilot trial of intranasal (IN) ketamine targeting core social impairment included individuals with ASD (N?=?21) between 14 and 29 years. Participants were randomized to received two doses of IN ketamine (30 and 50 mg) and two doses of matching placebo. No significant impact was noted on the Aberrant Behavior Checklist Social Withdraw subscale. The IN ketamine was well tolerated, with only transient mild adverse effects. En ligne : http://dx.doi.org/10.1007/s10803-020-04542-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Brief Report: Cumulative Incidence of Autism Spectrum Disorder Before School Entry in a Thoroughly Screened Population / Daimei SASAYAMA in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1400-1405 Titre : Brief Report: Cumulative Incidence of Autism Spectrum Disorder Before School Entry in a Thoroughly Screened Population Type de document : Texte imprimé et/ou numérique Auteurs : Daimei SASAYAMA, Auteur ; Tetsuya KUDO, Auteur ; Wakako KANEKO, Auteur ; Rie KUGE, Auteur ; Noriaki KOIZUMI, Auteur ; Tetsuo NOMIYAMA, Auteur ; Shinsuke WASHIZUKA, Auteur ; Hideo HONDA, Auteur Article en page(s) : p.1400-1405 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Epidemiology  Incidence  Mass screening Index. décimale : PER Périodiques Résumé : The present study aimed to identify the cumulative incidence of autism spectrum disorder (ASD) in a thoroughly screened population and to examine the behavioral and motor characteristics observed in children with ASD at the age of 18 months. Subjects were 1067 children who underwent a screening assessment for ASD at the routine 18-months health checkup. By the age of 6 years, 3.1% (4.3% of boys and 2.0% of girls) were diagnosed as having ASD by their attending pediatricians. Higher rate of difficulties in motor skills and social and communication skills had been reported in children with ASD at 18 months of age. This study showed that careful community-based screening system may be helpful in detecting ASD at early age. En ligne : http://dx.doi.org/10.1007/s10803-020-04619-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Brief Report: Cumulative Incidence of Autism Spectrum Disorder Before School Entry in a Thoroughly Screened Population [Texte imprimé et/ou numérique] / Daimei SASAYAMA, Auteur ; Tetsuya KUDO, Auteur ; Wakako KANEKO, Auteur ; Rie KUGE, Auteur ; Noriaki KOIZUMI, Auteur ; Tetsuo NOMIYAMA, Auteur ; Shinsuke WASHIZUKA, Auteur ; Hideo HONDA, Auteur . - p.1400-1405. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1400-1405 Mots-clés : Autism spectrum disorder  Epidemiology  Incidence  Mass screening Index. décimale : PER Périodiques Résumé : The present study aimed to identify the cumulative incidence of autism spectrum disorder (ASD) in a thoroughly screened population and to examine the behavioral and motor characteristics observed in children with ASD at the age of 18 months. Subjects were 1067 children who underwent a screening assessment for ASD at the routine 18-months health checkup. By the age of 6 years, 3.1% (4.3% of boys and 2.0% of girls) were diagnosed as having ASD by their attending pediatricians. Higher rate of difficulties in motor skills and social and communication skills had been reported in children with ASD at 18 months of age. This study showed that careful community-based screening system may be helpful in detecting ASD at early age. En ligne : http://dx.doi.org/10.1007/s10803-020-04619-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Brief Report: Speech and Language Therapy in Children with ASD in an Aquatic Environment: the ASLT (Aquatic Speech and Language Therapy) Program / Stamatis SOURVINOS in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1406-1416 Titre : Brief Report: Speech and Language Therapy in Children with ASD in an Aquatic Environment: the ASLT (Aquatic Speech and Language Therapy) Program Type de document : Texte imprimé et/ou numérique Auteurs : Stamatis SOURVINOS, Auteur ; Aris MAVROPOULOS, Auteur ; Dimitrios S. KASSELIMIS, Auteur ; Andriani KORASIDI, Auteur ; Alexandra-Labrini VOUKOUNI, Auteur ; Panagiotis PAPADOPOULOS, Auteur ; Spyridon VLASEROS, Auteur ; Georgios DAMIANOS, Auteur ; Constantin POTAGAS, Auteur ; Demosthenes DAMIANOS, Auteur Article en page(s) : p.1406-1416 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Expressive vocabulary  Receptive vocabulary  Speech and language therapy  Water-based intervention Index. décimale : PER Périodiques Résumé : Although water-based approaches have been shown to be beneficial for children with Autism Spectrum Disorder (ASD), no study thus far has directly investigated the effects of such intervention programs on language skills. The present study aims to evaluate the efficacy of the Aquatic Speech and Language Therapy (ASLT) program, which is a new, exclusively aquatic intervention program designed especially for children with ASD. The effects of ASLT were compared to the outcome of a similar classroom-based intervention, in two groups of children with ASD matched for age, gender, and expressive/receptive vocabulary. Our findings show that ASLT results in significantly greater improvement of vocabulary measures, thus providing direct evidence of water-based intervention's beneficial effects on language skills in ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04629-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Brief Report: Speech and Language Therapy in Children with ASD in an Aquatic Environment: the ASLT (Aquatic Speech and Language Therapy) Program [Texte imprimé et/ou numérique] / Stamatis SOURVINOS, Auteur ; Aris MAVROPOULOS, Auteur ; Dimitrios S. KASSELIMIS, Auteur ; Andriani KORASIDI, Auteur ; Alexandra-Labrini VOUKOUNI, Auteur ; Panagiotis PAPADOPOULOS, Auteur ; Spyridon VLASEROS, Auteur ; Georgios DAMIANOS, Auteur ; Constantin POTAGAS, Auteur ; Demosthenes DAMIANOS, Auteur . - p.1406-1416. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1406-1416 Mots-clés : Autism spectrum disorder  Expressive vocabulary  Receptive vocabulary  Speech and language therapy  Water-based intervention Index. décimale : PER Périodiques Résumé : Although water-based approaches have been shown to be beneficial for children with Autism Spectrum Disorder (ASD), no study thus far has directly investigated the effects of such intervention programs on language skills. The present study aims to evaluate the efficacy of the Aquatic Speech and Language Therapy (ASLT) program, which is a new, exclusively aquatic intervention program designed especially for children with ASD. The effects of ASLT were compared to the outcome of a similar classroom-based intervention, in two groups of children with ASD matched for age, gender, and expressive/receptive vocabulary. Our findings show that ASLT results in significantly greater improvement of vocabulary measures, thus providing direct evidence of water-based intervention's beneficial effects on language skills in ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04629-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445