Le numéro de décembre 2016 du School Psychology Quarterly est consacré à l’autisme.

1. Stichter JP, Riley-Tillman TC, Jimerson SR. Assessing, understanding, and supporting students with autism at school : Contemporary science, practice, and policy. Sch Psychol Q ;2016 (Dec) ;31(4):443-449.

Over the past 3 decades, there has been an unprecedented increase in students identified as eligible for special education as a result of students meeting criteria for autism spectrum disorder (ASD). The increasing number of students with ASD in the schools presents significant challenges to teachers, school psychologists, and other school professionals working with this population. Although there is considerable research addressing assessment, identification, and support services for children with ASD, there is a need for further research focused on these topics within the school context. Employing a diverse array of methodologies, the articles in this special topic section address several gaps in the literature, including (a) the application of evidence-based programs within the school context, (b) the social validity of well-established evidence-based practices with both parents and educators, (c) the assessment of social communication, (d) intervention and assessment of spatial and body awareness for children with ASD, (e) the use of peer-mediated discreet trial training, and (f) discrepancies across informants for both externalizing and internalizing symptoms associated with ASD. The results of these studies provide school psychologists and other education professionals with specific directions for advocacy and service delivery that aim to enhance school outcomes for students with ASD. (PsycINFO Database Record

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2. Garbacz SA, McIntyre LL. Conjoint Behavioral Consultation for children with Autism Spectrum Disorder. Sch Psychol Q ;2016 (Dec) ;31(4):450-466.

The present study examined the efficacy of Conjoint Behavioral Consultation (CBC) for children with Autism Spectrum Disorder (ASD) in early elementary school. In addition, the parent–teacher relationship, parent and teacher competence in problem solving, and CBC acceptability were examined. Participants included 3 children with ASD in early elementary school, and their parents and teachers. Findings suggested (a) CBC was efficacious for treating children’s social behavior in classrooms, (b) 2 of 3 parent–teacher dyads reported improvements in the parent–teacher relationship, (c) all parents and teacher reported increases in their problem-solving competences, and (d) CBC was highly acceptable to parents and teachers. Implications for CBC research and interventions for children with ASD are discussed.

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3. McDonald CA, Lopata C, Donnelly JP, Thomeer ML, Rodgers JD, Jordan AK. Informant discrepancies in externalizing and internalizing symptoms and adaptive skills of high-functioning children with autism spectrum disorder. Sch Psychol Q ;2016 (Dec) ;31(4):467-477.

Assessment of clinical symptoms requires information from multiple informants. Discrepancies between informants’ ratings can have significant implications in school settings (e.g., access to services, treatment planning, progress monitoring). This study examined parent-teacher discrepancies for ratings of internalizing and externalizing symptoms, and adaptive skills of high-functioning children with autism spectrum disorder. A total of 236 Behavior Assessment System for Children-2nd Edition ratings of children with high-functioning children with autism spectrum disorder from 2 informant groups (parents and teachers) were analyzed. Each informant pair (n = 118 parents/caregivers and n = 118 teachers) rated the same child. Scores on the Internalizing Problems, Externalizing Problems, and Adaptive Skills Composites were examined for mean differences, level of agreement, linear relationship, and moderators of discrepancies. There were no significant mean differences between raters for the Internalizing and Externalizing Composites or their constituent scales (except Hyperactivity). Parent-teacher ratings on these composites and scales were significantly correlated (generally moderate), and the discrepancies were not moderated by the included child or parent variables. In contrast, teacher ratings were significantly higher than parents for the Adaptive Skills Composite and several of its constituent scales. Correlations between informants on the Adaptive Skills Composite were significant (low-to-moderate), with notable variability in the correlations among its constituent scales. The degree of parent-teacher discrepancy differed significantly across the Adaptive Skills Composite score range, but it was not moderated by the included child or parent variables. This study suggests a reduced likelihood of informant discrepancies for externalizing and internalizing symptoms, with larger discrepancies expected when assessing adaptive skills. (PsycINFO Database Record

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4. Garbacz SA, McIntyre LL, Santiago RT. Family involvement and parent-teacher relationships for students with autism spectrum disorders. Sch Psychol Q ;2016 (Dec) ;31(4):478-490.

Family educational involvement and parent-teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD. Findings suggested (a) parents of children with higher developmental risk reported less family involvement and poorer relationships with their child’s teacher and (b) family histories accessing services predicted family involvement and parent-teacher relationships. Limitations of the current study and implications for science and practice are discussed. (PsycINFO Database Record

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5. ElGarhy S, Liu T. Effects of psychomotor intervention program on students with autism spectrum disorder. Sch Psychol Q ;2016 (Dec) ;31(4):491-506.

