12 recherche sur le mot-clé 'School-age'

School-age outcomes of infants at risk for autism spectrum disorder / Meghan MILLER in Autism Research, 9-6 (June 2016)  

Public ISBD [article]  inAutism Research > 9-6 (June 2016) . - p.632-642 Titre : School-age outcomes of infants at risk for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Meghan MILLER, Auteur ; Ana-Maria IOSIF, Auteur ; Gregory S. YOUNG, Auteur ; Monique HILL, Auteur ; Elise PHELPS HANZEL, Auteur ; Ted HUTMAN, Auteur ; Scott JOHNSON, Auteur ; Sally OZONOFF, Auteur Article en page(s) : p.632-642 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  broader autism phenotype  psychopathology  siblings  school-age Index. décimale : PER Périodiques Résumé : Studies of infants at risk for autism spectrum disorder (ASD) have proliferated, but few of these samples have been followed longer-term. We conducted a follow-up study, at age 5.5–9 years, of younger siblings of children with ASD (high-risk group, n?=?79) or typical development (low-risk group, n?=?60), originally recruited as infants. Children with ASD were excluded because of the focus on understanding the range of non-ASD outcomes among high-risk siblings. Using examiner ratings, parent ratings, and standardized assessments, we evaluated differences in clinical outcomes, psychopathology symptoms, autism symptoms, language skills, and nonverbal cognitive abilities. After adjusting for covariates, the high-risk group had increased odds of any clinically elevated/impaired score across measures relative to the low-risk group (43% vs. 12%, respectively). The high-risk group also had increased odds of examiner-rated Clinical Concerns (CC) outcomes (e.g., ADHD concerns, broader autism phenotype, speech-language difficulties, anxiety/mood problems, learning problems) relative to the low-risk group (38% vs. 13%, respectively). The high-risk group with CC outcomes had higher parent-reported psychopathology and autism symptoms, and lower directly-assessed language skills, than the Low-Risk Typically Developing (TD) and High-Risk TD groups, which did not differ. There were no differences in nonverbal cognitive skills. For some in the high-risk group, clinical concerns persisted from early childhood, whereas for others clinical concerns were first evident at school-age. Results suggest continued vulnerability in at least a subgroup of school-age children with a family history of ASD and suggest that this population may benefit from continued screening and monitoring into the school-age years. Autism Res 2016, 9: 632–642. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] School-age outcomes of infants at risk for autism spectrum disorder [Texte imprimé et/ou numérique] / Meghan MILLER, Auteur ; Ana-Maria IOSIF, Auteur ; Gregory S. YOUNG, Auteur ; Monique HILL, Auteur ; Elise PHELPS HANZEL, Auteur ; Ted HUTMAN, Auteur ; Scott JOHNSON, Auteur ; Sally OZONOFF, Auteur . - p.632-642. Langues : Anglais (eng) in Autism Research > 9-6 (June 2016) . - p.632-642 Mots-clés : autism spectrum disorder  broader autism phenotype  psychopathology  siblings  school-age Index. décimale : PER Périodiques Résumé : Studies of infants at risk for autism spectrum disorder (ASD) have proliferated, but few of these samples have been followed longer-term. We conducted a follow-up study, at age 5.5–9 years, of younger siblings of children with ASD (high-risk group, n?=?79) or typical development (low-risk group, n?=?60), originally recruited as infants. Children with ASD were excluded because of the focus on understanding the range of non-ASD outcomes among high-risk siblings. Using examiner ratings, parent ratings, and standardized assessments, we evaluated differences in clinical outcomes, psychopathology symptoms, autism symptoms, language skills, and nonverbal cognitive abilities. After adjusting for covariates, the high-risk group had increased odds of any clinically elevated/impaired score across measures relative to the low-risk group (43% vs. 12%, respectively). The high-risk group also had increased odds of examiner-rated Clinical Concerns (CC) outcomes (e.g., ADHD concerns, broader autism phenotype, speech-language difficulties, anxiety/mood problems, learning problems) relative to the low-risk group (38% vs. 13%, respectively). The high-risk group with CC outcomes had higher parent-reported psychopathology and autism symptoms, and lower directly-assessed language skills, than the Low-Risk Typically Developing (TD) and High-Risk TD groups, which did not differ. There were no differences in nonverbal cognitive skills. For some in the high-risk group, clinical concerns persisted from early childhood, whereas for others clinical concerns were first evident at school-age. Results suggest continued vulnerability in at least a subgroup of school-age children with a family history of ASD and suggest that this population may benefit from continued screening and monitoring into the school-age years. Autism Res 2016, 9: 632–642. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

