Dépouillements

Are there sex differences in interactive associations of environmental exposure to Lead (Pb), Mercury (Hg), and Manganese (Mn) with GST Genes (GSTP1, GSTT1, and GSTM1) in relation to ASD in Jamaican children? / Hiba T. ZWIYA in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102162 Titre : Are there sex differences in interactive associations of environmental exposure to Lead (Pb), Mercury (Hg), and Manganese (Mn) with GST Genes (GSTP1, GSTT1, and GSTM1) in relation to ASD in Jamaican children? Type de document : Texte imprimé et/ou numérique Auteurs : Hiba T. ZWIYA, Auteur ; Maureen SAMMS-VAUGHAN, Auteur ; Jan BRESSLER, Auteur ; MinJae LEE, Auteur ; Courtney BYRD-WILLIAMS, Auteur ; Manouchehr HESSABI, Auteur ; Megan L. GROVE, Auteur ; Sydonnie SHAKESPEARE-PELLINGTON, Auteur ; Katherine A. LOVELAND, Auteur ; Mohammad H. RAHBAR, Auteur Article en page(s) : 102162 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder (ASD)  Sex Differences  Interaction  Glutathione S-transferase (GST) genes  Heavy metals (Lead, Mercury, Manganese) Index. décimale : PER Périodiques Résumé : Background Male preponderance is well-established in children with autism spectrum disorder (ASD). Glutathione S-transferase (GST) genes play a crucial role in suppressing oxidative stress triggered by environmental stressors. Objective To determine whether the association between metals and ASD differs by sex and by GST genes. Methods Using data from 344 pairs of sex-and age-matched cases and controls, we assessed the association of each metal with ASD or ASD severity, by applying conditional logistic regression (CLR) or general linear models (GLM). Sex was assessed as an effect modifier in separate GST genetic models. Results For Pb exposure, using a recessive model for the GSTP1 Ile105Val polymorphism, CLR revealed significant overall interaction between sex and GSTP1 (P = 0.04). However, sex-specific matched odds ratios revealed marginally lower odds of the Val/Val genotype among ASD cases than controls in females (MORfemales= 0.23 (95 % CI): 0.05-1.11, P = 0.06), but not among males (MORmales= 1.18 (95 % CI): 0.66-2.16, P = 0.57) in the adjusted model. GLMs for Hg exposure detected significant overall interactions in GSTP1 co-dominant and recessive genetic models. For example, the mean difference in ASD severity among children with Val/Val genotype compared to those with Ile/Ile or Ile/Val were MORfemales= ?0.26 and MORmales= 1.30, respectively, in the adjusted model. Conclusion The association of Pb and Hg with ASD significantly differed by sex under the GSTP1 co-dominant and recessive genetic models. Such findings reflect potential sex differences in metal detoxification mechanisms. Replication is warranted due to the limited sample size of female participants. En ligne : https://doi.org/10.1016/j.rasd.2023.102162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Are there sex differences in interactive associations of environmental exposure to Lead (Pb), Mercury (Hg), and Manganese (Mn) with GST Genes (GSTP1, GSTT1, and GSTM1) in relation to ASD in Jamaican children? [Texte imprimé et/ou numérique] / Hiba T. ZWIYA, Auteur ; Maureen SAMMS-VAUGHAN, Auteur ; Jan BRESSLER, Auteur ; MinJae LEE, Auteur ; Courtney BYRD-WILLIAMS, Auteur ; Manouchehr HESSABI, Auteur ; Megan L. GROVE, Auteur ; Sydonnie SHAKESPEARE-PELLINGTON, Auteur ; Katherine A. LOVELAND, Auteur ; Mohammad H. RAHBAR, Auteur . - 102162. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102162 Mots-clés : Autism Spectrum Disorder (ASD)  Sex Differences  Interaction  Glutathione S-transferase (GST) genes  Heavy metals (Lead, Mercury, Manganese) Index. décimale : PER Périodiques Résumé : Background Male preponderance is well-established in children with autism spectrum disorder (ASD). Glutathione S-transferase (GST) genes play a crucial role in suppressing oxidative stress triggered by environmental stressors. Objective To determine whether the association between metals and ASD differs by sex and by GST genes. Methods Using data from 344 pairs of sex-and age-matched cases and controls, we assessed the association of each metal with ASD or ASD severity, by applying conditional logistic regression (CLR) or general linear models (GLM). Sex was assessed as an effect modifier in separate GST genetic models. Results For Pb exposure, using a recessive model for the GSTP1 Ile105Val polymorphism, CLR revealed significant overall interaction between sex and GSTP1 (P = 0.04). However, sex-specific matched odds ratios revealed marginally lower odds of the Val/Val genotype among ASD cases than controls in females (MORfemales= 0.23 (95 % CI): 0.05-1.11, P = 0.06), but not among males (MORmales= 1.18 (95 % CI): 0.66-2.16, P = 0.57) in the adjusted model. GLMs for Hg exposure detected significant overall interactions in GSTP1 co-dominant and recessive genetic models. For example, the mean difference in ASD severity among children with Val/Val genotype compared to those with Ile/Ile or Ile/Val were MORfemales= ?0.26 and MORmales= 1.30, respectively, in the adjusted model. Conclusion The association of Pb and Hg with ASD significantly differed by sex under the GSTP1 co-dominant and recessive genetic models. Such findings reflect potential sex differences in metal detoxification mechanisms. Replication is warranted due to the limited sample size of female participants. En ligne : https://doi.org/10.1016/j.rasd.2023.102162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

All-cause and cause-specific mortality in people with autism spectrum disorder: A systematic review / Laurence FORSYTH in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102165 Titre : All-cause and cause-specific mortality in people with autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Laurence FORSYTH, Auteur ; Marc MCSORLEY, Auteur ; Ewelina RYDZEWSKA, Auteur Article en page(s) : 102165 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  All-cause mortality  Cause-specific mortality  Systematic review Index. décimale : PER Périodiques Résumé : Background The aim of this systematic review was to synthesise the current literature on all-cause and cause-specific mortality in individuals with autism spectrum disorders (ASD) to identify whether they experience an increased risk of mortality compared to the general population and to establish which specific causes of death are most prevalent in people with ASD. Method Medline, Embase, CINAHL and PsycINFO databases were searched. The review was registered with PROSPERO (CRD42021219582). Results 26 of the 8505 retrieved papers were included. 25 studies reported an increased risk of mortality for people with ASD. Out of 21 studies reporting the relevant statistics, 15 found autistic individuals to have at least a two times higher risk of dying when compared to the general population. 