Dépouillements

Emergent literacy skills and autism: A scoping review of intervention programs / Charlotte RIMMER in Research in Autism Spectrum Disorders, 97 (September 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 97 (September 2022) . - 102004 Titre : Emergent literacy skills and autism: A scoping review of intervention programs Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte RIMMER, Auteur ; Hadas DAHARY, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : 102004 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Emergent literacy skills  Phonological awareness  Word recognition  Intervention  Children Index. décimale : PER Périodiques Résumé : This scoping review summarized the literature on interventions targeting the emergent literacy skills of children on the autism spectrum. Findings across 16 studies highlighted that interventions could be divided into two main categories, namely computer-based interventions and non-computer-based interventions. Overall, results are encouraging and suggest that both intervention modalities can lead to gains in oral and written emergent literacy skills pre to post-intervention for children on the autism spectrum with diverse support needs and developmental profiles. Knowledge gaps and limitations in emergent literacy intervention research for autism include a lack of participant characterization, variable use of emergent literacy terms and measures, and the absence of waitlist comparison groups and follow-up assessments after the end of intervention. Replication studies are needed to gain greater knowledge into evidence-based practice for teaching emergent literacy skills to autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Emergent literacy skills and autism: A scoping review of intervention programs [Texte imprimé et/ou numérique] / Charlotte RIMMER, Auteur ; Hadas DAHARY, Auteur ; Eve-Marie QUINTIN, Auteur . - 102004. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102004 Mots-clés : Autism spectrum disorder  Emergent literacy skills  Phonological awareness  Word recognition  Intervention  Children Index. décimale : PER Périodiques Résumé : This scoping review summarized the literature on interventions targeting the emergent literacy skills of children on the autism spectrum. Findings across 16 studies highlighted that interventions could be divided into two main categories, namely computer-based interventions and non-computer-based interventions. Overall, results are encouraging and suggest that both intervention modalities can lead to gains in oral and written emergent literacy skills pre to post-intervention for children on the autism spectrum with diverse support needs and developmental profiles. Knowledge gaps and limitations in emergent literacy intervention research for autism include a lack of participant characterization, variable use of emergent literacy terms and measures, and the absence of waitlist comparison groups and follow-up assessments after the end of intervention. Replication studies are needed to gain greater knowledge into evidence-based practice for teaching emergent literacy skills to autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

The effects of a physical exercise program, LEGOR and Minecraft activities on anxiety in underserved children with autism spectrum disorder / Jean- G. GEHRICKE in Research in Autism Spectrum Disorders, 97 (September 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 97 (September 2022) . - 102005 Titre : The effects of a physical exercise program, LEGOR and Minecraft activities on anxiety in underserved children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jean- G. GEHRICKE, Auteur ; Lea Ann LOWERY, Auteur ; Sharina Dyan ALEJO, Auteur ; Meghan DAWSON, Auteur ; James CHAN, Auteur ; Robert A. PARKER, Auteur ; Abigail ARCHIBALD, Auteur ; Angelina LO, Auteur ; Hazel BENAVIDEZ, Auteur ; Tanya SAINI, Auteur ; Karen A. KUHLTHAU, Auteur ; Yulissa TRUJILLO, Auteur ; Olivia GRIGAUX, Auteur ; Samantha CADONDON, Auteur ; Mariel BACONAWA, Auteur ; Katherine BELLESHEIM, Auteur ; Megan SWEENEY, Auteur ; Fadia HADDAD, Auteur ; Shlomit RADOM-AIZIK, Auteur Article en page(s) : 102005 Langues : Anglais (eng) Mots-clés : Autism  Stress management  Exercise  Salivary cortisol Index. décimale : PER Périodiques Résumé : Background Anxiety is a frequent comorbidity in children with autism spectrum disorder (ASD). Physical exercise is a low cost and easy-to-access intervention with therapeutic benefits for reducing anxiety in adults and adolescents. There are currently no randomized controlled trials on the feasibility and efficacy of a physical exercise intervention to reduce anxiety in younger children with ASD. Method 148 children (6 “12 years old) with ASD were randomized into a clinical trial to evaluate the efficacy of an 8-week exercise protocol designed to reduce anxiety specifically in younger children with ASD. Participants were randomized to an exercise intervention group (N = 76) or sedentary activity LEGO/Minecraft group (N = 72). Both programs were administered 1 “3 times weekly for 8 weeks. Anxiety was assessed via parent ratings with the Child Behavior Checklist DSM-5 anxiety subscale (CBCL DSM-5) at weeks 1, 3, 6, and 8 as well as follow up at weeks 12 and 16. Secondary outcome measures included child self-reported anxiety (Screen for Child Anxiety Related Disorders; SCARED), sleep (Child’s Sleep Habits