1
|
Mirenda P, Zaidman-Zait A, Cost KT, Smith IM, Zwaigenbaum L, Duku E, Kerns C, Georgiades S, Vaillancourt T, Elsabbagh M, Bennett T, Szatmari P. Educators Describe the "Best Things" About Students with Autism at School. J Autism Dev Disord 2024; 54:1-17. [PMID: 36315320 DOI: 10.1007/s10803-022-05761-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/13/2022] [Indexed: 06/16/2023]
Abstract
This study examined educators' descriptions of the positive character traits of students with autism spectrum disorder at ages 7-8 and 10-11, using an adapted version of the Values in Action (VIA) Classification of Strengths. The most commonly endorsed strengths at both age intervals were kindness, specific skills, self-regulation, and perseverance. Higher scores for challenging behavior were associated with a lower likelihood of endorsement for Happiness and Courage traits. Higher autism symptom severity scores were associated with a lower likelihood of endorsement for Courage traits. Few significant differences were found for endorsement of trait categories by students' educational placement or the type of curriculum they received. Results may have implications for student-teacher relationships, educational assessments, and school-based interventions that emphasize strengths and resilience.
Collapse
Affiliation(s)
- Pat Mirenda
- University of British Columbia, 2125 Main Mall, V6T 1Z4, Vancouver, BC, Canada.
| | | | | | | | | | - Eric Duku
- McMaster University, Hamilton, Canada
| | - Connor Kerns
- University of British Columbia, 2125 Main Mall, V6T 1Z4, Vancouver, BC, Canada
| | | | | | - Mayada Elsabbagh
- McGill University/Montreal Children's Hospital, Montreal, Canada
| | | | - Peter Szatmari
- Centre for Addiction and Mental Health, University of Toronto, Toronto, Canada
| |
Collapse
|
2
|
Beauchamp MLH, Rezzonico S, Bennett T, Duku E, Georgiades S, Kerns C, Mirenda P, Richard A, Smith IM, Szatmari P, Vaillancourt T, Waddell C, Zaidman-Zait A, Zwaigenbaum L, Elsabbagh M. The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum. J Autism Dev Disord 2023; 53:4577-4590. [PMID: 36222993 PMCID: PMC10628039 DOI: 10.1007/s10803-022-05678-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/06/2022] [Indexed: 10/17/2022]
Abstract
We examined the narrative abilities of bilingual and monolingual children on the autism spectrum (AS), whether bilinguals presented stronger social and pragmatic language abilities compared to monolinguals, and the link between narrative, social, and pragmatic language abilities.The narrative, social, and pragmatic language skills of school-aged bilinguals (n = 54) and monolinguals (n = 80) on the AS were assessed using normed measures. Language exposure was estimated through a parent questionnaire.Bilinguals performed similarly to monolinguals on measures of narrative, social, and pragmatic language skills. However, balanced bilinguals performed better on a nonliteral language task.Overall, results indicate that bilingual children on the AS can become as proficient in using language as monolinguals and may enjoy a bilingual advantage.
Collapse
Affiliation(s)
| | | | | | - Eric Duku
- McMaster University, Hamilton, Canada
| | | | - Connor Kerns
- University of British Columbia, Vancouver, Canada
| | - Pat Mirenda
- University of British Columbia, Vancouver, Canada
| | - Annie Richard
- Dalhousie University and IWK Health, Halifax, NS, Canada
| | - Isabel M Smith
- Dalhousie University and IWK Health, Halifax, NS, Canada
| | - Peter Szatmari
- Centre for Addiction and Mental Health, University of Toronto, The Hospital for Sick Children, Toronto, Canada
| | | | | | | | | | | |
Collapse
|
3
|
Tesfaye R, Courchesne V, Mirenda P, Mitchell W, Nicholas D, Singh I, Zwaigenbaum L, Elsabbagh M. Autism voices: Perspectives of the needs, challenges, and hopes for the future of autistic youth. Autism 2022; 27:1142-1156. [PMID: 36329663 DOI: 10.1177/13623613221132108] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The Autism Voices study draws on novel inclusive methods to obtain the first-person experiences of autistic youth with a range of cognitive and verbal abilities. Thirty-one autistic youth were interviewed with a strength-based protocol, enabling them to provide responses in the modality of their choice. Dynamics between youth and their environments such as home, school, and community were explored. Youth were questioned about their interests, plans for the future, experiences with various emotions, and experience of autism. Based on a thematic analysis, six themes emerged: (1) autistic identities, (2) thinking about the future, (3) seeking social connection on their own terms, (4) seeking autonomy, (5) school as both a stressor and social facilitator, and (6) experiences of stress and anxiety. The experiences described by autistic youth parallel many of the aspirations and challenges of typically developing adolescents, while being uniquely shaped by their autism. We discuss how these insights shared by autistic youth can facilitate active involvement in their communities, promote well-being, and promote optimal transition into adulthood. Autism Voices demonstrates that partnering with multiple stakeholders and the use of inclusive methodologies are pivotal steps toward capturing the voices of all autistic youth. Lay abstract Currently, our understanding of the adolescent period for autistic youth has relied on the expertise of researchers, clinicians, parents, and teachers, yet rarely involves their unique first-person experiences. Our study attempted to understand the experiences and perspectives of autistic adolescents in their home, school, and community environments using the Autism Voices protocol, a semi-structured interview specifically designed and tailored to engage with autistic youth with various language and intellectual levels. The analysis of the 31 interviews conducted with autistic adolescents aged 11–18 years highlighted six themes: (1) autistic identities, (2) thinking about the future, (3) seeking social connection on their own terms, (4) seeking autonomy, (5) school as both a stressor and social facilitator, and (6) experiences of stress and anxiety. These results highlight similarities and differences in the adolescent experiences of autistic youth compared to their typically developing peers. Our findings suggest that by removing assumptions about the experiences of autistic individuals and investing in inclusive interview methods, we can faithfully capture the experiences of autistic youth regardless of their communication and cognitive abilities. Being able to capture and amplify these diverse voices will facilitate the active involvement of autistic communities in research and clinical and policy decisions that impact them.
Collapse
|
4
|
Pickles A, Wright N, Bedford R, Steiman M, Duku E, Bennett T, Georgiades S, Kerns CM, Mirenda P, Smith IM, Ungar WJ, Vaillancourt T, Waddell C, Zaidman‐Zait A, Zwaigenbaum L, Szatmari P, Elsabbagh M. Predictors of language regression and its association with subsequent communication development in children with autism. J Child Psychol Psychiatry 2022; 63:1243-1251. [PMID: 35098539 PMCID: PMC9786608 DOI: 10.1111/jcpp.13565] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/26/2021] [Indexed: 12/30/2022]
Abstract
BACKGROUND Language regression, broadly defined as the loss of acquired language skills in early childhood, is a distinctive feature of autism. Little is known about the factors underlying regression or the prognosis of children who exhibit regression. We examine potential predictors of language regression and test its association with language development in a prospective longitudinal sample of children with autism spectrum disorder (ASD) from diagnosis to age 10 years. METHODS We analysed data from Pathways in ASD, a prospective longitudinal study of 421 children enrolled around the time of an autism diagnosis between 2 and 5 years. Autism Diagnostic Interview-Revised data were available for 408 children, of whom 90 (22%) were classified as having language regression. RESULTS Demographic and other health factors including caregiver education, family income, child sex, reported seizures, and age of enrolment did not differ between children with and without language regression. Children with language regression walked earlier and attained first words sooner than those without regression. However, both groups attained phrase speech at comparable ages. Those with regression exhibited greater delays in expressive and receptive communication over the follow-up period, although this effect was attenuated when accounting for baseline differences in motor and cognitive ability. Overall, those with language regression continued to exhibit expressive but not receptive communication delay compared to those without regression. Communication trajectories were heterogeneous to age 10 years, irrespective of regression status. CONCLUSIONS Although language regression can be alarming, our findings confirm that its occurrence does not necessarily foreshadow worse developmental outcomes relative to those without regression. Although a discrepancy in age-equivalent communication skills may persist, this can be expected to be of less practical importance with rising average levels of skills. Future studies need to account for the significant variability in language trajectories by considering factors beyond developmental regression.
Collapse
Affiliation(s)
- Andrew Pickles
- Institute of Psychiatry, Psychology and NeuroscienceKing's College LondonLondonUK
| | - Nicola Wright
- Institute of Psychiatry, Psychology and NeuroscienceKing's College LondonLondonUK
| | | | - Mandy Steiman
- Azrieli Centre for Autism ResearchMontreal Neurological HospitalMcGill UniversityMontrealQCCanada
| | | | | | | | | | - Pat Mirenda
- University of British ColumbiaVancouverBCCanada
| | | | - Wendy J. Ungar
- Hospital for Sick Children Research InstituteUniversity of TorontoTorontoONCanada
| | | | | | | | | | - Peter Szatmari
- Hospital for Sick Children Research InstituteUniversity of TorontoTorontoONCanada
| | - Mayada Elsabbagh
- Azrieli Centre for Autism ResearchMontreal Neurological HospitalMcGill UniversityMontrealQCCanada
| | | |
Collapse
|
5
|
Dietz A, McKelvey M, Mirenda P, Light JC, Blackstone S, Fager S, Fischer J, Garrett K, Golinker L, Thiessen A, Weissling K, Williams MB, Yorkston K. Lessons for the AAC field: a tribute to Dr. David Beukelman. Augment Altern Commun 2022; 38:77-81. [PMID: 35658787 DOI: 10.1080/07434618.2022.2077831] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022] Open
Abstract
On February 5, 2022, the field of augmentative and alternative communication (AAC) lost a giant when Dr. David "Dave" Beukelman passed away. As the readership of this journal is aware, Dave was one of the principal founders of the AAC field and devoted his career to providing a voice to those without one. Before AAC became a field, people who could not talk were invisible or seldom noticed, unless they were in the way. For more than 40 years, he was a catalyst for change in AAC clinical practice, research, dissemination, teaching, and public policy development. This tribute aims to honor Dave's lifelong mission of serving others by sharing some of his most timeless and valued lessons. Each lesson begins with one of Dave's most enduring quotes that is then followed by a brief synopsis of the lesson Dave hoped to convey.
