4 recherche sur le mot-clé 'Functional skills'

The relationship among early functional milestones and core deficits in Autism Spectrum Disorder / L. R. KETCHESON in Research in Autism Spectrum Disorders, 78 (October 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 78 (October 2020) . - 101638 Titre : The relationship among early functional milestones and core deficits in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : L. R. KETCHESON, Auteur ; E. A. PITCHFORD, Auteur ; Chandler F. WENTZ, Auteur Article en page(s) : 101638 Langues : Anglais (eng) Mots-clés : Motor impairment  Functional skills  Early intervention  Core deficits Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) is now the highest among the developmental disabilities in the United States, with recent statistics estimates of 1 in every 54 children. While growing attention on the early intervention services is warranted, what is not well understood is the relationship between the core deficits of ASD and the early functional skills in young children with ASD. Objectives The primary objective of this study was to determine the relationship between early developmental functional skills and behavioral outcomes in the core deficits of ASD. The secondary objective was to determine if the onset of early developmental functional milestones were related to age of diagnosis. Methods The current study is a secondary data analysis of the Simons Foundation Powering Autism Research for Knowledge cohort from the Simons Foundation Research Initiative (SFARI). Study objectives were examined using multiple linear regression analyses. To address the first objective, independent analyses were conducted for each behavioral subscale (Communication, Repetitive Behavior, Atypical Behavior, Social Reciprocity, and Peer Interaction). For the second objective a linear regression analysis was conducted to determine the relationship between core deficits and age of diagnosis. Results Multiple early functional milestones were significantly associated with current communication deficits, including the month of first independent walking (b = 0.11, p = .03), using words (b = -0.05, p = .02), and using combined phrases (b = 0.20, p < .001). However, the child's current age was the strongest predictor of current communication deficits (b = -0.53, p <. 001). The other core ASD deficit domains (i.e., Repetitive Behavior, Atypical Behavior, Social Reciprocity, and Peer Interaction) also had multiple significant associations with early functional milestones, but variance explained was negligible (R2 = 0.02?0.05). In terms of the second objective, significant predictors of the age of ASD diagnosis (in order of average attainment) included: month of first reported smiling (b = - 0.17, p = .007), walking (b = 0.24, p = .002), use of combined words (b = -0.10, p = .02), combined phrases (b = -0.40, p < .001), bladder-trained (b = -0.07, p = .03), and bowel-trained (b = -0.17, p <.001). Conclusion This study represents one of the first attempts at examining relationships among the acquisition of early functional milestones and outcomes in children with ASD. The current study may provide critical information related to the screening, diagnosis and intervention prescription for young children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101638 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4330 [article] The relationship among early functional milestones and core deficits in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / L. R. KETCHESON, Auteur ; E. A. PITCHFORD, Auteur ; Chandler F. WENTZ, Auteur . - 101638. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101638 Mots-clés : Motor impairment  Functional skills  Early intervention  Core deficits Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) is now the highest among the developmental disabilities in the United States, with recent statistics estimates of 1 in every 54 children. While growing attention on the early intervention services is warranted, what is not well understood is the relationship between the core deficits of ASD and the early functional skills in young children with ASD. Objectives The primary objective of this study was to determine the relationship between early developmental functional skills and behavioral outcomes in the core deficits of ASD. The secondary objective was to determine if the onset of early developmental functional milestones were related to age of diagnosis. Methods The current study is a secondary data analysis of the Simons Foundation Powering Autism Research for Knowledge cohort from the Simons Foundation Research Initiative (SFARI). Study objectives were examined using multiple linear regression analyses. To address the first objective, independent analyses were conducted for each behavioral subscale (Communication, Repetitive Behavior, Atypical Behavior, Social Reciprocity, and Peer Interaction). For the second objective a linear regression analysis was conducted to determine the relationship between core deficits and age of diagnosis. Results Multiple early functional milestones were significantly associated with current communication deficits, including the month of first independent walking (b = 0.11, p = .03), using words (b = -0.05, p = .02), and using combined phrases (b = 0.20, p < .001). However, the child's current age was the strongest predictor of current communication deficits (b = -0.53, p <. 001). The other core ASD deficit domains (i.e., Repetitive Behavior, Atypical Behavior, Social Reciprocity, and Peer Interaction) also had multiple significant associations with early functional milestones, but variance explained was negligible (R2 = 0.02?0.05). In terms of the second objective, significant predictors of the age of ASD diagnosis (in order of average attainment) included: month of first reported smiling (b = - 0.17, p = .007), walking (b = 0.24, p = .002), use of combined words (b = -0.10, p = .02), combined phrases (b = -0.40, p < .001), bladder-trained (b = -0.07, p = .03), and bowel-trained (b = -0.17, p <.001). Conclusion This study represents one of the first attempts at examining relationships among the acquisition of early functional milestones and outcomes in children with ASD. The current study may provide critical information related to the screening, diagnosis and intervention prescription for young children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101638 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4330