Questionnaire, CSHQ-ATN), physical activity level (Physical Activity Questionnaire, PAQ-C), and salivary cortisol measured at weeks 1, 3, 6, and 8. Results Parent-rated (CBCL DSM-5) and self-reported (SCARED) anxiety scores showed improvements at weeks 3, 6 and 8 in both groups with no significant differences between the physical exercise and sedentary activity (LEGO/Minecraft) groups. In addition, the CBCL DSM-5 anxiety scores decreased only in the physical exercise group at weeks 12 and 16 compared to baseline with no significant difference from LEGO/Minecraft group. Sleep also showed improvements during weeks 6 and 8 in the physical exercise group but not in the LEGO/Minecraft group with no significant differences between the groups. Physical activity level was significantly increased in the physical exercise group compared to the LEGO/Minecraft group at week 8. Salivary cortisol did not show any significant changes from weeks 1 “8 or differences between groups. Conclusion Eight-week physical exercise and sedentary LEGO/Minecraft interventions reduced parent-rated and self-reported anxiety in 6 “12-year-old underserved children with ASD with no significant difference between the intervention groups. En ligne : https://doi.org/10.1016/j.rasd.2022.102005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] The effects of a physical exercise program, LEGOR and Minecraft activities on anxiety in underserved children with autism spectrum disorder [Texte imprimé et/ou numérique] / Jean- G. GEHRICKE, Auteur ; Lea Ann LOWERY, Auteur ; Sharina Dyan ALEJO, Auteur ; Meghan DAWSON, Auteur ; James CHAN, Auteur ; Robert A. PARKER, Auteur ; Abigail ARCHIBALD, Auteur ; Angelina LO, Auteur ; Hazel BENAVIDEZ, Auteur ; Tanya SAINI, Auteur ; Karen A. KUHLTHAU, Auteur ; Yulissa TRUJILLO, Auteur ; Olivia GRIGAUX, Auteur ; Samantha CADONDON, Auteur ; Mariel BACONAWA, Auteur ; Katherine BELLESHEIM, Auteur ; Megan SWEENEY, Auteur ; Fadia HADDAD, Auteur ; Shlomit RADOM-AIZIK, Auteur . - 102005. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102005 Mots-clés : Autism  Stress management  Exercise  Salivary cortisol Index. décimale : PER Périodiques Résumé : Background Anxiety is a frequent comorbidity in children with autism spectrum disorder (ASD). Physical exercise is a low cost and easy-to-access intervention with therapeutic benefits for reducing anxiety in adults and adolescents. There are currently no randomized controlled trials on the feasibility and efficacy of a physical exercise intervention to reduce anxiety in younger children with ASD. Method 148 children (6 “12 years old) with ASD were randomized into a clinical trial to evaluate the efficacy of an 8-week exercise protocol designed to reduce anxiety specifically in younger children with ASD. Participants were randomized to an exercise intervention group (N = 76) or sedentary activity LEGO/Minecraft group (N = 72). Both programs were administered 1 “3 times weekly for 8 weeks. Anxiety was assessed via parent ratings with the Child Behavior Checklist DSM-5 anxiety subscale (CBCL DSM-5) at weeks 1, 3, 6, and 8 as well as follow up at weeks 12 and 16. Secondary outcome measures included child self-reported anxiety (Screen for Child Anxiety Related Disorders; SCARED), sleep (Child’s Sleep Habits Questionnaire, CSHQ-ATN), physical activity level (Physical Activity Questionnaire, PAQ-C), and salivary cortisol measured at weeks 1, 3, 6, and 8. Results Parent-rated (CBCL DSM-5) and self-reported (SCARED) anxiety scores showed improvements at weeks 3, 6 and 8 in both groups with no significant differences between the physical exercise and sedentary activity (LEGO/Minecraft) groups. In addition, the CBCL DSM-5 anxiety scores decreased only in the physical exercise group at weeks 12 and 16 compared to baseline with no significant difference from LEGO/Minecraft group. Sleep also showed improvements during weeks 6 and 8 in the physical exercise group but not in the LEGO/Minecraft group with no significant differences between the groups. Physical activity level was significantly increased in the physical exercise group compared to the LEGO/Minecraft group at week 8. Salivary cortisol did not show any significant changes from weeks 1 “8 or differences between groups. Conclusion Eight-week physical exercise and sedentary LEGO/Minecraft interventions reduced parent-rated and self-reported anxiety in 6 “12-year-old underserved children with ASD with no significant difference between the intervention groups. En ligne : https://doi.org/10.1016/j.rasd.2022.102005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Quiet ego, perceived social support, and subjective well-being in mothers having children diagnosed with autism spectrum disorder / Sumayya SAJJAD in Research in Autism Spectrum Disorders, 97 (September 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 97 (September 2022) . - 102006 Titre : Quiet ego, perceived social support, and subjective well-being in mothers having children diagnosed with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sumayya SAJJAD, Auteur ; Sara ASAD, Auteur ; Afsheen GUL, Auteur ; Aamina Ahmad GHAURI, Auteur Article en page(s) : 102006 Langues : Anglais (eng) Mots-clés : Autism  Mothers  Quiet ego  Perceived social support  Subjective well-being Index. décimale : PER Périodiques Résumé : Background This research aimed to examine the relationship of quiet ego and perceived social