1
|
Gabrielli S, Cristofolini M, Dianti M, Alvari G, Vallefuoco E, Bentenuto A, Venuti P, Mayora Ibarra O, Salvadori E. Co-Design of a Virtual Reality Multiplayer Adventure Game for Adolescents With Autism Spectrum Disorder: Mixed Methods Study. JMIR Serious Games 2023; 11:e51719. [PMID: 38064258 PMCID: PMC10746967 DOI: 10.2196/51719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Revised: 10/04/2023] [Accepted: 11/05/2023] [Indexed: 12/25/2023] Open
Abstract
BACKGROUND Virtual reality (VR) adventure games can offer ideal technological solutions for training social skills in adolescents with autism spectrum disorder (ASD), leveraging their support for multisensory and multiplayer interactions over distance, which may lower barriers to training access and increase user motivation. However, the design of VR-based game environments for social skills training is still understudied and deserves the deployment of an inclusive design approach to ensure its acceptability by target users. OBJECTIVE We aimed to present the inclusive design process that we had followed to develop the Zentastic VR adventure game to foster social skills training in adolescents with ASD and to investigate its feasibility as a training environment for adolescents. METHODS The VR game supports multiplayer training sessions involving small groups of adolescents and their therapists, who act as facilitators. Adolescents with ASD and their therapists were involved in the design and in an explorative acceptability study of an initial prototype of the gaming environment, as well as in a later feasibility multisession evaluation of the VR game final release. RESULTS The feasibility study demonstrated good acceptability of the VR game by adolescents and an enhancement of their social skills from baseline to posttraining. CONCLUSIONS The findings provide preliminary evidence of the benefits that VR-based games can bring to the training of adolescents with ASD and, potentially, other neurodevelopmental disorders.
Collapse
Affiliation(s)
- Silvia Gabrielli
- Digital Health Research, Fondazione Bruno Kessler, Trento, Italy
| | - Melanie Cristofolini
- ODFLab - Observational, Diagnosis and Education Lab, Department of Psychology and Cognitive Science, University of Trento, Trento, Italy
- Meeva Srl, Trento, Italy
| | - Marco Dianti
- Digital Health Research, Fondazione Bruno Kessler, Trento, Italy
- Meeva Srl, Trento, Italy
| | - Gianpaolo Alvari
- ODFLab - Observational, Diagnosis and Education Lab, Department of Psychology and Cognitive Science, University of Trento, Trento, Italy
| | - Ersilia Vallefuoco
- ODFLab - Observational, Diagnosis and Education Lab, Department of Psychology and Cognitive Science, University of Trento, Trento, Italy
| | - Arianna Bentenuto
- ODFLab - Observational, Diagnosis and Education Lab, Department of Psychology and Cognitive Science, University of Trento, Trento, Italy
- Cooperativa Socio Sanitaria Albero Blu, Trento, Italy
| | - Paola Venuti
- ODFLab - Observational, Diagnosis and Education Lab, Department of Psychology and Cognitive Science, University of Trento, Trento, Italy
| | | | | |
Collapse
|
2
|
Schneider S, Clément C, Goltzene MA, Meyer N, Gras-Vincendon A, Schröder CM, Coutelle R. Determinants of the evolutions of behaviours, school adjustment and quality of life in autistic children in an adapted school setting: an exploratory study with the International Classification of Functioning, disability and health (ICF). BMC Psychiatry 2022; 22:323. [PMID: 35524241 PMCID: PMC9074195 DOI: 10.1186/s12888-022-03924-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Accepted: 04/07/2022] [Indexed: 11/22/2022] Open
Abstract
BACKGROUND Previous studies about Quality of Life (QoL) in autistic children (ASD) have put forward the negative impact of factors such as Autism Spectrum Disorder (ASD) severity, psychiatric comorbidities and adaptive behaviour impairment. However, little is known about the relation of these factors to school adjustment, measured with the International Classification of Functions disability and health (ICF) framework (World Health Organization, 2001), and QoL evolutions. Thus, this study aimed at investigating the determinants of behaviours, school adjustment and QoL changes in 32 children in an ASD inclusion program over one academic year. METHODS Using Bayesian methods, we studied the impact of ASD severity, psychiatric comorbidities, adaptive behaviour level and a diagnosis of Pathological Demand Avoidance (PDA) on evolutions of behaviour, school adjustment (measured with the ICF) and QoL. RESULTS As predicted, adequate adaptive behaviour levels were associated with better progress of behaviours and school adjustment whereas psychiatric comorbidities were related to worse outcome of school adjustment. Contrary to our hypotheses, severe ASD was associated to better evolution of adjustment at school. PDA was not discriminant. We did not find any association between the studied factors and the evolution of QoL over the academic year. CONCLUSION Our results show that the assessment of adaptive behaviour levels, psychiatric comorbidities and ASD severity level may be useful predictors to discriminate of school adjustment evolution (assessed by teachers within the ICF model) over a one-year period in autistic children. The assessment of this time course of school adjustment was sensitive to change and adapted to differentiate evolutions in an inclusive education framework. The investigation of quality of school life of autistic children as well as its determinants may therefore be relevant to improving academic adaptation. However, further research in larger groups, over longer periods and in different personalized school settings for autistic children is needed.
Collapse
Affiliation(s)
- Stéphanie Schneider
- grid.412220.70000 0001 2177 138XService de Psychiatrie de l’Enfant et de l’Adolescent, FHU NEUROGENΨCS, Fédération de Médecine Translationnelle de Strasbourg (FMTS), University Hospital and Medical School of Strasbourg, INSERM 1114, GIS Autisme et TND, Centre d’Excellence STRAS&ND, Strasbourg, France ,GIS Autisme et TND, Centre d’Excellence STRAS&ND, Strasbourg, France
| | - Céline Clément
- GIS Autisme et TND, Centre d’Excellence STRAS&ND, Strasbourg, France ,grid.11843.3f0000 0001 2157 9291LISEC, Laboratoire Interuniversitaire en Sciences de l’Education et de la Communication, UR 2310, Université de Strasbourg, Strasbourg, France
| | - Marc-André Goltzene
- grid.412220.70000 0001 2177 138XHôpitaux Universitaires de Strasbourg, Service de pathologie professionnelle et environnementale, 1 place de l’hôpital, 67000 Strasbourg, France
| | - Nicolas Meyer
- grid.412220.70000 0001 2177 138XDepartment of Public Health, University Hospitals of Strasbourg, Strasbourg, France ,grid.11843.3f0000 0001 2157 9291Faculty of Medicine, University of Strasbourg, Strasbourg, France
| | - Agnès Gras-Vincendon
- grid.412220.70000 0001 2177 138XService de Psychiatrie de l’Enfant et de l’Adolescent, FHU NEUROGENΨCS, Fédération de Médecine Translationnelle de Strasbourg (FMTS), University Hospital and Medical School of Strasbourg, INSERM 1114, GIS Autisme et TND, Centre d’Excellence STRAS&ND, Strasbourg, France ,GIS Autisme et TND, Centre d’Excellence STRAS&ND, Strasbourg, France
| | - Carmen M. Schröder
- grid.412220.70000 0001 2177 138XService de Psychiatrie de l’Enfant et de l’Adolescent, FHU NEUROGENΨCS, Fédération de Médecine Translationnelle de Strasbourg (FMTS), University Hospital and Medical School of Strasbourg, INSERM 1114, GIS Autisme et TND, Centre d’Excellence STRAS&ND, Strasbourg, France ,GIS Autisme et TND, Centre d’Excellence STRAS&ND, Strasbourg, France ,grid.462184.d0000 0004 0367 4422CNRS UPR 3212, Equipe 9, “Lumière, Rythmes Circadiens, Homéostasie du Sommeil et Neuropsychiatrie”, Institut des Neurosciences Cellulaires et Intégratives (INCI), Strasbourg, France
| | - Romain Coutelle
- Service de Psychiatrie de l'Enfant et de l'Adolescent, FHU NEUROGENΨCS, Fédération de Médecine Translationnelle de Strasbourg (FMTS), University Hospital and Medical School of Strasbourg, INSERM 1114, GIS Autisme et TND, Centre d'Excellence STRAS&ND, Strasbourg, France. .,GIS Autisme et TND, Centre d'Excellence STRAS&ND, Strasbourg, France.
| |
Collapse
|
3
|
Social and Behavioural Outcomes of School Aged Autistic Children Who Received Community-Based Early Interventions. J Autism Dev Disord 2022; 53:1809-1820. [PMID: 35182258 PMCID: PMC10123039 DOI: 10.1007/s10803-022-05477-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/01/2022] [Indexed: 10/19/2022]
Abstract
The school-age outcomes of autistic children who received early interventions (EI) remains limited. Adaptive functioning, social, peer play skills, problem behaviours, and attitudes towards school of 31 autistic children who received community-based group early start Denver model (G-ESDM) were compared to 28 age matched autistic children who received other community interventions. Similar adaptive behaviours, social skills, problem behaviours and attitudes towards school were found. Play disruption was the only dimension of play to differ; children that received community interventions demonstrated higher levels of play disruption compared to the G-ESDM group. Children had pervasive challenges in adaptive behaviour, social and play behaviour at school, irrespective of EI type. Thus, ongoing provisions are needed to support development into the school years.
