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Form, Function and Feedback on the School Refusal Assessment Scale-Revised in Children on the Autism Spectrum / Dawn ADAMS in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
[article]
Titre : Form, Function and Feedback on the School Refusal Assessment Scale-Revised in Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Dawn ADAMS, Auteur ; Raechel MCLUCAS, Auteur ; Hayley MITCHELSON, Auteur ; Kate SIMPSON, Auteur ; Nicole DARGUE, Auteur Article en page(s) : p.2156-2167 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Feedback Humans Schools Students Asd Anxiety Psychometrics School anxiety School attendance Index. décimale : PER Périodiques Résumé : School refusal is more prevalent in children on the autism spectrum than among their peers. The function of school refusal can be explored using the school refusal assessment scale-revised (SRAS-R) but its relevance to children on the spectrum has not been investigated. Parents of 121 children (M age 11.9 years) on the autism spectrum completed the SRAS-R and provided feedback on it applicability. Confirmatory factor analysis suggests unsuitability of the original four-factor structure proposed for neurotypical students. Only 41.7% of parents considered the questionnaire an adequate method for reporting on school refusal in children on the autism spectrum with the majority (90%) identifying additional questions to evaluate factors associated with school refusal in autism. En ligne : http://dx.doi.org/10.1007/s10803-021-05107-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2156-2167[article] Form, Function and Feedback on the School Refusal Assessment Scale-Revised in Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Dawn ADAMS, Auteur ; Raechel MCLUCAS, Auteur ; Hayley MITCHELSON, Auteur ; Kate SIMPSON, Auteur ; Nicole DARGUE, Auteur . - p.2156-2167.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2156-2167
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Feedback Humans Schools Students Asd Anxiety Psychometrics School anxiety School attendance Index. décimale : PER Périodiques Résumé : School refusal is more prevalent in children on the autism spectrum than among their peers. The function of school refusal can be explored using the school refusal assessment scale-revised (SRAS-R) but its relevance to children on the spectrum has not been investigated. Parents of 121 children (M age 11.9 years) on the autism spectrum completed the SRAS-R and provided feedback on it applicability. Confirmatory factor analysis suggests unsuitability of the original four-factor structure proposed for neurotypical students. Only 41.7% of parents considered the questionnaire an adequate method for reporting on school refusal in children on the autism spectrum with the majority (90%) identifying additional questions to evaluate factors associated with school refusal in autism. En ligne : http://dx.doi.org/10.1007/s10803-021-05107-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 Removal of negative feedback enhances WCST performance for individuals with ASD / Jaclyn BROADBENT in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : Removal of negative feedback enhances WCST performance for individuals with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn BROADBENT, Auteur ; Mark A. STOKES, Auteur Article en page(s) : p.785-792 Langues : Anglais (eng) Mots-clés : Autism Asperger's syndrome Learning Perseveration WCST Feedback Index. décimale : PER Périodiques Résumé : Negative feedback was explored as a potential mechanism that may exacerbate perseverative behaviours in individuals with Asperger's syndrome (AS). The current study compared 50 individuals with AS and 50 typically developing (TD) individuals for their abilities to successfully complete the Wisconsin Card Sorting Task (WCST) in the presence or absence of negative feedback. The results revealed that negative feedback led to perseveration in individuals with AS. When negative feedback was removed from the WCST, performance by individuals with AS was enhanced, and was no different to that of the TD individuals under the same conditions. These results suggest negative feedback may impair learning in persons with AS, and prevent the development of more effective strategies in many life domains. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.785-792[article] Removal of negative feedback enhances WCST performance for individuals with ASD [Texte imprimé et/ou numérique] / Jaclyn BROADBENT, Auteur ; Mark A. STOKES, Auteur . - p.785-792.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.785-792