support with the subjective well-being of mothers having children diagnosed with Autism Spectrum Disorder (ASD), and to find out the predictors of subjective well-being among these mothers. Where multiple resource factors beneficial for the well-being of these mothers are studied worldwide, this study investigates and highlights importance of the scarcely studied concept of quiet ego in a precisely defined study sample. Method Correlational research design was used and mothers (N = 70; Mage = 36.20, SD = 5.70) were selected using purposive sampling strategy from different special schools and centres of Lahore, Pakistan. The questionnaires used in the study were, Quiet Ego Scale (Wayment et al., 2015), Multidimensional Scale of Perceived Social Support (Zimet et al., 1988), Satisfaction with Life Scale (Diener et al., 1985) and Scale of Positive and Negative Experience (Diener et al., 2009) Results Results showed a significant positive relationship of quiet ego, and all the aspects of social support, with subjective well-being. After controlling for the effect of control variables, social support from the significant other emerged as significant unique predictor of both cognitive and affective components of subjective well-being while friends’ support significantly predicted affect balance only Conclusions The importance of internal and external protective factors highlighted in this study can be employed by professionals as a part of their counselling or therapeutic interventions while dealing with such mothers, as well as for the awareness of their families and society, at large. En ligne : https://doi.org/10.1016/j.rasd.2022.102006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Quiet ego, perceived social support, and subjective well-being in mothers having children diagnosed with autism spectrum disorder [Texte imprimé et/ou numérique] / Sumayya SAJJAD, Auteur ; Sara ASAD, Auteur ; Afsheen GUL, Auteur ; Aamina Ahmad GHAURI, Auteur . - 102006. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102006 Mots-clés : Autism  Mothers  Quiet ego  Perceived social support  Subjective well-being Index. décimale : PER Périodiques Résumé : Background This research aimed to examine the relationship of quiet ego and perceived social support with the subjective well-being of mothers having children diagnosed with Autism Spectrum Disorder (ASD), and to find out the predictors of subjective well-being among these mothers. Where multiple resource factors beneficial for the well-being of these mothers are studied worldwide, this study investigates and highlights importance of the scarcely studied concept of quiet ego in a precisely defined study sample. Method Correlational research design was used and mothers (N = 70; Mage = 36.20, SD = 5.70) were selected using purposive sampling strategy from different special schools and centres of Lahore, Pakistan. The questionnaires used in the study were, Quiet Ego Scale (Wayment et al., 2015), Multidimensional Scale of Perceived Social Support (Zimet et al., 1988), Satisfaction with Life Scale (Diener et al., 1985) and Scale of Positive and Negative Experience (Diener et al., 2009) Results Results showed a significant positive relationship of quiet ego, and all the aspects of social support, with subjective well-being. After controlling for the effect of control variables, social support from the significant other emerged as significant unique predictor of both cognitive and affective components of subjective well-being while friends’ support significantly predicted affect balance only Conclusions The importance of internal and external protective factors highlighted in this study can be employed by professionals as a part of their counselling or therapeutic interventions while dealing with such mothers, as well as for the awareness of their families and society, at large. En ligne : https://doi.org/10.1016/j.rasd.2022.102006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Brief report: Autism spectrum disorder diagnostic persistence in a 10-year longitudinal study / Stian ORM in Research in Autism Spectrum Disorders, 97 (September 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 97 (September 2022) . - 102007 Titre : Brief report: Autism spectrum disorder diagnostic persistence in a 10-year longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : Stian ORM, Auteur ; Per Normann ANDERSEN, Auteur ; Ingrid Nesdal FOSSUM, Auteur ; Merete Glenne ØIE, Auteur ; Erik Winther SKOGLI, Auteur Article en page(s) : 102007 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Longitudinal study  Diagnostic stability  Diagnostic persistence  Childhood predictors Index. décimale : PER Périodiques Résumé : Background The aim was to examine diagnostic persistence of Autism Spectrum Disorder (ASD) in individuals without intellectual disability from childhood to emerging adulthood. Method We assessed 38 children with estimated full-scale intelligence quotient (IQ)70 who were diagnosed with ASD at baseline (Mage=12.0, SD=2.3, 84% male), and re-assessed two (n=37, Mage=14.2, SD=2.4, 84% male) and 10 years (n=23, Mage=21.7, SD=2.4, 78% male) later. Results At two-year follow-up, all participants still met diagnostic criteria for ASD according to the Diagnostic and Statistical Manual for Mental Disorders “ fourth version (DSM-IV). At 10-year follow-up, 65% met diagnostic criteria for ASD according to DSM-IV, 48% met diagnostic