School-Aged Functioning of Children Diagnosed with Autism Spectrum Disorder Before Age Three: Parent-Reported Diagnostic, Adaptive, Medication, and School Placement Outcomes / Patricia O. TOWLE in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1357-1372 Titre : School-Aged Functioning of Children Diagnosed with Autism Spectrum Disorder Before Age Three: Parent-Reported Diagnostic, Adaptive, Medication, and School Placement Outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Patricia O. TOWLE, Auteur ; Karyn VACANTI-SHOVA, Auteur ; Shristi SHAH, Auteur ; Ann HIGGINS-D’ALESSANDRO, Auteur Article en page(s) : p.1357-1372 Langues : Anglais (eng) Mots-clés : Autism  ASD  Early diagnosis  Longitudinal  School-age  School placement  Adaptive behavior  Medication use Index. décimale : PER Périodiques Résumé : Eighty children with early autism spectrum disorder (ASD) diagnoses (under 36 months) were identified using a chart abstraction protocol applied to early intervention charts. Parents filled out questionnaires by mail when the children were school-aged (ages 6–16 years). Similar to previous studies, approximately 20 % no longer had ASD diagnoses; the other participants were assigned to Moderate/Severe versus Mild ASD outcome groups. These three groups were compared across several variables, including diagnostic features and functional features including adaptive behavior, social experiences, medication use, and school placement. The findings expand our knowledge about outcomes in longitudinal studies of children with ASD, as well as provide support for using relatively indirect methods (chart review, parent questionnaire) to gather this type of information. En ligne : http://dx.doi.org/10.1007/s10803-013-1997-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] School-Aged Functioning of Children Diagnosed with Autism Spectrum Disorder Before Age Three: Parent-Reported Diagnostic, Adaptive, Medication, and School Placement Outcomes [Texte imprimé et/ou numérique] / Patricia O. TOWLE, Auteur ; Karyn VACANTI-SHOVA, Auteur ; Shristi SHAH, Auteur ; Ann HIGGINS-D’ALESSANDRO, Auteur . - p.1357-1372. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1357-1372 Mots-clés : Autism  ASD  Early diagnosis  Longitudinal  School-age  School placement  Adaptive behavior  Medication use Index. décimale : PER Périodiques Résumé : Eighty children with early autism spectrum disorder (ASD) diagnoses (under 36 months) were identified using a chart abstraction protocol applied to early intervention charts. Parents filled out questionnaires by mail when the children were school-aged (ages 6–16 years). Similar to previous studies, approximately 20 % no longer had ASD diagnoses; the other participants were assigned to Moderate/Severe versus Mild ASD outcome groups. These three groups were compared across several variables, including diagnostic features and functional features including adaptive behavior, social experiences, medication use, and school placement. The findings expand our knowledge about outcomes in longitudinal studies of children with ASD, as well as provide support for using relatively indirect methods (chart review, parent questionnaire) to gather this type of information. En ligne : http://dx.doi.org/10.1007/s10803-013-1997-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Development of a school-age extension of the Modified Checklist for Autism in Toddlers through expert consensus and stakeholder input / Georgina PEREZ LIZ ; Ashley DE MARCHENA ; Deborah A. FEIN ; Marianne L. BARTON ; Giacomo VIVANTI ; Diana L. ROBINS in Autism, 28-12 (December 2024)  

