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Disruptive behavior disorders in children and adolescents with autism spectrum disorders: A review of the prevalence, presentation, and treatment / Aaron J. KAAT in Research in Autism Spectrum Disorders, 7-12 (December 2013)
[article]
Titre : Disruptive behavior disorders in children and adolescents with autism spectrum disorders: A review of the prevalence, presentation, and treatment Type de document : Texte imprimé et/ou numérique Auteurs : Aaron J. KAAT, Auteur ; Luc LECAVALIER, Auteur Article en page(s) : p.1579-1594 Langues : Anglais (eng) Mots-clés : Oppositional defiant disorder Conduct disorder Disruptive behavior Autism spectrum disorder Treatment Prevalence Index. décimale : PER Périodiques Résumé : Abstract Children and adolescents with autism spectrum disorders (ASDs) often exhibit behaviors consistent with a disruptive behavior disorder (DBD) such as oppositional defiant disorder (ODD) or conduct disorder (CD). Understanding the relationship between ASDs and DBDs has important implications for clinicians and researchers. We reviewed 55 peer-reviewed articles published between 2000 and 2012 on the prevalence, phenomenology, or psychosocial treatments of DBDs in youth with ASDs. Prevalence estimates vary between 4% and 37% for ODD and 1% and 10% for CD. On the whole, approximately one in four children with an ASD meets diagnostic criteria for either ODD or CD. Most research on phenomenology has focused on distinguishing between DBDs and ASDs, rather than examining their co-occurrence. After the preschool years, the disorders can be reliably distinguished, but certain behaviors are more common among those with ASDs compared to their non-ASD counterparts. If one excludes medication trials and single-subject designs, there have been few treatment studies on DBDs in ASDs. Parent training has been the primary mode of psychosocial treatment and has some support for its efficacy. Overall, when it comes to DBDs, there has been a dearth of research using DSM-nosology in youth with ASDs. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1579-1594[article] Disruptive behavior disorders in children and adolescents with autism spectrum disorders: A review of the prevalence, presentation, and treatment [Texte imprimé et/ou numérique] / Aaron J. KAAT, Auteur ; Luc LECAVALIER, Auteur . - p.1579-1594.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1579-1594
Mots-clés : Oppositional defiant disorder Conduct disorder Disruptive behavior Autism spectrum disorder Treatment Prevalence Index. décimale : PER Périodiques Résumé : Abstract Children and adolescents with autism spectrum disorders (ASDs) often exhibit behaviors consistent with a disruptive behavior disorder (DBD) such as oppositional defiant disorder (ODD) or conduct disorder (CD). Understanding the relationship between ASDs and DBDs has important implications for clinicians and researchers. We reviewed 55 peer-reviewed articles published between 2000 and 2012 on the prevalence, phenomenology, or psychosocial treatments of DBDs in youth with ASDs. Prevalence estimates vary between 4% and 37% for ODD and 1% and 10% for CD. On the whole, approximately one in four children with an ASD meets diagnostic criteria for either ODD or CD. Most research on phenomenology has focused on distinguishing between DBDs and ASDs, rather than examining their co-occurrence. After the preschool years, the disorders can be reliably distinguished, but certain behaviors are more common among those with ASDs compared to their non-ASD counterparts. If one excludes medication trials and single-subject designs, there have been few treatment studies on DBDs in ASDs. Parent training has been the primary mode of psychosocial treatment and has some support for its efficacy. Overall, when it comes to DBDs, there has been a dearth of research using DSM-nosology in youth with ASDs. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 Can facial emotion recognition be rapidly improved in children with disruptive behavior? A targeted and preventative early intervention study / Laura M. HUNNIKIN in Development and Psychopathology, 34-1 (February 2022)
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Titre : Can facial emotion recognition be rapidly improved in children with disruptive behavior? A targeted and preventative early intervention study Type de document : Texte imprimé et/ou numérique Auteurs : Laura M. HUNNIKIN, Auteur ; Amy E. WELLS, Auteur ; Daniel P. ASH, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur Article en page(s) : p.85-93 Langues : Anglais (eng) Mots-clés : disruptive behavior early intervention emotion recognition eye gaze peer problems Index. décimale : PER Périodiques Résumé : An impairment in recognizing distress is implicated in the development and severity of antisocial behavior. It has been hypothesized that a lack of attention to the eyes plays a role, but supporting evidence is limited. We developed a computerized training to improve emotion recognition in children and examined the role of eye gaze before and after training. Children referred into an intervention program to prevent antisocial outcomes completed an emotion recognition task with concurrent eye tracking. Those with emotion recognition impairments (n = 54, mean age: 8.72 years, 78% male) completed the training, while others (n = 38, mean age: 8.95 years, 84% male) continued with their usual interventions. Emotion recognition and eye gaze were reassessed in all children 8 weeks later. Impaired negative emotion recognition was significantly related to severity of behavioral problems at pretest. Children who completed the training significantly improved in emotion recognition; eye gaze did not contribute to impairment or improvement in emotion recognition. This study confirms the role of emotion recognition in severity of disruptive behavior and shows that a targeted intervention can quickly improve emotion impairments. The training works by improving children's ability to appraise emotional stimuli rather than by influencing their visual attention. En ligne : http://dx.doi.org/10.1017/s0954579420001091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Development and Psychopathology > 34-1 (February 2022) . - p.85-93[article] Can facial emotion recognition be rapidly improved in children with disruptive behavior? A targeted and preventative early intervention study [Texte imprimé et/ou numérique] / Laura M. HUNNIKIN, Auteur ; Amy E. WELLS, Auteur ; Daniel P. ASH, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur . - p.85-93.