Collapse
Affiliation(s)
- Aimee Dietz
- College of Education and Human Development Communication Sciences & Disorders, Georgia State University, Atlanta, GA, USA
| | - Miechelle McKelvey
- Communication Disorders, University of Nebraska-Kearney, Kearney, NE, USA
| | - Pat Mirenda
- Educational & Counseling Psychology and Special Education, University of British Columbia, Vancouver, Canada
| | - Janice C Light
- Pennsylvania State University, Communication Sciences and Disorders, University Park, PA, USA
| | - Sarah Blackstone
- The Bridge School, Augmentative Communication Inc., Monterey, CA, USA
| | - Susan Fager
- Institute for Rehabilitation Science and Engineering, Madonna Rehabilitation Hospital, Lincoln, NE, USA
| | - Julia Fischer
- Department of Communication Sciences and Disorders, University of Wisconsin-Stevens Point, Stevens Point, WI, USA
| | | | - Lewis Golinker
- Assistive Technology Law Center, USSAAC, Ithaca, NY, USA
| | - Amber Thiessen
- Communication Sciences and Disorders, University of Houston, Houston, TX, USA
| | - Kristy Weissling
- Department of Special Education and Communication Disorders, University of Nebraska-Lincoln, Lincoln, NE, USA
| | | | - Kathryn Yorkston
- Division of Speech Pathology, Department of Rehabilitation Medicine, University of Washington, Seattle, WA, USA
| |
Collapse
|
6
|
Ameis SH, Haltigan JD, Lyon RE, Sawyer A, Mirenda P, Kerns CM, Smith IM, Vaillancourt T, Volden J, Waddell C, Zwaigenbaum L, Bennett T, Duku E, Elsabbagh M, Georgiades S, Ungar WJ, Zaidman‐Zait A, Lai M, Szatmari P. Middle-childhood executive functioning mediates associations between early-childhood autism symptoms and adolescent mental health, academic and functional outcomes in autistic children. J Child Psychol Psychiatry 2022; 63:553-562. [PMID: 34382216 PMCID: PMC9291328 DOI: 10.1111/jcpp.13493] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/08/2021] [Indexed: 12/03/2022]
Abstract
BACKGROUND Executive functioning (EF) varies in children with autism spectrum disorder (ASD) and is associated with clinical symptoms, academic, and adaptive functioning. Here, we examined whether middle-childhood EF mediates associations between early-childhood autism symptoms and adolescent outcomes in children with ASD. METHODS The Pathways in ASD Cohort comprising children recruited at the time of ASD diagnosis (at 2-4 years-of-age) and followed prospectively across eight subsequent timepoints over ~10 years was used. A subset of Pathways participants (n = 250) with Behavior Rating Inventory of Executive Function (BRIEF)-Parent Form data from at least one timepoint when participants were school-aged was analyzed. A mediation framework was used to examine whether BRIEF-measured EF across age 7-10 years (middle-childhood) mediated associations between early-childhood autism symptoms (measured using the parent-report Social Responsiveness Scale across age 2-6 years) and clinical, academic, and functional outcomes, indexed at age >10-11.8 years (early-adolescence) using the Child Behavior Checklist (CBCL)-Internalizing and Externalizing Scales, Academic Performance from the Teacher's Report Form, and Vineland Adaptive Behavior Scales. Models were rerun substituting clinician-rated and teacher-rated measures, where possible. RESULTS Mediation models indicated a significant indirect effect of middle-childhood EF on associations between early-childhood autism symptoms and externalizing behavior, academic performance, or adaptive functioning in early adolescence; kappa squared (κ2 ) effect sizes ranged from large to small. Model findings were stable across raters. Middle-childhood EF did not mediate associations between early-childhood autism symptoms and adolescent internalizing behavior. CONCLUSIONS Among children with an ASD diagnosis, middle-childhood EF may be one pathway through which early-childhood autism symptoms influence a variety of outcomes in early-adolescence. An experimental study targeting middle-childhood EF to improve adolescent academic, emotional/behavioral, and adaptive functioning is needed to evaluate the clinical meaningfulness of these findings.
Collapse
Affiliation(s)
- Stephanie H. Ameis
- Cundill Centre for Child and Youth DepressionMargaret and Wallace McCain Centre for Child, Youth & Family Mental HealthCampbell Family Mental Health Research InstituteCentre for Addiction and Mental HealthTorontoONCanada,Faculty of Medicine, Department of PsychiatryUniversity of TorontoTorontoONCanada,Department of PsychiatryThe Hospital for Sick ChildrenTorontoONCanada
| | - John D. Haltigan
- Cundill Centre for Child and Youth DepressionMargaret and Wallace McCain Centre for Child, Youth & Family Mental HealthCampbell Family Mental Health Research InstituteCentre for Addiction and Mental HealthTorontoONCanada,Faculty of Medicine, Department of PsychiatryUniversity of TorontoTorontoONCanada,Department of Applied Psychology and Human DevelopmentUniversity of TorontoTorontoONCanada
| | - Rachael E. Lyon
- Cundill Centre for Child and Youth DepressionMargaret and Wallace McCain Centre for Child, Youth & Family Mental HealthCampbell Family Mental Health Research InstituteCentre for Addiction and Mental HealthTorontoONCanada
| | - Amanda Sawyer
- Cundill Centre for Child and Youth DepressionMargaret and Wallace McCain Centre for Child, Youth & Family Mental HealthCampbell Family Mental Health Research InstituteCentre for Addiction and Mental HealthTorontoONCanada,Faculty of Medicine, Department of PsychiatryUniversity of TorontoTorontoONCanada
| | - Pat Mirenda
- Department of Educational and Counselling Psychology and Special EducationUniversity of British ColumbiaVancouverBCCanada
| | - Connor M. Kerns
- Department of PsychologyUniversity of British ColumbiaVancouverBCCanada
| | - Isabel M. Smith
- Department of PediatricsDalhousie UniversityHalifaxNSCanada,Autism Research CentreDalhousie University and IWK Health CentreHalifaxNSCanada
| | | | - Joanne Volden
- Faculty of Rehabilitation MedicineUniversity of AlbertaEdmontonABCanada
| | - Charlotte Waddell
- Children's Health Policy CentreFaculty of Health SciencesSimon Fraser UniversityVancouverBCCanada
| | - Lonnie Zwaigenbaum
- Department of PediatricsUniversity of AlbertaEdmontonABCanada,Autism Research CentreEdmontonABCanada
| | - Teresa Bennett
- Offord Centre for Child StudiesHamiltonONCanada,Department of Psychiatry and Behavioural NeurosciencesMcMaster UniversityHamiltonONCanada
| | - Eric Duku
- Offord Centre for Child StudiesHamiltonONCanada,Department of Psychiatry and Behavioural NeurosciencesMcMaster UniversityHamiltonONCanada
| | - Mayada Elsabbagh
- Montreal Neurological InstituteMcGill UniversityMontrealQCCanada
| | - Stelios Georgiades
- Offord Centre for Child StudiesHamiltonONCanada,Department of Psychiatry and Behavioural NeurosciencesMcMaster UniversityHamiltonONCanada
| | - Wendy J. Ungar
- Child Health Evaluative SciencesThe Hospital for Sick Children Research InstituteTorontoONCanada,Institute of Health Policy, Management and EvaluationUniversity of TorontoTorontoONCanada
| | - Anat Zaidman‐Zait
- Department of School Counseling and Special EducationConstantiner School of EducationTel Aviv UniversityTel AvivIsrael,School of Population and Public HealthFaculty of MedicineUniversity of British ColumbiaVancouverBCCanada
| | - Meng‐Chuan Lai
- Cundill Centre for Child and Youth DepressionMargaret and Wallace McCain Centre for Child, Youth & Family Mental HealthCampbell Family Mental Health Research InstituteCentre for Addiction and Mental HealthTorontoONCanada,Faculty of Medicine, Department of PsychiatryUniversity of TorontoTorontoONCanada,Department of PsychiatryThe Hospital for Sick ChildrenTorontoONCanada
| | - Peter Szatmari
- Cundill Centre for Child and Youth DepressionMargaret and Wallace McCain Centre for Child, Youth & Family Mental HealthCampbell Family Mental Health Research InstituteCentre for Addiction and Mental HealthTorontoONCanada,Faculty of Medicine, Department of PsychiatryUniversity of TorontoTorontoONCanada,Department of PsychiatryThe Hospital for Sick ChildrenTorontoONCanada
| | | |
Collapse
|
7
|
Mirenda P, Colozzo P, Smith V, Kroc E, Kalynchuk K, Rogers SJ, Ungar WJ. A Randomized, Community-Based Feasibility Trial of Modified ESDM for Toddlers with Suspected Autism. J Autism Dev Disord 2022; 52:5322-5341. [PMID: 35022943 PMCID: PMC8754545 DOI: 10.1007/s10803-021-05390-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/01/2021] [Indexed: 12/22/2022]
Abstract
A randomized feasibility trial of a parent coaching (PC) intervention was conducted across 16 community agencies in a Canadian province. Parents of toddlers with suspected autism were assigned to either a PC group (n = 24) or an enhanced community treatment (ECT) group (n = 25). PC participants received 24 weeks of coaching support from community service providers trained in the project. Children in both groups also received available community services and supplementary materials. PC children made significantly greater gains in word understanding and PC parents had significantly higher quality of life, satisfaction, and self-efficacy scores. Results are discussed in terms of the challenges of conducting feasibility studies in community settings and the lessons learned in the project.
Collapse
Affiliation(s)
- Pat Mirenda
- University of British Columbia, 1948 Turner St, Vancouver, BC, V5L 2A1, Canada.
| | - Paola Colozzo
- University of British Columbia, 1948 Turner St, Vancouver, BC, V5L 2A1, Canada
| | | | - Ed Kroc
- University of British Columbia, 1948 Turner St, Vancouver, BC, V5L 2A1, Canada
| | - Karen Kalynchuk
- University of British Columbia, 1948 Turner St, Vancouver, BC, V5L 2A1, Canada
| | - Sally J Rogers
- University of California MIND Institute, Sacramento, USA
| | - Wendy J Ungar
- The Hospital for Sick Children Research Institute/University of Toronto, Toronto, Canada
| |
Collapse
|
8
|
Carter Leno V, Wright N, Pickles A, Bedford R, Zaidman-Zait A, Kerns C, Mirenda P, Zwaigenbaum L, Duku E, Bennett T, Georgiades S, Smith I, Vaillancourt T, Szatmari P, Elsabbagh M. Exposure to family stressful life events in autistic children: Longitudinal associations with mental health and the moderating role of cognitive flexibility. Autism 2022; 26:1656-1667. [PMID: 36113122 PMCID: PMC9483693 DOI: 10.1177/13623613211061932] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Mental health problems are prevalent in autistic youth, but the underpinning
mechanisms are not well explored. In neurotypical youth, stressful life events
are an established risk factor for mental health problems. This study tested
longitudinal bidirectional associations between family-level stressful life
events and mental health problems and whether these were moderated by cognitive
flexibility, in a cohort of autistic children (N = 247).