The Relationship Between Autistic Symptomatology and Independent Living Skills in Adolescents and Young Adults with Fragile X Syndrome / Kristin M. HUSTYI in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1836-1844 Titre : The Relationship Between Autistic Symptomatology and Independent Living Skills in Adolescents and Young Adults with Fragile X Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Kristin M. HUSTYI, Auteur ; Scott S. HALL, Auteur ; Eve-Marie QUINTIN, Auteur ; Lindsay C. CHROMIK, Auteur ; Amy A. LIGHTBODY, Auteur ; Allan L. REISS, Auteur Article en page(s) : p.1836-1844 Langues : Anglais (eng) Mots-clés : Fragile X syndrome  Functional skills  Independent living skills  Autistic symptomatology Index. décimale : PER Périodiques Résumé : Few studies have examined the relationship between autistic symptomatology and competence in independent living skills in adolescents and young adults with fragile X syndrome (FXS). In this study, 70 individuals with FXS, aged 15–25 years, and 35 matched controls were administered direct measures of independent living skills and autistic symptomatology. Results showed that higher levels of autistic symptomatology were associated with lower levels of competence in independent living skills in individuals with FXS, but not in controls. These data indicated that the relationship between autistic symptomatology and independent living skills was syndrome-specific. Early intervention strategies that address autistic symptomatology are sorely needed to improve functional outcomes in this population. En ligne : http://dx.doi.org/10.1007/s10803-014-2342-0 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2596 [article] The Relationship Between Autistic Symptomatology and Independent Living Skills in Adolescents and Young Adults with Fragile X Syndrome [Texte imprimé et/ou numérique] / Kristin M. HUSTYI, Auteur ; Scott S. HALL, Auteur ; Eve-Marie QUINTIN, Auteur ; Lindsay C. CHROMIK, Auteur ; Amy A. LIGHTBODY, Auteur ; Allan L. REISS, Auteur . - p.1836-1844. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1836-1844 Mots-clés : Fragile X syndrome  Functional skills  Independent living skills  Autistic symptomatology Index. décimale : PER Périodiques Résumé : Few studies have examined the relationship between autistic symptomatology and competence in independent living skills in adolescents and young adults with fragile X syndrome (FXS). In this study, 70 individuals with FXS, aged 15–25 years, and 35 matched controls were administered direct measures of independent living skills and autistic symptomatology. Results showed that higher levels of autistic symptomatology were associated with lower levels of competence in independent living skills in individuals with FXS, but not in controls. These data indicated that the relationship between autistic symptomatology and independent living skills was syndrome-specific. Early intervention strategies that address autistic symptomatology are sorely needed to improve functional outcomes in this population. En ligne : http://dx.doi.org/10.1007/s10803-014-2342-0 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2596

Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder / Xin WEI in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.200-210 Titre : Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Elizabeth R.A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Mary WAGNER, Auteur ; Donna SPIKER, Auteur Article en page(s) : p.200-210 Langues : Anglais (eng) Mots-clés : academic achievement  autism  cluster analysis  conversation ability  functional skills  health  Hierarchical Linear Modeling  social skills Index. décimale : PER Périodiques Résumé : This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter–word identification, the hyperlexia group on conversation abilities and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group. En ligne : http://dx.doi.org/10.1177/1362361313516549 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2570 [article] Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Elizabeth R.A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Mary WAGNER, Auteur ; Donna SPIKER, Auteur . - p.200-210. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.200-210 Mots-clés : academic achievement  autism  cluster analysis  conversation ability  functional skills  health  Hierarchical Linear Modeling  social skills Index. décimale : PER Périodiques Résumé : This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter–word identification, the hyperlexia group on conversation abilities and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group. En ligne : http://dx.doi.org/10.1177/1362361313516549 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2570

High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.156-167 Titre : High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Melissa N. SAVAGE, Auteur ; Nancy K. MEYER, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Megan HUNLEY, Auteur Article en page(s) : p.156-167 Langues : Anglais (eng) Mots-clés : high school  age  functional skills  independence  autism spectrum disorders  daily living  skills  intellectual disability Index. décimale : PER Périodiques Résumé : Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. En ligne : http://dx.doi.org/10.1177/1088357614528797 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2383 [article] High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Melissa N. SAVAGE, Auteur ; Nancy K. MEYER, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Megan HUNLEY, Auteur . - p.156-167. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.156-167 Mots-clés : high school  age  functional skills  independence  autism spectrum disorders  daily living  skills  intellectual disability Index. décimale : PER Périodiques Résumé : Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. En ligne : http://dx.doi.org/10.1177/1088357614528797 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2383