Langues : Anglais (eng)
in Development and Psychopathology > 34-1 (February 2022) . - p.85-93
Mots-clés : disruptive behavior early intervention emotion recognition eye gaze peer problems Index. décimale : PER Périodiques Résumé : An impairment in recognizing distress is implicated in the development and severity of antisocial behavior. It has been hypothesized that a lack of attention to the eyes plays a role, but supporting evidence is limited. We developed a computerized training to improve emotion recognition in children and examined the role of eye gaze before and after training. Children referred into an intervention program to prevent antisocial outcomes completed an emotion recognition task with concurrent eye tracking. Those with emotion recognition impairments (n = 54, mean age: 8.72 years, 78% male) completed the training, while others (n = 38, mean age: 8.95 years, 84% male) continued with their usual interventions. Emotion recognition and eye gaze were reassessed in all children 8 weeks later. Impaired negative emotion recognition was significantly related to severity of behavioral problems at pretest. Children who completed the training significantly improved in emotion recognition; eye gaze did not contribute to impairment or improvement in emotion recognition. This study confirms the role of emotion recognition in severity of disruptive behavior and shows that a targeted intervention can quickly improve emotion impairments. The training works by improving children's ability to appraise emotional stimuli rather than by influencing their visual attention. En ligne : http://dx.doi.org/10.1017/s0954579420001091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Contextual variation in young children's observed disruptive behavior on the DB-DOS: implications for early identification / Amélie PETITCLERC in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)
[article]
Titre : Contextual variation in young children's observed disruptive behavior on the DB-DOS: implications for early identification Type de document : Texte imprimé et/ou numérique Auteurs : Amélie PETITCLERC, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur ; Ryne ESTABROOK, Auteur ; James L. BURNS, Auteur ; Erica L. ANDERSON, Auteur ; Kimberly J. MCCARTHY, Auteur ; Lauren S. WAKSCHLAG, Auteur Article en page(s) : p.1008-1016 Langues : Anglais (eng) Mots-clés : Behavioral observation DB-DOS developmentally sensitive assessment context sensitivity disruptive behavior ODD ADHD functional impairment sex differences preschoolers early childhood Index. décimale : PER Périodiques Résumé : Background Contextual variation in child disruptive behavior is well documented but remains poorly understood. We first examine how variation in observed disruptive behavior across interactional contexts is associated with maternal reports of contextual variation in oppositional-defiant behavior and functional impairment. Second, we test whether child inhibitory control explains the magnitude of contextual variation in observed disruptive behavior. Methods Participants are 497 young children (mean age = 4 years, 11 months) from a subsample of the MAPS, a sociodemographically diverse pediatric sample, enriched for risk of disruptive behavior. Observed anger modulation and behavioral regulation problems were coded on the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) during interactions with parent and examiner. Oppositional-defiant behavior, and impairment in relationships, with parents and nonparental adults, were measured with the Preschool Age Psychiatric Assessment (PAPA) interview with the mother. Functional impairment in the home and out-and-about was assessed with the Family Life Impairment Scale (FLIS), and expulsion from child care/school was measured with the baseline survey and FLIS. Results Observed disruptive behavior on the DB-DOS Parent Context was associated with oppositional-defiant behavior with parents, and with impairment at home and out-and-about. Observed disruptive behavior with the Examiner was associated with oppositional-defiant behavior with both parents and nonparental adults, impairment in relationships with nonparental adults, and child care/school expulsion. Differences in observed disruptive behavior in the Parent versus Examiner Contexts was related to the differences in maternal reports of oppositional-defiant behavior with parents versus nonparental adults. Children with larger decreases in disruptive behavior from Parent to Examiner Context had better inhibitory control and fewer attention-deficit/hyperactivity disorder symptoms. Conclusions The DB-DOS showed clinical utility in a community sample for identifying contextual variation that maps onto reported oppositional-defiant behavior and functioning across contexts. Elucidating the implications of contextual variation for early identification and targeted prevention is an important area for future research. En ligne : http://dx.doi.org/10.1111/jcpp.12430 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267