Family-stressful life events, assessed using the parent-reported Family
Inventory of Life Events and Changes, and mental health problems, assessed using
the teacher-reported Child Behavior Checklist Internalizing and Externalizing
Symptoms subscales, were measured at multiple points between 7 and 11 years.
Analyses showed no significant pathways from internalizing or externalizing
symptoms to family-stressful life events or from family-stressful life events to
internalizing or externalizing symptoms. There was some evidence of moderation
by cognitive flexibility; the family-stressful life events to internalizing
symptoms pathway was non-significant in the group with typical shifting ability
but significant in the group with clinically significant shifting problems.
Information about family-level stressful life event exposure and cognitive
flexibility may be helpful in identifying autistic youth who may be at higher
risk of developing mental health problems. Established risk factors for mental
health problems in neurotypical populations are relevant for understanding
mental health in autistic youth.
Collapse
Affiliation(s)
| | | | | | | | - Anat Zaidman-Zait
- Tel Aviv University, Israel
- The University of British Columbia, Canada
| | | | | | | | - Eric Duku
- Offord Centre for Child Studies, Canada
- McMaster University, Canada
| | - Teresa Bennett
- Offord Centre for Child Studies, Canada
- McMaster University, Canada
| | | | - Isabel Smith
- Dalhousie University, Canada
- IWK Health Centre, Canada
| | | | - Peter Szatmari
- University of Toronto, Canada
- The Hospital for Sick Children, Canada
| | | |
Collapse
|
9
|
Courchesne V, Tesfaye R, Mirenda P, Nicholas D, Mitchell W, Singh I, Zwaigenbaum L, Elsabbagh M. Autism Voices: A novel method to access first-person perspective of autistic youth. Autism 2021; 26:1123-1136. [PMID: 34482746 PMCID: PMC9340132 DOI: 10.1177/13623613211042128] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
LAY ABSTRACT The perspective of autistic individuals is often left uncaptured, and as a result they are often excluded from making decisions that impact them. Conventional communication can be challenging for many autistic individuals, especially those who are minimally verbal or who have an associated intellectual disability. Currently, a lack of appropriate methods to capture voices across the spectrum is a barrier. In the present study, we developed the Autism Voices protocol using universal design principles to capture the perspectives and experiences of autistic youth with a range of language or intellectual abilities. This protocol was then used with 33 autistic youth aged 11 to 18 years. A scoring rubric was developed to capture the unconventional communication used by the participants and the mitigation strategies used by interviewers to facilitate the interview. Many components of the protocol were found to effectively facilitate communication between the participant and interviewer, including the use of picture cards to support verbal questions/prompts, the fact that participants could respond with their preferred communication methods (writing, texting, pointing), and the fact that interviews were applied flexibly to adapt to each participant. Unconventional communication and mitigation strategies were mostly observed in interviews with minimally verbal individuals, but a fine-grained analysis showed participants were still communicating something through this unconventional communication. Our protocol could help promote the inclusion of more autistic individuals in research and showed that unconventional modes of communication like echolalia provide an understanding that participants' are invested in conversations and certain topics are more meaningful than others.
Collapse
|
10
|
Courchesne V, Bedford R, Pickles A, Duku E, Kerns C, Mirenda P, Bennett T, Georgiades S, Smith IM, Ungar WJ, Vaillancourt T, Zaidman-Zait A, Zwaigenbaum L, Szatmari P, Elsabbagh M. Non-verbal IQ and change in restricted and repetitive behavior throughout childhood in autism: a longitudinal study using the Autism Diagnostic Interview-Revised. Mol Autism 2021; 12:57. [PMID: 34391468 PMCID: PMC8364071 DOI: 10.1186/s13229-021-00461-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2020] [Accepted: 08/02/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Restricted and repetitive behavior (RRB) is one of the characteristic features of Autism Spectrum Disorder. This domain of symptoms includes a broad range of behaviors. There is a need to study each behavior individually to better understand the role of each in the development of autistic children. Moreover, there are currently no longitudinal studies investigating change in these behaviors over development. METHODS The goal of the present study was to explore the association between age and non-verbal IQ (NVIQ) on 15 RRB symptoms included in the Autism Diagnostic Interview-Revised (ADI-R) over time. A total of 205 children with ASD were assessed using the ADI-R at time of diagnosis, at age 6 years, and at age 11 years, and with the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV) at age 8 years. RESULTS The proportion of children showing each RRB tended to diminish with increasing age, except for sensitivity to noise and circumscribed interests, where the proportion increased over time. Although there was no significant main effect of NVIQ, there was a significant interaction between age and NVIQ. This was mainly driven by Difficulties with change in routine, for which higher NVIQ was associated with the behavior remaining relatively stable with age, while lower NVIQ was associated with the behavior becoming more prevalent with age. LIMITATIONS The study focused on the presence/absence of each RRB but did not account for potential changes in frequency or severity of the behaviors over development. Furthermore, some limitations are inherent to the measures used. The ADI-R relies on parent report and hence has some level of subjectivity, while the Wechsler intelligence scales can underestimate the intellectual abilities of some autistic children. CONCLUSIONS These results confirm that specific RRB are differentially linked to age and NVIQ. Studying RRB individually is a promising approach to better understanding how RRB change over the development of autistic children and are linked to other developmental domains.
Collapse
Affiliation(s)
- V Courchesne
- Department of Neurology and Neurosurgery, McGill University, Montreal, Canada.
| | - R Bedford
- King's College London, London, UK
- University of Bath, Bath, UK
| | | | - E Duku
- McMaster University, Hamilton, Canada
| | - C Kerns
- University of British Columbia, Vancouver, Canada
| | - P Mirenda
- University of British Columbia, Vancouver, Canada
| | - T Bennett
- McMaster University, Hamilton, Canada
| | | | - I M Smith
- Dalhousie University, IWK Health Centre, Halifax, Canada
| | - W J Ungar
- Program of Child Health Evaluative Sciences, The Hospital for Sick Children Research Institute, and the Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Canada
| | | | | | | | - P Szatmari
- Centre for Addiction and Mental Health, Hospital for Sick Children, University of Toronto, Toronto, Canada
| | - M Elsabbagh
- Department of Neurology and Neurosurgery, McGill University, Montreal, Canada
| |
Collapse
|
11
|
Cost KT, Zaidman-Zait A, Mirenda P, Duku E, Zwaigenbaum L, Smith IM, Ungar WJ, Kerns C, Bennett T, Szatmari P, Georgiades S, Waddell C, Elsabbagh M, Vaillancourt T. Correction to: "Best Things": Parents Describe Their Children with Autism Spectrum Disorder Over Time. J Autism Dev Disord 2021; 51:4575-4576. [PMID: 34286396 DOI: 10.1007/s10803-021-05144-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Katherine T Cost
- Hospital for Sick Children, University of Toronto, 686 Bay Street, Toronto, ON, M5G 0A4, Canada.
| | | | - Pat Mirenda
- University of British Columbia, Vancouver, BC, Canada.
| | - Eric Duku
- McMaster University, Hamilton, ON, Canada
| | | | - Isabel M Smith
- Dalhousie University/IWK Health Centre, Halifax, NS, Canada
| | - Wendy J Ungar
- Hospital for Sick Children, University of Toronto, 686 Bay Street, Toronto, ON, M5G 0A4, Canada
| | - Connor Kerns
- University of British Columbia, Vancouver, BC, Canada
| | | | - Peter Szatmari
- Centre for Addiction and Mental Health, University of Toronto, Toronto, ON, Canada
| | | | | | - Mayada Elsabbagh
- McGill University/Montreal Children's Hospital, Montreal, PQ, Canada
| | | |
Collapse
|
12
|
Tesfaye R, Wright N, Zaidman-Zait A, Bedford R, Zwaigenbaum L, Kerns CM, Duku E, Mirenda P, Bennett T, Georgiades S, Smith IM, Vaillancourt T, Pickles A, Szatmari P, Elsabbagh M. 'Investigating longitudinal associations between parent reported sleep in early childhood and teacher reported executive functioning in school-aged children with autism'. Sleep 2021; 44:6275587. [PMID: 33987680 DOI: 10.1093/sleep/zsab122] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Revised: 05/05/2021] [Indexed: 11/14/2022] Open
Abstract
Up to 80% of children with autism spectrum disorder (ASD) experience sleep disturbance. Poor sleep impairs executive functioning (EF), a lifelong difficulty in ASD. Evidence suggests EF difficulties in ASD are exacerbated by poor sleep. We examine whether early childhood sleep disturbances are associated with worsening EF trajectories in school-aged children with ASD. A subsample (n=217) from the Pathways in ASD longitudinal study was analyzed. The Children's Sleep Habits Questionnaire captured sleep duration, onset, and night awakenings before age 5 (Mean=3.5years). Metacognition (MI) and Behavioral Regulation (BRI) indices, on the Teacher Behavior Rating Inventory of Executive Functioning, were used to measure cognitive and affective components of EF respectively at four time-points (7.8-11.8years). We applied latent growth curve models to examine associations between sleep and EF, accounting for relevant covariates, including school-age sleep (Mean=6.7years). Sleep traits had different age-related impacts on behavioral regulation, but not metacognition. Longer sleep onset at 3.5 years was associated with a worsening BRI difficulties slope (b=2.07, p<0.04), but conversely associated with lower BRI difficulties at 7.7 years (b=-4.14, p=0.04). A longer sleep onset at 6.7 years was related to higher BRI difficulties at 7.7 years (b=7.78, p<0.01). Longer sleep duration at 6.7 years was associated with higher BRI difficulties at age 7.7 (b=3.15, p=0.01), but subscale analyses revealed shorter sleep duration at age 6.7 was linked to a worsening inhibition slope (b=-0.60, p=0.01). Sleep onset is a robust early correlate of behavior regulation in children with ASD, whereas sleep duration is a later childhood correlate.