Public ISBD [article]  inAutism > 28-12 (December 2024) . - p.3033-3042 Titre : Development of a school-age extension of the Modified Checklist for Autism in Toddlers through expert consensus and stakeholder input Type de document : Texte imprimé et/ou numérique Auteurs : Georgina PEREZ LIZ, Auteur ; Ashley DE MARCHENA, Auteur ; Deborah A. FEIN, Auteur ; Marianne L. BARTON, Auteur ; Giacomo VIVANTI, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.3033-3042 Langues : Anglais (eng) Mots-clés : autism screening  Delphi poll  measure development  school-age Index. décimale : PER Périodiques Résumé : Universal autism screening is recommended by the American Academy of Pediatrics at 18 and 24?months. However, many children are not identified until after the age of 4?years, and some not until adulthood, either due to mild or no indication of symptoms early in development, or to co-occurring conditions which may overshadow autism symptoms. This indicates a need for universal autism screening measures for school-age children. This project adapts the widely used toddler autism screening tool, the Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F), for use in school-age children, called M-CHAT-School (M-CHAT-S). The study follows the Patient-Reported Outcomes Measurement Information System guidelines for measure development to create parent- and teacher-report versions of the M-CHAT-S for 4- to 8-year-old children. Through expert consensus feedback via a Delphi pool and cognitive interviewing with stakeholders (i.e. parents and teachers), we developed two versions of the M-CHAT-S to be used for verbal and minimally verbal children. The M-CHAT-S poses several advantages to existing measures, including brevity, items updated based on current knowledge and conventions, and narrow age range to assure items are developmentally appropriate. Future steps include validation of the M-CHAT-S to determine its utility as an autism screener for young school-age children. Lay abstract The American Academy of Pediatrics recommends universal screening to identify children at higher likelihood for autism at 18- and 24-month well-child visits. There are many children, however, that are missed during this toddler age who do not get diagnosed until much later in development, delaying access to autism-specific interventions. Currently, brief measures for universal autism screening for school-age children, however, are lacking. In this project, we adapted a commonly used autism screener for toddlers, the Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F), to be used for school-age children. This measure, called the M-CHAT-School (M-CHAT-S), is a parent- and teacher-report questionnaire to be used to screen for autism in school-age children aged 4 to 8?years of age. M-CHAT-S was developed through feedback from autism experts, as well as interviews with parents and teachers to provide input on the items. Two versions of M-CHAT-S were developed, one for verbally fluent and one for minimally verbal school-age children. M-CHAT-S is a brief measure, with updated items to reflect changes in the way experts think and talk about autism, making it a useful measure to use for autism screening in elementary aged children. The next steps include further testing to ensure that M-CHAT-S performs well in identifying children with increased likelihood of autism, after which it will be made available to parents, educators, and other professionals. En ligne : https://dx.doi.org/10.1177/13623613241252312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Development of a school-age extension of the Modified Checklist for Autism in Toddlers through expert consensus and stakeholder input [Texte imprimé et/ou numérique] / Georgina PEREZ LIZ, Auteur ; Ashley DE MARCHENA, Auteur ; Deborah A. FEIN, Auteur ; Marianne L. BARTON, Auteur ; Giacomo VIVANTI, Auteur ; Diana L. ROBINS, Auteur . - p.3033-3042. Langues : Anglais (eng) in Autism > 28-12 (December 2024) . - p.3033-3042 Mots-clés : autism screening  Delphi poll  measure development  school-age Index. décimale : PER Périodiques Résumé : Universal autism screening is recommended by the American Academy of Pediatrics at 18 and 24?months. However, many children are not identified until after the age of 4?years, and some not until adulthood, either due to mild or no indication of symptoms early in development, or to co-occurring conditions which may overshadow autism symptoms. This indicates a need for universal autism screening measures for school-age children. This project adapts the widely used toddler autism screening tool, the Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F), for use in school-age children, called M-CHAT-School (M-CHAT-S). The study follows the Patient-Reported Outcomes Measurement Information System guidelines for measure development to create parent- and teacher-report versions of the M-CHAT-S for 4- to 8-year-old children. Through expert consensus feedback via a Delphi pool and cognitive interviewing with stakeholders (i.e. parents and teachers), we developed two versions of the M-CHAT-S to be used for verbal and minimally verbal children. The M-CHAT-S poses several advantages to existing measures, including brevity, items updated based