in Journal of Child Psychology and Psychiatry > 56-9 (September 2015) . - p.1008-1016[article] Contextual variation in young children's observed disruptive behavior on the DB-DOS: implications for early identification [Texte imprimé et/ou numérique] / Amélie PETITCLERC, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur ; Ryne ESTABROOK, Auteur ; James L. BURNS, Auteur ; Erica L. ANDERSON, Auteur ; Kimberly J. MCCARTHY, Auteur ; Lauren S. WAKSCHLAG, Auteur . - p.1008-1016.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-9 (September 2015) . - p.1008-1016
Mots-clés : Behavioral observation DB-DOS developmentally sensitive assessment context sensitivity disruptive behavior ODD ADHD functional impairment sex differences preschoolers early childhood Index. décimale : PER Périodiques Résumé : Background Contextual variation in child disruptive behavior is well documented but remains poorly understood. We first examine how variation in observed disruptive behavior across interactional contexts is associated with maternal reports of contextual variation in oppositional-defiant behavior and functional impairment. Second, we test whether child inhibitory control explains the magnitude of contextual variation in observed disruptive behavior. Methods Participants are 497 young children (mean age = 4 years, 11 months) from a subsample of the MAPS, a sociodemographically diverse pediatric sample, enriched for risk of disruptive behavior. Observed anger modulation and behavioral regulation problems were coded on the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) during interactions with parent and examiner. Oppositional-defiant behavior, and impairment in relationships, with parents and nonparental adults, were measured with the Preschool Age Psychiatric Assessment (PAPA) interview with the mother. Functional impairment in the home and out-and-about was assessed with the Family Life Impairment Scale (FLIS), and expulsion from child care/school was measured with the baseline survey and FLIS. Results Observed disruptive behavior on the DB-DOS Parent Context was associated with oppositional-defiant behavior with parents, and with impairment at home and out-and-about. Observed disruptive behavior with the Examiner was associated with oppositional-defiant behavior with both parents and nonparental adults, impairment in relationships with nonparental adults, and child care/school expulsion. Differences in observed disruptive behavior in the Parent versus Examiner Contexts was related to the differences in maternal reports of oppositional-defiant behavior with parents versus nonparental adults. Children with larger decreases in disruptive behavior from Parent to Examiner Context had better inhibitory control and fewer attention-deficit/hyperactivity disorder symptoms. Conclusions The DB-DOS showed clinical utility in a community sample for identifying contextual variation that maps onto reported oppositional-defiant behavior and functioning across contexts. Elucidating the implications of contextual variation for early identification and targeted prevention is an important area for future research. En ligne : http://dx.doi.org/10.1111/jcpp.12430 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 Distinct neural bases of disruptive behavior and autism symptom severity in boys with autism spectrum disorder / Y. J. YANG in Journal of Neurodevelopmental Disorders, 9-1 (December 2017)
[article]
Titre : Distinct neural bases of disruptive behavior and autism symptom severity in boys with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Y. J. YANG, Auteur ; D. G. SUKHODOLSKY, Auteur ; J. LEI, Auteur ; E. DAYAN, Auteur ; Kevin A. PELPHREY, Auteur ; Pamela VENTOLA, Auteur Article en page(s) : p.1 Langues : Anglais (eng) Mots-clés : Adhd Anxiety disorders Autism spectrum disorder Comorbidity Default mode network Disruptive behavior Neuroimaging Oppositional defiant disorder Social perception Index. décimale : PER Périodiques Résumé : BACKGROUND: Disruptive behavior in autism spectrum disorder (ASD) is an important clinical problem, but its neural basis remains poorly understood. The current research aims to better understand the neural underpinnings of disruptive behavior in ASD, while addressing whether the neural basis is shared with or separable from that of core ASD symptoms. METHODS: Participants consisted of 48 male children and adolescents: 31 ASD (7 had high disruptive behavior) and 17 typically developing (TD) controls, well-matched on sex, age, and IQ. For ASD participants, autism