11 studies suggested that females with ASD were at an even greater risk of death when compared to their male counterparts. The most common causes of deaths were from external causes (particularly suicide) and neurological disorders. Conclusions Recognising the increased mortality experienced by people with ASD is an important factor in how clinicians, support workers and healthcare systems in general should plan and approach care for this population. Although a significant portion of deaths in this group occurs due to intentional or unintentional external causes, the reviewed literature also indicates that many people with ASD die from underlying health conditions. As the increased mortality risk seems to be partially mediated by the co-occurrence of other conditions, it is of great importance to provide an increased level of support and care for this population. En ligne : https://doi.org/10.1016/j.rasd.2023.102165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] All-cause and cause-specific mortality in people with autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / Laurence FORSYTH, Auteur ; Marc MCSORLEY, Auteur ; Ewelina RYDZEWSKA, Auteur . - 102165. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102165 Mots-clés : Autism spectrum disorders  All-cause mortality  Cause-specific mortality  Systematic review Index. décimale : PER Périodiques Résumé : Background The aim of this systematic review was to synthesise the current literature on all-cause and cause-specific mortality in individuals with autism spectrum disorders (ASD) to identify whether they experience an increased risk of mortality compared to the general population and to establish which specific causes of death are most prevalent in people with ASD. Method Medline, Embase, CINAHL and PsycINFO databases were searched. The review was registered with PROSPERO (CRD42021219582). Results 26 of the 8505 retrieved papers were included. 25 studies reported an increased risk of mortality for people with ASD. Out of 21 studies reporting the relevant statistics, 15 found autistic individuals to have at least a two times higher risk of dying when compared to the general population. 11 studies suggested that females with ASD were at an even greater risk of death when compared to their male counterparts. The most common causes of deaths were from external causes (particularly suicide) and neurological disorders. Conclusions Recognising the increased mortality experienced by people with ASD is an important factor in how clinicians, support workers and healthcare systems in general should plan and approach care for this population. Although a significant portion of deaths in this group occurs due to intentional or unintentional external causes, the reviewed literature also indicates that many people with ASD die from underlying health conditions. As the increased mortality risk seems to be partially mediated by the co-occurrence of other conditions, it is of great importance to provide an increased level of support and care for this population. En ligne : https://doi.org/10.1016/j.rasd.2023.102165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

A coping subscale for autistic children: Revisiting the dimensionality of the emotion regulation and social skills questionnaire / Karen R. BLACK in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102167 Titre : A coping subscale for autistic children: Revisiting the dimensionality of the emotion regulation and social skills questionnaire Type de document : Texte imprimé et/ou numérique Auteurs : Karen R. BLACK, Auteur ; Meng-Chuan LAI, Auteur ; Mary E. DESROCHER, Auteur ; Vivian LEE, Auteur ; Teresa SELLITTO, Auteur ; Nisha VASHI, Auteur ; Jonathan A. WEISS, Auteur Article en page(s) : 102167 Langues : Anglais (eng) Mots-clés : Autism  Child  Coping  Emotion Regulation  Social Communication  Depression Index. décimale : PER Périodiques Résumé : Background Autistic children often struggle with emotion regulation and social interaction. Brief measures of a child?s coping skill needs are valuable in community mental health settings, where time and resources are limited. However, the construct of coping is often not clearly defined and varies widely within emotion regulation measures, limiting clinical utility. This study aimed to clarify the dimensionality of the Emotion Regulation and Social Skills Questionnaire - Parent (ERSSQ-P), a single-factor, parent report measure developed to assess social-emotional competence in autistic children. Method/Results Exploratory Item Factor Analysis was conducted with a multi-site, pre-treatment sample of parent-reported data for 186 autistic children (Mage = 9.77 years, SD = 1.32). A three-factor solution was identified as the most appropriate fit, across domains of emotion regulation (Coping: a child?s ability to modulate distressing feelings in stressful contexts) and social competence (Initiating: ability to appropriately initiate interactions with other children; Interacting: overall ability to engage in and maintain social interactions). Sum score internal consistency was good for Coping and Initiating (? = .84/? = .84; ? = .87/? = .90), and acceptable for Interacting (? = .75/? = .73). Validity for the subscales was confirmed based on associations with measures of emotion regulation, depression and social communication. Conclusions The revised structure of the ERSSQ-P targets separate areas where strengths and needs may occur for autistic children, with the potential to assist clinicians to improve assessment and treatment tailoring to meet the specific emotional, social and behavioral needs of children in their care. En ligne : https://doi.org/10.1016/j.rasd.2023.102167 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] A coping subscale for autistic children: Revisiting the dimensionality of the emotion regulation and social skills questionnaire [Texte imprimé et/ou numérique] / Karen R. BLACK, Auteur ; Meng-Chuan LAI, Auteur ; Mary E. DESROCHER, Auteur ; Vivian LEE, Auteur ; Teresa SELLITTO, Auteur ; Nisha VASHI, Auteur ; Jonathan A. WEISS, Auteur . - 102167. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102167 Mots-clés : Autism  Child  Coping  Emotion Regulation  Social Communication  Depression Index. décimale : PER Périodiques Résumé : Background Autistic children often struggle with emotion regulation and social interaction. Brief measures of a child?s coping skill needs are valuable in community mental health settings, where time and resources are limited. However, the construct of coping is often not clearly defined and varies widely within emotion regulation measures, limiting clinical utility. This study aimed to clarify the dimensionality of the Emotion Regulation and Social Skills Questionnaire - Parent (ERSSQ-P), a single-factor, parent report measure developed to assess social-emotional competence in autistic children. Method/Results Exploratory Item Factor Analysis was conducted with a multi-site, pre-treatment sample of parent-reported data for 186 autistic children (Mage = 9.77 years, SD = 1.32). A three-factor solution was identified as the most appropriate fit, across domains of emotion regulation (Coping: a child?s ability to modulate distressing feelings in stressful contexts) and social competence (Initiating: ability to appropriately initiate interactions with other children; Interacting: overall ability to engage in