Mots-clés : Autism Asperger's syndrome Learning Perseveration WCST Feedback Index. décimale : PER Périodiques Résumé : Negative feedback was explored as a potential mechanism that may exacerbate perseverative behaviours in individuals with Asperger's syndrome (AS). The current study compared 50 individuals with AS and 50 typically developing (TD) individuals for their abilities to successfully complete the Wisconsin Card Sorting Task (WCST) in the presence or absence of negative feedback. The results revealed that negative feedback led to perseveration in individuals with AS. When negative feedback was removed from the WCST, performance by individuals with AS was enhanced, and was no different to that of the TD individuals under the same conditions. These results suggest negative feedback may impair learning in persons with AS, and prevent the development of more effective strategies in many life domains. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 The Effect of Parent Anxiety on Treatment Acceptability and Retention of Diagnostic Feedback / Jenny R. EVANS in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)
[article]
Titre : The Effect of Parent Anxiety on Treatment Acceptability and Retention of Diagnostic Feedback Type de document : Texte imprimé et/ou numérique Auteurs : Jenny R. EVANS, Auteur ; Kristen JASTROWSKI MANO, Auteur Article en page(s) : p.140-151 Langues : Anglais (eng) Mots-clés : parents anxiety assessment feedback retention Index. décimale : PER Périodiques Résumé : This study examined the effect of parent anxiety on treatment acceptability and retention of diagnostic feedback. Mothers (N = 187) of children ages 2 to 14 years recruited primarily through online parenting groups were randomly assigned to one of four vignettes that varied on ambiguity of diagnostic label (low vs. high) and ambiguity of diagnostic feedback (low vs. high). Participants completed measures of state and trait anxiety, retention of feedback, and treatment acceptability. Mothers reporting high trait anxiety endorsed greater treatment acceptability (F = 11.57, p = .001, = .09). Those reporting high state anxiety retained more information, t(84.96) = ?5.35, p < .001, Cohen’s d = .99. A significant interaction emerged between trait anxiety and diagnostic label on parent satisfaction (F = 4.95, p = .028, = .04). Results suggest that parent anxiety may affect retention and likelihood of pursuing treatment. Future research is needed to investigate whether differences in parent anxiety translate into meaningful differences in their pursuit of treatment. En ligne : http://dx.doi.org/10.1177/1088357614537351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288
in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.140-151[article] The Effect of Parent Anxiety on Treatment Acceptability and Retention of Diagnostic Feedback [Texte imprimé et/ou numérique] / Jenny R. EVANS, Auteur ; Kristen JASTROWSKI MANO, Auteur . - p.140-151.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.140-151
Mots-clés : parents anxiety assessment feedback retention Index. décimale : PER Périodiques Résumé : This study examined the effect of parent anxiety on treatment acceptability and retention of diagnostic feedback. Mothers (N = 187) of children ages 2 to 14 years recruited primarily through online parenting groups were randomly assigned to one of four vignettes that varied on ambiguity of diagnostic label (low vs. high) and ambiguity of diagnostic feedback (low vs. high). Participants completed measures of state and trait anxiety, retention of feedback, and treatment acceptability. Mothers reporting high trait anxiety endorsed greater treatment acceptability (F = 11.57, p = .001, = .09). Those reporting high state anxiety retained more information, t(84.96) = ?5.35, p < .001, Cohen’s d = .99. A significant interaction emerged between trait anxiety and diagnostic label on parent satisfaction (F = 4.95, p = .028, = .04). Results suggest that parent anxiety may affect retention and likelihood of pursuing treatment. Future research is needed to investigate whether differences in parent anxiety translate into meaningful differences in their pursuit of treatment. En ligne : http://dx.doi.org/10.1177/1088357614537351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 The Feedback Session of an Autism Assessment: A Scoping Review of Clinical Practice Guideline Recommendations / Ellen PATTISON in Journal of Autism and Developmental Disorders, 52-4 (April 2022)
[article]
Titre : The Feedback Session of an Autism Assessment: A Scoping Review of Clinical Practice Guideline Recommendations Type de document : Texte imprimé et/ou numérique Auteurs : Ellen PATTISON, Auteur ; Alexandra URE, Auteur ; Sharon R. MITTIGA, Auteur ; Katrina WILLIAMS, Auteur ; Nerelie C. FREEMAN, Auteur Article en page(s) : p.1821-1840 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder/diagnosis/therapy Feedback Humans Assessment Autism Diagnosis disclosure Guidelines Index. décimale : PER Périodiques Résumé : This review aimed to assess the quality and content of recommendations for delivering an autism diagnosis, published internationally within clinical practice guidelines. Seventeen relevant guidelines were identified. When methodological information was provided, recommendations for feedback were predominantly formed through consensus. Recommendations consistently included who should attend feedback, the timing and mode of delivery, the clinician's manner, and what should be discussed and/or included in an accompanying report. Specific recommendations were not consistent however, and a number of gaps were identified, such as the inclusion of educators and educational specific recommendations. Although individual variation is necessary for autism diagnosis disclosure, agreement on minimum standards of practice is warranted. Further investigation is required to establish best practice. En ligne : http://dx.doi.org/10.1007/s10803-021-05067-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1821-1840[article] The Feedback Session of an Autism Assessment: A Scoping Review of Clinical Practice Guideline Recommendations [Texte imprimé et/ou numérique] / Ellen PATTISON, Auteur ; Alexandra URE, Auteur ; Sharon R. MITTIGA, Auteur ; Katrina WILLIAMS, Auteur ; Nerelie C. FREEMAN, Auteur . - p.1821-1840.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1821-1840
