The Assessment of Phase of Preschool Language: Applying the language benchmarks framework to characterize language profiles and change in four- to five-year-olds with autism spectrum disorder / Helen E. FLANAGAN in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : The Assessment of Phase of Preschool Language: Applying the language benchmarks framework to characterize language profiles and change in four- to five-year-olds with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helen E. FLANAGAN, Auteur ; Isabel M. SMITH, Auteur ; Fiona DAVIDSON, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  communication and language  intervention/therapy  pre-school children  Naturalistic Developmental Behavioral Intervention Index. décimale : PER Périodiques Résumé : Background and aimsWe introduce the Assessment of Phase of Preschool Language (APPL), a rating form that characterizes children?s language according to a well-established framework recommended by Tager-Flusberg et al. (2009). The language benchmarks framework defines children?s language as falling at one of the Pre-verbal, First Words, Word Combinations, Sentences, or Complex Language phases for phonology, vocabulary, grammar, pragmatics, and overall language. The APPL is a flexible assessment tool that allows assessors to determine language phase using a range of assessment sources: natural language samples, standardized measures, and/or parent rating forms. Using the APPL, we examined language profiles in four- and five-year-olds with autism spectrum disorder and explored language development during a community-based Naturalistic Developmental Behavioral Intervention program.MethodsCommunity speech-language pathologists completed the APPL with 95 four- and five-year-olds at the beginning of the treatment. The APPL was re-administered after a mean of 10 months of intervention (SD=2 months) for 46 of these children. Children received treatment for up to 15?h per week in their homes and/or community childcare centers. Pivotal Response Treatment was the main form of intervention. The Picture Exchange Communication System or other augmentative and alternative communication systems were also used with many pre-verbal children.ResultsAt the beginning of intervention, the most common language phase was Word Combinations (44%), followed by Pre-verbal (26%), Sentences (20%), and then First Words (10%). Only 24% of children had even profiles (i.e. phonology, vocabulary, grammar, and pragmatics skills at the same level). Phonology was a common area of relative strength, and pragmatics was a common area of relative weakness. Ten months of intervention was associated with gains in overall language phase for 37% of children. Approximately half gained at least one phase in Grammar (57%), Vocabulary (51%), and Phonology (46%), while Pragmatics improved for 33%. Gains varied based on initial language phase. Inclusion of skills using augmentative and alternative communication enhanced interpretation of change during intervention.ConclusionsFour- and five-year-olds with autism spectrum disorder in this sample tended to have uneven skills across expressive language domains. Community-based Naturalistic Developmental Behavioral Intervention was associated with gains in language phase in older preschoolers with autism spectrum disorder. Gains varied across language domains and were influenced by initial language phase.ImplicationsThe Assessment of Phase of Preschool Language is a useful tool to support consistent application of the language benchmarks framework. It is important to consider all language domains when characterizing language skills and treatment impact in children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519864084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] The Assessment of Phase of Preschool Language: Applying the language benchmarks framework to characterize language profiles and change in four- to five-year-olds with autism spectrum disorder [Texte imprimé et/ou numérique] / Helen E. FLANAGAN, Auteur ; Isabel M. SMITH, Auteur ; Fiona DAVIDSON, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Autism spectrum disorders  communication and language  intervention/therapy  pre-school children  Naturalistic Developmental Behavioral Intervention Index. décimale : PER Périodiques Résumé : Background and aimsWe introduce the Assessment of Phase of Preschool Language (APPL), a rating form that characterizes children?s language according to a well-established framework recommended by Tager-Flusberg et al. (2009). The language benchmarks framework defines children?s language as falling at one of the Pre-verbal, First Words, Word Combinations, Sentences, or Complex Language phases for phonology, vocabulary, grammar, pragmatics, and overall language. The APPL is a flexible assessment tool that allows assessors to determine language phase using a range of assessment sources: natural language samples, standardized measures, and/or parent rating forms. Using the APPL, we examined language profiles in four- and five-year-olds with autism spectrum disorder and explored language development during a community-based Naturalistic Developmental Behavioral Intervention program.MethodsCommunity speech-language pathologists completed the APPL with 95 four- and five-year-olds at the beginning of the treatment. The APPL was re-administered after a mean of 10 months of intervention (SD=2 months) for 46 of these children. Children received treatment for up to 15?h per week in their homes and/or community childcare centers. Pivotal Response Treatment was the main form of intervention. The Picture Exchange Communication System or other augmentative and alternative communication systems were also used with many pre-verbal children.ResultsAt the beginning of intervention, the most common language phase was Word Combinations (44%), followed by Pre-verbal (26%), Sentences (20%), and then First Words (10%). Only 24% of children had even profiles (i.e. phonology, vocabulary, grammar, and pragmatics skills at the same level). Phonology was a common area of relative strength, and pragmatics was a common area of relative weakness. Ten months of intervention was associated with gains in overall language phase for 37% of children. Approximately half gained at least one phase in Grammar (57%), Vocabulary (51%), and Phonology (46%), while Pragmatics improved for 33%. Gains varied based on initial language phase. Inclusion of skills using augmentative and alternative communication enhanced interpretation of change during intervention.ConclusionsFour- and five-year-olds with autism spectrum disorder in this sample tended to have uneven skills across expressive language domains. Community-based Naturalistic Developmental Behavioral Intervention was associated with gains in language phase in older preschoolers with autism spectrum disorder. Gains varied across language domains and were influenced by initial language phase.ImplicationsThe Assessment of Phase of Preschool Language is a useful tool to support consistent application of the language benchmarks framework. It is important to consider all language domains when characterizing language skills and treatment impact in children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519864084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

