23 recherche sur le mot-clé 'parent report'

Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development / L. KENWORTHY in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.422-433 Titre : Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development Type de document : Texte imprimé et/ou numérique Auteurs : L. KENWORTHY, Auteur ; A. VERBALIS, Auteur ; Julia BASCOM, Auteur ; S. DAVANPORT, Auteur ; J. F. STRANG, Auteur ; C. PUGLIESE, Auteur ; A. FREEMAN, Auteur ; C. JEPPSEN, Auteur ; Anna Chelsea ARMOUR, Auteur ; G. JOST, Auteur ; K. HARDY, Auteur ; Gregory L. WALLACE, Auteur Article en page(s) : p.422-433 Langues : Anglais (eng) Mots-clés : attention deficit hyperactivity disorder  autism  executive function  parent report  psychometrics  self-report  youth  receives financial compensation for use of the First and second editions of the  Behavior Rating of Executive Functions (BRIEF, BRIEF 2). Index. décimale : PER Périodiques Résumé : Executive functions are often impaired in autistic people and relate to important outcomes such as mental health, success in school and work, and quality of life. Evaluating executive functions helps autistic people, clinicians, and families identify targets for external supports and skill building. Youth self-report of executive function has not been studied, yet we know that self-report from autistic youth is key to understanding other cognitive/behavioral phenomena in autism such as anxiety, obsessions/compulsions, sensory sensitivities, and repetitive behaviors. We investigated self- and parent-report of executive function problems in 197 autistic youth without intellectual disability (ages 11-18?years), including the magnitude and profiles of executive function problems autistic youth report across subdomains of executive function. We compared autistic self-report with that of 114 youth with attention deficit hyperactivity disorder without intellectual disability and 197 neurotypical youth. We found that autistic youth report significant executive function problems compared to neurotypical youth and a distinctive profile of challenges in comparison to attention deficit hyperactivity disorder youth. Parents and their autistic children diverged regarding the magnitude of the youth's executive function difficulties, but both identify inflexibility as the most impaired executive function subdomain. Autistic youth and their parents were somewhat more concordant in their report of executive function problems than youth with attention deficit hyperactivity disorder and their parents, but only showed moderate concordance at best. These findings elevate the importance of asking autistic youth directly about their executive functioning when engaging them in assessment and intervention, or researching executive functions in autism. En ligne : http://dx.doi.org/10.1177/13623613211029117 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4521 [article] Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development [Texte imprimé et/ou numérique] / L. KENWORTHY, Auteur ; A. VERBALIS, Auteur ; Julia BASCOM, Auteur ; S. DAVANPORT, Auteur ; J. F. STRANG, Auteur ; C. PUGLIESE, Auteur ; A. FREEMAN, Auteur ; C. JEPPSEN, Auteur ; Anna Chelsea ARMOUR, Auteur ; G. JOST, Auteur ; K. HARDY, Auteur ; Gregory L. WALLACE, Auteur . - p.422-433. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.422-433 Mots-clés : attention deficit hyperactivity disorder  autism  executive function  parent report  psychometrics  self-report  youth  receives financial compensation for use of the First and second editions of the  Behavior Rating of Executive Functions (BRIEF, BRIEF 2). Index. décimale : PER Périodiques Résumé : Executive functions are often impaired in autistic people and relate to important outcomes such as mental health, success in school and work, and quality of life. Evaluating executive functions helps autistic people, clinicians, and families identify targets for external supports and skill building. Youth self-report of executive function has not been studied, yet we know that self-report from autistic youth is key to understanding other cognitive/behavioral phenomena in autism such as anxiety, obsessions/compulsions, sensory sensitivities, and repetitive behaviors. We investigated self- and parent-report of executive function problems in 197 autistic youth without intellectual disability (ages 11-18?years), including the magnitude and profiles of executive function problems autistic youth report across subdomains of executive function. We compared autistic self-report with that of 114 youth with attention deficit hyperactivity disorder without intellectual disability and 197 neurotypical youth. We found that autistic youth report significant executive function problems compared to neurotypical youth and a distinctive profile of challenges in comparison to attention deficit hyperactivity disorder youth. Parents and their autistic children diverged regarding the magnitude of the youth's executive function difficulties, but both identify inflexibility as the most impaired executive function subdomain. Autistic youth and their parents were somewhat more concordant in their report of executive function problems than youth with attention deficit hyperactivity disorder and their parents, but only showed moderate concordance at best. These findings elevate the importance of asking autistic youth directly about their executive functioning when engaging them in assessment and intervention, or researching executive functions in autism. En ligne : http://dx.doi.org/10.1177/13623613211029117 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4521