Collapse
|
4
|
McLeod JWH, McCrimmon AW. Variables Associated With Successful Treatment Outcomes of Autistic Youth Enrolled in PEERS. Front Psychiatry 2022; 13:834801. [PMID: 35386528 PMCID: PMC8977621 DOI: 10.3389/fpsyt.2022.834801] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Accepted: 02/22/2022] [Indexed: 11/13/2022] Open
Abstract
This study sought to examine how certain variables of autistic youth who completed a formal social intervention program (PEERS) predicted social skill improvement post intervention. Specifically, this research aimed to determine if age, gender, emotional intelligence, intellectual ability, and/or autism symptomatology predicted social skill outcomes. Using extant data from parent and self-report batteries, change scores and multiple regressions were employed to examine which variables accounted for social skill improvement. Only intellectual ability (FSIQ), specifically perceptual reasoning, significantly predicted social skill outcomes based upon teen self-report, suggesting that autistic youth with specific cognitive profiles may be benefit more from PEERS. This research also exemplifies the heterogeneous nature of autism symptomology and the continued need for research examining social skill interventions. Limitations and future directions are discussed.
Collapse
Affiliation(s)
- Justin W H McLeod
- Werklund School of Education, University of Calgary, Calgary, AB, Canada
| | - Adam W McCrimmon
- Werklund School of Education, University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada
| |
Collapse
|
5
|
Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder. J Autism Dev Disord 2021; 51:2132-2138. [PMID: 32886257 DOI: 10.1007/s10803-020-04680-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed.
Collapse
|
6
|
Hosokawa R, Kawabe K, Nakachi K, Yoshino A, Horiuchi F, Ueno SI. Behavioral Affect in Children with Autism Spectrum Disorder during School Closures Due to the COVID-19 Pandemic in Japan: A Case-Controlled Study. Dev Neuropsychol 2021; 46:288-297. [PMID: 34157904 DOI: 10.1080/87565641.2021.1939350] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Children with autism spectrum disorder (ASD) could experience more stress due to the changes consequent to school closures because of the coronavirus disease 2019 (COVID-19) pandemic. This study investigated differences in behavioral affect between children with ASD and typically developing children (TD). We conducted an online survey with mothers. The data of 84 children with ASD and 361 TD children aged 6 to 18 years were analyzed. Children with ASD were more frustrated due to the changes in their schedule and engaged more in restricted and repetitive behavior. Children with ASD had different types of behavioral affect compared to TD.
Collapse
Affiliation(s)
- Rie Hosokawa
- Department of Neuropsychiatry, Ehime University Graduate School of Medicine, Toon City, Ehime, Japan.,Center for Child Health, Behavior and Development, Ehime University Hospital, Toon City, Ehime, Japan
| | - Kentaro Kawabe
- Department of Neuropsychiatry, Ehime University Graduate School of Medicine, Toon City, Ehime, Japan.,Center for Child Health, Behavior and Development, Ehime University Hospital, Toon City, Ehime, Japan
| | - Kiwamu Nakachi
- Department of Neuropsychiatry, Ehime University Graduate School of Medicine, Toon City, Ehime, Japan.,Center for Child Health, Behavior and Development, Ehime University Hospital, Toon City, Ehime, Japan
| | - Ayumi Yoshino
- Department of Neuropsychiatry, Ehime University Graduate School of Medicine, Toon City, Ehime, Japan.,Center for Child Health, Behavior and Development, Ehime University Hospital, Toon City, Ehime, Japan
| | - Fumie Horiuchi
- Department of Neuropsychiatry, Ehime University Graduate School of Medicine, Toon City, Ehime, Japan.,Center for Child Health, Behavior and Development, Ehime University Hospital, Toon City, Ehime, Japan
| | - Shu-Ichi Ueno
- Department of Neuropsychiatry, Ehime University Graduate School of Medicine, Toon City, Ehime, Japan
| |
Collapse
|
7
|
Hastings SE, Hastings RP, Swales MA, Hughes JC. Emotional and behavioural problems of children with autism spectrum disorder attending mainstream schools. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2021; 68:633-640. [PMID: 36210888 PMCID: PMC9542324 DOI: 10.1080/20473869.2020.1869414] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Revised: 12/18/2020] [Accepted: 12/20/2020] [Indexed: 05/30/2023]
Abstract
Emotional and behavioural problems occur more commonly in children with Autism Spectrum Disorder (ASD) compared to other children. Few studies have focused on these problems in children with ASD attending mainstream schools. We assessed via parent report the emotional and behavioural problems in 160 children aged 4-17 years with ASD attending mainstream schools and investigated differences between the primary and secondary aged children. Children with ASD had higher levels of problems across all domains of the Strengths and Difficulties Questionnaire (SDQ) compared to UK norms. Within the ASD sample, SDQ scores were associated with male sex, living in a household with more children, more severe autism symptoms and fewer adaptive skills, and higher levels of family socio-economic risk. No robust primary-secondary school differences were found. Implications for future research and the support of children with ASD in mainstream school settings are discussed.
Collapse
Affiliation(s)
| | | | | | - J Carl Hughes
- School of Education and Human Development, Bangor University, Bangor, Gwynedd, UK
| |
Collapse
|
8
|
Co-Op World: Adaptive computer game for supporting child psychotherapy. COMPUTERS IN HUMAN BEHAVIOR REPORTS 2020. [DOI: 10.1016/j.chbr.2020.100028] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
|
9
|
Straten CLV, Peter J, Kühne R, Barco A. Transparency about a Robot's Lack of Human Psychological Capacities. ACM TRANSACTIONS ON HUMAN-ROBOT INTERACTION 2020. [DOI: 10.1145/3365668] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The increasing sophistication of social robots has intensified calls for transparency about robots’ machine nature. Initial research has suggested that providing children with information about robots’ mechanical status does not alter children's humanlike perception of, and relationship formation with, social robots. Against this background, our study experimentally investigated the effects of transparency about a robot's lack of human psychological capacities (intelligence, self-consciousness, emotionality, identity construction, social cognition) on children's perceptions of a robot and their relationship to it. Our sample consisted of 144 children aged 8 to 9 years old who interacted with the Nao robot in either a transparent or a control condition. Transparency decreased children's humanlike perception of the robot in terms of animacy, anthropomorphism, social presence, and perceived similarity. Transparency reduced child-robot relationship formation in terms of decreased trust, while children's feelings of closeness toward the robot were not affected.
Collapse
Affiliation(s)
- Caroline L. van Straten
- Amsterdam School of Communication Research (ASCoR), University of Amsterdam, The Netherlands
| | - Jochen Peter
- Amsterdam School of Communication Research (ASCoR), University of Amsterdam, The Netherlands
| | - Rinaldo Kühne
- Amsterdam School of Communication Research (ASCoR), University of Amsterdam, The Netherlands
| | - Alex Barco
- Amsterdam School of Communication Research (ASCoR), University of Amsterdam, The Netherlands
| |
Collapse
|
10
|
Camodeca A, Todd KQ, Croyle J. Utility of the Asperger Syndrome Diagnostic Scale in the Assessment of Autism Spectrum Disorders. J Autism Dev Disord 2020; 50:513-523. [DOI: 10.1007/s10803-019-04272-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
11
|
Morrison KE, DeBrabander KM, Jones DR, Faso DJ, Ackerman RA, Sasson NJ. Outcomes of real-world social interaction for autistic adults paired with autistic compared to typically developing partners. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2019; 24:1067-1080. [PMID: 31823656 DOI: 10.1177/1362361319892701] [Citation(s) in RCA: 74] [Impact Index Per Article: 14.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Differences in social communication and interaction styles between autistic and typically developing have been studied in isolation and not in the context of real-world social interaction. The current study addresses this "blind spot" by examining whether real-world social interaction quality for autistic adults differs when interacting with typically developing relative to autistic partners. Participants (67 autism spectrum disorder, 58 typically developing) were assigned to one of three dyadic partnerships (autism-autism: n = 22; typically developing-typically developing: n = 23; autism-typically developing: n = 25; 55 complete dyads, 15 partial dyads) in which they completed a 5-min unstructured conversation with an unfamiliar person and then assessed the quality of the interaction and their impressions of their partner. Although autistic adults were rated as more awkward, less attractive, and less socially warm than typically developing adults by both typically developing and autistic partners, only typically developing adults expressed greater interest in future interactions with typically developing relative to autistic partners. In contrast, autistic participants trended toward an interaction preference for other autistic adults and reported disclosing more about themselves to autistic compared to typically developing partners. These results suggest that social affiliation may increase for autistic adults when partnered with other autistic people, and support reframing social interaction difficulties in autism as a relational rather than an individual impairment.
Collapse
|
12
|
Shea N, Payne E, Russo N. Brief Report: Social Functioning Predicts Externalizing Problem Behaviors in Autism Spectrum Disorder. J Autism Dev Disord 2018; 48:2237-2242. [PMID: 29423607 PMCID: PMC5949084 DOI: 10.1007/s10803-017-3459-8] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Individuals with ASD often display externalizing behaviors, which have been associated with lower quality of life in adulthood. Social difficulties have been hypothesized to underlie externalizing problems among individuals with ASD (Klin and Volkmar in Asperger Syndrome, 340-366, 2000), but this has never been tested empirically. We examined whether socialization abilities predicted externalizing problems assessed by parent report in a group of 29 individuals with ASD (age range 7-16 years) and 29 TD individuals matched for IQ, age, and gender. Socialization scores accounted for 50% of the variance in externalizing behaviors among individuals with ASD, but not in TD children. These findings have implications for intervention, and suggest that targeting social difficulties might provide a better means to addressing externalizing problems.