The purpose of this study was to examine the effects of a psychomotor intervention program (PIP) on body awareness and psychomotor concepts for students with autism spectrum disorder (ASD). Twenty-eight students (23 boys and 5 girls) with ASD participated in this study. Fourteen students with ASD were randomly assigned to the experimental group (12 boys and 2 girls ; mean age of 5.48 years), and 14 students were assigned to the control group (11 boys and 3 girls ; mean age of 5.2 years). Students in the experimental group were trained with the PIP activities (targeting body awareness, body concepts, space concepts, and time concepts) three times a week for 10 weeks. Students in the control group followed their regular rehabilitation center educational program for the same period without PIP intervention. The results indicated that students in the experimental group scored significantly better on body awareness, body concepts, space concept, and overall psychomotor concepts than the students in the control group. No significant difference was found on time concepts between the two groups. The findings of this study significantly contribute to the literature by providing researchers and practitioners with parameters on exercise training guidelines to improve body awareness and concepts in students with ASD. It is concluded that PIP is valuable to the improvement of students’ general motor proficiency and to the development of concepts essential for school readiness. (PsycINFO Database Record

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6. Young KR, Radley KC, Jenson WR, West RP, Clare SK. Peer-facilitated discrete trial training for children with autism spectrum disorder. Sch Psychol Q ;2016 (Dec) ;31(4):507-521.

In 2 studies, we evaluated the feasibility and efficacy of peer-mediated, school-based discrete trial training (DTT) for students with autism spectrum disorder (ASD). In the first, 6 typically developing elementary-age students were trained to use DTT procedures to teach target academic skills to 3 students with ASD who had been educated in a self-contained setting. A multiple probe-across-tutors design was applied to evaluate the accuracy with which the tutors implemented the DTT protocol. Results of the study indicated that training was effective in increasing the integrity of implementation of the DTT protocol. In addition, improvements in integrity were maintained following termination of training. To assess the effectiveness of the ability of previously untrained tutors to teach new, target behaviors to different children with ASD, a second study was conducted. Five of the 6 tutors taught 2 or 3 skills in a multiple probe fashion to children with ASD whom they had not previously tutored. Results suggest that peer tutors effectively generalized skills, as shown by participants with ASD who demonstrated rapid improvements in level and trend of target behaviors. Observations of social engagement during unstructured periods were conducted prior to and following intervention as a measure of social validity. Substantial increases in duration of engagement were noted, suggesting that peer-mediated DTT may result in meaningful improvements in both academic skills and inclusion with peers. (PsycINFO Database Record

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7. Barnard-Brak L, Richman DM, Chesnut SR, Little TD. Social Communication Questionnaire scoring procedures for autism spectrum disorder and the prevalence of potential social communication disorder in ASD. Sch Psychol Q ;2016 (Dec) ;31(4):522-533.

In analyzing data from the National Database for Autism Research, we utilized Mokken scaling techniques as a means of creating a more effective and efficient screening procedure for autism spectrum disorder (ASD) via the Social Communication Questionnaire (SCQ). With a sample of 1,040, approximately 80% (n = 827) of the sample were males while approximately 20% (n = 213) were females. In regard to ethnicity, approximately 68% of the sample were White/Caucasian, while 7% were African American, 16% were Hispanic, 4% were Asian, and 1% were Native American or American Indian. As the Diagnostic and Statistical Manual of Mental Disorders (5th ed. ; DSM-5) states that, « individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder, » (American Psychiatric Association, 2013, p. 51), the primary labeling difference between the DSM-IV and the DSM-5 would appear to be in identifying social communication disorder as a newly introduced disorder in the DSM-5, which we discuss. Though school psychologists are not dependent on the DSM to the same extent as clinical psychologists to provide services, school psychology is invested in the effective and efficient assessment of ASD. The current study demonstrates how Mokken scaling procedures may be utilized with respect to ASD identification via the SCQ as well as providing information regarding the prevalence of potential social communication disorder as a new disorder and its discrimination with ASD. (PsycINFO Database Record

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8. Larkin W, Hawkins RO, Collins T. Using trial-based functional analysis to design effective interventions for students diagnosed with autism spectrum disorder. Sch Psychol Q ;2016 (Dec) ;31(4):534-547.

Functional behavior assessments and function-based interventions are effective methods for addressing the challenging behaviors of children ; however, traditional functional analysis has limitations that impact usability in applied settings. Trial-based functional analysis addresses concerns relating to the length of time, level of expertise required, and the contrived nature of functional analyses conducted in analogue settings. The current study expanded on previous research by assessing the function of challenging behaviors for 3 early childhood education students with autism spectrum disorder through trial-based functional analyses within an educational setting. The study also evaluated the outcomes of corresponding individualized function-based interventions for the students, all of which resulted in decreases in problem behaviors and increases in classroom engagement. Implications for practice include the feasibility of using trial-based functional analysis to inform intervention design within applied settings. (PsycINFO Database Record

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