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Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach / D. GIRARD in Autism Research, 15-1 (January 2022)
[article]
Titre : Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach Type de document : Texte imprimé et/ou numérique Auteurs : D. GIRARD, Auteur ; V. COURCHESNE, Auteur ; Janie DEGRE-PELLETIER, Auteur ; C. LETENDRE, Auteur ; I. SOULIERES, Auteur Article en page(s) : p.103-116 Langues : Anglais (eng) Mots-clés : Aptitude Autism Spectrum Disorder/complications Autistic Disorder Child, Preschool Cognition Humans Language Development Disorders Mullen Scales of Early Learning Vineland Adaptive Behavior Scale adaptive functioning autism intelligence minimally verbal nonverbal skills Index. décimale : PER Périodiques Résumé : Intellectual assessment in preschool autistic children bears many challenges, particularly for those who have lower language and/or cognitive abilities. These challenges often result in underestimation of their potential or exclusion from research studies. Understanding how different instruments and definitions used to identify autistic preschool children with global developmental delay (GDD) affect sample composition is critical to advance research on this understudied clinical population. This study set out to examine the extent to which using different instruments to define GDD affects sample composition and whether different definitions affect resultant cognitive and adaptive profiles. Data from the Mullen Scales of Early Learning and the Vineland Adaptive Behavior Scales-Second Edition, a parent-report tool, were analyzed in a sample of 64 autistic and 73 neurotypical children (28-69?months). Our results highlight that cognitive assessment alone should not be used in clinical or research practices to infer a comorbid diagnosis of GDD, as it might lead to underestimating autistic children's potential. Instead, using both adaptive and cognitive levels as a stratification method to create subgroups of children with and without GDD might be a promising approach to adequately differentiate them, with less risk of underestimating them. En ligne : http://dx.doi.org/10.1002/aur.2630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450
in Autism Research > 15-1 (January 2022) . - p.103-116[article] Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach [Texte imprimé et/ou numérique] / D. GIRARD, Auteur ; V. COURCHESNE, Auteur ; Janie DEGRE-PELLETIER, Auteur ; C. LETENDRE, Auteur ; I. SOULIERES, Auteur . - p.103-116.
Langues : Anglais (eng)
in Autism Research > 15-1 (January 2022) . - p.103-116
Mots-clés : Aptitude Autism Spectrum Disorder/complications Autistic Disorder Child, Preschool Cognition Humans Language Development Disorders Mullen Scales of Early Learning Vineland Adaptive Behavior Scale adaptive functioning autism intelligence minimally verbal nonverbal skills Index. décimale : PER Périodiques Résumé : Intellectual assessment in preschool autistic children bears many challenges, particularly for those who have lower language and/or cognitive abilities. These challenges often result in underestimation of their potential or exclusion from research studies. Understanding how different instruments and definitions used to identify autistic preschool children with global developmental delay (GDD) affect sample composition is critical to advance research on this understudied clinical population. This study set out to examine the extent to which using different instruments to define GDD affects sample composition and whether different definitions affect resultant cognitive and adaptive profiles. Data from the Mullen Scales of Early Learning and the Vineland Adaptive Behavior Scales-Second Edition, a parent-report tool, were analyzed in a sample of 64 autistic and 73 neurotypical children (28-69?months). Our results highlight that cognitive assessment alone should not be used in clinical or research practices to infer a comorbid diagnosis of GDD, as it might lead to underestimating autistic children's potential. Instead, using both adaptive and cognitive levels as a stratification method to create subgroups of children with and without GDD might be a promising approach to adequately differentiate them, with less risk of underestimating them. En ligne : http://dx.doi.org/10.1002/aur.2630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 Association Between Air Pollution Exposure, Cognitive and Adaptive Function, and ASD Severity Among Children with Autism Spectrum Disorder / T. KERIN in Journal of Autism and Developmental Disorders, 48-1 (January 2018)
[article]