and maintain social interactions). Sum score internal consistency was good for Coping and Initiating (? = .84/? = .84; ? = .87/? = .90), and acceptable for Interacting (? = .75/? = .73). Validity for the subscales was confirmed based on associations with measures of emotion regulation, depression and social communication. Conclusions The revised structure of the ERSSQ-P targets separate areas where strengths and needs may occur for autistic children, with the potential to assist clinicians to improve assessment and treatment tailoring to meet the specific emotional, social and behavioral needs of children in their care. En ligne : https://doi.org/10.1016/j.rasd.2023.102167 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Reading comprehension strategies for expository texts: Children with and without ASD / Yael KIMHI in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102169 Titre : Reading comprehension strategies for expository texts: Children with and without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Irit Kempner MISHKIN, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : 102169 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Reading comprehension  Expository text  Open and closed questions Index. décimale : PER Périodiques Résumé : Background Reading comprehension difficulties have been widely reported in children with autism spectrum disorder (ASD). This study compared two comprehension strategies (main-idea extractor - MIE and visual-graphic organizer - VGO) for reading expository texts in school-age children with ASD versus those with typical development (TD). The research addressed the following: 1) Group differences (ASD/TD) for baseline expository text reading comprehension (without a strategy); 2) Improvement of reading comprehension using a given strategy, compared to baseline; 3) Within-group differences regarding the relative efficacy of the two strategies; and 4) Group differences (ASD/TD) regarding question type (open/closed). Method Two groups of 28 third-grade children were matched on verbal receptive language and the mother's level of education. The baseline reading comprehension test was administered first. Participants then underwent a short teaching procedure on how to use the assigned strategy (MIE/VGO) and were asked to utilize it when completing the second expository text. Results Without strategy use, children with ASD demonstrated significantly greater difficulty in comprehending implicit information. After strategy use, the VGO strategy significantly surpassed the MIE strategy in facilitating both groups' improvements in implicit knowledge, ability to answer closed questions, and general reading comprehension scores. When examining each group separately only the ASD group demonstrated significant improvements using VGO strategy (near-significance for implicit knowledge). Conclusions Strategy use is crucial for children with ASD to advance and enhance reading comprehension. As found, VGO can facilitate expository text comprehension, yet students often need more exposure to relevant expository text strategies. Educational and theoretical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Reading comprehension strategies for expository texts: Children with and without ASD [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Irit Kempner MISHKIN, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - 102169. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102169 Mots-clés : Autism Spectrum Disorder  Reading comprehension  Expository text  Open and closed questions Index. décimale : PER Périodiques Résumé : Background Reading comprehension difficulties have been widely reported in children with autism spectrum disorder (ASD). This study compared two comprehension strategies (main-idea extractor - MIE and visual-graphic organizer - VGO) for reading expository texts in school-age children with ASD versus those with typical development (TD). The research addressed the following: 1) Group differences (ASD/TD) for baseline expository text reading comprehension (without a strategy); 2) Improvement of reading comprehension using a given strategy, compared to baseline; 3) Within-group differences regarding the relative efficacy of the two strategies; and 4) Group differences (ASD/TD) regarding question type (open/closed). Method Two groups of 28 third-grade children were matched on verbal receptive language and the mother's level of education. The baseline reading comprehension test was administered first. Participants then underwent a short teaching procedure on how to use the assigned strategy (MIE/VGO) and were asked to utilize it when completing the second expository text. Results Without strategy use, children with ASD demonstrated significantly greater difficulty in comprehending implicit information. After strategy use, the VGO strategy significantly surpassed the MIE strategy in facilitating both groups' improvements in implicit knowledge, ability to answer closed questions, and general reading comprehension scores. When examining each group separately only the ASD group demonstrated significant improvements using VGO strategy (near-significance for implicit knowledge). Conclusions Strategy use is crucial for children with ASD to advance and enhance reading comprehension. As found, VGO can facilitate expository text comprehension, yet students often need more exposure to relevant expository text strategies. Educational and theoretical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Body image and autism: A scoping review / Phaedra LONGHURST in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102170 Titre : Body image and autism: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Phaedra LONGHURST, Auteur Article en page(s) : 102170 Langues : Anglais (eng) Mots-clés : Body image  Body satisfaction  Appearance  Autism spectrum condition  Review Index. décimale : PER Périodiques Résumé : Background Accumulating research has broadened our understanding of body image across novel populations, and attention is turning towards exploring how autistic individuals experience their body. However, to date, there has been no synthesis of the body image and autism literature. This scoping review provides an overview of the emerging literature which focuses on body image and autism. Methods PubMed, MEDLINE, EMBASE, CINAHL Plus, and APA PsychInfo were searched using the Preferred Reporting Items for Systematic Reviews and Meta-analysis Scoping Review (PRISMA-ScR) guidelines. A total of n = 8 studies (3 cross-sectional, 1 experimental, 4 qualitative) met the inclusion criteria. These were examined to identify what is known from original empirical research, theoretical standpoints, and experiential perspectives. Results Overall, findings suggest there is a significant relationship between indices of negative body image (e.g., body dissatisfaction) and autistic traits. This review also suggests that autistic individuals experience both negative and positive aspects of body image, informed by autism-specific factors such as differences in social communication, information processing, and sensory sensitivities. The extant research is, however, limited to either neurotypical samples or autistic individuals in clinical contexts (e.g., eating disorders, weight management). Conclusion This review identifies a paucity of robust research investigating body image and autism. Future research is encouraged to investigate the construct of body image in the actual autistic population more comprehensively, as doing so holds important implications for research and research-informed practice. En ligne : https://doi.org/10.1016/j.rasd.2023.102170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Body image and autism: A scoping review [Texte imprimé et/ou numérique] / Phaedra LONGHURST, Auteur . - 102170. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102170 Mots-clés : Body image  Body satisfaction  Appearance  Autism spectrum condition  Review Index. décimale : PER Périodiques Résumé : Background Accumulating research has broadened our understanding of body image across novel populations, and attention is turning towards exploring how autistic individuals experience their body. However, to date, there has been no synthesis of the body image and autism literature. This scoping review provides an overview of the emerging literature which focuses on body image and autism. Methods PubMed, MEDLINE, EMBASE, CINAHL Plus, and APA PsychInfo were searched using the Preferred Reporting Items for Systematic Reviews and Meta-analysis Scoping Review (PRISMA-ScR) guidelines. A total of n = 8 studies (3 cross-sectional, 1 experimental, 4 qualitative) met the inclusion criteria. These were examined to identify what is known from original empirical research, theoretical standpoints, and experiential perspectives. Results Overall, findings suggest there is a significant relationship between indices of negative body image (e.g., body dissatisfaction) and autistic traits. This review also suggests that autistic individuals experience both negative and positive aspects of body image, informed by autism-specific factors such as differences in social communication, information processing, and sensory sensitivities. The extant research is, however, limited to either neurotypical samples or autistic individuals in clinical contexts (e.g., eating disorders, weight management). Conclusion This review identifies a paucity of robust research investigating body image and autism. Future research is encouraged to investigate the construct of body image in the actual autistic population more comprehensively, as doing so holds important implications for research and research-informed practice. En ligne : https://doi.org/10.1016/j.rasd.2023.102170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Social and individual grievances and attraction to extremist ideologies in individuals with autism: Insights from a clinical sample / Cécile ROUSSEAU in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102171 Titre : Social and individual grievances and attraction to extremist ideologies in individuals with autism: Insights from a clinical sample Type de document : Texte imprimé et/ou numérique Auteurs : Cécile ROUSSEAU, Auteur ; Janique JOHNSON-LAFLEUR, Auteur ; Cindy NGOV, Auteur ; Diana MICONI, Auteur ; Sarah MITTERMAIER, Auteur ; Anna BONNEL, Auteur ; Christian SAVARD, Auteur ; Samuel VEISSIÈRE, Auteur Article en page(s) : 102171 Langues : Anglais (eng) Mots-clés : ASD  Violent extremism  Risk  Clinical services  Social grievances  Intervention Index. décimale : PER Périodiques Résumé : Background Addressing the lack of empirical data on autistic individuals referred to clinical services because of concerns about violent extremism (VE), this paper sketches a portrait of autistic patients referred to a specialized clinical team dealing with VE in Montreal (Canada). Methods We draw on a mixed methods concurrent triangulation design to complement a quantitative file review with qualitative data from focus groups with clinicians. Results Results highlight the role of isolation, stigmatization, and social grievances as risk factors. They also emphasize the role of education, law enforcement, and justice-system professionals who frequently miss or misinterpret specific features of autism, leading to problematic risk assessments and interventions with further risks of stigmatization, trauma, and disengagement from services. Conclusion We suggest preliminary avenues to improve intervention for autistic individuals displaying interests for VE. Addressing social isolation and promoting environments adapted to neurodiversity could decrease despair and prevent attraction to extremist discourses. Better collaboration between the different sectors involved in prevention could promote better adapted, less stigmatizing interventions. En ligne : https://doi.org/10.1016/j.rasd.2023.102171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Social and individual grievances and attraction to extremist ideologies in individuals with autism: Insights from a clinical sample [Texte imprimé et/ou numérique] / Cécile ROUSSEAU, Auteur ; Janique JOHNSON-LAFLEUR, Auteur ; Cindy NGOV, Auteur ; Diana MICONI, Auteur ; Sarah MITTERMAIER, Auteur ; Anna BONNEL, Auteur ; Christian SAVARD, Auteur ; Samuel VEISSIÈRE, Auteur . - 102171. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102171 Mots-clés : ASD  Violent extremism  Risk  Clinical services  Social grievances  Intervention Index. décimale : PER Périodiques Résumé : Background Addressing the lack of empirical data on autistic individuals referred to clinical services because of concerns about violent extremism (VE), this paper sketches a portrait of autistic patients referred to a specialized clinical team dealing with VE in Montreal (Canada). Methods We draw on a mixed methods concurrent triangulation design to complement a quantitative file review with qualitative data from focus groups with clinicians. Results Results highlight the role of isolation, stigmatization, and social grievances as risk factors. They also emphasize the role of education, law enforcement, and justice-system professionals who frequently miss or misinterpret specific features of autism, leading to problematic risk assessments and interventions with further risks of stigmatization, trauma, and disengagement from services. Conclusion We suggest preliminary avenues to improve intervention for autistic individuals displaying interests for VE. Addressing social isolation and promoting environments adapted to neurodiversity could decrease despair and prevent attraction to extremist discourses. Better collaboration between the different sectors involved in prevention could promote better adapted, less stigmatizing interventions. En ligne : https://doi.org/10.1016/j.rasd.2023.102171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