on current knowledge and conventions, and narrow age range to assure items are developmentally appropriate. Future steps include validation of the M-CHAT-S to determine its utility as an autism screener for young school-age children. Lay abstract The American Academy of Pediatrics recommends universal screening to identify children at higher likelihood for autism at 18- and 24-month well-child visits. There are many children, however, that are missed during this toddler age who do not get diagnosed until much later in development, delaying access to autism-specific interventions. Currently, brief measures for universal autism screening for school-age children, however, are lacking. In this project, we adapted a commonly used autism screener for toddlers, the Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F), to be used for school-age children. This measure, called the M-CHAT-School (M-CHAT-S), is a parent- and teacher-report questionnaire to be used to screen for autism in school-age children aged 4 to 8?years of age. M-CHAT-S was developed through feedback from autism experts, as well as interviews with parents and teachers to provide input on the items. Two versions of M-CHAT-S were developed, one for verbally fluent and one for minimally verbal school-age children. M-CHAT-S is a brief measure, with updated items to reflect changes in the way experts think and talk about autism, making it a useful measure to use for autism screening in elementary aged children. The next steps include further testing to ensure that M-CHAT-S performs well in identifying children with increased likelihood of autism, after which it will be made available to parents, educators, and other professionals. En ligne : https://dx.doi.org/10.1177/13623613241252312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Prediction of school-age outcomes for autistic children following receipt of group-early start denver model / Megan CLARK in Research in Autism Spectrum Disorders, 104 (June 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 104 (June 2023) . - 102164 Titre : Prediction of school-age outcomes for autistic children following receipt of group-early start denver model Type de document : Texte imprimé et/ou numérique Auteurs : Megan CLARK, Auteur ; Zoe VINEN, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : 102164 Langues : Anglais (eng) Mots-clés : Early Intervention  ESDM  Trajectories  Adaptive Behaviour  Cognition  School-age Index. décimale : PER Périodiques Résumé : Background Early predictors of developmental outcomes of school-age autistic children aged 6-9 years were examined in the current study. Method: Thirty-one autistic children that had received 12-months of Group-based Early Start Denver Model (G-ESDM) in a community childcare during their pre-school years were followed longitudinally. Cognition and autism behaviours were re-assessed at school-age. Results: Children?s non-verbal and verbal cognition at baseline predicted within the same developmental domains at school age, with early verbal and non-verbal cognition also predicting adaptive behaviour at school age. Conclusions: This is the first study to document the relationship between early baseline characteristics at intake into EI and later school age outcomes following G-ESDM cessation. Importantly, the current findings reveal that developmental gains following receipt of a naturalistic developmental behavioural intervention within a community setting extend beyond the EI years and into the school years. En ligne : http://dx.doi.org/https://doi.org/10.1016/j.rasd.2023.102164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] Prediction of school-age outcomes for autistic children following receipt of group-early start denver model [Texte imprimé et/ou numérique] / Megan CLARK, Auteur ; Zoe VINEN, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur . - 102164. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 104 (June 2023) . - 102164 Mots-clés : Early Intervention  ESDM  Trajectories  Adaptive Behaviour  Cognition  School-age Index. décimale : PER Périodiques Résumé : Background Early predictors of developmental outcomes of school-age autistic children aged 6-9 years were examined in the current study. Method: Thirty-one autistic children that had received 12-months of Group-based Early Start Denver Model (G-ESDM) in a community childcare during their pre-school years were followed longitudinally. Cognition and autism behaviours were re-assessed at school-age. Results: Children?s non-verbal and verbal cognition at baseline predicted within the same developmental domains at school age, with early verbal and non-verbal cognition also predicting adaptive behaviour at school age. Conclusions: This is the first study to document the relationship between early baseline characteristics at intake into EI and later school age outcomes following G-ESDM cessation. Importantly, the current findings reveal that developmental gains following receipt of a naturalistic developmental behavioural intervention within a community setting extend beyond the EI years and into the school years. En ligne : http://dx.doi.org/https://doi.org/10.1016/j.rasd.2023.102164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