Titre : Association Between Air Pollution Exposure, Cognitive and Adaptive Function, and ASD Severity Among Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : T. KERIN, Auteur ; Heather E. VOLK, Auteur ; W. LI, Auteur ; F. LURMANN, Auteur ; S. ECKEL, Auteur ; R. MCCONNELL, Auteur ; I. HERTZ-PICCIOTTO, Auteur Article en page(s) : p.137-150 Langues : Anglais (eng) Mots-clés : Air pollution Autism spectrum disorder Cognitive impairments Mullen scales of early learning Vineland adaptive behavioral scale Index. décimale : PER Périodiques Résumé : Prenatal exposure to air pollution has been associated with autism spectrum disorder (ASD) risk but no study has examined associations with ASD severity or functioning. Cognitive ability, adaptive functioning, and ASD severity were assessed in 327 children with ASD from the Childhood Autism Risks from Genetics and the Environment study using the Mullen Scales of Early Learning (MSEL), the Vineland Adaptive Behavior Scales (VABS), and the Autism Diagnostic Observation Schedule calibrated severity score. Estimates of nitrogen dioxide (NO2), particulate matter (PM2.5 and PM10), ozone, and near-roadway air pollution were assigned to each trimester of pregnancy and first year of life. Increasing prenatal and first year NO2 exposures were associated with decreased MSEL and VABS scores. Increasing PM10 exposure in the third trimester was paradoxically associated with improved performance on the VABS. ASD severity was not associated with air pollution exposure. En ligne : https://doi.org/10.1007/s10803-017-3304-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336
in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.137-150[article] Association Between Air Pollution Exposure, Cognitive and Adaptive Function, and ASD Severity Among Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / T. KERIN, Auteur ; Heather E. VOLK, Auteur ; W. LI, Auteur ; F. LURMANN, Auteur ; S. ECKEL, Auteur ; R. MCCONNELL, Auteur ; I. HERTZ-PICCIOTTO, Auteur . - p.137-150.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.137-150
Mots-clés : Air pollution Autism spectrum disorder Cognitive impairments Mullen scales of early learning Vineland adaptive behavioral scale Index. décimale : PER Périodiques Résumé : Prenatal exposure to air pollution has been associated with autism spectrum disorder (ASD) risk but no study has examined associations with ASD severity or functioning. Cognitive ability, adaptive functioning, and ASD severity were assessed in 327 children with ASD from the Childhood Autism Risks from Genetics and the Environment study using the Mullen Scales of Early Learning (MSEL), the Vineland Adaptive Behavior Scales (VABS), and the Autism Diagnostic Observation Schedule calibrated severity score. Estimates of nitrogen dioxide (NO2), particulate matter (PM2.5 and PM10), ozone, and near-roadway air pollution were assigned to each trimester of pregnancy and first year of life. Increasing prenatal and first year NO2 exposures were associated with decreased MSEL and VABS scores. Increasing PM10 exposure in the third trimester was paradoxically associated with improved performance on the VABS. ASD severity was not associated with air pollution exposure. En ligne : https://doi.org/10.1007/s10803-017-3304-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests / Anders NORDAHL-HANSEN in Research in Autism Spectrum Disorders, 8-9 (September 2014)
[article]
Titre : Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests Type de document : Texte imprimé et/ou numérique Auteurs : Anders NORDAHL-HANSEN, Auteur ; Anett KAALE, Auteur ; Stein Erik ULVUND, Auteur Article en page(s) : p.1100-1106 Langues : Anglais (eng) Mots-clés : Language assessment ASD Concurrent validity Reynell Developmental Language Scales Mullen Scales of Early Learning Communicative Development Inventory Index. décimale : PER Périodiques Résumé : Abstract Impairments in expressive and receptive language are common in individuals with autism spectrum disorder (ASD). Therefore, the importance of language assessment is emphasized in e.g. DSM-5. Thus, studies addressing the validity of different language measures are important. Parents and preschool teachers of 55 children diagnosed with childhood autism separately filled out the Communicative Development Inventory (CDI), a widely used report-based assessment of language. The children were also tested with the two standardized direct language tests: Reynell Developmental Language Scales (RDLS) and Mullen Scales of Early Learning (MSEL). Concurrent validity across the three measures was investigated. The results suggested very high agreement between the measures, and this was found regardless of whether parents or preschool teachers filled out the CDI. Given the difficulty in testing children with low language levels, as often is the case in young children with ASD, this study shows that several valid measures are available for measuring expressive and receptive language. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1100-1106[article] Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests [Texte imprimé et/ou numérique] / Anders NORDAHL-HANSEN, Auteur ; Anett KAALE, Auteur ; Stein Erik ULVUND, Auteur . - p.1100-1106.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1100-1106