"I just need a little more support": A thematic analysis of autistic students' experience of university in France / Emma MCPEAKE in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102172 Titre : "I just need a little more support": A thematic analysis of autistic students' experience of university in France Type de document : Texte imprimé et/ou numérique Auteurs : Emma MCPEAKE, Auteur ; Kristopher LAMORE, Auteur ; Emilie BOUJUT, Auteur ; Joelle EL KHOURY, Auteur ; Catherine PELLENQ, Auteur ; Marie-Hélène PLUMET, Auteur ; Emilie CAPPE, Auteur Article en page(s) : 102172 Langues : Anglais (eng) Mots-clés : Autism  University  Higher education  College  Qualitative  France Index. décimale : PER Périodiques Résumé : Background Whilst little is known about the experience and needs of autistic students in France, limited research has explored the experiences of autistic students in French higher education. The current study sought to fill this gap in the literature using a qualitative research design to ask: how do autistic students experience higher education in France? Method Semi-structured interviews were conducted with 15 autistic students (8 female, 2 male & 5 'other'). Results Thematic analysis identified four themes: Searching for belonging, Autism identity and disclosure, Managing anxiety and fatigue, and Working with others. The analysis describes the complex journey that participants faced when accessing and completing higher education in France. Whilst the journey was often characterized by intense anxiety and fatigue, the experience of university could also facilitate access to new academic interests, and the opportunity to connect with likeminded individuals perhaps for the first time. Conclusions Results from the current study can contribute to the development of policy and practice that aims to better support autistic students in higher education. Of note, autistic students highlighted their elevated risk of drop-out owing to anxiety and fatigue caused by: difficulties planning and managing workload, sensorial overwhelm and administrative stress. Participants therefore highlighted the need for proactive personalized support and the need for supportive peer relationships. En ligne : https://doi.org/10.1016/j.rasd.2023.102172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] "I just need a little more support": A thematic analysis of autistic students' experience of university in France [Texte imprimé et/ou numérique] / Emma MCPEAKE, Auteur ; Kristopher LAMORE, Auteur ; Emilie BOUJUT, Auteur ; Joelle EL KHOURY, Auteur ; Catherine PELLENQ, Auteur ; Marie-Hélène PLUMET, Auteur ; Emilie CAPPE, Auteur . - 102172. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102172 Mots-clés : Autism  University  Higher education  College  Qualitative  France Index. décimale : PER Périodiques Résumé : Background Whilst little is known about the experience and needs of autistic students in France, limited research has explored the experiences of autistic students in French higher education. The current study sought to fill this gap in the literature using a qualitative research design to ask: how do autistic students experience higher education in France? Method Semi-structured interviews were conducted with 15 autistic students (8 female, 2 male & 5 'other'). Results Thematic analysis identified four themes: Searching for belonging, Autism identity and disclosure, Managing anxiety and fatigue, and Working with others. The analysis describes the complex journey that participants faced when accessing and completing higher education in France. Whilst the journey was often characterized by intense anxiety and fatigue, the experience of university could also facilitate access to new academic interests, and the opportunity to connect with likeminded individuals perhaps for the first time. Conclusions Results from the current study can contribute to the development of policy and practice that aims to better support autistic students in higher education. Of note, autistic students highlighted their elevated risk of drop-out owing to anxiety and fatigue caused by: difficulties planning and managing workload, sensorial overwhelm and administrative stress. Participants therefore highlighted the need for proactive personalized support and the need for supportive peer relationships. En ligne : https://doi.org/10.1016/j.rasd.2023.102172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Knowledge and reported use of evidence-based practices by early intervention professionals working with autistic children in Saudi Arabia / Nouf M. ALATIFI in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102182 Titre : Knowledge and reported use of evidence-based practices by early intervention professionals working with autistic children in Saudi Arabia Type de document : Texte imprimé et/ou numérique Auteurs : Nouf M. ALATIFI, Auteur ; Kylie M. GRAY, Auteur ; Richard P. HASTINGS, Auteur Article en page(s) : 102182 Langues : Anglais (eng) Mots-clés : Evidence-based practices  Early intervention  Implementation Index. décimale : PER Périodiques Résumé : Background This study examined early intervention professionals' attitudes towards, knowledge and reported use of evidence-based practices for autistic children in Saudi Arabia. Method An online survey was completed by 173 early intervention professionals working directly with autistic children (under the age of six years) in early intervention programs at public and private nursery schools/ day-care centres in all provinces of Saudi Arabia. Results Participants reported greater use of evidence-based practices than emerging and unsupported practices. However, some evidence-based practices (EBPs) were reported to be used infrequently - less than once per week on average. Unsupported practices were also reported to be used more frequently than emerging practices. Participants were more likely to report using EBPs when they had more knowledge of EBPs, they said that they would have a higher level of willingness to use EBPs if it was required by authorities, and the location of their school/centre was a major city. Participants were also more likely to report using emerging practices when they had less knowledge of EBPs and more knowledge of emerging practices. A similar pattern was also found for unsupported practices. The most reported used sources of information on early intervention practices were other teachers, professional development inside the workplace, and general web searches. Research literature was one of the reported least commonly accessed sources of information. Conclusions These results add to the scant Saudi literature investigating autism early intervention practices, highlighting the knowledge and reported use by professionals of these practices. The implications of these findings for the facilitation of knowledge transfer into practice are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102182 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Knowledge and reported use of evidence-based practices by early intervention professionals working with autistic children in Saudi Arabia [Texte imprimé et/ou numérique] / Nouf M. ALATIFI, Auteur ; Kylie M. GRAY, Auteur ; Richard P. HASTINGS, Auteur . - 102182. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102182 Mots-clés : Evidence-based practices  Early intervention  Implementation Index. décimale : PER Périodiques Résumé : Background This study examined early intervention professionals' attitudes towards, knowledge and reported use of evidence-based practices for autistic children in Saudi Arabia. Method An online survey was completed by 173 early intervention professionals working directly with autistic children (under the age of six years) in early intervention programs at public and private nursery schools/ day-care centres in all provinces of Saudi Arabia. Results Participants reported greater use of evidence-based practices than emerging and unsupported practices. However, some evidence-based practices (EBPs) were reported to be used infrequently - less than once per week on average. Unsupported practices were also reported to be used more frequently than emerging practices. Participants were more likely to report using EBPs when they had more knowledge of EBPs, they said that they would have a higher level of willingness to use EBPs if it was required by authorities, and the location of their school/centre was a major city. Participants were also more likely to report using emerging practices when they had less knowledge of EBPs and more knowledge of emerging practices. A similar pattern was also found for unsupported practices. The most reported used sources of information on early intervention practices were other teachers, professional development inside the workplace, and general web searches. Research literature was one of the reported least commonly accessed sources of information. Conclusions These results add to the scant Saudi literature investigating autism early intervention practices, highlighting the knowledge and reported use by professionals of these practices. The implications of these findings for the facilitation of knowledge transfer into practice are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102182 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Interactive associations of eczema with glutathione S-transferase genes in relation to autism spectrum disorder and its severity in Jamaican children / Sepideh SAROUKHANI in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102183 Titre : Interactive associations of eczema with glutathione S-transferase genes in relation to autism spectrum disorder and its severity in Jamaican children Type de document : Texte imprimé et/ou numérique Auteurs : Sepideh SAROUKHANI, Auteur ; Maureen SAMMS-VAUGHAN, Auteur ; Jan BRESSLER, Auteur ; MinJae LEE, Auteur ; Courtney BYRD-WILLIAMS, Auteur ; Manouchehr HESSABI, Auteur ; Megan L. GROVE, Auteur ; Sydonnie SHAKESPEARE-PELLINGTON, Auteur ; Katherine A. LOVELAND, Auteur ; Mohammad H. RAHBAR, Auteur Article en page(s) : 102183 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Eczema  Glutathione S-transferase  Oxidative stress  Interaction  Comorbidity Index. décimale : PER Périodiques Résumé : Background Comorbidity of eczema withith autism spectrum disorder (ASD) is increasing. We investigated the associations of eczema and its possible interaction with polymorphisms in glutathione S-transferase (GST) genes in relation to ASD and ASD severity. Method Using data from 344 1:1 age- and sex-matched ASD cases and typically developing controls, we assessed additive and interactive associations of eczema with GST genes in relation to ASD by applying conditional logistic regression models, and in relation to ASD severity in ASD cases as measured by the Autism Diagnostic Observation Schedule-2nd Edition (ADOS-2) total and domain-specific comparison scores (CSs) by fitting general linear models. Results After adjusting for child?s age and history of breastfeeding, eczema had no additive association with ASD [Matched Odds ratio (MOR) and 95 % Confidence Intervals (CI): 1.04 (0.76, 1.41), P = 0.82] or ASD severity (all P > 0.20). Using a recessive genetic model, eczema was significantly associated with ASD only among children with the Val/Val genotype for the GSTP1 Ile105Val polymorphism [MOR (95 % CI) = 2.04 (1.02, 4.08), P = 0.04, P for interaction = 0.03]. In addition, among ASD cases with the GSTM1 DD genotype, those with eczema had a marginally significant higher mean ADOS-2 Social Affect CS than those without eczema (7.3 vs. 6.8, P = 0.08, P for interaction = 0.09). Conclusion Our findings suggest children with certain genotypes for GST genes may be more susceptible for comorbidity of eczema and ASD, which is consistent with the role of GST genes in both conditions. En ligne : https://doi.org/10.1016/j.rasd.2023.102183 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Interactive associations of eczema with glutathione S-transferase genes in relation to autism spectrum disorder and its severity in Jamaican children [Texte imprimé et/ou numérique] / Sepideh SAROUKHANI, Auteur ; Maureen SAMMS-VAUGHAN, Auteur ; Jan BRESSLER, Auteur ; MinJae LEE, Auteur ; Courtney BYRD-WILLIAMS, Auteur ; Manouchehr HESSABI, Auteur ; Megan L. GROVE, Auteur ; Sydonnie SHAKESPEARE-PELLINGTON, Auteur ; Katherine A. LOVELAND, Auteur ; Mohammad H. RAHBAR, Auteur . - 102183. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102183 Mots-clés : Autism spectrum disorder  Eczema  Glutathione S-transferase  Oxidative stress  Interaction  Comorbidity Index. décimale : PER Périodiques Résumé : Background Comorbidity of eczema withith autism spectrum disorder (ASD) is increasing. We investigated the associations of eczema and its possible interaction with polymorphisms in glutathione S-transferase (GST) genes in relation to ASD and ASD severity. Method Using data from 344 1:1 age- and sex-matched ASD cases and typically developing controls, we assessed additive and interactive associations of eczema with GST genes in relation to ASD by applying conditional logistic regression models, and in relation to ASD severity in ASD cases as measured by the Autism Diagnostic Observation Schedule-2nd Edition (ADOS-2) total and domain-specific comparison scores (CSs) by fitting general linear models. Results After adjusting for child?s age and history of breastfeeding, eczema had no additive association with ASD [Matched Odds ratio (MOR) and 95 % Confidence Intervals (CI): 1.04 (0.76, 1.41), P = 0.82] or ASD severity (all P > 0.20). Using a recessive genetic model, eczema was significantly associated with ASD only among children with the Val/Val genotype for the GSTP1 Ile105Val polymorphism [MOR (95 % CI) = 2.04 (1.02, 4.08), P = 0.04, P for interaction = 0.03]. In addition, among ASD cases with the GSTM1 DD genotype, those with eczema had a marginally significant higher mean ADOS-2 Social Affect CS than those without eczema (7.3 vs. 6.8, P = 0.08, P for interaction = 0.09). Conclusion Our findings suggest children with certain genotypes for GST genes may be more susceptible for comorbidity of eczema and ASD, which is consistent with the role of GST genes in both conditions. En ligne : https://doi.org/10.1016/j.rasd.2023.102183 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Validation of the Mandarin Chinese version of the Autism Diagnostic Observation Schedule-2 for autism spectrum disorder / Mu-Hong CHEN in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102184 Titre : Validation of the Mandarin