Mots-clés : Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder/diagnosis/therapy Feedback Humans Assessment Autism Diagnosis disclosure Guidelines Index. décimale : PER Périodiques Résumé : This review aimed to assess the quality and content of recommendations for delivering an autism diagnosis, published internationally within clinical practice guidelines. Seventeen relevant guidelines were identified. When methodological information was provided, recommendations for feedback were predominantly formed through consensus. Recommendations consistently included who should attend feedback, the timing and mode of delivery, the clinician's manner, and what should be discussed and/or included in an accompanying report. Specific recommendations were not consistent however, and a number of gaps were identified, such as the inclusion of educators and educational specific recommendations. Although individual variation is necessary for autism diagnosis disclosure, agreement on minimum standards of practice is warranted. Further investigation is required to establish best practice. En ligne : http://dx.doi.org/10.1007/s10803-021-05067-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 Do Children with Autism Spectrum Disorder Understand Their Academic Competencies? / Rosaria FURLANO in Journal of Autism and Developmental Disorders, 50-9 (September 2020)
[article]
Titre : Do Children with Autism Spectrum Disorder Understand Their Academic Competencies? Type de document : Texte imprimé et/ou numérique Auteurs : Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur Article en page(s) : p.3101-3113 Langues : Anglais (eng) Mots-clés : Academic competency Autism spectrum disorders Feedback Metacognition Self-concept Self-perception Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) are unaware of their competencies in many domains. The current study examines whether self-perception of academic competency differs in children with ASD compared to typically-developing (TD) controls and whether estimations change after providing feedback. Sixty participants, 10-15 years of age, completed academic tasks and were asked to predict their performance before and after each task. The ASD group overestimated their performance compared to the TD group except when provided with feedback. The ASD group was significantly more accurate with their perceptions when receiving feedback, which suggests that they are able to process concrete feedback. Future research should attempt to understand the underlying mechanisms and functions of this bias. En ligne : http://dx.doi.org/10.1007/s10803-019-03988-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3101-3113[article] Do Children with Autism Spectrum Disorder Understand Their Academic Competencies? [Texte imprimé et/ou numérique] / Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur . - p.3101-3113.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3101-3113
Mots-clés : Academic competency Autism spectrum disorders Feedback Metacognition Self-concept Self-perception Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) are unaware of their competencies in many domains. The current study examines whether self-perception of academic competency differs in children with ASD compared to typically-developing (TD) controls and whether estimations change after providing feedback. Sixty participants, 10-15 years of age, completed academic tasks and were asked to predict their performance before and after each task. The ASD group overestimated their performance compared to the TD group except when provided with feedback. The ASD group was significantly more accurate with their perceptions when receiving feedback, which suggests that they are able to process concrete feedback. Future research should attempt to understand the underlying mechanisms and functions of this bias. En ligne : http://dx.doi.org/10.1007/s10803-019-03988-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 ERPs associated with monitoring and evaluation of monetary reward and punishment in children with ADHD / Catharina S. VAN MEEL in Journal of Child Psychology and Psychiatry, 52-9 (September 2011)
PermalinkAuditory processing in noise is associated with complex patterns of disrupted functional connectivity in autism spectrum disorder / Fahimeh MAMASHLI in Autism Research, 10-4 (April 2017)
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