Collapse
Affiliation(s)
- Rackeb Tesfaye
- Montreal Neurological Institute, Azrieli Centre for Autism Research, McGill University, Montreal, Canada
| | - Nicola Wright
- King's College London, Biostatistics and Health Informatics Department, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Anat Zaidman-Zait
- Tel Aviv University, Department of Educational Sciences, Tel Aviv, Israel
| | - Rachael Bedford
- King's College London, Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK.,University of Bath, Department of Psychology, Bath, UK
| | | | - Connor M Kerns
- University of British Columbia, Department of Psychology, Vancouver, Canada
| | - Eric Duku
- McMaster University, Psychiatry and Behavioural Neurosciences, Hamilton, Canada
| | - Pat Mirenda
- University of British Columbia, Education and Counseling Psychology, Vancouver, Canada
| | - Teresa Bennett
- McMaster University, Psychiatry and Behavioural Neurosciences, Hamilton, Canada
| | - Stelios Georgiades
- McMaster University, Psychiatry and Behavioural Neurosciences, Hamilton, Canada
| | - Isabel M Smith
- Dalhousie University, IWK Health Centre, Pediatrics, Halifax, Canada
| | | | - Andrew Pickles
- King's College London, Biostatistics and Health Informatics Department, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Peter Szatmari
- University of Toronto, Department of Psychiatry, Toronto, Canada.,Centre for Addiction and Mental Health, Child and Youth Mental Health, Toronto, Canada.,SickKids Department of Psychiatry, child and adolescent psychiatry, Toronto, Canada
| | - Mayada Elsabbagh
- Montreal Neurological Institute, Azrieli Centre for Autism Research, McGill University, Montreal, Canada
| | | |
Collapse
|
13
|
Georgiades S, Tait PA, McNicholas PD, Duku E, Zwaigenbaum L, Smith IM, Bennett T, Elsabbagh M, Kerns CM, Mirenda P, Ungar WJ, Vaillancourt T, Volden J, Waddell C, Zaidman-Zait A, Gentles S, Szatmari P. Trajectories of Symptom Severity in Children with Autism: Variability and Turning Points through the Transition to School. J Autism Dev Disord 2021; 52:392-401. [PMID: 33704613 PMCID: PMC8732828 DOI: 10.1007/s10803-021-04949-2] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/22/2021] [Indexed: 11/27/2022]
Abstract
This study examined the trajectories of autistic symptom severity in an inception cohort of 187 children with ASD assessed across four time points from diagnosis to age 10. Trajectory groups were derived using multivariate cluster analysis. A two trajectory/cluster solution was selected. Change in trajectory slopes revealed a turning point marked by plateauing in symptom reduction during the period of transition to school (age 6) for one of the two trajectories. Trajectories were labelled: Continuously Improving (27%) and Improving then Plateauing (73% of sample). Children in the two trajectories differed in levels of symptom severity, language, cognitive, and adaptive functioning skills. Study findings can inform the development of more personalized services for children with ASD transitioning into the school system.
Collapse
Affiliation(s)
- Stelios Georgiades
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, 1280 Main St. W. - MIP Suite 201A, Hamilton, ON, L8S 4K1, Canada.
| | - Peter A Tait
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, 1280 Main St. W. - MIP Suite 201A, Hamilton, ON, L8S 4K1, Canada
| | - Paul D McNicholas
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, 1280 Main St. W. - MIP Suite 201A, Hamilton, ON, L8S 4K1, Canada
| | - Eric Duku
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, 1280 Main St. W. - MIP Suite 201A, Hamilton, ON, L8S 4K1, Canada
| | | | - Isabel M Smith
- IWK Health Centre, Dalhousie University, Halifax, Canada
| | - Teresa Bennett
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, 1280 Main St. W. - MIP Suite 201A, Hamilton, ON, L8S 4K1, Canada
| | | | | | - Pat Mirenda
- University of British Columbia, Vancouver, Canada
| | - Wendy J Ungar
- University of Toronto, The Hospital for Sick Children, Toronto, Canada
| | | | | | | | | | - Stephen Gentles
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, 1280 Main St. W. - MIP Suite 201A, Hamilton, ON, L8S 4K1, Canada
| | - Peter Szatmari
- Centre for Addition and Mental Health, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, The Hospital for Sick Children, Toronto, Canada
| |
Collapse
|
14
|
Szatmari P, Cost KT, Duku E, Bennett T, Elsabbagh M, Georgiades S, Kerns C, Mirenda P, Smith IM, Ungar WJ, Vaillancourt T, Waddell C, Zaidman-Zait A, Zwaigenbaum L. Association of Child and Family Attributes With Outcomes in Children With Autism. JAMA Netw Open 2021; 4:e212530. [PMID: 33779740 PMCID: PMC8008283 DOI: 10.1001/jamanetworkopen.2021.2530] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/15/2022] Open
Abstract
IMPORTANCE The prevalence and attributes of positive outcomes (or doing well) among children with autism spectrum disorder (ASD) in midchildhood are not well known. OBJECTIVE To estimate the prevalence of doing well according to metrics of proficiency and growth and to investigate the extent to which significant associations exist between child- and family-level variables and doing well. DESIGN, SETTING, AND PARTICIPANTS This longitudinal cohort study included children with ASD from regional clinics across Canada. Participants were sampled 3 times between ages 2 and 4.9 years (T1) and twice in follow-up into middle childhood (T2). Data were analyzed March 2018 through January 2020. EXPOSURES Language and IQ assessments at first sample; household income, parent coping, and family functioning. MAIN OUTCOMES AND MEASURES Key outcome domains of developmental health included measures of socialization, communication, independent living skills, and measures of internalizing and externalizing behaviors. Thresholds for doing well in these domains by either proficiency or growth were established. The extent to which language, IQ, household income, parent coping, and family functioning were associated with assessed outcomes was determined by logistic regression. The association between outcomes and concurrent Autism Diagnostic Observation Schedule (ADOS) classification scores was also estimated. RESULTS In a total cohort of 272 children (234 [86.0%] boys; mean [SD] age, 10.76 [0.26] years), approximately 78.8% (95% CI, 73.2%-84.4%) of the sample were estimated to be doing well by either metric on at least 1 domain, and 23.6% (95% CI, 17.7%-29.4%) were doing well in 4 or 5 domains. It was possible to be doing well by either proficiency or growth and still meet ADOS criteria for ASD. For the growth metric, between 61.5% (95% CI, 40.7%-79.1%) and 79.6% (95% CI, 66.0%-88.9%) of participants had ADOS scores of 4 or greater; for the proficiency metric, between 63.8% (95% CI, 48.4%-76.9%) and 75.8% (95% CI, 63.0%-85.4%) had scores of 4 or greater. Doing well by either metric for all domains was associated with T1 scores on that outcome domain (eg, T1 daily living skills associated with doing well at T2 daily living by the proficiency metric as measured by the Vineland Adaptive Behavior Scales-Second Edition daily living skills scale [202 participants]: β = 0.07; OR, 1.07; 95% CI, 1.03-1.11; P < .001). Doing well in socialization by the growth metric was also associated with better T1 language skills scores (202 participants) (β = 0.04; OR, 1.04; 95% CI, 1.00-1.07, P = .04). Doing well in externalizing by the growth metric was also associated with higher household income at T1 (178 participants) (β = 0.10; OR, 1.10; 95% CI, 1.06-1.15; P < .001). Better family functioning at T1 was associated with doing well on both socialization and externalizing by proficiency metric and on internalizing by growth metric (socialization by proficiency [202 participants]: β = -1.01; OR, 0.36; 95% CI, 0.14-0.93; P = .04; externalizing by proficiency [178 participants]: β = 1.00; OR, 0.37; 95% CI, 0.16-0.82; P = .02; internalizing by growth [178 participants]: β = -1.03; OR, 0.36; 95% CI, 0.16-0.79; P = .01). CONCLUSIONS AND RELEVANCE This cohort study found that a substantial proportion of children with ASD were doing well by middle childhood in at least 1 key domain of developmental health, and that doing well was possible even in the context of continuing to meet criteria for ASD. These results support a strengths-based approach to treatment planning that should include robust support for families to increase the potential likelihood of doing well later in life.
Collapse
Affiliation(s)
- Peter Szatmari
- The Hospital for Sick Children, Toronto, Ontario, Canada
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada
| | | | - Eric Duku
- McMaster University, Hamilton, Ontario, Canada
| | | | | | | | | | - Pat Mirenda
- University of British Columbia, Vancouver, British Columbia, Canada
| | | | - Wendy J. Ungar
- The Hospital for Sick Children, Toronto, Ontario, Canada
| | | | | | | | | |
Collapse
|
15
|
Cost KT, Zaidman-Zait A, Mirenda P, Duku E, Zwaigenbaum L, Smith IM, Ungar WJ, Kerns C, Bennett T, Szatmari P, Georgiades S, Waddell C, Elsabbagh M, Vaillancourt T. "Best Things": Parents Describe Their Children with Autism Spectrum Disorder Over Time. J Autism Dev Disord 2021; 51:4560-4574. [PMID: 33532881 DOI: 10.1007/s10803-021-04890-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/17/2021] [Indexed: 01/02/2023]
Abstract
This study examined parental perceptions of the character traits of children with autism from early childhood to age 11. Parents (n = 153) provided descriptions of the "best things" about their children on the Child Behavior Checklist (CBCL) at ages 3-4, 7-8, and 10-11 years. Descriptions were coded using the framework of the Values in Action Classification of Strengths, with additional traits added as needed. Parent-endorsed traits included love, kindness, happiness, and humor in children across all ages and traits such as perseverance as children entered school. Higher CBCL scores were associated with a lower likelihood of endorsement for Humanity traits. Results are congruent with a contemporary neurodiversity perspective that emphasizes strengths and resilience.