The assessment of social responsiveness scale Lithuanian version / Dalia V?LAVI?IEN? in Research in Autism Spectrum Disorders, 70 (February 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 70 (February 2020) . - p.101489 Titre : The assessment of social responsiveness scale Lithuanian version Type de document : Texte imprimé et/ou numérique Auteurs : Dalia V?LAVI?IEN?, Auteur ; Virginija ADOMAITIEN?, Auteur ; Goda TRAIDARAIT?, Auteur Article en page(s) : p.101489 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Social responsiveness scale  Screening  Psychometrics Index. décimale : PER Périodiques Résumé : Background The process of adapting and validating standardised methods commonly used around the world for screening and assessing autism spectrum disorder (ASD) is just beginning in the Baltic states. To date, only the Childhood Autism Rating Scale has been validated, 19 years ago in Lithuania. The current study was conducted to assess the internal consistency, concurrent validity, sensitivity and specificity of one of the internationally recognised scales for quantitatively assessing the features of autism—the Social Responsiveness Scale–Second Edition (SRS-2) parent form —translated into Lithuanian. Methods The study sample consisted of an ASD sample of 33 participants with a mean age of 10.5 years (SD?=?2.8) and an age-matched normative sample of 99 participants with a mean age of 9.8 years (SD?=?2.8). The Child Behaviour Checklist (CBCL) and the SRS-2 were completed by parents. Reliability was assessed by calculating internal consistency, the sensitivity and specificity of the scale was determined through receiver operating characteristic analysis and concurrent validity was explored using Spearman’s correlations. Results In accordance with previous findings, the internal consistency of the SRS was satisfactory to good. Good concurrent validity was also found. The SRS-2 showed an ability to differentiate participants with ASD from control participants with excellent sensitivity. All intercorrelations between the SRS-2 and the CBCL syndrome scales were significant. Conclusions Our results demonstrate the high sensitivity of the SRS-2 parent form. This implies that the SRS-2 subscales may have utility in Lithuanian research as well as in clinical practice for appropriately targeted interventions. En ligne : https://doi.org/10.1016/j.rasd.2019.101489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] The assessment of social responsiveness scale Lithuanian version [Texte imprimé et/ou numérique] / Dalia V?LAVI?IEN?, Auteur ; Virginija ADOMAITIEN?, Auteur ; Goda TRAIDARAIT?, Auteur . - p.101489. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101489 Mots-clés : Autism spectrum disorder  Social responsiveness scale  Screening  Psychometrics Index. décimale : PER Périodiques Résumé : Background The process of adapting and validating standardised methods commonly used around the world for screening and assessing autism spectrum disorder (ASD) is just beginning in the Baltic states. To date, only the Childhood Autism Rating Scale has been validated, 19 years ago in Lithuania. The current study was conducted to assess the internal consistency, concurrent validity, sensitivity and specificity of one of the internationally recognised scales for quantitatively assessing the features of autism—the Social Responsiveness Scale–Second Edition (SRS-2) parent form —translated into Lithuanian. Methods The study sample consisted of an ASD sample of 33 participants with a mean age of 10.5 years (SD?=?2.8) and an age-matched normative sample of 99 participants with a mean age of 9.8 years (SD?=?2.8). The Child Behaviour Checklist (CBCL) and the SRS-2 were completed by parents. Reliability was assessed by calculating internal consistency, the sensitivity and specificity of the scale was determined through receiver operating characteristic analysis and concurrent validity was explored using Spearman’s correlations. Results In accordance with previous findings, the internal consistency of the SRS was satisfactory to good. Good concurrent validity was also found. The SRS-2 showed an ability to differentiate participants with ASD from control participants with excellent sensitivity. All intercorrelations between the SRS-2 and the CBCL syndrome scales were significant. Conclusions Our results demonstrate the high sensitivity of the SRS-2 parent form. This implies that the SRS-2 subscales may have utility in Lithuanian research as well as in clinical practice for appropriately targeted interventions. En ligne : https://doi.org/10.1016/j.rasd.2019.101489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