symptom severity, disruptive behavior, anxiety symptoms, and ADHD symptoms were measured. All participants were scanned while viewing biological motion (BIO) and scrambled motion (SCR). Two fMRI contrasts were analyzed: social perception (BIO > SCR) and Default Mode Network (DMN) deactivation (fixation > BIO). Age and IQ were included as covariates of no interest in all analyses. RESULTS: First, the between-group analyses on BIO > SCR showed that ASD is characterized by hypoactivation in the social perception circuitry, and ASD with high or low disruptive behavior exhibited similar patterns of hypoactivation. Second, the between-group analyses on fixation > BIO showed that ASD with high disruptive behavior exhibited more restricted and less DMN deactivation, when compared to ASD with low disruptive behavior or TD. Third, the within-ASD analyses showed that (a) autism symptom severity (but not disruptive behavior) was uniquely associated with less activation in the social perception regions including the posterior superior temporal sulcus and inferior frontal gyrus; (b) disruptive behavior (but not autism symptom severity) was uniquely associated with less DMN deactivation in the medial prefrontal cortex (MPFC) and lateral parietal cortex; and (c) anxiety symptoms mediated the link between disruptive behavior and less DMN deactivation in both anterior cingulate cortex (ACC) and MPFC, while ADHD symptoms mediated the link primarily in ACC. CONCLUSIONS: In boys with ASD, disruptive behavior has a neural basis in reduced DMN deactivation, which is distinct and separable from that of core ASD symptoms, with the latter characterized by hypoactivation in the social perception circuitry. These differential neurobiological markers may potentially serve as neural targets or predictors for interventions when treating disruptive behavior vs. core symptoms in ASD. En ligne : http://dx.doi.org/10.1186/s11689-017-9183-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=349
in Journal of Neurodevelopmental Disorders > 9-1 (December 2017) . - p.1[article] Distinct neural bases of disruptive behavior and autism symptom severity in boys with autism spectrum disorder [Texte imprimé et/ou numérique] / Y. J. YANG, Auteur ; D. G. SUKHODOLSKY, Auteur ; J. LEI, Auteur ; E. DAYAN, Auteur ; Kevin A. PELPHREY, Auteur ; Pamela VENTOLA, Auteur . - p.1.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 9-1 (December 2017) . - p.1
Mots-clés : Adhd Anxiety disorders Autism spectrum disorder Comorbidity Default mode network Disruptive behavior Neuroimaging Oppositional defiant disorder Social perception Index. décimale : PER Périodiques Résumé : BACKGROUND: Disruptive behavior in autism spectrum disorder (ASD) is an important clinical problem, but its neural basis remains poorly understood. The current research aims to better understand the neural underpinnings of disruptive behavior in ASD, while addressing whether the neural basis is shared with or separable from that of core ASD symptoms. METHODS: Participants consisted of 48 male children and adolescents: 31 ASD (7 had high disruptive behavior) and 17 typically developing (TD) controls, well-matched on sex, age, and IQ. For ASD participants, autism symptom severity, disruptive behavior, anxiety symptoms, and ADHD symptoms were measured. All participants were scanned while viewing biological motion (BIO) and scrambled motion (SCR). Two fMRI contrasts were analyzed: social perception (BIO > SCR) and Default Mode Network (DMN) deactivation (fixation > BIO). Age and IQ were included as covariates of no interest in all analyses. RESULTS: First, the between-group analyses on BIO > SCR showed that ASD is characterized by hypoactivation in the social perception circuitry, and ASD with high or low disruptive behavior exhibited similar patterns of hypoactivation. Second, the between-group analyses on fixation > BIO showed that ASD with high disruptive behavior exhibited more restricted and less DMN deactivation, when compared to ASD with low disruptive behavior or TD. Third, the within-ASD analyses showed that (a) autism symptom severity (but not disruptive behavior) was uniquely associated with less activation in the social perception regions including the posterior superior temporal sulcus and inferior frontal gyrus; (b) disruptive behavior (but not autism symptom severity) was uniquely associated with less DMN deactivation in the medial prefrontal cortex (MPFC) and lateral parietal cortex; and (c) anxiety symptoms mediated the link between disruptive behavior and less DMN deactivation in both anterior cingulate cortex (ACC) and MPFC, while ADHD symptoms mediated the link primarily in ACC. CONCLUSIONS: In boys with ASD, disruptive behavior has a neural basis in reduced DMN deactivation, which is distinct and separable from that of core ASD symptoms, with the latter characterized by hypoactivation in the social perception circuitry. These differential neurobiological markers may potentially serve as neural targets or predictors for interventions when treating disruptive behavior vs. core symptoms in ASD. En ligne : http://dx.doi.org/10.1186/s11689-017-9183-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=349 Feasibility of Parent Training via Telehealth for Children with Autism Spectrum Disorder and Disruptive Behavior: A Demonstration Pilot / Karen E. BEARSS in Journal of Autism and Developmental Disorders, 48-4 (April 2018)