criteria according to the Diagnostic and Statistical Manual for Mental Disorders “ fifth version (DSM-5), 57% met the ASD cut-off on the Autism Spectrum Quotient 10-item (AQ-10), and 78% met either DSM-IV criteria or cut-off on the AQ-10. Higher IQ in childhood predicted loss of ASD diagnosis according to DSM-IV criteria (Hedges g = 1.30). A higher proportion of girls compared to boys displayed loss of ASD diagnosis according to DSM-IV criteria. Conclusions These findings suggest that ASD traits among individuals without intellectual disability may wane into emerging adulthood and that loss of ASD diagnosis is associated with higher IQ and being a girl. Diagnostic re-evaluations may be warranted for some individuals diagnosed with ASD as children or adolescents. En ligne : https://doi.org/10.1016/j.rasd.2022.102007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Brief report: Autism spectrum disorder diagnostic persistence in a 10-year longitudinal study [Texte imprimé et/ou numérique] / Stian ORM, Auteur ; Per Normann ANDERSEN, Auteur ; Ingrid Nesdal FOSSUM, Auteur ; Merete Glenne ØIE, Auteur ; Erik Winther SKOGLI, Auteur . - 102007. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102007 Mots-clés : Autism Spectrum Disorder  Longitudinal study  Diagnostic stability  Diagnostic persistence  Childhood predictors Index. décimale : PER Périodiques Résumé : Background The aim was to examine diagnostic persistence of Autism Spectrum Disorder (ASD) in individuals without intellectual disability from childhood to emerging adulthood. Method We assessed 38 children with estimated full-scale intelligence quotient (IQ)70 who were diagnosed with ASD at baseline (Mage=12.0, SD=2.3, 84% male), and re-assessed two (n=37, Mage=14.2, SD=2.4, 84% male) and 10 years (n=23, Mage=21.7, SD=2.4, 78% male) later. Results At two-year follow-up, all participants still met diagnostic criteria for ASD according to the Diagnostic and Statistical Manual for Mental Disorders “ fourth version (DSM-IV). At 10-year follow-up, 65% met diagnostic criteria for ASD according to DSM-IV, 48% met diagnostic criteria according to the Diagnostic and Statistical Manual for Mental Disorders “ fifth version (DSM-5), 57% met the ASD cut-off on the Autism Spectrum Quotient 10-item (AQ-10), and 78% met either DSM-IV criteria or cut-off on the AQ-10. Higher IQ in childhood predicted loss of ASD diagnosis according to DSM-IV criteria (Hedges g = 1.30). A higher proportion of girls compared to boys displayed loss of ASD diagnosis according to DSM-IV criteria. Conclusions These findings suggest that ASD traits among individuals without intellectual disability may wane into emerging adulthood and that loss of ASD diagnosis is associated with higher IQ and being a girl. Diagnostic re-evaluations may be warranted for some individuals diagnosed with ASD as children or adolescents. En ligne : https://doi.org/10.1016/j.rasd.2022.102007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

A person-centered perspective on differential efficacy of early behavioral intervention in children with autism: A latent profile analysis / Isabelle PREFONTAINE in Research in Autism Spectrum Disorders, 97 (September 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 97 (September 2022) . - 102017 Titre : A person-centered perspective on differential efficacy of early behavioral intervention in children with autism: A latent profile analysis Type de document : Texte imprimé et/ou numérique Auteurs : Isabelle PREFONTAINE, Auteur ; Julien MORIZOT, Auteur ; Marc J. LANOVAZ, Auteur ; Mélina RIVARD, Auteur Article en page(s) : 102017 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Differential response  EIBI  Heterogeneity  Latent profile analysis  Person-centered Index. décimale : PER Périodiques Résumé : Background Individuals with autism spectrum disorder (ASD) present heterogeneous symptom manifestations and responses to intervention. Despite being well-established, early intensive behavioral intervention (EIBI) has produced inconsistent responding across studies. Investigating individual differences and identifying more homogenous subgroups in samples may lead to a better understanding of symptom heterogeneity in ASD and response to EIBI. Method Adopting a person-centered perspective, we conducted latent profile analyses (LPA) to explore the presence of homogenous subgroups in our sample of 233 preschoolers with ASD receiving early behavioral intervention services. We investigated predictors of group membership using logistic multinomial regressions and outcomes of membership with the BCH approach available in Mplus. Results We found four latent profiles in our sample: a mild impairment profile, a severe impairment profile, and two intermediate profiles with combinations of mild to moderate autistic symptoms, adaptive functioning, and intellectual functioning. Only the annual family income predicted profile membership. All profiles made progress during the intervention period, with varying magnitudes of change. During the follow-up period, the moderate impairment and the severe impairment profiles showed stability or improvement in adaptive functioning, while the two mild impairment profiles showed a slight decrease. Conclusions Our study contributes to the literature by suggesting the presence of distinct profiles with differences in their response to EIBI. The profiles associated with better short-term outcomes were different than the profiles who maintain their gains more consistently over time. This finding may guide both practitioners and researchers assessing the effects of intervention. En ligne : https://doi.org/10.1016/j.rasd.2022.102017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] A person-centered perspective on differential efficacy of early behavioral intervention in children with autism: A latent profile analysis [Texte imprimé et/ou numérique] / Isabelle PREFONTAINE, Auteur ; Julien MORIZOT, Auteur ; Marc J. LANOVAZ, Auteur ; Mélina RIVARD, Auteur . - 102017. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102017 Mots-clés : Autism spectrum disorders  Differential response  EIBI  Heterogeneity  Latent profile analysis  Person-centered Index. décimale : PER Périodiques Résumé : Background Individuals with autism spectrum disorder (ASD) present heterogeneous symptom manifestations and responses to intervention. Despite being well-established, early intensive behavioral intervention (EIBI) has produced inconsistent responding across studies. Investigating individual differences and identifying more homogenous subgroups in samples may lead to a better understanding of symptom heterogeneity in ASD and response to EIBI. Method Adopting a person-centered perspective, we conducted latent profile analyses (LPA) to explore the presence of homogenous subgroups in our sample of 233 preschoolers with ASD receiving early behavioral intervention services. We investigated predictors of group membership using logistic multinomial regressions and outcomes of membership with the BCH approach available in Mplus. Results We found four latent profiles in our sample: a mild impairment profile, a severe impairment profile, and two intermediate profiles with combinations of mild to moderate autistic symptoms, adaptive functioning, and intellectual functioning. Only the annual family income predicted profile membership. All profiles made progress during the intervention period, with varying magnitudes of change. During the follow-up period, the moderate impairment and the severe impairment profiles showed stability or improvement in adaptive functioning, while the two mild impairment profiles showed a slight decrease. Conclusions Our study contributes to the literature by suggesting the presence of distinct profiles with differences in their response to EIBI. The profiles associated with better short-term outcomes were different than the profiles who maintain their gains more consistently over time. This finding may guide both practitioners and researchers assessing the effects of intervention. En ligne : https://doi.org/10.1016/j.rasd.2022.102017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Do labels matter? The effect of specific and generic labels on university students’ openness towards autistic peers / Yong-Hwee NAH in Research in Autism Spectrum Disorders, 97 (September 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 97 (September 2022) . - 102020 Titre : Do labels matter? The effect of specific and generic labels on university students’ openness towards autistic peers Type de document : Texte imprimé et/ou numérique Auteurs : Yong-Hwee NAH, Auteur ; Yi-Fang NEO, Auteur ; Annabel Shen-Hsing CHEN, Auteur Article en page(s) : 102020 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Special needs  Label  University students  Openness  Disclosure Index. décimale : PER Périodiques Résumé : Background The number of autistic students enroling into universities and completing a higher education qualification is increasing. They would have to decide whether to disclose their diagnosis in order to receive appropriate and adequate support or not to share their diagnosis due to possible stigmatisation faced by them. This study examined the effect of labels ( ˜Autism Spectrum Disorder (ASD)’ or ˜Special Needs’ [SN]) used on university students’ openness towards autistic peers. Method 121 university students (43 males, 78 females; age range = 18 “26) were randomly assigned to read one of three conditions with student characters identified as (1) having ASD or (2) SN; or (3) not identified with any label. They rated their openness towards the featured student and completed an ASD knowledge survey. Result Participants reported a greater level of openness toward vignettes characters with the ASD label and SN label as compared to vignettes characters with no label (with a large effect size). However, openness towards ASD and SN labels were not different. Knowledge of ASD accounted for a small but significant variance (3.3 %) of how university students rated the behaviours in the vignettes. Conclusion We proposed that the present findings may serve as an encouragement to autistic individuals in local universities to consider disclosing their ASD diagnosis to the people around them and at the same time, underscore the importance of greater public education on ASD, to create a more supportive environment for autistic individuals to thrive in. En ligne : https://doi.org/10.1016/j.rasd.2022.102020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Do labels matter? The effect of specific and generic labels on university students’ openness towards autistic peers [Texte imprimé et/ou numérique] / Yong-Hwee NAH, Auteur ; Yi-Fang NEO, Auteur ; Annabel Shen-Hsing CHEN, Auteur . - 102020. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102020 Mots-clés : Autism Spectrum Disorder  Special needs  Label  University students  Openness  Disclosure Index. décimale : PER Périodiques Résumé : Background The number of autistic students enroling into universities and completing a higher education qualification is increasing. They would have to decide whether to disclose their diagnosis in order to receive appropriate and adequate support or not to share their diagnosis due to possible stigmatisation faced by them. This study examined the effect of labels ( ˜Autism Spectrum Disorder (ASD)’ or ˜Special Needs’ [SN]) used on university students’ openness towards autistic peers. Method 121 university students (43 males, 78 females; age range = 18 “26) were randomly assigned to read one of three conditions with student characters identified as (1) having ASD or (2) SN; or (3) not identified with any label. They rated their openness towards the featured student and completed an ASD knowledge survey. Result Participants reported a greater level of openness toward vignettes characters with the ASD label and SN label as compared to vignettes characters with no label (with a large effect size). However, openness towards ASD and SN labels were not different. Knowledge of ASD accounted for a small but significant variance (3.3 %) of how university students rated the behaviours in the vignettes. Conclusion We proposed that the present findings may serve as an encouragement to autistic individuals in local universities to consider disclosing their ASD diagnosis to the people around them and at the same time, underscore the importance of greater public education on ASD, to create a more supportive environment for autistic individuals to thrive in. En ligne : https://doi.org/10.1016/j.rasd.2022.102020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Exploring antecedents and outcomes of restricted and repetitive behaviours in autistic children: A thematic analysis of teacher interviews / Sadie JAFFEY in Research in Autism Spectrum Disorders, 97 (September 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 97 (September 2022) . - 102021 Titre : Exploring antecedents and outcomes of restricted and repetitive behaviours in autistic children: A thematic analysis of teacher interviews Type de document : Texte imprimé et/ou numérique Auteurs : Sadie JAFFEY, Auteur ; Chris ASHWIN, Auteur Article en page(s) : 102021 Langues : Anglais (eng) Mots-clés : Autism  Children  Restricted repetitive behaviour  Qualitative  Positive  Negative Index. décimale : PER Périodiques Résumé : Background Restricted and repetitive behaviours (RRBs) are a core diagnostic feature in autism, but have received less research compared to other diagnostic areas. Qualitative research with autistic adults has reported both positive and problematic aspects of RRBs, but little qualitative research has been reported to date about the nature and outcomes of RRBs in autistic children. The present study recruited teachers in SEN schools because children have limited ability to self-reflect and report about the functions and outcomes of their behaviours. Methods The current study recruited 11 Special Educational Needs (SEN) teachers based in specialist autism schools who were interviewed about the various RRBs and their observed antecedents and outcomes for autistic children in their schools. Results Thematic analysis revealed two main themes about RRBs in autistic children, one view as positive and one as negative. The positive theme included subthemes of RRBs as enjoyable experiences, self-regulation, and a form of expression. The negative theme included subthemes of being potentially unsafe, disrupting learning, and having a compulsive nature. Conclusions SEN teachers in the present study observed both positive and negative outcomes of RRBs by autistic children, consistent with reports by autistic adults about their RRBs. The views about positive outcomes challenges previous assumptions that RRBs in autistic children are inherently detrimental and always need to be reduced or eliminated. Instead, the risks of specific RRBs should be considered against their benefits for individual autistic children to differentiate RRBs that serve a positive functional purpose versus those that may be harmful. En ligne : https://doi.org/10.1016/j.rasd.2022.102021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Exploring antecedents and outcomes of restricted and repetitive behaviours in autistic children: A thematic analysis of teacher interviews [Texte imprimé et/ou numérique] / Sadie JAFFEY, Auteur ; Chris ASHWIN, Auteur . - 102021. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102021 Mots-clés : Autism  Children  Restricted repetitive behaviour  Qualitative  Positive  Negative Index. décimale : PER Périodiques Résumé : Background Restricted and repetitive behaviours (RRBs) are a core diagnostic feature in autism, but have received less research compared to other diagnostic areas. Qualitative research with autistic adults has reported both positive and problematic aspects of RRBs, but little qualitative research has been reported to date about the nature and outcomes of RRBs in autistic children. The present study recruited teachers in SEN schools because children have limited ability to self-reflect and report about the functions and outcomes of their behaviours. Methods The current study recruited 11 Special Educational Needs (SEN) teachers