Collapse
Affiliation(s)
- N Shea
- Department of Psychology, Syracuse University, 430 University Ave, Syracuse, NY, 13244, USA
| | - E Payne
- Department of Psychology, Syracuse University, 430 University Ave, Syracuse, NY, 13244, USA
- Bloomberg School of Public Health, Johns Hopkins University, 615 N Wolfe St, Baltimore, MD, 21205, USA
| | - N Russo
- Department of Psychology, Syracuse University, 430 University Ave, Syracuse, NY, 13244, USA.
| |
Collapse
|
13
|
de la Peña FR, Rosetti MF, Rodríguez-Delgado A, Villavicencio LR, Palacio JD, Montiel C, Mayer PA, Félix FJ, Larraguibel M, Viola L, Ortiz S, Fernández S, Jaímes A, Feria M, Sosa L, Palacios-Cruz L, Ulloa RE. Construct validity and parent-child agreement of the six new or modified disorders included in the Spanish version of the Kiddie Schedule for Affective Disorders and Schizophrenia present and Lifetime Version DSM-5 (K-SADS-PL-5). J Psychiatr Res 2018. [PMID: 29529472 DOI: 10.1016/j.jpsychires.2018.02.029] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Changes to the Diagnostic and Statistical Manual of Mental Disorders fifth edition (DSM-5) incorporate the inclusion or modification of six disorders: Autism Spectrum Disorder, Social Anxiety Disorder, Intermittent Explosive Disorder, Disruptive Mood Dysregulation Disorder, Avoidant/Restrictive Food Intake Disorder and Binge Eating Disorder. The objectives of this study were to assess the construct validity and parent-child agreement of these six disorders in the Spanish language Schedule for Affective Disorders and Schizophrenia for School Age Children Present and Lifetime Version (K-SADS-PL-5) in a clinical population of children and adolescents from Latin America. The Spanish version of the K-SADS-PL was modified to integrate changes made to the DSM-5. Clinicians received training in the K-SADS-PL-5 and 90% agreement between raters was obtained. A total of 80 patients were recruited in four different countries in Latin America. All items from each of the six disorders were included in a factor analysis. Parent-child agreement was calculated for every item of the six disorders, including the effect of sex and age. The factor analysis revealed 6 factors separately grouping the items defining each of the new or modified disorders, with Eigenvalues greater than 2. Very good parent-child agreements (r>0.8) were found for the large majority of the items (93%), even when considering the sex or age of the patient. This independent grouping of disorders suggests that the manner in which the disorders were included into the K-SADS-PL-5 reflects robustly the DSM-5 constructs and displayed a significant inter-informant reliability. These findings support the use of K-SADS-PL-5 as a clinical and research tool to evaluate these new or modified diagnoses.
Collapse
Affiliation(s)
| | - Marcos F Rosetti
- Universidad Nacional Autónoma de México, Ciudad de México, Mexico
| | | | - Lino R Villavicencio
- Instituto Nacional de Psiquiatría Ramón de la Fuente Muñiz, Ciudad de México, Mexico
| | - Juan D Palacio
- Departamento de Psiquiatría, Facultad de Medicina, Universidad de Antioquia, Medellín, Colombia
| | - Cecilia Montiel
- Universidad de Zulia, Maracaibo, Venezuela; Centro de Estudios de Postgrado, Universidad Latina de Panamá, Ciudad de Panamá, Panama
| | - Pablo A Mayer
- Hospital Psiquiátrico Infantil Juan N. Navarro, Ciudad de México, Mexico
| | - Fernando J Félix
- Hospital Psiquiátrico Gustavo León Mojica, Aguascalientes, Mexico
| | - Marcela Larraguibel
- Clínica Psiquiátrica Universitaria, Facultad de Medicina, Universidad de Chile, Santiago de Chile, Chile
| | - Laura Viola
- Departamento de Psiquiatría Pediátrica del Hospital de Niños La Española, Facultad de Medicina, Montevideo, Uruguay
| | - Silvia Ortiz
- Universidad Nacional Autónoma de México, Ciudad de México, Mexico
| | - Sofía Fernández
- Departamento de Psiquiatría Pediátrica del Hospital de Niños La Española, Facultad de Medicina, Montevideo, Uruguay
| | - Aurora Jaímes
- Universidad Nacional Autónoma de México, Ciudad de México, Mexico
| | - Miriam Feria
- Instituto Nacional de Psiquiatría Ramón de la Fuente Muñiz, Ciudad de México, Mexico
| | - Liz Sosa
- Instituto Nacional de Psiquiatría Ramón de la Fuente Muñiz, Ciudad de México, Mexico
| | - Lino Palacios-Cruz
- Instituto Nacional de Psiquiatría Ramón de la Fuente Muñiz, Ciudad de México, Mexico
| | - Rosa E Ulloa
- Hospital Psiquiátrico Infantil Juan N. Navarro, Ciudad de México, Mexico.
| |
Collapse
|
14
|
Bischof NL, Rapee RM, Hudry K, Bayer JK. Acceptability and caregiver-reported outcomes for young children with autism spectrum disorder whose parents attended a preventative population-based intervention for anxiety: A pilot study. Autism Res 2018; 11:1166-1174. [DOI: 10.1002/aur.1963] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2017] [Revised: 02/20/2018] [Accepted: 04/11/2018] [Indexed: 12/28/2022]
Affiliation(s)
- Natalie L. Bischof
- School of Psychology and Public Health; La Trobe University; Melbourne Victoria Australia
| | - Ronald M. Rapee
- Centre for Emotional Health; Macquarie University; Sydney New South Wales Australia
| | - Kristelle Hudry
- Victorian Autism Specific Early Learning and Care Centre; La Trobe University; Melbourne Victoria Australia
- Olga Tennison Autism Research Centre; La Trobe University; Melbourne Victoria Australia
| | - Jordana K. Bayer
- School of Psychology and Public Health; La Trobe University; Melbourne Victoria Australia
- Murdoch Children's Research Institute; Melbourne Victoria Australia
- Department of Paediatrics; University of Melbourne; Melbourne Victoria Australia
| |
Collapse
|
15
|
Ghaemmaghami M, Hanley GP, Jessel J, Landa R. Shaping complex functional communication responses. J Appl Behav Anal 2018; 51:502-520. [PMID: 29761485 DOI: 10.1002/jaba.468] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Accepted: 04/08/2018] [Indexed: 11/08/2022]
Abstract
Response efficiency plays an important role in the initial success of functional communication training (FCT). Although low-effort functional communication responses (FCRs) have been shown to be most effective in replacing problem behavior; more developmentally advanced FCRs are favored later in the treatment process. Attempts to teach these more complex FCRs, however, often lead to the resurgence of problem behavior. In this study, we provide a detailed description of an effective shaping process applied within a changing criterion design to develop complex FCRs from simple FCRs without resurgence of problem behavior. Four children with various language and intellectual abilities participated in this study. A practical shaping procedure, suitable for typical teaching contexts, is described for two participants in Experiment 1. The necessity and efficacy of the shaping process are demonstrated with the participants in Experiment 2. Implications for practice and research are discussed.
Collapse
|
16
|
Lemay JF, Eastabrook G, MacKenzie H. The Little Prince: a glimpse into the world of autism? Arch Dis Child 2018; 103:389-392. [PMID: 29138132 DOI: 10.1136/archdischild-2017-313935] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/14/2017] [Revised: 10/17/2017] [Accepted: 10/23/2017] [Indexed: 11/03/2022]
Affiliation(s)
- Jean-Francois Lemay
- Department of Paediatrics, University of Calgary Cumming School of Medicine, Calgary, Alberta, Canada
| | - Genevieve Eastabrook
- Department of Obstetrics and Gynecology, Western University Schulich School of Medicine and Dentistry, London, Ontario, Canada
| | | |
Collapse
|
17
|
Chiang HL, Kao WC, Chou MC, Chou WJ, Chiu YN, Wu YY, Gau SSF. School dysfunction in youth with autistic spectrum disorder in Taiwan: The effect of subtype and ADHD. Autism Res 2018; 11:857-869. [DOI: 10.1002/aur.1923] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2016] [Revised: 10/26/2017] [Accepted: 12/27/2017] [Indexed: 11/10/2022]
Affiliation(s)
- Huey-Ling Chiang
- Department of Psychiatry; National Taiwan University Hospital and College of Medicine; Taipei Taiwan
- Department of Psychiatry; Far Eastern Memorial Hospital; New Taipei City Taiwan
- Graduate Institute of Clinical Medicine, College of Medicine, National Taiwan University; Taipei Taiwan
| | - Wei-Chih Kao
- Department of Psychiatry; National Taiwan University Hospital and College of Medicine; Taipei Taiwan
| | - Mei-Chun Chou
- Department of Child Psychiatry; Chang Gung Memorial Hospital-Kaohsiung Medical Center, Chang Gung University College of Medicine; Kaohsiung Taiwan
| | - Wen-June Chou
- Department of Child Psychiatry; Chang Gung Memorial Hospital-Kaohsiung Medical Center, Chang Gung University College of Medicine; Kaohsiung Taiwan
| | - Yen-Nan Chiu
- Department of Psychiatry; National Taiwan University Hospital and College of Medicine; Taipei Taiwan
| | - Yu-Yu Wu
- Department of Psychiatry; Chang Gung Memorial Hospital-Linkou; Taoyuan Taiwan
| | - Susan Shur-Fen Gau
- Department of Psychiatry; National Taiwan University Hospital and College of Medicine; Taipei Taiwan
- Graduate Institute of Clinical Medicine, College of Medicine, National Taiwan University; Taipei Taiwan
| |
Collapse
|
18
|
Caregiver-Teacher Concordance of Challenging Behaviors in Children with Autism Spectrum Disorder Served in Community Mental Health Settings. J Autism Dev Disord 2017; 47:1780-1790. [PMID: 28343342 DOI: 10.1007/s10803-017-3101-9] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Children with autism spectrum disorder (ASD) exhibit high rates of challenging behaviors that impair functioning and represent the primary presenting problem in mental health (MH) services. Obtaining symptom reports from multiple informants is critical for treatment planning. This study evaluated caregiver-teacher concordance of ratings of the intensity of challenging behaviors in children with ASD receiving MH services, and identified child clinical factors associated with concordance. This sample included 141 children (M = 9.07 years), their caregivers, and teachers. Caregiver-teacher concordance of challenging behaviors was low and impacted by the degree and type of child psychiatric comorbidity. Findings support need for increased attention to the range of psychiatric problems children with ASD present to tailor treatment recommendations and service delivery.