Brief Report: Early Lexical Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and Parent Report / Courtney E. VENKER in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2260-2266 Titre : Brief Report: Early Lexical Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and Parent Report Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2260-2266 Langues : Anglais (eng) Mots-clés : Assessment  Receptive vocabulary  Lexical comprehension  Parent report  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Lexical comprehension is commonly measured by parent report, but it may be difficult for parents of children with ASD to accurately judge their child’s comprehension. We compared parent report to an eye-gaze measure of lexical comprehension in which participants observed pairs of images on a screen, along with accompanying speech that named one of the two images. Twenty-two toddlers with ASD participated. Trials were included if the target word was reported as unknown. Children spent significantly more time looking at the target after it was named than before (d = 0.66). These results provide evidence that eye-gaze measures can reveal emerging lexical knowledge in young children with ASD that may otherwise be overlooked. En ligne : http://dx.doi.org/10.1007/s10803-016-2747-z Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2890 [article] Brief Report: Early Lexical Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and Parent Report [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2260-2266. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2260-2266 Mots-clés : Assessment  Receptive vocabulary  Lexical comprehension  Parent report  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Lexical comprehension is commonly measured by parent report, but it may be difficult for parents of children with ASD to accurately judge their child’s comprehension. We compared parent report to an eye-gaze measure of lexical comprehension in which participants observed pairs of images on a screen, along with accompanying speech that named one of the two images. Twenty-two toddlers with ASD participated. Trials were included if the target word was reported as unknown. Children spent significantly more time looking at the target after it was named than before (d = 0.66). These results provide evidence that eye-gaze measures can reveal emerging lexical knowledge in young children with ASD that may otherwise be overlooked. En ligne : http://dx.doi.org/10.1007/s10803-016-2747-z Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2890

Comparison of parent report and direct assessment of child skills in toddlers / Lauren E. MILLER in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 41-42 (September 2017) . - p.57-65 Titre : Comparison of parent report and direct assessment of child skills in toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Lauren E. MILLER, Auteur ; Kayla A. PERKINS, Auteur ; Yael G. DAI, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.57-65 Langues : Anglais (eng) Mots-clés : Parent report  Direct assessment  Toddlers  Child ability  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : There are unique challenges associated with measuring development in early childhood. Two primary sources of information are used: parent report and direct assessment. Each approach has strengths and weaknesses, particularly when used to identify and diagnose developmental delays. The present study aimed to evaluate consistency between parent report and direct assessment of child skills in toddlers with and without Autism Spectrum Disorder (ASD) across receptive language, expressive language, and fine motor domains. Method 109 children were evaluated at an average age of two years; data on child skills were collected via parent report and direct assessment. Children were classified into three groups (i.e., ASD, Other Developmental Disorder, or Typical Development) based on DSM-IV-TR diagnosis. Mixed design ANOVAs, with data source as a within subjects factor and diagnostic group as a between subjects factor, were used to assess agreement. Chi square tests of agreement were then used to examine correspondence at the item level. Results Results suggested that parent report of language and fine motor skills did not significantly differ from direct assessment, and this finding held across diagnostic groups. Item level analyses revealed that, in most cases of significant disagreement, parents reported a skill as present, but it was not seen on direct testing. Conclusions Results indicate that parents are generally reliable reporters of child language and fine motor abilities in toddlerhood, even when their children have developmental disorders such as ASD. However, the fullest picture may be obtained by using both parent report and direct assessment. En ligne : https://doi.org/10.1016/j.rasd.2017.08.002 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3216 [article] Comparison of parent report and direct assessment of child skills in toddlers [Texte imprimé et/ou numérique] / Lauren E. MILLER, Auteur ; Kayla A. PERKINS, Auteur ; Yael G. DAI, Auteur ; Deborah A. FEIN, Auteur . - p.57-65. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.57-65 Mots-clés : Parent report  Direct assessment  Toddlers  Child ability  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : There are unique challenges associated with measuring development in early childhood. Two primary sources of information are used: parent report and direct assessment. Each approach has strengths and weaknesses, particularly when used to identify and diagnose developmental delays. The present study aimed to evaluate consistency between parent report and direct assessment of child skills in toddlers with and without Autism Spectrum Disorder (ASD) across receptive language, expressive language, and fine motor domains. Method 109 children were evaluated at an average age of two years; data on child skills were collected via parent report and direct assessment. Children were classified into three groups (i.e., ASD, Other Developmental Disorder, or Typical Development) based on DSM-IV-TR diagnosis. Mixed design ANOVAs, with data source as a within subjects factor and diagnostic group as a between subjects factor, were used to assess agreement. Chi square tests of agreement were then used to examine correspondence at the item level. Results Results suggested that parent report of language and fine motor skills did not significantly differ from direct assessment, and this finding held across diagnostic groups. Item level analyses revealed that, in most cases of significant disagreement, parents reported a skill as present, but it was not seen on direct testing. Conclusions Results indicate that parents are generally reliable reporters of child language and fine motor abilities in toddlerhood, even when their children have developmental disorders such as ASD. However, the fullest picture may be obtained by using both parent report and direct assessment. En ligne : https://doi.org/10.1016/j.rasd.2017.08.002 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3216