Collapse
Affiliation(s)
- Katherine T Cost
- Hospital for Sick Children, University of Toronto, 686 Bay Street, Toronto, ON, M5G 0A4, Canada.
| | | | - Pat Mirenda
- University of British Columbia, Vancouver, BC, Canada.
| | - Eric Duku
- McMaster University, Hamilton, ON, Canada
| | | | - Isabel M Smith
- Dalhousie University/IWK Health Centre, Halifax, NS, Canada
| | - Wendy J Ungar
- Hospital for Sick Children, University of Toronto, 686 Bay Street, Toronto, ON, M5G 0A4, Canada
| | - Connor Kerns
- University of British Columbia, Vancouver, BC, Canada
| | | | - Peter Szatmari
- Centre for Addiction and Mental Health, University of Toronto, Toronto, ON, Canada
| | | | | | - Mayada Elsabbagh
- McGill University/Montreal Children's Hospital, Montreal, PQ, Canada
| | | |
Collapse
|
16
|
Baribeau DA, Vigod S, Pullenayegum E, Kerns CM, Mirenda P, Smith IM, Vaillancourt T, Volden J, Waddell C, Zwaigenbaum L, Bennett T, Duku E, Elsabbagh M, Georgiades S, Ungar WJ, Zaidman Zait A, Szatmari P. Co-occurring trajectories of anxiety and insistence on sameness behaviour in autism spectrum disorder. Br J Psychiatry 2021; 218:20-27. [PMID: 32641181 DOI: 10.1192/bjp.2020.127] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
BACKGROUND Children with autism spectrum disorder (ASD) have increased susceptibility to anxiety disorders. Variation in a common ASD symptom, insistence on sameness behaviour, may predict future anxiety symptoms. AIMS To describe the joint heterogeneous longitudinal trajectories of insistence on sameness and anxiety in children with ASD and to characterise subgroups at higher risk for anxiety. METHOD In a longitudinal ASD cohort (n = 421), insistence on sameness behaviour was measured using the Autism Diagnostic Interview-Revised at approximately ages 3, 6 and 11 years. Anxiety was quantified at 8 time points between ages 3 and 11 years using the Child Behavior Checklist (CBCL) (parent report). Clusters of participants following similar trajectories were identified using group-based and joint trajectory modelling. RESULTS Three insistence on sameness trajectories were identified: (a) 'low-stable' (41.7% of participants), (b) 'moderate-increasing' (52.0%) and (c) 'high-peaking' (i.e. increasing then stabilising/decreasing behaviour) (6.3%). Four anxiety trajectories were identified: (a) 'low-increasing' (51.0%), (b) 'moderate-decreasing' (16.2%), (c) 'moderate-increasing' (19.6%) and (d) 'high-stable' (13.1%). Of those assigned to the 'high-peaking' insistence on sameness trajectory, 95% jointly followed an anxiety trajectory that surpassed the threshold for clinical concern (T-score >65) by middle childhood (anxiety trajectories 3 or 4). Insistence on sameness and anxiety trajectories were similar in severity and direction for 64% of the sample; for 36%, incongruous patterns were seen (e.g. decreasing anxiety and increasing insistence on sameness). CONCLUSIONS The concurrent assessment of insistence on sameness behaviour and anxiety in ASD may help in understanding current symptom profiles and anticipating future trajectories. High preschool insistence on sameness in particular may be associated with elevated current or future anxiety symptoms.
Collapse
Affiliation(s)
| | - Simone Vigod
- Department of Psychiatry, Women's College Hospital; and Women's College Research Institute; and Department of Psychiatry and Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Canada
| | - Eleanor Pullenayegum
- Child Health Evaluative Sciences, The Hospital for Sick Children Research Institute; and Dalla Lana School of Public Health, University of Toronto, Toronto, Canada
| | - Connor M Kerns
- Department of Psychology, University of British Columbia, Vancouver, Canada
| | - Pat Mirenda
- Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Vancouver, Canada
| | - Isabel M Smith
- Department of Pediatrics, Dalhousie University; and Autism Research Centre, Dalhousie University and IWK Health Centre, Halifax, Canada
| | | | - Joanne Volden
- Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada
| | - Charlotte Waddell
- Children's Health Policy Centre, Faculty of Health Sciences, Simon Fraser University, Vancouver, Canada
| | - Lonnie Zwaigenbaum
- Department of Pediatrics, University of Alberta; and Autism Research Centre, Edmonton, Canada
| | - Teresa Bennett
- Offord Centre for Child Studies; and Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Eric Duku
- Offord Centre for Child Studies; and Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Mayada Elsabbagh
- Montreal Neurological Institute, McGill University, Montreal, Canada
| | - Stelios Georgiades
- Department of Psychiatry and Behavioural Neurosciences, McMaster University; and Offord Centre for Child Studies, Hamilton, Canada
| | - Wendy J Ungar
- Child Health Evaluative Sciences, The Hospital for Sick Children Research Institute; and Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Canada
| | - Anat Zaidman Zait
- Department of School Counseling and Special Education, Constantiner School of Education, Tel Aviv University, Israel; and School of Population and Public Health, Faculty of Medicine, University of British Columbia, Vancouver, Canada
| | - Peter Szatmari
- Centre for Addiction and Mental Health; and The Hospital for Sick Children; and Department of Psychiatry, University of Toronto, Toronto, Canada
| |
Collapse
|
17
|
Hunsche MC, Saqui S, Mirenda P, Zaidman-Zait A, Bennett T, Duku E, Elsabbagh M, Georgiades S, Smith IM, Szatmari P, Ungar WJ, Vaillancourt T, Waddell C, Zwaigenbaum L, Kerns CM. Parent-Reported Rates and Clinical Correlates of Suicidality in Children with Autism Spectrum Disorder: A Longitudinal Study. J Autism Dev Disord 2020; 50:3496-3509. [PMID: 32034647 DOI: 10.1007/s10803-020-04373-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
This study investigated rates of suicidal ideation (SI) and suicidal and/or self-injurious behaviour (SSIB) reported by parents on the Child Behavior Checklist for 178 children with ASD over four annual assessments (ages 7-11 years). Analyses examined the frequency and persistence of SI and SSIB, and the association of SI and SSIB at any time point with child characteristics and internalizing and externalizing problems at age 7. SI occurred in 9.6% of children and was associated with fewer ASD symptoms and better adaptive functioning at age 7. SSIB occurred in 14.6% and was associated with poorer adaptive functioning and more externalizing behaviour at age 7. Internalizing problems were not associated with SI or SSIB at any time point. SI and SSIB rarely co-occurred (4%).
Collapse
Affiliation(s)
- Michelle C Hunsche
- University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada
| | - Sonja Saqui
- University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada
| | - Pat Mirenda
- University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada
| | - Anat Zaidman-Zait
- University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada.,Tel Aviv University, Tel Aviv, Israel
| | | | - Eric Duku
- McMaster University, Vancouver, BC, Canada
| | | | | | | | | | | | | | | | | | - Connor M Kerns
- University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada.
| |
Collapse
|
18
|
Zwaigenbaum L, Zaidman-Zait A, Duku E, Bennett T, Mirenda P, Smith I, Szatmari P, Vaillancourt T, Waddell C, Elsabbagh M, Georgiades S, Kerns C, Ungar W. 55 Profiles of Sleep Problems among Young Children with Autism Spectrum Disorders. Paediatr Child Health 2020. [DOI: 10.1093/pch/pxaa068.054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Abstract
Background
Sleep problems are more common and severe among children with autism spectrum disorder (ASD) compared to their typically developing peers. The goal of this study was to characterize sleep problems profiles and their clinical correlates, based on a five-factor model of the Children’s Sleep Habits Questionnaire (CSHQ) among preschool children with ASD.
Objectives
(1) To describe empirically-derived patterns (i.e., latent profiles) of sleep problems among young children with ASD; and (2) To examine relations between family cumulative risk and emotional-behavioral dysregulation symptoms and sleep profile membership.
Design/Methods
The study included 318 three-to-five year old children (M= 49.45 months; SD = 5.77). Latent profile analysis was used to identify and describe profiles of sleep problems. Sleep problems were assessed using a previously established CSHQ five-factor model: (1) Bedtime Routine; (2) Sleep Onset & Duration; (3) Night Waking; (4) Morning Waking; and (5) Sleep Disordered Breathing, with higher scores indicating greater problems. We assess whether profile membership was associated with dysregulation difficulties (CBCL 1.5-5) and family cumulative risk index (CRI; constructed based on socioeconomic status, maternal distress, family functioning, and other related factors) using a three-step method (Vermunt & Magidson, 2013).
Results
A five-profile model of children’s sleep problems showed the best fit (Figure 1). Profile 1, Nighttime Sleep Problems (28%), consisted of children with scores around the sample mean, except relatively lower scores on Morning Waking. Profile 2, Severe Sleep Problems (25%), consisted of children with relatively high scores across all sleep problems. Profile 3, Low Sleep Problems (18%), included children with the lowest levels of all sleep problems. Profile 4, Moderate Sleep Problems (17%), included children with all sleep problem levels near the sample mean. Profile 5, Morning Waking Problems (12%), consisted of children with low scores on Bedtime Routine problems but pronounced Morning Waking problems. Dysregulation difficulties (Wald = 13.90; p = .001) and family CRI (Wald = 13.27; p =.001) emerged as significant predictors of profile membership. Higher CRI was associated with higher odds of membership in Profile 2 (Severe Sleep Problems), and lower scores for dysregulation difficulties were associated with higher odds of membership in Profile 3 (Low Sleep Problems).
Conclusion
Children with ASD present distinct profiles of sleep problems that differ, not only by overall severity, but also by relative severity across types of sleep problems. Children’s dysregulation and family risk should be considered in examining children’s sleep.
Collapse
|
19
|
Lee V, Duku E, Zwaigenbaum L, Bennett T, Szatmari P, Elsabbagh M, Kerns C, Mirenda P, Smith IM, Ungar WJ, Vaillancourt T, Volden J, Waddell C, Zaidman-Zait A, Thompson A, Georgiades S. Temperament influences the relationship between symptom severity and adaptive functioning in children with autism spectrum disorder. Autism 2020; 24:2057-2070. [PMID: 32615784 DOI: 10.1177/1362361320933048] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
LAY ABSTRACT Temperament is often thought of as behavioural traits that are relatively stable over time but can vary between individuals. Children diagnosed with autism spectrum disorder are often characterized as having 'reactive' and 'negative' temperaments when compared to same-aged peers with or without disabilities, which can negatively impact the development of adaptive functioning skills but little is known about variations of temperament between individual children diagnosed with autism spectrum disorder. This study aimed to (a) explore the variation of individual temperament traits within a sample of school-aged children with autism spectrum disorder to determine whether subgroups with similar trait profiles emerge and (b) examine whether temperament influences the relationship between autism symptoms and adaptive functioning outcomes. Results from our dataset suggest that children diagnosed with autism spectrum disorder fit under two profiles: 'even' and 'reactive'. Furthermore, our analysis shows that temperament can influence the impact of increasing symptom severity on adaptive functioning skills in children with autism spectrum disorder. Study findings highlight the importance of considering temperament when trying to understand the individual differences that influence the development of functioning and developmental outcomes in children with autism spectrum disorder.