Collapse
|
19
|
Deckers A, Muris P, Roelofs J. Being on Your Own or Feeling Lonely? Loneliness and Other Social Variables in Youths with Autism Spectrum Disorders. Child Psychiatry Hum Dev 2017; 48:828-839. [PMID: 28070762 PMCID: PMC5617879 DOI: 10.1007/s10578-016-0707-7] [Citation(s) in RCA: 45] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/02/2022]
Abstract
A cross-sectional study was conducted to examine loneliness and its correlates in children (7 to 11 years) and adolescents (12 to 18 years) with autism spectrum disorders (ASD, n = 73) and control groups of clinically referred (ADHD, n = 76) and non-clinical (n = 106) youths. Youths completed questionnaires on loneliness and desire for social interaction, while parents and teachers filled out scales on other aspects of children's social functioning. Results indicated that only at an adolescent age, the ASD group reported higher levels of loneliness than the control groups. Further, the ASD group generally expressed relatively low levels of desire for social interaction, although these youths displayed a similar increase in the wish to belong during adolescence as participants in the control groups. Finally, the ASD group exhibited lower levels of social competence and social skills and higher levels of social problems and social anxiety than the control groups, and in all groups these social variables correlated in a theoretically meaningful with loneliness.
Collapse
Affiliation(s)
- Anne Deckers
- Virenze RIAGG Maastricht and Department of Clinical Psychological Science, Maastricht University, Post box 616, 6200, Maastricht, MD, The Netherlands.
| | - Peter Muris
- Virenze RIAGG Maastricht and Department of Clinical Psychological Science, Maastricht University, Post box 616, 6200, Maastricht, MD, The Netherlands
| | - Jeffrey Roelofs
- Virenze RIAGG Maastricht and Department of Clinical Psychological Science, Maastricht University, Post box 616, 6200, Maastricht, MD, The Netherlands
| |
Collapse
|
20
|
Hebron JS. School connectedness and the primary to secondary school transition for young people with autism spectrum conditions. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2017; 88:396-409. [PMID: 28929487 DOI: 10.1111/bjep.12190] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2017] [Revised: 08/03/2017] [Indexed: 01/15/2023]
Abstract
BACKGROUND Young people with autism spectrum conditions (ASC) face many educational challenges, particularly in terms of academic achievement, social inclusion, and mental health. School connectedness is linked to many positive outcomes and may be of particular salience at the primary-secondary school transition, when young people with ASC are expected to cope in new and unfamiliar settings. AIMS This study explores for the first time school connectedness across the primary to secondary school transition for young people with ASC. SAMPLE Twenty-eight students with ASC (23 male, five female) and a comparison group of 21 students with no additional needs (16 male, five female) participated. METHODS A longitudinal design was used to measure school connectedness across transition at four time-points from the end of primary school, into the first and second years of secondary school. Students completed the Psychological Sense of School Membership (Goodenow, 1993, Psychology in the Schools, 30, 79) questionnaire at each time-point, with responses analysed statistically. RESULTS Students with ASC reported positive levels of school connectedness across transition, although their scores remained lower than those of their typically developing peers. The gap between the two groups narrowed significantly during the first year of secondary school, with students in the ASC group reporting improving levels of school connectedness, although there were non-significant signs of a decline for both groups in the second year. CONCLUSIONS Transition can be a positive experience for students with ASC. However, their consistently lower levels of school connectedness compared to those of their peers highlight the need for ongoing monitoring and support during secondary education.
Collapse
|
21
|
Zeedyk SM, Cohen SR, Eisenhower A, Blacher J. Perceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports. J Autism Dev Disord 2016; 46:436-49. [PMID: 26363914 DOI: 10.1007/s10803-015-2575-6] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the Loneliness and Social Dissatisfaction Questionnaire (LSDQ; Cassidy and Asher in Child Dev 63:250-365, 1992), the majority of children reported friendships, yet a considerable proportion also reported social difficulties. Factor analysis of the abbreviated LSDQ identified three factors, which were significantly associated with parent- and teacher-reported variables. Regression analyses revealed parent-reported social skills deficits and teacher-reported conflict in the student-teacher relationship to be associated with child-reported loneliness. Implications for practice are discussed.
Collapse
Affiliation(s)
- Sasha M Zeedyk
- Department of Psychiatry, Child and Adolescent Services Research Center, University of California, San Diego, San Diego, CA, USA.
| | - Shana R Cohen
- Department of Education Studies, University of California, San Diego, San Diego, CA, USA
| | | | - Jan Blacher
- University of California, Riverside, Riverside, CA, USA
| |
Collapse
|
22
|
Wright B, Marshall D, Adamson J, Ainsworth H, Ali S, Allgar V, Collingridge Moore D, Cook E, Dempster P, Hackney L, McMillan D, Trepél D, Williams C. Social Stories™ to alleviate challenging behaviour and social difficulties exhibited by children with autism spectrum disorder in mainstream schools: design of a manualised training toolkit and feasibility study for a cluster randomised controlled trial with nested qualitative and cost-effectiveness components. Health Technol Assess 2016; 20:1-258. [PMID: 26792796 DOI: 10.3310/hta20060] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
BACKGROUND A Social Story™ (Carol Gray) is a child-friendly intervention that is used to give children with autism spectrum disorders (ASDs) social information in situations where they have social difficulties. Limited evidence mainly using single-case designs suggests that they can reduce anxiety and challenging behaviour. OBJECTIVES The objectives were to conduct a systematic review, use this to develop a manualised intervention and run a feasibility trial to inform a fully powered randomised controlled trial (RCT) on their clinical effectiveness and cost-effectiveness in schools. DESIGN This is a three-stage study following the Medical Research Council framework for complex interventions. Specifically, it involved a theoretical phase, a qualitative stage and a feasibility trial stage. SETTING Qualitative interviews and focus groups took place in Child and Adolescent Mental Health Service and primary care settings. The feasibility study took place in 37 local mainstream schools. PARTICIPANTS Fifty children (aged 5-15 years) in mainstream school settings with a diagnosis of ASD were entered into the trial. For each child, an associated teacher and parent was also recruited. INTERVENTIONS The intervention was a goal-setting session followed by a manualised toolkit (including a training session) for creating Social Stories™ for use with school-aged children. The comparator treatment was a goal-setting session followed by an attention control. Both arms received treatment as usual. MAIN OUTCOME MEASURES Outcomes tested as part of the feasibility study included child- and proxy-completed questionnaires for mental health, quality of life and goal-based outcome measures. Adults additionally completed behaviour diaries and the parental stress index. RESULTS The review found that the research into social stories is predominantly based in the USA, carried out in under-12-year-olds and using single-case designs. Most studies either did not follow established Social Story criteria or did not report if they did. The assessment of effectiveness presents a largely positive picture but is limited by methodological issues. There were no adequate RCTs and insufficient information to assess a number of important sources of potential bias in most studies. A manualised intervention was produced using an iterative process between user focus groups and a writing team, and assessed in the feasibility study. All 50 participant groups were recruited within the study time frame. Two outcome measures, the Social Responsiveness Scale-2 and the custom-made goal-based measure, showed high levels of completion rates and appeared to be capturing social and behaviour skills targeted by the use of Social Stories. Detailed recommendations for a full trial are provided. LIMITATIONS Blinding of participants was not feasible. Treatment fidelity was not assessed because of low levels of story return rates. CONCLUSIONS The study showed that a fully powered RCT is feasible with an extended geographical footprint. A large amount of data and information has helped to inform the design of this RCT, which will be the subject of a future research grant application. Future work could focus on developing an appropriate blinded outcome measure for this population. STUDY REGISTRATION This study is registered as PROSPERO CRD42011001440. TRIAL REGISTRATION Current Controlled Trials ISRCTN96286707. FUNDING This project was funded by the NIHR Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 20, No. 6. See the NIHR Journals Library website for further project information.