Criterion validity of the Autism Spectrum Rating Scales 2-5 parent report / Amy CAMODECA in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101820 Titre : Criterion validity of the Autism Spectrum Rating Scales 2-5 parent report Type de document : Texte imprimé et/ou numérique Auteurs : Amy CAMODECA, Auteur ; Katy WALCOTT, Auteur Article en page(s) : 101820 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Parent report  Questionnaires  Criterion validity  Diagnostic utility Index. décimale : PER Périodiques Résumé : Background Questionnaires are frequently utilized in autism spectrum disorder (ASD) assessment and research, but there is limited evidence regarding their psychometric properties. Only two studies have investigated the diagnostic utility of the Autism Spectrum Rating Scale-2-5 parent report (ASRSp 2-5), and in both of these studies, the use of a gold-standard ASD measure in the diagnostic process is unclear. Method The current study investigated the criterion validity of the ASRSp-2-5 in a clinical sample of 238 children (X¯ age = 3.66; autism[AUT] n = 84; non-autism[NOT] n = 154). Children were diagnosed via a comprehensive assessment that included the Autism Diagnostic Observation Schedule-2. Results Analyses included t-tests/ANCOVAs, Logistic Regression (with and without covariates), and ROC analyses (with t-scores and predicted probabilities to account for covariates). The ASRSp 2-5 scores intended to be used for diagnosis (Total and DSM-5) were non-significant in all analyses. Higher scores in the NOT group were found for Unusual Behavior and Behavioral Rigidity. However, mean differences were non-significant with inclusion of control variables (IQ and age). Social, Peer Interaction, and Social-Emotional Reciprocity demonstrated the strongest findings. The ASD group had significantly higher scores on these scales, and findings held with covariates included (IQ for Social; age for Peer Interaction). However, odds ratios were small whether or not covariates were included, and AUCs were poor-fair (.69–.70). Sensitivity and specificity could not both be optimized at any cutpoint. Conclusions The findings were not as strong or as consistent as expected. Results suggest the ASRSp 2-5 is most useful in ruling out ASD in cases of low scores (<60). When the ASRSp 2-5 is utilized, behavioral, social, and emotional problems associated with other disorders must be considered in interpreting scores. Additional research on this measure is necessary. En ligne : https://doi.org/10.1016/j.rasd.2021.101820 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4583 [article] Criterion validity of the Autism Spectrum Rating Scales 2-5 parent report [Texte imprimé et/ou numérique] / Amy CAMODECA, Auteur ; Katy WALCOTT, Auteur . - 101820. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101820 Mots-clés : Autism Spectrum Disorder  Parent report  Questionnaires  Criterion validity  Diagnostic utility Index. décimale : PER Périodiques Résumé : Background Questionnaires are frequently utilized in autism spectrum disorder (ASD) assessment and research, but there is limited evidence regarding their psychometric properties. Only two studies have investigated the diagnostic utility of the Autism Spectrum Rating Scale-2-5 parent report (ASRSp 2-5), and in both of these studies, the use of a gold-standard ASD measure in the diagnostic process is unclear. Method The current study investigated the criterion validity of the ASRSp-2-5 in a clinical sample of 238 children (X¯ age = 3.66; autism[AUT] n = 84; non-autism[NOT] n = 154). Children were diagnosed via a comprehensive assessment that included the Autism Diagnostic Observation Schedule-2. Results Analyses included t-tests/ANCOVAs, Logistic Regression (with and without covariates), and ROC analyses (with t-scores and predicted probabilities to account for covariates). The ASRSp 2-5 scores intended to be used for diagnosis (Total and DSM-5) were non-significant in all analyses. Higher scores in the NOT group were found for Unusual Behavior and Behavioral Rigidity. However, mean differences were non-significant with inclusion of control variables (IQ and age). Social, Peer Interaction, and Social-Emotional Reciprocity demonstrated the strongest findings. The ASD group had significantly higher scores on these scales, and findings held with covariates included (IQ for Social; age for Peer Interaction). However, odds ratios were small whether or not covariates were included, and AUCs were poor-fair (.69–.70). Sensitivity and specificity could not both be optimized at any cutpoint. Conclusions The findings were not as strong or as consistent as expected. Results suggest the ASRSp 2-5 is most useful in ruling out ASD in cases of low scores (<60). When the ASRSp 2-5 is utilized, behavioral, social, and emotional problems associated with other disorders must be considered in interpreting scores. Additional research on this measure is necessary. En ligne : https://doi.org/10.1016/j.rasd.2021.101820 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4583