Collapse
Affiliation(s)
| | | | | | | | - Peter Szatmari
- CAMH/SickKids, Canada.,University of Toronto, Toronto, Ontario
| | | | | | | | | | | | | | | | | | | | | | | |
Collapse
|
20
|
Baribeau DA, Vigod S, Pullenayegum E, Kerns CM, Mirenda P, Smith IM, Vaillancourt T, Volden J, Waddell C, Zwaigenbaum L, Bennett T, Duku E, Elsabbagh M, Georgiades S, Ungar WJ, Zaidman-Zait A, Szatmari P. Repetitive Behavior Severity as an Early Indicator of Risk for Elevated Anxiety Symptoms in Autism Spectrum Disorder. J Am Acad Child Adolesc Psychiatry 2020; 59:890-899.e3. [PMID: 31541676 DOI: 10.1016/j.jaac.2019.08.478] [Citation(s) in RCA: 36] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/07/2019] [Revised: 07/15/2019] [Accepted: 09/13/2019] [Indexed: 12/28/2022]
Abstract
OBJECTIVE A significant proportion of children with autism spectrum disorder (ASD) will develop an anxiety disorder during childhood. Restricted and repetitive behavior severity in ASD positively correlates with anxiety severity in cross-sectional surveys. The longitudinal relationship between restricted/repetitive behavior and future anxiety symptoms is unclear. METHOD In a longitudinal cohort of children with ASD (n = 421), restricted/repetitive behavior severity at enrollment (age 2-5 years) was categorized as "mild," "moderate," or "severe" using the Autism Diagnostic Interview-Revised. Elevated anxiety symptoms were defined by a Child Behavior Checklist (parent report) Anxiety subscale T-score of >65 at ages 8 to 11 years. Multivariable logistic regression with multiple imputation for missing data was used to examine the association between restricted/repetitive behavior severity and elevated anxiety symptoms while adjusting for age, sex, adaptive functioning, baseline anxiety, income, and parenting stress, generating adjusted odds ratios (aORs) and 95% CIs. RESULTS Approximately 58% of children with severe restricted/repetitive behavior at enrollment had elevated anxiety symptoms by age 11, compared to 41% of those with moderate, and 20% of those with mild restricted/repetitive behavior, respectively. Moderate and severe restricted/repetitive behavior were both associated with increased odds of elevated anxiety (moderate aOR: 2.5 [1.2-5.3]; severe aOR: 3.2 (1.4-7.5]). CONCLUSION Restricted/repetitive behavior severity at time of ASD diagnosis indicates risk for future anxiety symptoms. This finding increases our understanding of which children with ASD will develop anxiety disorders and may guide research concerning early interventions and etiological mechanisms.
Collapse
Affiliation(s)
| | - Simone Vigod
- University of Toronto, Ontario, Canada; Institute of Health Policy, Management and Evaluation, University of Toronto, Ontario, Canada; Women's College Hospital and Women's College Research Institute, Toronto, Ontario, Canada
| | - Eleanor Pullenayegum
- Child Health Evaluative Sciences, The Hospital for Sick Children Research Institute, Toronto, Ontario, Canada; Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario Canada
| | | | - Pat Mirenda
- University of British Columbia, Vancouver, Canada
| | - Isabel M Smith
- Dalhousie University, Halifax, Nova Scotia, Canada; Autism Research Centre, IWK Health Centre, Halifax, Nova Scotia, Canada
| | - Tracy Vaillancourt
- Counselling Psychology, Faculty of Education, University of, Ottawa, Ontario, Canada
| | - Joanne Volden
- Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada
| | - Charlotte Waddell
- Children's Health Policy Centre, Faculty of Health Sciences, Simon Fraser University, Vancouver, British Columbia, Canada
| | | | - Teresa Bennett
- Offord Centre for Child Studies, Hamilton, Ontario, Canada; McMaster University, Hamilton, Ontario, Canada
| | - Eric Duku
- Offord Centre for Child Studies, Hamilton, Ontario, Canada; McMaster University, Hamilton, Ontario, Canada
| | - Mayada Elsabbagh
- Montreal Neurological Institute, McGill University, Montreal, Quebec, Canada
| | - Stelios Georgiades
- Offord Centre for Child Studies, Hamilton, Ontario, Canada; McMaster University, Hamilton, Ontario, Canada
| | - Wendy J Ungar
- Institute of Health Policy, Management and Evaluation, University of Toronto, Ontario, Canada; Child Health Evaluative Sciences, The Hospital for Sick Children Research Institute, Toronto, Ontario, Canada
| | - Anat Zaidman-Zait
- Constantine School of Education, Tel Aviv University, Israel; The School of Population and Public Health, Faculty of Medicine, University of British Columbia, Canada
| | - Peter Szatmari
- University of Toronto, Ontario, Canada; Centre for Addiction and Mental Health and The Hospital for Sick Children, Toronto, Ontario, Canada.
| |
Collapse
|
21
|
Bal VH, Fok M, Lord C, Smith IM, Mirenda P, Szatmari P, Vaillancourt T, Volden J, Waddell C, Zwaigenbaum L, Bennett T, Duku E, Elsabbagh M, Georgiades S, Ungar WJ, Zaidman-Zait A. Predictors of longer-term development of expressive language in two independent longitudinal cohorts of language-delayed preschoolers with Autism Spectrum Disorder. J Child Psychol Psychiatry 2020; 61:826-835. [PMID: 31429087 PMCID: PMC7028445 DOI: 10.1111/jcpp.13117] [Citation(s) in RCA: 32] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/31/2019] [Indexed: 12/01/2022]
Abstract
BACKGROUND Studies estimate that 30% of individuals with autism are minimally verbal. Understanding what factors predict longer-term expressive development in children with language delays is critical to inform identification and treatment of those at-risk for persistent language impairments. The present study examined predictors of expressive language development in language-delayed preschoolers followed through later school-age and young adulthood. METHODS Children using single words or less on the Autism Diagnostic Observation Schedule (ADOS) at approximately 3 years old were drawn from the Early Diagnosis (EDX) and Pathways in ASD longitudinal cohorts. Age-3 predictors of Age-19 ADOS language level were identified using Classification and Regression Trees (CART) in the EDX sample. Linear mixed models examined the effects of CART-identified predictors on Vineland expressive communication (VExp) trajectories from Age-3 to Age-19. The same linear mixed models were examined in the Pathways sample, identifying predictors of VExp from ages 3 to 10.5 years. RESULTS Significantly delayed fine motor skills (T-score < 20) was the strongest CART predictor of Age-19 language. In the linear mixed models, time, Age-3 fine motor skills and initiation of joint attention (IJA) predicted VExp trajectories in the EDX sample, even when controlling for Age-3 visual receptive abilities. In the Pathways sample, time and Age-3 fine motor skills were significant predictors of VExp trajectories; IJA and cognitive skills were not significant predictors. CONCLUSIONS Marked deficits in fine motor skills may be a salient proxy marker for identifying language-delayed children with ASD who are at risk for persistent language impairments. This finding adds to the literature demonstrating a relation between motor and language development in ASD. Investigating individual skill areas (e.g., fine motor and nonverbal problem-solving skills), rather than broader indices of developmental level (e.g., nonverbal IQ) may provide important cues to understanding longer-term language outcomes that can be targeted in early intervention.
Collapse
Affiliation(s)
| | - Megan Fok
- Rutgers University-New Brunswick; Piscataway, NJ, USA
| | - Catherine Lord
- University of California Los Angeles Semel Institute of Neuroscience and Human Behavior, David Geffen School of Medicine; Los Angeles, CA, USA
| | - Isabel M. Smith
- Dalhousie University and IWK Health Centre; Halifax, NS, Canada
| | - Pat Mirenda
- University of British Columbia; Vancouver, BC, Canada
| | - Peter Szatmari
- University of Toronto, The Hospital for Sick Children, Centre for Addiction and Mental Health; Toronto, ON, Canada
| | | | - Joanne Volden
- University of Alberta, Glenrose Rehabilitation Hospital; Edmonton, AB, Canada
| | | | - Lonnie Zwaigenbaum
- University of Alberta, Glenrose Rehabilitation Hospital; Edmonton, AB, Canada
| | | | - Eric Duku
- McMaster University; Hamilton, ON, Canada
| | | | | | - Wendy J. Ungar
- University of Toronto, The Hospital for Sick Children Research Institute, Toronto, ON, Canada
| | | |
Collapse
|
22
|
Zaidman-Zait A, Mirenda P, Szatmari P, Duku E, Smith IM, Zwaigenbaum L, Vaillancourt T, Kerns C, Volden J, Waddell C, Bennett T, Georgiades S, Ungar WJ, Elsabbagh M. Profiles and Predictors of Academic and Social School Functioning among Children with Autism Spectrum Disorder. Journal of Clinical Child & Adolescent Psychology 2020; 50:656-668. [DOI: 10.1080/15374416.2020.1750021] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Affiliation(s)
- Anat Zaidman-Zait
- Department of School Counseling and Special Education, Tel Aviv University
| | - Pat Mirenda
- Department of Educational and Counselling Psychology and Special Education, University of British Columbia
| | - Peter Szatmari
- Centre for Addiction and Mental Health, University of Toronto
| | - Eric Duku
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University
| | | | | | | | - Connor Kerns
- Department of Educational and Counselling Psychology and Special Education, University of British Columbia
| | - Joanne Volden
- Faculty of Rehabilitation Medicine, University of Alberta
| | - Charlotte Waddell
- Children's Health Policy Centre, Faculty of Health Sciences, Simon Fraser University
| | - Teresa Bennett
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University
| | - Stelios Georgiades
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University
| | | | | |
Collapse
|
23
|
Zaidman-Zait A, Zwaigenbaum L, Duku E, Bennett T, Szatmari P, Mirenda P, Smith I, Vaillancourt T, Volden J, Waddell C, Kerns C, Elsabbagh M, Georgiades S, Ungar WJ, Fombonne E, Roberts W. Factor analysis of the children's sleep habits questionnaire among preschool children with autism spectrum disorder. Res Dev Disabil 2020; 97:103548. [PMID: 31901672 DOI: 10.1016/j.ridd.2019.103548] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2019] [Revised: 11/17/2019] [Accepted: 11/26/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Sleep problems are prevalent among young children with autism spectrum disorders (ASD). The Children's Sleep Habits Questionnaire (CSHQ) is commonly used for assessment, but there are outstanding questions regarding its optimal measurement model. AIMS To examine the factor structure of the CSHQ in preschool children with ASD, and relationships between CSHQ factors and children's emotional, cognitive, and behavioral dysregulation. METHODS AND PROCEDURES Participants included 4- to 5-year-olds with ASD (n = 281). Confirmatory factor analysis was used to examine whether two previously reported CSHQ factor structures provided adequate fit to the sample data. Exploratory Factor Analysis (EFA) was used examine alternative models. Regression analyses were used to examine how CSHQ factor scores explained variance in dysregulation symptoms, measured by the Child Behavior Checklist. RESULTS Previously reported factor models in children with ASD were not confirmed, but a novel five-factor model identified using EFA provided excellent fit to the sample data. Sleep factors were generally not correlated with autism symptoms but were associated with aggression, anxiety/depression and attention problems, with evidence of specificity in these relationships. CONCLUSIONS The proposed CSHQ five-factor model may be useful in future studies of sleep problems in young children with ASD.