based in specialist autism schools who were interviewed about the various RRBs and their observed antecedents and outcomes for autistic children in their schools. Results Thematic analysis revealed two main themes about RRBs in autistic children, one view as positive and one as negative. The positive theme included subthemes of RRBs as enjoyable experiences, self-regulation, and a form of expression. The negative theme included subthemes of being potentially unsafe, disrupting learning, and having a compulsive nature. Conclusions SEN teachers in the present study observed both positive and negative outcomes of RRBs by autistic children, consistent with reports by autistic adults about their RRBs. The views about positive outcomes challenges previous assumptions that RRBs in autistic children are inherently detrimental and always need to be reduced or eliminated. Instead, the risks of specific RRBs should be considered against their benefits for individual autistic children to differentiate RRBs that serve a positive functional purpose versus those that may be harmful. En ligne : https://doi.org/10.1016/j.rasd.2022.102021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Longitudinal developmental trajectories in young autistic children presenting with sleep problems, compared to those presenting without sleep problems, gathered via parent-report using a mobile application / Jonah LEVIN in Research in Autism Spectrum Disorders, 97 (September 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 97 (September 2022) . - 102024 Titre : Longitudinal developmental trajectories in young autistic children presenting with sleep problems, compared to those presenting without sleep problems, gathered via parent-report using a mobile application Type de document : Texte imprimé et/ou numérique Auteurs : Jonah LEVIN, Auteur ; Edward KHOKHLOVICH, Auteur ; Andrey VYSHEDSKIY, Auteur Article en page(s) : 102024 Langues : Anglais (eng) Mots-clés : Autism  ASD  Sleep problems  Insomnia  Receptive language  Language comprehension  Combinatorial language Index. décimale : PER Périodiques Résumé : The effect of sleep problems in 2- to 5-year-old autistic children was investigated in the largest and the longest observational study to-date. Parents assessed the development of 8540 children quarterly for three years on five orthogonal subscales: combinatorial receptive language, expressive language, sociability, sensory awareness, and health. 57% of caregivers reported no sleep problems, 31% reported mild sleep problems, 10% reported moderate sleep problems, and 2% reported severe sleep problems. In order to investigate the effect of sleep problems, children with moderate and severe sleep problems (N = 651) were matched to those with no sleep problems using a propensity score based on age, gender, expressive language, combinatorial receptive language, sociability, sensory awareness, and health at the 1st evaluation. There were 643 matched participants in each group. Children with no sleep problems developed faster compared to matched children with sleep problems in all subscales. The greatest difference in trajectories was detected in the health subscale. When controlling for the health score (in addition to each subscale score at baseline as well as gender and ASD severity), the effect of sleep problems decreased in all subscales except the combinatorial receptive language subscale (where the effect of sleep problems was increased), suggesting that sleep problems affect combinatorial language acquisition regardless of the overall health. This study confirms a high prevalence of sleep problems in autistic children and provides information on the effect of sleep problems on various aspects of children’s development. En ligne : https://doi.org/10.1016/j.rasd.2022.102024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Longitudinal developmental trajectories in young autistic children presenting with sleep problems, compared to those presenting without sleep problems, gathered via parent-report using a mobile application [Texte imprimé et/ou numérique] / Jonah LEVIN, Auteur ; Edward KHOKHLOVICH, Auteur ; Andrey VYSHEDSKIY, Auteur . - 102024. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102024 Mots-clés : Autism  ASD  Sleep problems  Insomnia  Receptive language  Language comprehension  Combinatorial language Index. décimale : PER Périodiques Résumé : The effect of sleep problems in 2- to 5-year-old autistic children was investigated in the largest and the longest observational study to-date. Parents assessed the development of 8540 children quarterly for three years on five orthogonal subscales: combinatorial receptive language, expressive language, sociability, sensory awareness, and health. 