The Association between Adult Participation and the Engagement of Preschoolers with ASD / Ann M. SAM in Autism Research and Treatment, 2016 (2016)  

Public ISBD [article]  inAutism Research and Treatment > 2016 (2016) Titre : The Association between Adult Participation and the Engagement of Preschoolers with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; S. S. RESZKA, Auteur ; Brian A. BOYD, Auteur ; Y. PAN, Auteur ; K. HUME, Auteur ; Samuel L ODOM, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The ability for a child to engage in the classroom is associated with better academic outcomes. Yet, there is limited information on how child characteristics of autism and adult behavior impact engagement. This study examined (1) the pattern of adult participation and child engagement in preschool classrooms that serve children with ASD, (2) the associations between child engagement and adult participation, and (3) how characteristics of ASD (autism severity, language ability, and challenging behavior) moderate the relationship between adult participation and child engagement. Overall, children were less likely to be engaged when adults were actively or passively participating with them. Moderators impacted this relationship. Children with higher levels of autism severity were more likely to be engaged when adults were actively or passively participating with them. Similarly, children with lower language abilities were more likely to be engaged when adults were actively or passively participating with them. Finally, children with higher levels of challenging behaviors were less likely to be engaged when adults were actively or passively participating with them. These findings have important implications for how adults can best support the engagement of children with ASD. En ligne : http://dx.doi.org/10.1155/2016/6029837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332 [article] The Association between Adult Participation and the Engagement of Preschoolers with ASD [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; S. S. RESZKA, Auteur ; Brian A. BOYD, Auteur ; Y. PAN, Auteur ; K. HUME, Auteur ; Samuel L ODOM, Auteur. Langues : Anglais (eng) in Autism Research and Treatment > 2016 (2016) Index. décimale : PER Périodiques Résumé : The ability for a child to engage in the classroom is associated with better academic outcomes. Yet, there is limited information on how child characteristics of autism and adult behavior impact engagement. This study examined (1) the pattern of adult participation and child engagement in preschool classrooms that serve children with ASD, (2) the associations between child engagement and adult participation, and (3) how characteristics of ASD (autism severity, language ability, and challenging behavior) moderate the relationship between adult participation and child engagement. Overall, children were less likely to be engaged when adults were actively or passively participating with them. Moderators impacted this relationship. Children with higher levels of autism severity were more likely to be engaged when adults were actively or passively participating with them. Similarly, children with lower language abilities were more likely to be engaged when adults were actively or passively participating with them. Finally, children with higher levels of challenging behaviors were less likely to be engaged when adults were actively or passively participating with them. These findings have important implications for how adults can best support the engagement of children with ASD. En ligne : http://dx.doi.org/10.1155/2016/6029837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332