Collapse
Affiliation(s)
| | | | - Eric Duku
- McMaster University & Offord Centre for Child Studies
| | | | - Peter Szatmari
- Centre for Addiction and Mental Health, University of Toronto
| | | | | | | | | | | | | | | | | | | | | | - Wendy Roberts
- Integrated Services for Autism and Neurodevelopmental Disorders, Toronto
| |
Collapse
|
24
|
Peverill S, Smith IM, Duku E, Szatmari P, Mirenda P, Vaillancourt T, Volden J, Zwaigenbaum L, Bennett T, Elsabbagh M, Georgiades S, Ungar WJ. Developmental Trajectories of Feeding Problems in Children with Autism Spectrum Disorder. J Pediatr Psychol 2019; 44:988-998. [PMID: 31089730 PMCID: PMC6705712 DOI: 10.1093/jpepsy/jsz033] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2018] [Revised: 03/17/2019] [Accepted: 04/18/2019] [Indexed: 12/28/2022] Open
Abstract
OBJECTIVE Although feeding problems are a common concern in children with autism spectrum disorder (ASD), few longitudinal studies have examined their persistence over time. The purpose of this study was to examine the developmental progression of feeding problems across four time points in preschoolers with ASD. METHODS Group-based trajectory analyses revealed four distinct trajectories of feeding problems in our sample (N = 396). RESULTS The majority of children showed levels of feeding problems that were low from the outset and stable (Group 1; 26.3%) or moderate and declining over time (Group 2; 38.9%). A third group (26.5%) showed high levels of feeding problems as preschoolers that declined to the average range by school age. Few participants (8.3%) showed evidence of severe chronic feeding problems. Feeding problems were more highly correlated with general behavior problems than with autism symptom severity. CONCLUSIONS Overall, our findings demonstrated that in our sample of children with ASD, most feeding problems remitted over time, but a small subgroup showed chronic feeding problems into school age. It is important to consider and assess feeding problems in ASD against the backdrop of typical development, as many children with ASD may show improvement with age.
Collapse
Affiliation(s)
- Sarah Peverill
- Department of Psychology and Neuroscience, Dalhousie University
| | | | | | | | - Pat Mirenda
- Department of Educational & Counselling Psychology and Special Education, University of British Columbia
| | | | - Joanne Volden
- Faculty of Rehabilitation Medicine, University of Alberta
| | | | | | | | | | - Wendy J Ungar
- Child Evaluative Health Sciences, Hospital for Sick Children
- Institute for Health Policy, Management and Evaluation, University of Toronto
| |
Collapse
|
25
|
Tesfaye R, Courchesne V, Yusuf A, Savion-Lemieux T, Singh I, Shikako-Thomas K, Mirenda P, Waddell C, Smith IM, Nicholas D, Szatmari P, Bennett T, Duku E, Georgiades S, Kerns C, Vaillancourt T, Zaidman-Zait A, Zwaigenbaum L, Elsabbagh M. Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities. Autism 2019; 23:1882-1896. [PMID: 30915852 PMCID: PMC6779014 DOI: 10.1177/1362361319831487] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to youth with autism spectrum disorder. Two-hundred and eighty-four articles met the inclusion criteria of our scoping review. We identified six distinct primary methods (questionnaires, interviews, group discussion, narratives, diaries, and art) expressed through four communication output modalities (language, sign language and gestures, writing, and images). A group of parents who have children with autism spectrum disorder were then presented with a synthesis of results. This parent consultation was used to build on approaches identified in the literature. Parents identified barriers that may be encountered during participant engagement and provided insights on how best to conduct first-person research with youth with autism spectrum disorder. Based on our findings, we present a novel methodological framework to capture the perspectives of youth with various communication and cognitive abilities, while highlighting family, youth, and expert contributions.
Collapse
|
26
|
Dempsey EE, Smith IM, Flanagan HE, Duku E, Lawrence MA, Szatmari P, Zwaigenbaum L, Vaillancourt T, Volden J, Mirenda P, Waddell C, Georgiades S, Elsabbagh M, Ungar WJ, Bennett T. Psychometric Properties of the Merrill–Palmer–Revised Scales of Development in Preschool Children With Autism Spectrum Disorder. Assessment 2018; 27:1796-1809. [DOI: 10.1177/1073191118818754] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Psychometrically sound tests of intellectual ability are indispensable for research and assessment of children with autism spectrum disorder (ASD), yet few tests have been validated for use with this population. The Merrill–Palmer–Revised Scales of Development (M-P-R) is a standardized test of intellectual ability that was validated for use with typically developing preschoolers. The current study’s aim was to investigate the criterion validity of the M-P-R for assessing cognitive skills in preschoolers with ASD ( N = 180). Good concurrent validity was demonstrated, with a large positive correlation between the M-P-R Receptive Language domain and the PLS-4 Auditory Comprehension subscale. The Cognitive domain of the M-P-R showed a medium positive correlation with later WISC-4 scores, showing acceptable predictive validity. Cognitive strengths and weaknesses assessed using the M-P-R mirrored those described for other measures, with most children obtaining higher standard scores on the Cognitive than the Receptive Language domain. An exploratory factor analysis suggested that one factor accounted for the majority of variability in M-P-R domains.
Collapse
Affiliation(s)
| | - Isabel M. Smith
- Dalhousie University, Halifax, Nova Scotia, Canada
- IWK Health Centre, Halifax, Nova Scotia, Canada
| | - Helen E. Flanagan
- Dalhousie University, Halifax, Nova Scotia, Canada
- IWK Health Centre, Halifax, Nova Scotia, Canada
| | - Eric Duku
- McMaster University, Hamilton, Ontario, Canada
| | | | | | | | | | | | - Pat Mirenda
- University of British Columbia, Vancouver, British Columbia, Canada
| | | | - Stelios Georgiades
- McMaster University, Hamilton, Ontario, Canada
- Hamilton Health Sciences University, Hamilton, Ontario, Canada
| | | | - Wendy J. Ungar
- The Hospital for Sick Children Research Institute, Toronto, Ontario, Canada
| | - Teresa Bennett
- McMaster University, Hamilton, Ontario, Canada
- Hamilton Health Sciences University, Hamilton, Ontario, Canada
| |
Collapse
|
27
|
Zwaigenbaum L, Duku E, Fombonne E, Szatmari P, Smith IM, Bryson SE, Mirenda P, Vaillancourt T, Volden J, Georgiades S, Roberts W, Bennett T, Elsabbagh M, Waddell C, Steiman M, Simon R, Bruno R. Developmental functioning and symptom severity influence age of diagnosis in Canadian preschool children with autism. Paediatr Child Health 2018; 24:e57-e65. [PMID: 30906197 DOI: 10.1093/pch/pxy076] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023] Open
Abstract
Background Early diagnosis of autism spectrum disorder (ASD) is essential in most Canadian jurisdictions to access interventions that improve long-term child outcomes. Our main objective was to identify factors associated with timing of ASD diagnosis in five provinces across Canada. Methods Factors influencing age of diagnosis were assessed in the analyses of an inception cohort of children diagnosed with ASD between ages 2 and 5 years. We examined bivariate associations and using a series of multiple variable regression models, evaluated the unique contributions of developmental functioning, ASD symptoms and demographic variables. Children with known genetic abnormalities, or severe sensory or motor impairments interfering with assessment were excluded. Results Participants were 421 children (84.6% boys). The mean age of diagnosis was 38.2 months (SD=8.7), an average of 19 months after parents identified initial concerns. Factors associated with later diagnosis included more advanced language and cognitive skills, and higher levels of restricted repetitive behaviour symptoms. Child sex and family demographics were not associated with age of diagnosis. In regression analyses, language and cognitive skills accounted for 6.8% of variance in age of diagnosis and ASD symptoms contributed an additional 5.5%. Provincial site accounted for 4.0% of variance in age of diagnosis, independent of developmental skills and ASD symptoms. Interpretation Diagnosis of ASD occurred, on average, 19 months after parents' initial concerns. Language and cognitive skills, symptom severity and provincial site accounted for variation in age of ASD diagnosis in this Canadian cohort. Variable presentation across the developmental continuum must be considered in planning assessment services to ensure timely ASD diagnosis so that outcomes can be improved. Policy and practice leadership is also needed to reduce interprovincial variability.