Collapse
Affiliation(s)
- Barry Wright
- Lime Trees Child and Adolescent Mental Health Service Research Team, York, UK
| | - David Marshall
- Lime Trees Child and Adolescent Mental Health Service Research Team, York, UK
| | - Joy Adamson
- York Clinical Trials Unit, Department of Health Sciences, York, UK
| | - Hannah Ainsworth
- York Clinical Trials Unit, Department of Health Sciences, York, UK
| | - Shehzad Ali
- Department of Health Sciences, University of York, York, UK
| | | | | | - Elizabeth Cook
- York Clinical Trials Unit, Department of Health Sciences, York, UK
| | - Paul Dempster
- Department of Health Sciences, University of York, York, UK
| | - Lisa Hackney
- Lime Trees Child and Adolescent Mental Health Service Research Team, York, UK
| | - Dean McMillan
- Department of Health Sciences, University of York, York, UK
| | - Dominic Trepél
- Department of Health Sciences, University of York, York, UK
| | - Chris Williams
- Lime Trees Child and Adolescent Mental Health Service Research Team, York, UK
| |
Collapse
|
23
|
Horovitz M, Matson JL. The baby and infant screen for children with autism traits-part 2: The development of age-based cutoffs. Dev Neurorehabil 2016; 18:349-56. [PMID: 23869771 DOI: 10.3109/17518423.2013.797031] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE To create age-based scoring procedures for the BISCUIT-Part 2, an assessment measure of comorbid psychopathology in infants and toddlers aged 17-37 months. METHOD The standard deviation from the mean method was used to develop separate age-based cutoffs for those with an autism spectrum disorder (ASD) and those with non-ASD related developmental delays, using a sample of 2867 infants and toddlers and their parents. RESULTS As age increased in those with ASD, higher cutoff scores were indicated. Less variation was seen in the cutoff scores established for those with non-ASD related delays. CONCLUSION The findings suggest that as children with ASD grow older, symptoms of comorbidity become more prevalent and easier to detect. The implications of these results, as well as possible areas of future research, are discussed.
Collapse
Affiliation(s)
- Max Horovitz
- a Department of Psychology , Louisiana State University , Baton Rouge , LA , USA
| | - Johnny L Matson
- a Department of Psychology , Louisiana State University , Baton Rouge , LA , USA
| |
Collapse
|
24
|
Hebron J, Oldfield J, Humphrey N. Cumulative risk effects in the bullying of children and young people with autism spectrum conditions. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2016; 21:291-300. [DOI: 10.1177/1362361316636761] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Students with autism are more likely to be bullied than their typically developing peers. However, several studies have shown that their likelihood of being bullied increases in the context of exposure to certain risk factors (e.g. behaviour difficulties and poor peer relationships). This study explores vulnerability to bullying from a cumulative risk perspective, where the number of risks rather than their nature is considered. A total of 722 teachers and 119 parents of young people with autism spectrum conditions participated in the study. Established risk factors were summed to form a cumulative risk score in teacher and parent models. There was evidence of a cumulative risk effect in both models, suggesting that as the number of risks increased, so did exposure to bullying. A quadratic effect was found in the teacher model, indicating that there was a disproportionate increase in the likelihood of being bullied in relation to the number of risk factors to which a young person was exposed. In light of these findings, it is proposed that more attention needs to be given to the number of risks to which children and young people with autism spectrum conditions are exposed when planning interventions and providing a suitable educational environment.
Collapse
|
25
|
Barahona-Corrêa JB, Filipe CN. A Concise History of Asperger Syndrome: The Short Reign of a Troublesome Diagnosis. Front Psychol 2016; 6:2024. [PMID: 26834663 PMCID: PMC4725185 DOI: 10.3389/fpsyg.2015.02024] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2015] [Accepted: 12/18/2015] [Indexed: 11/13/2022] Open
Abstract
First described in 1944 by Hans Asperger (1944), it was not before 1994 that Asperger Syndrome (AS) was included in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders, only to disappear in the Manual's fifth edition in 2013. During its brief existence as a diagnostic entity, AS aroused immense interest and controversy. Similar to patients with autism, AS patients show deficits in social interaction, inappropriate communication skills, and interest restriction, but also display a rich variety of subtle clinical characteristics that for many distinguish AS from autism. However, difficulties operationalising diagnostic criteria and differentiating AS from autism ultimately led to its merging into the unifying category of Autistic Spectrum Disorders. Here we briefly review the short history of this fascinating condition.
Collapse
Affiliation(s)
- J. B. Barahona-Corrêa
- Department of Psychiatry and Mental Health, Nova Medical School/Faculdade de Ciências Médicas - Universidade Nova de LisboaLisbon, Portugal
- Neuropsychiatry Unit, Champalimaud Clinical Centre, Fundação ChampalimaudLisbon, Portugal
- Centro de Apoio ao Desenvolvimento Infantil – CADINCascais, Portugal
- Department of Psychiatry and Mental Health, Centro Hospitalar de Lisboa OcidentalLisbon, Portugal
| | - Carlos N. Filipe
- Department of Physiology, Nova Medical School/Faculdade de Ciências Médicas - Universidade Nova de LisboaLisbon, Portugal
| |
Collapse
|
26
|
Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots. J Autism Dev Disord 2015; 46:1429-40. [DOI: 10.1007/s10803-015-2685-1] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
|
27
|
Salvano-Pardieu V, Blanc R, Combalbert N, Pierratte A, Manktelow K, Maintier C, Lepeltier S, Gimenes G, Barthelemy C, Fontaine R. Judgment of blame in teenagers with Asperger's syndrome. THINKING & REASONING 2015. [DOI: 10.1080/13546783.2015.1127288] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
28
|
Azad G, Reisinger E, Xie M, Mandell DS. Parent and Teacher Concordance on the Social Responsiveness Scale for Children with Autism. SCHOOL MENTAL HEALTH 2015; 8:368-376. [PMID: 27617039 DOI: 10.1007/s12310-015-9168-6] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
There are inconsistent findings regarding parent and teacher agreement on behavioral ratings of their children with autism. One possible reason for this inconsistency is that studies have not taken autism severity into account. This study examined parent and teacher concordance of social behavior based on symptom severity for children with autism. Participants were 123 parent-teacher dyads who completed the Social Responsiveness Scale. Symptom severity was assessed using the Autism Diagnostic Observation Schedule (ADOS). Results indicated that parent and teacher ratings were statistically significantly correlated at the beginning and end of the academic year, but only for severely affected children. Teacher report of social deficits was correlated with symptom severity as measured by the ADOS; parent report was not. These findings have implications for improving assessment procedures and parent-teacher collaboration.
Collapse
Affiliation(s)
- Gazi Azad
- University of Pennsylvania Perelman School of Medicine, Center for Mental Health Policy & Services Research, 3535 Market Street, 3 Floor, Philadelphia, PA, 19104-3309
| | - Erica Reisinger
- University of Pennsylvania Perelman School of Medicine, Center for Mental Health Policy & Services Research, 3535 Market Street, 3 Floor, Philadelphia, PA, 19104-3309
| | - Ming Xie
- University of Pennsylvania Perelman School of Medicine, Center for Mental Health Policy & Services Research, 3535 Market Street, 3 Floor, Philadelphia, PA, 19104-3309
| | - David S Mandell
- University of Pennsylvania Perelman School of Medicine, Center for Mental Health Policy & Services Research, 3535 Market Street, 3 Floor, Philadelphia, PA, 19104-3309
| |
Collapse
|
29
|
Stratis EA, Lecavalier L. Informant agreement for youth with autism spectrum disorder or intellectual disability: a meta-analysis. J Autism Dev Disord 2015; 45:1026-41. [PMID: 25253177 DOI: 10.1007/s10803-014-2258-8] [Citation(s) in RCA: 81] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
This study investigated informant agreement on emotional and behavior problems and social skills in youth with autism spectrum disorder or intellectual disability using meta-analytic methods. Forty-nine studies were included, consisting of 107 effect sizes. The mean weighted effect size across all raters and all behaviors was .36, reflecting moderate agreement. Consistent with meta-analyses in typically developing youth, pairs of similar informants (e.g., parent-parent) demonstrated higher agreement compared to pairs of different raters (e.g., parent-teacher). With all rater pairs combined, agreement was significantly higher for externalizing problems (r = .42) than either internalizing problems (r = .35) or social skills (r = .30). Several factors appear to moderate the level of agreement among informants, including the youth's diagnosis, age, and IQ.
Collapse
Affiliation(s)
- Elizabeth A Stratis
- Department of Psychology, Nisonger Center, Ohio State University, 371D McCampbell Hall, 1581 Dodd Drive, Columbus, OH, 43210, USA
| | | |
Collapse
|
30
|
Falk NH, Norris K, Quinn MG. The factors predicting stress, anxiety and depression in the parents of children with autism. J Autism Dev Disord 2015; 44:3185-203. [PMID: 25022253 DOI: 10.1007/s10803-014-2189-4] [Citation(s) in RCA: 149] [Impact Index Per Article: 16.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2023]
Abstract
The factors predicting stress, anxiety and depression in the parents of children with autism remain poorly understood. In this study, a cohort of 250 mothers and 229 fathers of one or more children with autism completed a questionnaire assessing reported parental mental health problems, locus of control, social support, perceived parent-child attachment, as well as autism symptom severity and perceived externalizing behaviours in the child with autism. Variables assessing parental cognitions and socioeconomic support were found to be more significant predictors of parental mental health problems than child-centric variables. A path model, describing the relationship between the dependent and independent variables, was found to be a good fit with the observed data for both mothers and fathers.