Depression, Anxiety, and Hyperactivity in Youth with HFASD: A Replication and Extension of Symptom Level Differences in Self-Report Versus Parent Report / Janelle M. TAYLOR in Journal of Autism and Developmental Disorders, 50-7 (July 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2424-2438 Titre : Depression, Anxiety, and Hyperactivity in Youth with HFASD: A Replication and Extension of Symptom Level Differences in Self-Report Versus Parent Report Type de document : Texte imprimé et/ou numérique Auteurs : Janelle M. TAYLOR, Auteur ; Martin A. VOLKER, Auteur ; Kristin M. RISPOLI, Auteur ; Jonathan D. RODGERS, Auteur ; Macus L. THOMEER, Auteur ; Christopher LOPATA, Auteur ; Sabrina Y. CHOW, Auteur ; Jennifer A. TOOMEY, Auteur ; A. SMERBECK, Auteur Article en page(s) : p.2424-2438 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Externalizing  High-functioning autism  Internalizing  Parent report  Self-report Index. décimale : PER Périodiques Résumé : The present study compared parent ratings to self-report ratings of depression, anxiety, hyperactivity, attention problems, and atypical behaviors in youth with high-functioning autism spectrum disorder (HFASD) and typically developing (TD) controls. Measures included parent and self-report forms from the Behavioral Assessment System for Children-Second Edition (BASC-2), and self-report forms from the Children's Depression Inventory (CDI) and the Multidimensional Anxiety Scale for Children (MASC). Results across all five BASC-2 scales indicated parent ratings for the HFASD condition were significantly higher than HFASD self-ratings, and were significantly higher than parent and self-ratings from the TD condition. In addition, average self-report scores did not differ significantly between HFASD and TD conditions on any of the BASC-2 scales, the CDI, or the MASC. En ligne : http://dx.doi.org/10.1007/s10803-018-3779-3 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4267 [article] Depression, Anxiety, and Hyperactivity in Youth with HFASD: A Replication and Extension of Symptom Level Differences in Self-Report Versus Parent Report [Texte imprimé et/ou numérique] / Janelle M. TAYLOR, Auteur ; Martin A. VOLKER, Auteur ; Kristin M. RISPOLI, Auteur ; Jonathan D. RODGERS, Auteur ; Macus L. THOMEER, Auteur ; Christopher LOPATA, Auteur ; Sabrina Y. CHOW, Auteur ; Jennifer A. TOOMEY, Auteur ; A. SMERBECK, Auteur . - p.2424-2438. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2424-2438 Mots-clés : Autism spectrum disorder  Externalizing  High-functioning autism  Internalizing  Parent report  Self-report Index. décimale : PER Périodiques Résumé : The present study compared parent ratings to self-report ratings of depression, anxiety, hyperactivity, attention problems, and atypical behaviors in youth with high-functioning autism spectrum disorder (HFASD) and typically developing (TD) controls. Measures included parent and self-report forms from the Behavioral Assessment System for Children-Second Edition (BASC-2), and self-report forms from the Children's Depression Inventory (CDI) and the Multidimensional Anxiety Scale for Children (MASC). Results across all five BASC-2 scales indicated parent ratings for the HFASD condition were significantly higher than HFASD self-ratings, and were significantly higher than parent and self-ratings from the TD condition. In addition, average self-report scores did not differ significantly between HFASD and TD conditions on any of the BASC-2 scales, the CDI, or the MASC. En ligne : http://dx.doi.org/10.1007/s10803-018-3779-3 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4267

Brief Report: Caregiver Confidence in Reporting Anxiety Symptoms in Children with Autism Spectrum Disorder / Marian E. WILLIAMS in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

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Brief Report: Social Functioning Predicts Externalizing Problem Behaviors in Autism Spectrum Disorder / N. SHEA in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

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Reliability of parent recall of symptom onset and timing in autism spectrum disorder / S. OZONOFF in Autism, 22-7 (October 2018)  

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The Autism Parent Screen for Infants: Predicting risk of autism spectrum disorder based on parent-reported behavior observed at 6-24 months of age / Lori-Ann R. SACREY in Autism, 22-3 (April 2018)  

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Parent descriptions of the presentation and management of anxiousness in children on the autism spectrum / D. ADAMS in Autism, 23-4 (May 2019)  

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