57% of caregivers reported no sleep problems, 31% reported mild sleep problems, 10% reported moderate sleep problems, and 2% reported severe sleep problems. In order to investigate the effect of sleep problems, children with moderate and severe sleep problems (N = 651) were matched to those with no sleep problems using a propensity score based on age, gender, expressive language, combinatorial receptive language, sociability, sensory awareness, and health at the 1st evaluation. There were 643 matched participants in each group. Children with no sleep problems developed faster compared to matched children with sleep problems in all subscales. The greatest difference in trajectories was detected in the health subscale. When controlling for the health score (in addition to each subscale score at baseline as well as gender and ASD severity), the effect of sleep problems decreased in all subscales except the combinatorial receptive language subscale (where the effect of sleep problems was increased), suggesting that sleep problems affect combinatorial language acquisition regardless of the overall health. This study confirms a high prevalence of sleep problems in autistic children and provides information on the effect of sleep problems on various aspects of children’s development. En ligne : https://doi.org/10.1016/j.rasd.2022.102024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Early developmental concerns in 22q11.2 deletion and duplication carriers / Eve S. KORTANEK in Research in Autism Spectrum Disorders, 97 (September 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 97 (September 2022) . - 102026 Titre : Early developmental concerns in 22q11.2 deletion and duplication carriers Type de document : Texte imprimé et/ou numérique Auteurs : Eve S. KORTANEK, Auteur ; Nicole M. MCDONALD, Auteur ; Erin E. NOSCO, Auteur ; Gabrielle A. MACNAUGHTON, Auteur ; Amy LIN, Auteur ; Shafali S. JESTE, Auteur ; Carrie E. BEARDEN, Auteur Article en page(s) : 102026 Langues : Anglais (eng) Mots-clés : Copy number variants  22q11.2  Early development  Developmental concerns  Social communication Index. décimale : PER Périodiques Résumé : Background 22q11.2 deletions (22qDEL) and duplications (22qDUP) are among the most common copy number variants (CNVs) associated with neurodevelopmental disorders (NDDs). Little is known about the earliest developmental features of 22q11.2 CNVs and whether developmental delays are detected in early childhood. This study primarily aimed to assess general development and social communication in 22q11.2 CNV carriers age 5 and under. Method Participants included parents of children age 5 and under with a reported genetic diagnosis of 22qDEL (N = 63) or 22qDUP (N = 30). In addition to questions addressing clinical and intervention information, two standardized parent questionnaires ”the Ages & Stages Questionnaires, Third Edition (ASQ-3) and the Communication and Symbolic Behavior Scales Developmental Profile Infant/Toddler Checklist (ITC) ”screened for developmental and social communication delays, respectively. Results Developmental delay and speech and/or language delay were the most commonly reported NDD diagnoses among young 22q11.2 CNV carriers, with prevalences at 19% and 17%, respectively. In the vast majority (91%) of 22q11.2 CNV carriers, parents reported concerns in at least one developmental domain, with 71% reporting global developmental concerns. 70% of parents of 22q11.2 CNV carriers age 2 and under also reported social communication concerns. Conclusions The high prevalence of reported developmental concerns in both CNV groups reinforces the need for close monitoring of early neurodevelopment in 22q11.2 CNV carriers with regard to both developmental delays and autism risk. En ligne : https://doi.org/10.1016/j.rasd.2022.102026 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Early developmental concerns in 22q11.2 deletion and duplication carriers [Texte imprimé et/ou numérique] / Eve S. KORTANEK, Auteur ; Nicole M. MCDONALD, Auteur ; Erin E. NOSCO, Auteur ; Gabrielle A. MACNAUGHTON, Auteur ; Amy LIN, Auteur ; Shafali S. JESTE, Auteur ; Carrie E. BEARDEN, Auteur . - 102026. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102026 Mots-clés : Copy number variants  22q11.2  Early development  Developmental concerns  Social communication Index. décimale : PER Périodiques Résumé : Background 22q11.2 deletions (22qDEL) and duplications (22qDUP) are among the most common copy number variants (CNVs) associated with neurodevelopmental disorders (NDDs). Little is known about the earliest developmental features of 22q11.2 CNVs and whether developmental delays are detected in early childhood. This study primarily aimed to assess general development and social communication in 22q11.2 CNV carriers age 5 and under. Method Participants included parents of children age 5 and under with a reported genetic diagnosis of 22qDEL (N = 63) or 22qDUP (N = 30). In addition to questions addressing clinical and intervention information, two standardized parent questionnaires ”the Ages & Stages Questionnaires, Third Edition (ASQ-3) and the Communication and Symbolic Behavior Scales Developmental Profile Infant/Toddler Checklist (ITC) ”screened for developmental and social communication delays, respectively. Results Developmental delay and speech and/or language delay were the most commonly reported NDD diagnoses among young 22q11.2 CNV carriers, with prevalences at 19% and 17%, respectively. In the vast majority (91%) of 22q11.2 CNV carriers, parents reported concerns in at least one developmental domain, with 71% reporting global developmental concerns. 70% of parents of 22q11.2 CNV carriers age 2 and under also reported social communication concerns. Conclusions The high prevalence of reported developmental concerns in both CNV groups reinforces the need for close monitoring of early neurodevelopment in 22q11.2 CNV carriers with regard to both developmental delays and autism risk. En ligne : https://doi.org/10.1016/j.rasd.2022.102026 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486