[article]
Titre : Feasibility of Parent Training via Telehealth for Children with Autism Spectrum Disorder and Disruptive Behavior: A Demonstration Pilot Type de document : Texte imprimé et/ou numérique Auteurs : Karen E. BEARSS, Auteur ; T Lindsey BURRELL, Auteur ; Saankari A. CHALLA, Auteur ; V. POSTORINO, Auteur ; S. E. GILLESPIE, Auteur ; C. CROOKS, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : p.1020-1030 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Disruptive behavior Parent training Telehealth Index. décimale : PER Périodiques Résumé : Telehealth is a potential solution to limited access to specialized services for children with autism spectrum disorder (ASD) in rural areas. We conducted a feasibility trial of parent training with children ages 3-8 with ASD and disruptive behavior from rural communities. Fourteen children (mean age 5.8 +/- 1.7) from four telehealth sites enrolled. Thirteen families (92.9%) completed treatment, with 91.6% of core sessions attended. Therapists attained 98% fidelity to the manual and 93% of expected outcome measures were collected at week 24. Eleven of 14 (78.6%) participants were rated as much/very much improved. Parent training via telehealth was acceptable to parents and treatment could be delivered reliably by therapists. Preliminary efficacy findings suggests further study is justified. En ligne : http://dx.doi.org/10.1007/s10803-017-3363-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351
in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1020-1030[article] Feasibility of Parent Training via Telehealth for Children with Autism Spectrum Disorder and Disruptive Behavior: A Demonstration Pilot [Texte imprimé et/ou numérique] / Karen E. BEARSS, Auteur ; T Lindsey BURRELL, Auteur ; Saankari A. CHALLA, Auteur ; V. POSTORINO, Auteur ; S. E. GILLESPIE, Auteur ; C. CROOKS, Auteur ; Lawrence SCAHILL, Auteur . - p.1020-1030.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1020-1030
Mots-clés : Autism spectrum disorder Disruptive behavior Parent training Telehealth Index. décimale : PER Périodiques Résumé : Telehealth is a potential solution to limited access to specialized services for children with autism spectrum disorder (ASD) in rural areas. We conducted a feasibility trial of parent training with children ages 3-8 with ASD and disruptive behavior from rural communities. Fourteen children (mean age 5.8 +/- 1.7) from four telehealth sites enrolled. Thirteen families (92.9%) completed treatment, with 91.6% of core sessions attended. Therapists attained 98% fidelity to the manual and 93% of expected outcome measures were collected at week 24. Eleven of 14 (78.6%) participants were rated as much/very much improved. Parent training via telehealth was acceptable to parents and treatment could be delivered reliably by therapists. Preliminary efficacy findings suggests further study is justified. En ligne : http://dx.doi.org/10.1007/s10803-017-3363-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351 Girls’ childhood trajectories of disruptive behavior predict adjustment problems in early adolescence / Elsa VAN DER MOLEN in Journal of Child Psychology and Psychiatry, 56-7 (July 2015)
PermalinkMulti-method Psycho-educational Intervention for Preschool Children with Disruptive Behavior: Preliminary Results at Post-treatment / Russell A. BARKLEY in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)
PermalinkMutual synergies between reactive and active inhibitory systems of temperament in the development of children's disruptive behavior: Two longitudinal studies / Danming AN in Development and Psychopathology, 34-3 (August 2022)
PermalinkOnline-delivered parenting intervention for young children with disruptive behavior problems: a noninferiority trial focused on child and parent outcomes / R. J. PRINZ in Journal of Child Psychology and Psychiatry, 63-2 (February 2022)
PermalinkA Pilot Study of Parent Training in Young Children with Autism Spectrum Disorders and Disruptive Behavior / Karen E. BEARSS in Journal of Autism and Developmental Disorders, 43-4 (April 2013)
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