Collapse
Affiliation(s)
- Nicholas Henry Falk
- School of Psychology, University of Tasmania, Churchill Avenue, Sandy Bay, Hobart, TAS, 7005, Australia,
| | | | | |
Collapse
|
31
|
O'Haire ME, McKenzie SJ, Beck AM, Slaughter V. Animals may act as social buffers: Skin conductance arousal in children with autism spectrum disorder in a social context. Dev Psychobiol 2015; 57:584-95. [PMID: 25913902 DOI: 10.1002/dev.21310] [Citation(s) in RCA: 51] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2014] [Accepted: 03/05/2015] [Indexed: 11/09/2022]
Abstract
Children with autism spectrum disorder (ASD) experience high rates of social stress and anxious arousal. Preliminary evidence suggests that companion animals can act as buffers against the adverse effects of social stress in adults. We measured continuous physiological arousal in children with ASD and typically developing (TD) children in a social context during four conditions: (a) a baseline of reading silently, (b) a scripted classroom activity involving reading aloud, (c) free play with peers and toys, and (d) free play with peers and animals (guinea pigs). Our results confirmed heightened arousal among children with ASD compared to TD children in all conditions, except when the animals were present. Children with ASD showed a 43% decrease in skin conductance responses during free play with peers in the presence of animals, compared to toys. Thus, animals may act as social buffers for children with ASD, conferring unique anxiolytic effects.
Collapse
Affiliation(s)
- Marguerite E O'Haire
- Center for the Human Animal Bond, Department of Comparative Pathobiology, College of Veterinary Medicine, Purdue University, West Lafayette, IN, 47907, USA
| | - Samantha J McKenzie
- School of Population Health, The University of Queensland, Herston, QLD, 4006, Australia
| | - Alan M Beck
- Center for the Human Animal Bond, Department of Comparative Pathobiology, College of Veterinary Medicine, Purdue University, West Lafayette, IN, 47907, USA
| | - Virginia Slaughter
- School of Psychology, The University of Queensland, Brisbane, QLD, 4072, Australia
| |
Collapse
|
32
|
Chiang HM, Tsai LY, Cheung YK, Brown A, Li H. A meta-analysis of differences in IQ profiles between individuals with Asperger's disorder and high-functioning autism. J Autism Dev Disord 2014; 44:1577-96. [PMID: 24362849 DOI: 10.1007/s10803-013-2025-2] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
A meta-analysis was performed to examine differences in IQ profiles between individuals with Asperger's disorder (AspD) and high-functioning autism (HFA). Fifty-two studies were included for this study. The results showed that (a) individuals with AspD had significantly higher full-scale IQ, verbal IQ (VIQ), and performance IQ (PIQ) than did individuals with HFA; (b) individuals with AspD had significantly higher VIQ than PIQ; and (c) VIQ was similar to PIQ in individuals with HFA. These findings seem to suggest that AspD and HFA are two different subtypes of Autism. The implications of the present findings to DSM-5 Autism Spectrum Disorder are discussed.
Collapse
Affiliation(s)
- Hsu-Min Chiang
- Department of Health and Behavior Studies, Teachers College, Columbia University, New York, NY, USA,
| | | | | | | | | |
Collapse
|
33
|
Leung RC, Ye AX, Wong SM, Taylor MJ, Doesburg SM. Reduced beta connectivity during emotional face processing in adolescents with autism. Mol Autism 2014; 5:51. [PMID: 25371811 PMCID: PMC4218990 DOI: 10.1186/2040-2392-5-51] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2014] [Accepted: 10/08/2014] [Indexed: 12/28/2022] Open
Abstract
Background Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social cognition. The biological basis of deficits in social cognition in ASD, and their difficulty in processing emotional face information in particular, remains unclear. Atypical communication within and between brain regions has been reported in ASD. Interregional phase-locking is a neurophysiological mechanism mediating communication among brain areas and is understood to support cognitive functions. In the present study we investigated interregional magnetoencephalographic phase synchronization during the perception of emotional faces in adolescents with ASD. Methods A total of 22 adolescents with ASD (18 males, mean age =14.2 ± 1.15 years, 22 right-handed) with mild to no cognitive delay and 17 healthy controls (14 males, mean age =14.4 ± 0.33 years, 16 right-handed) performed an implicit emotional processing task requiring perception of happy, angry and neutral faces while we recorded neuromagnetic signals. The faces were presented rapidly (80 ms duration) to the left or right of a central fixation cross and participants responded to a scrambled pattern that was presented concurrently on the opposite side of the fixation point. Task-dependent interregional phase-locking was calculated among source-resolved brain regions. Results Task-dependent increases in interregional beta synchronization were observed. Beta-band interregional phase-locking in adolescents with ASD was reduced, relative to controls, during the perception of angry faces in a distributed network involving the right fusiform gyrus and insula. No significant group differences were found for happy or neutral faces, or other analyzed frequency ranges. Significant reductions in task-dependent beta connectivity strength, clustering and eigenvector centrality (all P <0.001) in the right insula were found in adolescents with ASD, relative to controls. Conclusions Reduced beta synchronization may reflect inadequate recruitment of task-relevant networks during emotional face processing in ASD. The right insula, specifically, was a hub of reduced functional connectivity and may play a prominent role in the inability to effectively extract emotional information from faces. These findings suggest that functional disconnection in brain networks mediating emotional processes may contribute to deficits in social cognition in this population. Electronic supplementary material The online version of this article (doi:10.1186/2040-2392-5-51) contains supplementary material, which is available to authorized users.
Collapse
Affiliation(s)
- Rachel C Leung
- Department of Diagnostic Imaging, Hospital for Sick Children, 555 University Avenue, Toronto, Ontario M5G 1X8 Canada ; Department of Psychology, University of Toronto, 100 St. George Street, 4th Floor, Sidney Smith Hall, Toronto, Ontario M5S 3G3 Canada ; Neuroscience & Mental Health, Hospital for Sick Children Research Institute, 555 University Avenue, Toronto, Ontario M5G 1X8 Canada
| | - Annette X Ye
- Department of Diagnostic Imaging, Hospital for Sick Children, 555 University Avenue, Toronto, Ontario M5G 1X8 Canada ; Neuroscience & Mental Health, Hospital for Sick Children Research Institute, 555 University Avenue, Toronto, Ontario M5G 1X8 Canada ; Institute of Medical Science, University of Toronto, Faculty of Medicine, Medical Sciences Building, 1 King's College Circle, Toronto, Ontario M5S 1A8 Canada
| | - Simeon M Wong
- Department of Diagnostic Imaging, Hospital for Sick Children, 555 University Avenue, Toronto, Ontario M5G 1X8 Canada
| | - Margot J Taylor
- Department of Diagnostic Imaging, Hospital for Sick Children, 555 University Avenue, Toronto, Ontario M5G 1X8 Canada ; Department of Psychology, University of Toronto, 100 St. George Street, 4th Floor, Sidney Smith Hall, Toronto, Ontario M5S 3G3 Canada ; Neuroscience & Mental Health, Hospital for Sick Children Research Institute, 555 University Avenue, Toronto, Ontario M5G 1X8 Canada ; Institute of Medical Science, University of Toronto, Faculty of Medicine, Medical Sciences Building, 1 King's College Circle, Toronto, Ontario M5S 1A8 Canada ; Department of Medical Imaging, Faculty of Medicine, University of Toronto, 263 McCaul Street - 4th Floor, Toronto, Ontario M5T 1 W7 Canada
| | - Sam M Doesburg
- Department of Diagnostic Imaging, Hospital for Sick Children, 555 University Avenue, Toronto, Ontario M5G 1X8 Canada ; Department of Psychology, University of Toronto, 100 St. George Street, 4th Floor, Sidney Smith Hall, Toronto, Ontario M5S 3G3 Canada ; Neuroscience & Mental Health, Hospital for Sick Children Research Institute, 555 University Avenue, Toronto, Ontario M5G 1X8 Canada ; Institute of Medical Science, University of Toronto, Faculty of Medicine, Medical Sciences Building, 1 King's College Circle, Toronto, Ontario M5S 1A8 Canada ; Department of Medical Imaging, Faculty of Medicine, University of Toronto, 263 McCaul Street - 4th Floor, Toronto, Ontario M5T 1 W7 Canada
| |
Collapse
|
34
|
Abstract
This review focuses on identifying up-to-date number of publications that compared DSM-IV/ICD-10 Asperger's disorder (AspD) to Autistic Disorder/High-functioning Autism (AD/HFA). One hundred and twenty-eight publications were identified through an extensive search of major electronic databases and journals. Based on more than 90 clinical variables been investigated, 94 publications concluded that there were statistically significant or near significant level of quantitative and/or qualitative differences between AspD and AD/HFA groups; 4 publications found both similarities and differences between the two groups; 30 publications concluded with no differences between the two groups. Although DSM-5 ASD will eliminate Asperger's disorder. However, it is plausible to predict that the field of ASD would run full circle during the next decade or two and that AspD will be back in the next edition of DSM.