The Association Between Autism Spectrum Disorders and Congenital Anomalies by Organ Systems in a Finnish National Birth Cohort / Laura TIMONEN-SOIVIO in Journal of Autism and Developmental Disorders, 45-10 (October 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3195-3203 Titre : The Association Between Autism Spectrum Disorders and Congenital Anomalies by Organ Systems in a Finnish National Birth Cohort Type de document : Texte imprimé et/ou numérique Auteurs : Laura TIMONEN-SOIVIO, Auteur ; Andre SOURANDER, Auteur ; Heli MALM, Auteur ; Susanna HINKKA-YLI-SALOMAKI, Auteur ; Mika GISSLER, Auteur ; Alan S. BROWN, Auteur ; Raija VANHALA, Auteur Article en page(s) : p.3195-3203 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Congenital anomalies  Malformations  Birth defects Index. décimale : PER Périodiques Résumé : The aim of this study was to evaluate the association between autism spectrum disorders (ASD) with and without intellectual disability (ID) and congenital anomalies (CAs) by organ system. The sample included all children diagnosed with ASD (n = 4441) from the Finnish Hospital Discharge Register during 1987–2000 and a total of four controls per case (n = 17,695). CAs of the eye, central nervous system, and specific craniofacial anomalies were most strongly associated with ASD. Children with ASD and co-occurring ID were more likely to have CAs compared to ASD children without ID. The results suggest that some cases of ASD may originate during organogenesis, in the early first trimester of pregnancy. The results of this study may be useful for identifying prenatal etiological factors and elucidating the molecular pathogenesis of ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2477-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] The Association Between Autism Spectrum Disorders and Congenital Anomalies by Organ Systems in a Finnish National Birth Cohort [Texte imprimé et/ou numérique] / Laura TIMONEN-SOIVIO, Auteur ; Andre SOURANDER, Auteur ; Heli MALM, Auteur ; Susanna HINKKA-YLI-SALOMAKI, Auteur ; Mika GISSLER, Auteur ; Alan S. BROWN, Auteur ; Raija VANHALA, Auteur . - p.3195-3203. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3195-3203 Mots-clés : Autism spectrum disorders  Congenital anomalies  Malformations  Birth defects Index. décimale : PER Périodiques Résumé : The aim of this study was to evaluate the association between autism spectrum disorders (ASD) with and without intellectual disability (ID) and congenital anomalies (CAs) by organ system. The sample included all children diagnosed with ASD (n = 4441) from the Finnish Hospital Discharge Register during 1987–2000 and a total of four controls per case (n = 17,695). CAs of the eye, central nervous system, and specific craniofacial anomalies were most strongly associated with ASD. Children with ASD and co-occurring ID were more likely to have CAs compared to ASD children without ID. The results suggest that some cases of ASD may originate during organogenesis, in the early first trimester of pregnancy. The results of this study may be useful for identifying prenatal etiological factors and elucidating the molecular pathogenesis of ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2477-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample / Moira WHELAN in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1759-1771 Titre : The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample Type de document : Texte imprimé et/ou numérique Auteurs : Moira WHELAN, Auteur ; Jane MCGILLIVRAY, Auteur ; Nicole J. RINEHART, Auteur Article en page(s) : p.1759-1771 Langues : Anglais (eng) Mots-clés : Academic achievement  Autism spectrum disorder  Mental health  Quality of life  School belonging  School transition Index. décimale : PER Périodiques Résumé : The transition to secondary school is an important educational milestone impacting wellbeing and academic achievement. Students with Autism Spectrum Disorder may be vulnerable during transition however little is known about how Autism Spectrum (AS) traits influence transition outcomes. Generalised estimating equations were used to examine how AS traits were associated with four indicators of successful transition in a school-based sample of 51 students. Higher AS traits were associated with lower quality of life, school belonging and mental health, however the hypothesised decline after school transition was not supported. Characteristics of both the primary and secondary school appeared to be contributing to the wellbeing of students with high AS traits which could be clarified by further investigation with a larger sample. En ligne : http://dx.doi.org/10.1007/s10803-020-04655-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample [Texte imprimé et/ou numérique] / Moira WHELAN, Auteur ; Jane MCGILLIVRAY, Auteur ; Nicole J. RINEHART, Auteur . - p.1759-1771. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1759-1771 Mots-clés : Academic achievement  Autism spectrum disorder  Mental health  Quality of life  School belonging  School transition Index. décimale : PER Périodiques Résumé : The transition to secondary school is an important educational milestone impacting wellbeing and academic achievement. Students with Autism Spectrum Disorder may be vulnerable during transition however little is known about how Autism Spectrum (AS) traits influence transition outcomes. Generalised estimating equations were used to examine how AS traits were associated with four indicators of successful transition in a school-based sample of 51 students. Higher AS traits were associated with lower quality of life, school belonging and mental health, however the hypothesised decline after school transition was not supported. Characteristics of both the primary and secondary school appeared to be contributing to the wellbeing of students with high AS traits which could be clarified by further investigation with a larger sample. En ligne : http://dx.doi.org/10.1007/s10803-020-04655-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