Self-reported Health-Related Quality of Life (HRQOL) and Anxiety Among Greek School-Age Siblings of Individuals with Autism Spectrum Disorders (ASD) in Relation to Parental Mental Health and Social Support / Evangelia KOUKOURIKI in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2913-2930 Titre : Self-reported Health-Related Quality of Life (HRQOL) and Anxiety Among Greek School-Age Siblings of Individuals with Autism Spectrum Disorders (ASD) in Relation to Parental Mental Health and Social Support Type de document : Texte imprimé et/ou numérique Auteurs : Evangelia KOUKOURIKI, Auteur ; Sryridon-Georgios SOULIS, Auteur Article en page(s) : p.2913-2930 Langues : Anglais (eng) Mots-clés : Anxiety  Autism spectrum disorders  Health-related quality of life  School-age  Siblings Index. décimale : PER Périodiques Résumé : Health-Related Quality of Life (HRQOL) and anxiety were measured in 233 school-age siblings of individuals with Autism Spectrum Disorders (ASD) and siblings of Typically Developing (TD) children in Greece. The aim of the study was to investigate for any association between siblings' HRQOL or anxiety and parental mental health, perceived social support as well as major demographic factors. It was found that the disability group (ASD-sibs) showed elevated anxiety levels and poorer HRQOL than controls. In hierarchical multiple regression models, the anxiety of ASD-sibs was significantly associated with parental anxiety independent of parental perceived social support and demographic factors, whereas the HRQOL of ASD-sibs was associated with perceived social support independent of parental physical and mental health and demographic factors. En ligne : http://dx.doi.org/10.1007/s10803-020-04395-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Self-reported Health-Related Quality of Life (HRQOL) and Anxiety Among Greek School-Age Siblings of Individuals with Autism Spectrum Disorders (ASD) in Relation to Parental Mental Health and Social Support [Texte imprimé et/ou numérique] / Evangelia KOUKOURIKI, Auteur ; Sryridon-Georgios SOULIS, Auteur . - p.2913-2930. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2913-2930 Mots-clés : Anxiety  Autism spectrum disorders  Health-related quality of life  School-age  Siblings Index. décimale : PER Périodiques Résumé : Health-Related Quality of Life (HRQOL) and anxiety were measured in 233 school-age siblings of individuals with Autism Spectrum Disorders (ASD) and siblings of Typically Developing (TD) children in Greece. The aim of the study was to investigate for any association between siblings' HRQOL or anxiety and parental mental health, perceived social support as well as major demographic factors. It was found that the disability group (ASD-sibs) showed elevated anxiety levels and poorer HRQOL than controls. In hierarchical multiple regression models, the anxiety of ASD-sibs was significantly associated with parental anxiety independent of parental perceived social support and demographic factors, whereas the HRQOL of ASD-sibs was associated with perceived social support independent of parental physical and mental health and demographic factors. En ligne : http://dx.doi.org/10.1007/s10803-020-04395-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties / Matthew ZAJIC in Research in Autism Spectrum Disorders, 76 (August 2020)  

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Animal-Assisted Interventions for School-Aged Children with Autism Spectrum Disorder: A Meta-Analysis / M. DIMOLAREVA in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

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Bilingualism in School-Aged Children with ASD: A Pilot Study / Myriam L. H. BEAUCHAMP in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

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Pivotal Response Treatment for School-Aged Children and Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial / M. W. P. DE KORTE in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

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Brief Report: Caregiver Strategy Implementation-Advancing Spoken Communication in Children Who are Minimally Verbal / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

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