Collapse
Affiliation(s)
- Luke Y Tsai
- Department of Psychiatry, University of Michigan Medical School, 2385 Placid Way, Ann Arbor, MI, 48105, USA,
| |
Collapse
|
35
|
Wright B, Marshall D, Collingridge Moore D, Ainsworth H, Hackney L, Adamson J, Ali S, Allgar V, Cook L, Dyson L, Littlewood E, Hargate R, McLaren A, McMillan D, Trépel D, Whitehead J, Williams C. Autism Spectrum Social Stories In Schools Trial (ASSSIST): study protocol for a feasibility randomised controlled trial analysing clinical and cost-effectiveness of Social Stories in mainstream schools. BMJ Open 2014; 4:e005952. [PMID: 25009139 PMCID: PMC4091400 DOI: 10.1136/bmjopen-2014-005952] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
INTRODUCTION Current evidence suggests that Social Stories can be effective in tackling problem behaviours exhibited by children with autism spectrum disorder. Exploring the meaning of behaviour from a child's perspective allows stories to provide social information that is tailored to their needs. Case reports in children with autism have suggested that these stories can lead to a number of benefits including improvements in social interactions and choice making in educational settings. METHODS AND ANALYSIS The feasibility of clinical and cost-effectiveness of a Social Stories toolkit will be assessed using a randomised control framework. Participants (n=50) will be randomised to either the Social Stories intervention or a comparator group where they will be read standard stories for an equivalent amount of time. Statistics will be calculated for recruitment rates, follow-up rates and attrition. Economic analysis will determine appropriate measures of generic health and resource use categories for cost-effectiveness analysis. Qualitative analysis will ascertain information on perceptions about the feasibility and acceptability of the intervention. ETHICS AND DISSEMINATION National Health Service Ethics Approval (NHS; ref 11/YH/0340) for the trial protocol has been obtained along with NHS Research and Development permission from Leeds and York Partnership NHS Foundation Trust. All adverse events will be closely monitored, documented and reported to the study Data Monitoring Ethics Committee. At least one article in a peer reviewed journal will be published and research findings presented at relevant conferences. TRIAL REGISTRATION NUMBER ISRCTN96286707.
Collapse
Affiliation(s)
| | | | | | | | | | - Joy Adamson
- York Trials Unit, Department of Health Sciences, York, UK
| | - Shehzad Ali
- Department of Health Sciences, University of York, York, UK
| | | | - Liz Cook
- York Trials Unit, Department of Health Sciences, York, UK
| | - Lisa Dyson
- York Trials Unit, Department of Health Sciences, York, UK
| | | | | | | | - Dean McMillan
- Department of Health Sciences, University of York, York, UK
| | - Dominic Trépel
- Department of Health Sciences, University of York, York, UK
| | | | | |
Collapse
|
36
|
Kite DM, Gullifer J, Tyson GA. Views on the diagnostic labels of autism and Asperger's disorder and the proposed changes in the DSM. J Autism Dev Disord 2013; 43:1692-700. [PMID: 23143130 DOI: 10.1007/s10803-012-1718-2] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
With the approaching release of the DSM V in 2013, there has been much debate about the proposal to remove the diagnostic label of Asperger's disorder from the new DSM. This study explored how health and education professionals perceive the conditions of autism and Asperger's disorder and their views on the proposed diagnostic changes. Analysis of the 547 participant responses confirmed an increase stigma is associated with the label of autism, with autism considered to be a more severe than the condition of Asperger's disorder. Approximately half of the participants reported being opposed to proposed diagnostic changes and of the remaining participants, 22% supported the proposed changes and 28% expressed uncertainty.
Collapse
Affiliation(s)
- Donna M Kite
- School of Psychology, Charles Sturt University, Bathurst, NSW, Australia.
| | | | | |
Collapse
|
37
|
Mathews TL, Erkfritz-Gay KN, Knight J, Lancaster BM, Kupzyk KA. The Effects of Social Skills Training on Children With Autism Spectrum Disorders and Disruptive Behavior Disorders. CHILDRENS HEALTH CARE 2013. [DOI: 10.1080/02739615.2013.842458] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|
38
|
Haven EL, Manangan CN, Sparrow JK, Wilson BJ. The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2013; 18:292-300. [DOI: 10.1177/1362361312470036] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study examined associations between parent–child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent–child interaction qualities would be related to children’s social skills and would mediate the negative relation between children’s developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent–child cohesiveness. Emotional support and cohesiveness were significantly related to children’s social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R2 = .29, p = .02, and R2 = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children’s developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children’s social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders.
Collapse
|
39
|
Mandelberg J, Frankel F, Cunningham T, Gorospe C, Laugeson EA. Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2013; 18:255-63. [PMID: 23996903 DOI: 10.1177/1362361312472403] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study aims to evaluate the long-term outcome of Children's Friendship Training, a parent-assisted social skills intervention for children. Prior research has shown Children's Friendship Training to be superior to wait-list control with maintenance of gains at 3-month follow-up. Participants were families of children diagnosed with autism spectrum disorder who completed Children's Friendship Training 1-5 years earlier. They were recruited through mail, phone, and email. Information collected included parent and child completed questionnaires and a phone interview. Data were collected on 24 of 52 potential participants (46%). With an average of 35-month follow-up, participants had a mean age of 12.6 years. Results indicated that participants at follow-up were invited on significantly more play dates, showed less play date conflict, improved significantly in parent-reported social skills and problem behaviors, and demonstrated marginally significant decreases in loneliness when compared to pre-Children's Friendship Training.
Collapse
|
40
|
Hebron J, Humphrey N. Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2013; 18:618-30. [DOI: 10.1177/1362361313495965] [Citation(s) in RCA: 64] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Research has consistently shown that children and young people with autism spectrum conditions are more likely to be bullied than those with other or no special educational needs. The aim of this study was to examine risk and protective factors that could help to explain variation in exposure to bullying within this group. A sample of 722 teachers and 119 parents reported on their child’s experience of being bullied. This response variable was regressed onto a range of explanatory variables representing individual and contextual factors. The teacher- and parent-rated regression models were statistically significant, explaining large proportions of variance in exposure to bullying. Behaviour difficulties and increased age were associated with bullying in both models. Positive relationships and attending a special school were associated with a decrease in bullying in the teacher model, with use of public/school transport predicting an increase. In the parent model, special educational needs provision at School Action Plus (as opposed to having a Statement of Special Educational Needs) was a significant risk factor, and higher levels of parental engagement and confidence were associated with reductions in bullying. These findings are discussed in relation to the autism spectrum conditions literature, and opportunities for intervention are considered.
Collapse
|
41
|
Locke J, Kasari C, Wood JJ. Assessing Social Skills in Early Elementary-Aged Children With Autism Spectrum Disorders. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2013. [DOI: 10.1177/0734282913485543] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study employed a newly developed measure, the Social Skills Q-Sort (SSQ), to assess paraprofessionals’ and teachers’ reports of social skills for children with and without ASD. Paraprofessionals and teachers showed good rater-agreement on the SSQ. ROC curve analyses yielded an excellent profile of sensitivity and specificity for discriminating between children with ASD and typically developing children. The paraprofessional SSQ converged with objective ratings of playground social behavior; however, there was little evidence of convergence between SSQ scores and parent and teacher ratings on questionnaire measures. The SSQ may be effective in screening for ASD and the severity of ASD-related social communication challenges.
Collapse
Affiliation(s)
- Jill Locke
- University of Pennsylvania, Philadelphia, PA, USA
| | | | | |
Collapse
|
42
|
O'Haire ME, McKenzie SJ, Beck AM, Slaughter V. Social behaviors increase in children with autism in the presence of animals compared to toys. PLoS One 2013; 8:e57010. [PMID: 23468902 PMCID: PMC3584132 DOI: 10.1371/journal.pone.0057010] [Citation(s) in RCA: 78] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2012] [Accepted: 01/16/2013] [Indexed: 11/19/2022] Open
Abstract
Background Previous research has demonstrated the capacity of animal presence to stimulate social interaction among humans. The purpose of this study was to examine the interactions of children with autism spectrum disorder (ASD) with an adult and their typically-developing peers in the presence of animals (two guinea pigs) compared to toys. Methods Ninety-nine children from 15 classrooms in 4 schools met the inclusion criteria and participated in groups of three (1 child with ASD and 2 typically-developing peers). Each group was video-recorded during three 10-minute, free-play sessions with toys and three 10-minute, free-play sessions with two guinea pigs. Two blinded observers coded the behavior of children with ASD and their peers. To account for the nested study design, data were analyzed using hierarchical generalized linear modeling. Results Participants with ASD demonstrated more social approach behaviors (including talking, looking at faces, and making tactile contact) and received more social approaches from their peers in the presence of animals compared to toys. They also displayed more prosocial behaviors and positive affect (i.e., smiling and laughing) as well as less self-focused behaviors and negative affect (i.e., frowning, crying, and whining) in the presence of animals compared to toys. Conclusions These results suggest that the presence of an animal can significantly increase positive social behaviors among children with ASD.