The Association Between Autistic Traits and Disordered Eating is Moderated by Sex/Gender and Independent of Anxiety and Depression / A. BARNETT in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

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The Association Between Child and Family Characteristics and the Mental Health and Wellbeing of Caregivers of Children with Autism in Mid-Childhood / E. SALOMONE in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

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The Association Between Child Autism Symptomatology, Maternal Quality of Life, and Risk for Depression / Benjamin ZABLOTSKY in Journal of Autism and Developmental Disorders, 43-8 (August 2013)  

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The Association Between Children?s Autism Spectrum Disorders and Central Nervous System Infections: Using a Nationwide Claims Database / Satomi YOSHIDA ; Koji KAWAKAMI in Journal of Autism and Developmental Disorders, 55-5 (May 2025)  

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The Association Between Children?s Dietary Inflammatory Index (C-DII) and Nutrient Adequacy with Gastrointestinal Symptoms, Sleep Habits, and Autistic Traits / Afsane AHMADI ; Sara DEHBOZORGI ; Morteza ZARE ; Najmeh HEJAZI in Journal of Autism and Developmental Disorders, 55-5 (May 2025)  

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The association between COVID-19, personal wellbeing, depression, and suicide risk factors in Australian autistic adults / D. HEDLEY in Autism Research, 14-12 (December 2021)  

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The Association between Direct and Relational Bullying and Behaviour Problems among Primary School Children / Dieter WOLKE in Journal of Child Psychology and Psychiatry, 41-8 (November 2000)

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The association between early life stress and prefrontal cortex activation during implicit emotion regulation is moderated by sex in early adolescence / Natalie L. COLICH in Development and Psychopathology, 29-5 (December 2017)  

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The association between early regulatory problems and adult peer relationship quality is mediated by the brain's allostatic-interoceptive system / Sa?a ZORJAN in Journal of Child Psychology and Psychiatry, 66-1 (January 2025)  

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The association between emotional and behavioral problems and gastrointestinal symptoms among children with high-functioning autism / Carla A. MAZEFSKY in Autism, 18-5 (July 2014)  

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