Chinese version of the Autism Diagnostic Observation Schedule-2 for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Mu-Hong CHEN, Auteur ; Chi-Fen HUANG, Auteur ; Yu-Siou LIN, Auteur ; Yen-Nan CHIU, Auteur ; Susan Shur-Fen GAU, Auteur ; Yu-Yu WU, Auteur Article en page(s) : 102184 Langues : Anglais (eng) Mots-clés : Autism Diagnostic Observation Schedule  Taiwan  Validity  Effect size  Sensitivity  Specificity Index. décimale : PER Périodiques Résumé : Background The Autism Diagnostic Observation Schedule-Second Edition (ADOS-2) is a benchmark in the assessment and diagnosis of autism spectrum disorder (ASD) and has been validated in different language settings, including German, Greek, and Korean. However, the diagnostic validity of the Taiwanese Mandarin Chinese version of the ADOS-2 is unknown. Methods The validity of the ADOS-2 was assessed in this study. We enrolled 218 patients, including toddlers, children, adolescents, and adults, with ASD diagnosed according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. The study also enrolled 93 non-ASD controls. The diagnostic sensitivity and specificity of five modules were calculated. Results Based on the total scores of social affect and restricted and repetitive behaviors for the toddler module (MT) and Modules (M) 1-3 and the total score of communication and reciprocal social interaction for M4, we performed a receiver operating characteristic curve analyses, which revealed that the diagnostic specificity of the ADOS-2 ranged between 0.71 for M3 and 1.00 for MT, M1 with few to no words, and M2 with ? 5 years; the diagnostic sensitivity of the ADOS-2 ranged between 0.83 for MT with some words and 0.96 for M1 with few to no words. Discussion This study clinically established the diagnostic validity of the Taiwanese Mandarin Chinese version of the ADOS-2. The ADOS-2 may be used for the assessment and diagnosis of ASD in clinical settings in Taiwan. En ligne : https://doi.org/10.1016/j.rasd.2023.102184 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Validation of the Mandarin Chinese version of the Autism Diagnostic Observation Schedule-2 for autism spectrum disorder [Texte imprimé et/ou numérique] / Mu-Hong CHEN, Auteur ; Chi-Fen HUANG, Auteur ; Yu-Siou LIN, Auteur ; Yen-Nan CHIU, Auteur ; Susan Shur-Fen GAU, Auteur ; Yu-Yu WU, Auteur . - 102184. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102184 Mots-clés : Autism Diagnostic Observation Schedule  Taiwan  Validity  Effect size  Sensitivity  Specificity Index. décimale : PER Périodiques Résumé : Background The Autism Diagnostic Observation Schedule-Second Edition (ADOS-2) is a benchmark in the assessment and diagnosis of autism spectrum disorder (ASD) and has been validated in different language settings, including German, Greek, and Korean. However, the diagnostic validity of the Taiwanese Mandarin Chinese version of the ADOS-2 is unknown. Methods The validity of the ADOS-2 was assessed in this study. We enrolled 218 patients, including toddlers, children, adolescents, and adults, with ASD diagnosed according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. The study also enrolled 93 non-ASD controls. The diagnostic sensitivity and specificity of five modules were calculated. Results Based on the total scores of social affect and restricted and repetitive behaviors for the toddler module (MT) and Modules (M) 1-3 and the total score of communication and reciprocal social interaction for M4, we performed a receiver operating characteristic curve analyses, which revealed that the diagnostic specificity of the ADOS-2 ranged between 0.71 for M3 and 1.00 for MT, M1 with few to no words, and M2 with ? 5 years; the diagnostic sensitivity of the ADOS-2 ranged between 0.83 for MT with some words and 0.96 for M1 with few to no words. Discussion This study clinically established the diagnostic validity of the Taiwanese Mandarin Chinese version of the ADOS-2. The ADOS-2 may be used for the assessment and diagnosis of ASD in clinical settings in Taiwan. En ligne : https://doi.org/10.1016/j.rasd.2023.102184 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Burnout among behavior analysts in times of crisis: The roles of work demands, professional social support, and psychological flexibility / Julie M. SLOWIAK in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102185 Titre : Burnout among behavior analysts in times of crisis: The roles of work demands, professional social support, and psychological flexibility Type de document : Texte imprimé et/ou numérique Auteurs : Julie M. SLOWIAK, Auteur ; Georgia M. JAY, Auteur Article en page(s) : 102185 Langues : Anglais (eng) Mots-clés : Work demands  Burnout  Psychological flexibility  Supervisor support  Coworker support  Applied behavior analysis Index. décimale : PER Périodiques Résumé : Background The purpose of this study was to apply the Job-Demands Resources model as a framework to examine the relationship between work demands and burnout among behavior analysts working in human service settings during the Covid-19 pandemic. We specifically investigated the work demands-burnout relationship and how psychological flexibility, supervisor support, and coworker support related to burnout, whether as moderators or as mediators of work demands. Method A sample of 298 ABA practitioners participated in a cross-sectional investigation in April-May 2021 and reported sociodemographic and job-related characteristics, information about the impact of Covid-19 on work, work demands, psychological flexibility, supervisor support, and coworker support. We conducted regression-based analyses of moderation and multiple mediation. Results Greater work demands predicted higher levels of exhaustion and disengagement. Psychological flexibility and supervisor support partially mediated the influence of work demands on exhaustion and burnout; neither moderated the influence of work demands on exhaustion or burnout. Coworker support did not function as a moderator or mediator in the work demands-burnout relationship. Conclusions Findings highlight the need for effective caseload management and supervision practices, along with initiatives that create opportunities for increased, positive interaction with supervisors and among colleagues. Providing psychological flexibility skills training may benefit behavior analysts as a burnout management strategy. As a personal resource, however, it may be insufficient to mitigate burnout in times of crisis when work demands are higher than usual. Organizations should consider multi-faceted burnout interventions that address personal and workplace factors to both increase personal/job resources and reduce job demands. En ligne : https://doi.org/10.1016/j.rasd.2023.102185 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Burnout among behavior analysts in times of crisis: The roles of work demands, professional social support, and psychological flexibility [Texte imprimé et/ou numérique] / Julie M. SLOWIAK, Auteur ; Georgia M. JAY, Auteur . - 102185. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102185 Mots-clés : Work demands  Burnout  Psychological flexibility  Supervisor support  Coworker support  Applied behavior analysis Index. décimale : PER Périodiques Résumé : Background The purpose of this study was to apply the Job-Demands Resources model as a framework to examine the relationship between work demands and burnout among behavior analysts working in human service settings during the Covid-19 pandemic. We specifically investigated the work demands-burnout relationship and how psychological flexibility, supervisor support, and coworker support related to burnout, whether as moderators or as mediators of work demands. Method A sample of 298 ABA practitioners participated in a cross-sectional investigation in April-May 2021 and reported sociodemographic and job-related characteristics, information about the impact of Covid-19 on work, work demands, psychological flexibility, supervisor support, and coworker support. We conducted regression-based analyses of moderation and multiple mediation. Results Greater work demands predicted higher levels of exhaustion and disengagement. Psychological flexibility and supervisor support partially mediated the influence of work demands on exhaustion and burnout; neither moderated the influence of work demands on exhaustion or burnout. Coworker support did not function as a moderator or mediator in the work demands-burnout relationship. Conclusions Findings highlight the need for effective caseload management and supervision practices, along with initiatives that create opportunities for increased, positive interaction with supervisors and among colleagues. Providing psychological flexibility skills training may benefit behavior analysts as a burnout management strategy. As a personal resource, however, it may be insufficient to mitigate burnout in times of crisis when work demands are higher than usual. Organizations should consider multi-faceted burnout interventions that address personal and workplace factors to both increase personal/job resources and reduce job demands. En ligne : https://doi.org/10.1016/j.rasd.2023.102185 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Factors associated with classroom participation in preschool through third grade learners on the autism spectrum / Nicole SPARAPANI in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102186 Titre : Factors associated with classroom participation in preschool through third grade learners on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Nancy TSENG, Auteur ; Laurel TOWERS, Auteur ; Sandy BIRKENEDER, Auteur ; Sana KARIMI, Auteur ; Cameron J. ALEXANDER, Auteur ; Johanna Vega GARCIA, Auteur ; Taffeta WOOD, Auteur ; Amanda Dimachkie NUNNALLY, Auteur Article en page(s) : 102186 Langues : Anglais (eng) Mots-clés : Autism  Instructional opportunities  Mathematical tasks  Teacher language  Active engagement  Spontaneous communication Index. décimale : PER Périodiques Résumé : Background Access to mathematics instruction that involves opportunities for critical thinking and procedural fluency promotes mathematics learning. Studies have outlined effective strategies for teaching mathematics to children on the autism spectrum, however, the focus of these interventions often represent a narrow set of mathematical skills and concepts centered on procedural learning without linking ideas to underlying concepts. Methods This study utilized classroom video observations to evaluate the variability in and nature of mathematical learning opportunities presented to 76 autistic students within 49 preschool-3rd grade general and special education learning contexts. We examined teacher instructional practices and student participation across 109 mathematical tasks within larger mathematics lessons. Results Students were most often presented with mathematical tasks that required low-level cognitive demand, such as tasks focusing on rote memorization and practicing predetermined steps to solve basic algorithms. Furthermore, the nature of the mathematical task was linked with the language that teachers used, and this in turn, was associated with students' participation within the learning opportunity. Conclusions Our findings indicate that features of talk within specific types of mathematical tasks, including math-related talk and responsive language, were associated with increased student active engagement and spontaneous communication. The knowledge gained from this study contributes to the development of optimized instructional practices for school-aged children on the autism spectrum-information that could be used to prepare both preservice and in-service teachers. En ligne : https://doi.org/10.1016/j.rasd.2023.102186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Factors associated with classroom participation in preschool through third grade learners on the autism spectrum [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Nancy TSENG, Auteur ; Laurel TOWERS, Auteur ; Sandy BIRKENEDER, Auteur ; Sana KARIMI, Auteur ; Cameron J. ALEXANDER, Auteur ; Johanna Vega GARCIA, Auteur ; Taffeta WOOD, Auteur ; Amanda Dimachkie NUNNALLY, Auteur . - 102186. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102186 Mots-clés : Autism  Instructional opportunities  Mathematical tasks  Teacher language  Active engagement  Spontaneous communication Index. décimale : PER Périodiques Résumé : Background Access to mathematics instruction that involves opportunities for critical thinking and procedural fluency promotes mathematics learning. Studies have outlined effective strategies for teaching mathematics to children on the autism spectrum, however, the focus of these interventions often represent a narrow set of mathematical skills and concepts centered on procedural learning without linking ideas to underlying concepts. Methods This study utilized classroom video observations to evaluate the variability in and nature of mathematical learning opportunities presented to 76 autistic students within 49 preschool-3rd grade general and special education learning contexts. We examined teacher instructional practices and student participation across 109 mathematical tasks within larger mathematics lessons. Results Students were most often presented with mathematical tasks that required low-level cognitive demand, such as tasks focusing on rote memorization and practicing predetermined steps to solve basic algorithms. Furthermore, the nature of the mathematical task was linked with the language that teachers used, and this in turn, was associated with students' participation within the learning opportunity. Conclusions Our findings indicate that features of talk within specific types of mathematical tasks, including math-related talk and responsive language, were associated with increased student active engagement and spontaneous communication. The knowledge gained from this study contributes to the development of optimized instructional practices for school-aged children on the autism spectrum-information that could be used to prepare both preservice and in-service teachers. En ligne : https://doi.org/10.1016/j.rasd.2023.102186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508