Collapse
Affiliation(s)
- Marguerite E O'Haire
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia.
| | | | | | | |
Collapse
|
43
|
Parent and family impact of autism spectrum disorders: a review and proposed model for intervention evaluation. Clin Child Fam Psychol Rev 2012; 15:247-77. [PMID: 22869324 DOI: 10.1007/s10567-012-0119-6] [Citation(s) in RCA: 371] [Impact Index Per Article: 30.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Raising a child with an autism spectrum disorder (ASD) can be an overwhelming experience for parents and families. The pervasive and severe deficits often present in children with ASD are associated with a plethora of difficulties in caregivers, including decreased parenting efficacy, increased parenting stress, and an increase in mental and physical health problems compared with parents of both typically developing children and children with other developmental disorders. In addition to significant financial strain and time pressures, high rates of divorce and lower overall family well-being highlight the burden that having a child with an ASD can place on families. These parent and family effects reciprocally and negatively impact the diagnosed child and can even serve to diminish the positive effects of intervention. However, most interventions for ASD are evaluated only in terms of child outcomes, ignoring parent and family factors that may have an influence on both the immediate and long-term effects of therapy. It cannot be assumed that even significant improvements in the diagnosed child will ameliorate the parent and family distress already present, especially as the time and expense of intervention can add further family disruption. Thus, a new model of intervention evaluation is proposed, which incorporates these factors and better captures the transactional nature of these relationships.
Collapse
|
44
|
Yu KK, Cheung C, Chua SE, McAlonan GM. Can Asperger syndrome be distinguished from autism? An anatomic likelihood meta-analysis of MRI studies. J Psychiatry Neurosci 2011; 36:412-21. [PMID: 21406158 PMCID: PMC3201995 DOI: 10.1503/jpn.100138] [Citation(s) in RCA: 82] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
BACKGROUND The question of whether Asperger syndrome can be distinguished from autism has attracted much debate and may even incur delay in diagnosis and intervention. Accordingly, there has been a proposal for Asperger syndrome to be subsumed under autism in the forthcoming Diagnostic and Statistical Manual of Mental Disorders, fifth edition, in 2013. One approach to resolve this question has been to adopt the criterion of absence of clinically significant language or cognitive delay--essentially, the "absence of language delay." To our knowledge, this is the first meta-analysis of magnetic resonance imaging (MRI) studies of people with autism to compare absence with presence of language delay. It capitalizes on the voxel-based morphometry (VBM) approach to systematically explore the whole brain for anatomic correlates of delay and no delay in language acquisition in people with autism spectrum disorders. METHODS We conducted a systematic search for VBM MRI studies of grey matter volume in people with autism. Studies with a majority (at least 70%) of participants with autism diagnoses and a history of language delay were assigned to the autism group (n = 151, control n = 190). Those with a majority (at least 70%) of individuals with autism diagnoses and no language delay were assigned to the Asperger syndrome group (n = 149, control n = 214). We entered study coordinates into anatomic likelihood estimation meta-analysis software with sampling size weighting to compare grey matter summary maps driven by Asperger syndrome or autism. RESULTS The summary autism grey matter map showed lower volumes in the cerebellum, right uncus, dorsal hippocampus and middle temporal gyrus compared with controls; grey matter volumes were greater in the bilateral caudate, prefrontal lobe and ventral temporal lobe. The summary Asperger syndrome map indicated lower grey matter volumes in the bilateral amygdala/hippocampal gyrus and prefrontal lobe, left occipital gyrus, right cerebellum, putamen and precuneus compared with controls; grey matter volumes were greater in more limited regions, including the bilateral inferior parietal lobule and the left fusiform gyrus. Both Asperger syndrome and autism studies reported volume increase in clusters in the ventral temporal lobe of the left hemisphere. LIMITATIONS We assigned studies to autism and Asperger syndrome groups for separate analyses of the data and did not carry out a direct statistical group comparison. In addition, studies available for analysis did not capture the entire spectrum, therefore we cannot be certain that our findings apply to a wider population than that sampled. CONCLUSION Whereas grey matter differences in people with Asperger syndrome compared with controls are sparser than those reported in studies of people with autism, the distribution and direction of differences in each category are distinctive.
Collapse
Affiliation(s)
| | | | | | - Gráinne M. McAlonan
- Correspondence to: Dr. G.M. McAlonan, Department of Psychiatry, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong;
| |
Collapse
|
45
|
Uchiyama A, Odagiri Y, Ohya Y, Suzuki A, Hirohata K, Kosugi S, Shimomitsu T. Association of social skills with psychological distress among female nurses in Japan. INDUSTRIAL HEALTH 2011; 49:677-685. [PMID: 22020011 DOI: 10.2486/indhealth.ms1246] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Nursing is a highly stressful occupation. Because nursing work involves interaction with patients and colleagues, competence in social skills may be a key issue in stress management among nurses. However, there are very few studies among nurses focused on social skills together with social support, both of which are important aspects of job stress. The aim of this study was to examine the interrelationships between social skills and social support with job stressors, problem-solving coping, and psychological distress among Japanese nurses. Data from a self-administered questionnaire of 1,197 female nurses who worked for 5 general hospitals in Japan were analyzed. Covariance structure analysis with structural equation modeling techniques showed that social skills and social support were positively related to each other, while they were negatively associated with psychological distress and job stressors, and positively associated with problem-solving coping. Furthermore, the direct association between social skills and psychological distress was stronger than the association between social support and psychological distress. These findings suggested that improving not only social support at work but also individual social skills is important for nurses' mental health.
Collapse
Affiliation(s)
- Ayako Uchiyama
- Department of Preventive Medicine and Public Health, Tokyo Medical University, Tokyo, Japan.
| | | | | | | | | | | | | |
Collapse
|
46
|
Klein-Tasman BP, Li-Barber KT, Magargee ET. Honing in on the social phenotype in Williams syndrome using multiple measures and multiple raters. J Autism Dev Disord 2011; 41:341-51. [PMID: 20614173 DOI: 10.1007/s10803-010-1060-5] [Citation(s) in RCA: 67] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The behavioral phenotype of Williams syndrome (WS) is characterized by difficulties with establishment and maintenance of friendships despite high levels of interest in social interaction. Here, parents and teachers rated 84 children with WS ages 4-16 years using two commonly-used measures assessing aspects of social functioning: the Social Skills Rating System and the Social Responsiveness Scale. Mean prosocial functioning fell in the low average to average range, whereas social reciprocity was perceived to be an area of significant difficulty for many children. Concordance between parent and teacher ratings was high. Patterns of social functioning are discussed. Findings highlight the importance of parsing the construct of social skills to gain a nuanced understanding of the social phenotype in WS.
Collapse
Affiliation(s)
- Bonita P Klein-Tasman
- Department of Psychology, University of Wisconsin-Milwaukee, P.O. Box 413, Milwaukee, WI 53201, USA.
| | | | | |
Collapse
|
47
|
Social Skills Deficits and Vocal Characteristics of Children with Social Phobia or Asperger’s Disorder: A Comparative Study. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2011; 39:865-75. [DOI: 10.1007/s10802-011-9498-2] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
|
48
|
RCT of a manualized social treatment for high-functioning autism spectrum disorders. J Autism Dev Disord 2011; 40:1297-310. [PMID: 20232240 DOI: 10.1007/s10803-010-0989-8] [Citation(s) in RCA: 81] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
This RCT examined the efficacy of a manualized social intervention for children with HFASDs. Participants were randomly assigned to treatment or wait-list conditions. Treatment included instruction and therapeutic activities targeting social skills, face-emotion recognition, interest expansion, and interpretation of non-literal language. A response-cost program was applied to reduce problem behaviors and foster skills acquisition. Significant treatment effects were found for five of seven primary outcome measures (parent ratings and direct child measures). Secondary measures based on staff ratings (treatment group only) corroborated gains reported by parents. High levels of parent, child and staff satisfaction were reported, along with high levels of treatment fidelity. Standardized effect size estimates were primarily in the medium and large ranges and favored the treatment group.
Collapse
|
49
|
Multirater congruence on the social skills assessment of children with asperger syndrome: self, mother, father, and teacher ratings. J Autism Dev Disord 2011; 40:1202-8. [PMID: 20195739 DOI: 10.1007/s10803-010-0978-y] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Children with Asperger Syndrome (AS) who attend mainstream settings face social skills deficits that have not been adequately explored. This study aims to examine social skills through self-reports of children with AS (N = 21) and a matched group of typically developing peers, as well as reports from their mothers, fathers, and teachers. Results showed that children with AS had more social skills deficits according to all raters and that they reported more aggressiveness/antisocial behavior, more conceit/haughtiness, more loneliness/social anxiety, and less assertiveness than controls. The level of agreement between raters varied significantly, suggesting that social skills are best studied with multiple informants.
Collapse
|
50
|
Foley Nicpon M, Doobay AF, Assouline SG. Parent, teacher, and self perceptions of psychosocial functioning in intellectually gifted children and adolescents with autism spectrum disorder. J Autism Dev Disord 2010; 40:1028-38. [PMID: 20143145 DOI: 10.1007/s10803-010-0952-8] [Citation(s) in RCA: 71] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist.
Collapse
Affiliation(s)
- Megan Foley Nicpon
- Department of Psychological and Quantitative Foundations, The University of Iowa, N330 Lindquist Center, Iowa City, IA 52242, USA.
| | | | | |
Collapse
|