Mots-clés : Language assessment ASD Concurrent validity Reynell Developmental Language Scales Mullen Scales of Early Learning Communicative Development Inventory Index. décimale : PER Périodiques Résumé : Abstract Impairments in expressive and receptive language are common in individuals with autism spectrum disorder (ASD). Therefore, the importance of language assessment is emphasized in e.g. DSM-5. Thus, studies addressing the validity of different language measures are important. Parents and preschool teachers of 55 children diagnosed with childhood autism separately filled out the Communicative Development Inventory (CDI), a widely used report-based assessment of language. The children were also tested with the two standardized direct language tests: Reynell Developmental Language Scales (RDLS) and Mullen Scales of Early Learning (MSEL). Concurrent validity across the three measures was investigated. The results suggested very high agreement between the measures, and this was found regardless of whether parents or preschool teachers filled out the CDI. Given the difficulty in testing children with low language levels, as often is the case in young children with ASD, this study shows that several valid measures are available for measuring expressive and receptive language. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Expressive Dominant Versus Receptive Dominant Language Patterns in Young Children: Findings from the Study to Explore Early Development / D. B. REINHARTSEN in Journal of Autism and Developmental Disorders, 49-6 (June 2019)
[article]
Titre : Expressive Dominant Versus Receptive Dominant Language Patterns in Young Children: Findings from the Study to Explore Early Development Type de document : Texte imprimé et/ou numérique Auteurs : D. B. REINHARTSEN, Auteur ; A. L. TAPIA, Auteur ; L. WATSON, Auteur ; E. CRAIS, Auteur ; C. BRADLEY, Auteur ; J. FAIRCHILD, Auteur ; A. H. HERRING, Auteur ; J. DANIELS, Auteur Article en page(s) : p.2447-2460 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Expressive language Mullen Scales of Early Learning Receptive language Index. décimale : PER Périodiques Résumé : We examined language profiles of 2571 children, 30-68 months old, with autism spectrum disorder (ASD), other developmental disabilities (DD), and typical development from the general population (POP). Children were categorized as expressive dominant (ED), receptive dominant (RD), or nondominant (ND). Within each group, the ED profile was the least frequent. However, children in the ASD group were more likely to display an ED profile than those in the DD or POP groups, and these children were typically younger, had lower nonverbal cognitive skills, and displayed more severe social-affect symptoms of ASD compared to their peers with RD or ND profiles. These findings have research and clinical implications related to the focus of interventions targeting young children with ASD and other DDs. En ligne : https://dx.doi.org/10.1007/s10803-019-03999-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400
in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2447-2460[article] Expressive Dominant Versus Receptive Dominant Language Patterns in Young Children: Findings from the Study to Explore Early Development [Texte imprimé et/ou numérique] / D. B. REINHARTSEN, Auteur ; A. L. TAPIA, Auteur ; L. WATSON, Auteur ; E. CRAIS, Auteur ; C. BRADLEY, Auteur ; J. FAIRCHILD, Auteur ; A. H. HERRING, Auteur ; J. DANIELS, Auteur . - p.2447-2460.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2447-2460
Mots-clés : Autism spectrum disorder Expressive language Mullen Scales of Early Learning Receptive language Index. décimale : PER Périodiques Résumé : We examined language profiles of 2571 children, 30-68 months old, with autism spectrum disorder (ASD), other developmental disabilities (DD), and typical development from the general population (POP). Children were categorized as expressive dominant (ED), receptive dominant (RD), or nondominant (ND). Within each group, the ED profile was the least frequent. However, children in the ASD group were more likely to display an ED profile than those in the DD or POP groups, and these children were typically younger, had lower nonverbal cognitive skills, and displayed more severe social-affect symptoms of ASD compared to their peers with RD or ND profiles. These findings have research and clinical implications related to the focus of interventions targeting young children with ASD and other DDs. En ligne : https://dx.doi.org/10.1007/s10803-019-03999-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400