Collapse
Affiliation(s)
- Lonnie Zwaigenbaum
- Department of Pediatrics, University of Alberta, Edmonton, Alberta.,Pediatric Division, Glenrose Rehabilitation Hospital, Edmonton, Alberta
| | - Eric Duku
- Offord Centre for Child Studies and McMaster Autism Research Team, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario
| | - Eric Fombonne
- Departments of Psychiatry, Pediatrics and Behavioral Neuroscience, Oregon Health and Science University, Portland, Oregon, USA
| | - Peter Szatmari
- Department of Psychiatry, University of Toronto, Toronto, Ontario.,Department of Psychiatry, Hospital for Sick Children and Centre for Addiction and Mental Health, Toronto, Ontario
| | - Isabel M Smith
- Autism Research Centre, IWK Health Centre, Halifax, Nova Scotia.,Departments of Pediatrics, Psychology and Neurosciences, Dalhousie University, Halifax, Nova Scotia
| | - Susan E Bryson
- Autism Research Centre, IWK Health Centre, Halifax, Nova Scotia.,Departments of Pediatrics, Psychology and Neurosciences, Dalhousie University, Halifax, Nova Scotia
| | - Pat Mirenda
- Departments of Educational and Counselling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia
| | - Tracy Vaillancourt
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, Ontario
| | - Joanne Volden
- Department of Communication Sciences and Disorders, University of Alberta, Edmonton, Alberta
| | - Stelios Georgiades
- Offord Centre for Child Studies and McMaster Autism Research Team, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario
| | - Wendy Roberts
- Integrated Services for Autism and Neurodevelopmental Disorders, Toronto, Ontario
| | - Teresa Bennett
- Offord Centre for Child Studies and McMaster Autism Research Team, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario
| | - Mayada Elsabbagh
- Montreal Neurological Institute, McGill University, Montreal, Quebec
| | - Charlotte Waddell
- Faculty of Health Sciences, Children's Health Policy Centre, Simon Fraser University, Vancouver, British Columbia
| | - Mandy Steiman
- Department of Psychiatry, McGill University, Montreal, Quebec
| | - Rebecca Simon
- Department of Psychiatry, McGill University, Montreal, Quebec
| | - Ruth Bruno
- Department of Psychiatry, McGill University, Montreal, Quebec
| |
Collapse
|
28
|
Jitlina K, Zumbo B, Mirenda P, Ford L, Bennett T, Georgiades S, Waddell C, Smith IM, Volden J, Duku E, Zwaigenbaum L, Szatmari P, Vaillancourt T, Elsabbagh M. Psychometric Properties of the Spence Children's Anxiety Scale: Parent Report in Children with Autism Spectrum Disorder. J Autism Dev Disord 2018; 47:3847-3856. [PMID: 28409361 DOI: 10.1007/s10803-017-3110-8] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Although anxiety is frequently reported in children with autism spectrum disorder (ASD), existing anxiety scales are often psychometrically inappropriate for this population. This study examined the internal structure, reliability, convergent and discriminant validity of the Spence Children's Anxiety Scale-Parent Report (SCAS-P; Spence 1999) in 238 school-aged children with ASD. While confirmatory factor analysis did not support the original six-correlated-factor structure, structural support as well as acceptable internal consistency and convergent validity was found for Generalized Anxiety, Separation Anxiety, Panic, and Agoraphobia subscales. Use of the SCAS-P in its original form for assessment in children with ASD was not supported. However, four subscales showed viability, and may benefit re-analyses of existing SCAS-P data and future scale adaptations for research and clinical purposes.
Collapse
Affiliation(s)
- Katia Jitlina
- University of British Columbia, Vancouver, BC, Canada.
| | - Bruno Zumbo
- University of British Columbia, Vancouver, BC, Canada
| | - Pat Mirenda
- University of British Columbia, Vancouver, BC, Canada
| | - Laurie Ford
- University of British Columbia, Vancouver, BC, Canada
| | | | | | | | - Isabel M Smith
- Dalhousie University/IWK Health Centre, Halifax, NS, Canada
| | | | - Eric Duku
- McMaster University, Hamilton, ON, Canada
| | | | - Peter Szatmari
- Centre for Addiction and Mental Health, Hospital for Sick Children, University of Toronto, Toronto, ON, Canada
| | | | | |
Collapse
|
29
|
Zaidman-Zait A, Mirenda P, Szatmari P, Duku E, Smith IM, Vaillancourt T, Volden J, Waddell C, Bennett T, Zwaigenbaum L, Elsabaggh M, Georgiades S, Ungar WJ. Correction to: Profiles of Social and Coping Resources in Families of Children with Autism Spectrum Disorder: Relations to Parent and Child Outcomes. J Autism Dev Disord 2018; 48:2077. [PMID: 29450834 DOI: 10.1007/s10803-018-3498-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The original version of this article unfortunately contained a mistake.
Collapse
Affiliation(s)
- Anat Zaidman-Zait
- School of Education, Tel Aviv University, P.O. Box 39040, 6997801, Tel Aviv, Israel.
| | - Pat Mirenda
- University of British Columbia, 215 Main Mall, Vancouver, BC, V6T 1Z4, Canada.
| | - Peter Szatmari
- Centre for Addiction and Mental Health, University of Toronto, Toronto, ON, Canada
| | - Eric Duku
- McMaster University, Hamilton, ON, Canada
| | - Isabel M Smith
- Dalhousie University/IWK Health Centre, Halifax, NS, Canada
| | | | | | | | | | | | - Mayada Elsabaggh
- McGill University/Montreal Children's Hospital, Montreal, PQ, Canada
| | | | | | | |
Collapse
|
30
|
Volden J, Dodd E, Engel K, Smith IM, Szatmari P, Fombonne E, Zwaigenbaum L, Mirenda P, Bryson S, Roberts W, Vaillancourt T, Waddell C, Elsabbagh M, Bennett T, Georgiades S, Duku E. Beyond Sentences: Using the Expression, Reception, and Recall of Narratives Instrument to Assess Communication in School-Aged Children With Autism Spectrum Disorder. J Speech Lang Hear Res 2017; 60:2228-2240. [PMID: 28785770 DOI: 10.1044/2017_jslhr-l-16-0168] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2016] [Accepted: 03/23/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE Impairments in the social use of language are universal in autism spectrum disorder (ASD), but few standardized measures evaluate communication skills above the level of individual words or sentences. This study evaluated the Expression, Reception, and Recall of Narrative Instrument (ERRNI; Bishop, 2004) to determine its contribution to assessing language and communicative impairment beyond the sentence level in children with ASD. METHOD A battery of assessments, including measures of cognition, language, pragmatics, severity of autism symptoms, and adaptive functioning, was administered to 74 8- to 9-year-old intellectually able children with ASD. RESULTS Average performance on the ERRNI was significantly poorer than on the Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4). In addition, ERRNI scores reflecting the number and quality of relevant story components included in the participants' narratives were significantly positively related to scores on measures of nonverbal cognitive skill, language, and everyday adaptive communication, and significantly negatively correlated with the severity of affective autism symptoms. CONCLUSION Results suggest that the ERRNI reveals discourse impairments that may not be identified by measures that focus on individual words and sentences. Overall, the ERRNI provides a useful measure of communicative skill beyond the sentence level in school-aged children with ASD.
Collapse
Affiliation(s)
| | - Erin Dodd
- University of Alberta, Edmonton, Canada
| | | | - Isabel M Smith
- Dalhousie University and Isaak Walton Killam Children's Hospital, Halifax, NS, Canada
| | | | | | | | - Pat Mirenda
- University of British Columbia, Vancouver, Canada
| | - Susan Bryson
- Dalhousie University and Isaak Walton Killam Children's Hospital, Halifax, NS, Canada
| | | | | | | | | | | | | | - Eric Duku
- McMaster University, Hamilton, ON, Canada
| |
Collapse
|
31
|
Mirenda P, Iacono T, Williams R. Communication Options for Persons with Severe and Profound Disabilities: State of the Art and Future Directions. ACTA ACUST UNITED AC 2016. [DOI: 10.1177/154079699001500102] [Citation(s) in RCA: 74] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This article reviews the literature related to issues of communication augmentation for individuals with severe and profound intellectual disabilities within the framework of the “Participation Model” (Rosenberg & Beukelman, 1987). This model consists of a communication opportunity strand and a communication access strand. The opportunity strand is discussed briefly in terms of the knowledge and attitudinal barriers that may limit communication, with suggestions for remediation of these problems. The access strand is discussed in detail, beginning with a review of current methods of assessing capability in relevant domains. The relevant literature related to the learning characteristics of both unaided and aided communication techniques is reviewed next, followed by a discussion of potential external constraints that may affect the range of options for consideration. This information facilitates the next step of selecting communication options with a view to the current and future needs and capabilities of the individual. Following this, a review is presented of vocabulary selection and effective instructional techniques in augmentative communication interventions. Finally, evaluation issues are discussed in relation to level of disability.
Collapse
|
32
|
Abstract
Community environments offer a rich variety of stimuli to which severely handicapped students must learn to respond. Teaching procedures are needed that will draw a student's attention to the relevant cues and corrections as they naturally occur in the community. A decision model is presented which should allow teachers to intervene more systematically when students fail to respond to relevant cues and corrections.
Collapse
Affiliation(s)
- Alison Ford
- Alison Ford, Ph.D., Assistant Professor, Special Education and Rehabilitation, Syracuse University
| | - Pat Mirenda
- Pat Mirenda, Ph.D., Assistant Professor, Special Education, University of Nebraska-Lincoln
| |
Collapse
|
33
|
Abstract
An investigation was conducted to demonstrate the application of a computerized assessment procedure for determining the leisure preferences of persons with severe handicaps. Three children with severe handicaps who were enrolled in a local public school served as subjects. The experimental apparatus consisted of a switch-activated microcomputer and a computer program designed to interpret the switch activations to produce a variety of leisure activities. A single subject research procedure using a multiple treatment design involving five separate conditions across three subjects was employed. Each subject participated in a series of 3-min sessions during each condition. Each of the five conditions provided students with a choice between two of the following Jive leisure activities: listening to music, watching action videos, activating a blender and drinking a portion of a milkshake, watching a slide show, and feeling the vibrations from a vibrating pad. The results of the investigation demonstrated that the leisure preferences of people with severe handicaps can be assessed systematically.
Collapse
|
34
|
Malette P, Mirenda P, Kandborg T, Jones P, Bunz T, Rogow S. Application of a Lifestyle Development Process for Persons with Severe Intellectual Disabilities: A Case Study Report. ACTA ACUST UNITED AC 2016. [DOI: 10.1177/154079699201700306] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This report summarizes the results of four data-based case studies that examined the efficacy of the Lifestyle Development Process (LDP) for persons with severe disabilities. The process involves five steps, described in detail in the paper. The planning process was implemented by means of a consultant model, and involved planning meetings, on-site visits, in-service training, problem solving, written program planning, and demonstrations of instructional techniques. The consulting teams were composed of educational and behavioral consultants. Four persons with severe disabilities and challenging behaviors were participants. These individuals resided in four communities in the Province of British Columbia, and received consultative services from 1989 through 1991. All four individuals engaged in a greater number of preferred, integrated activities during the mid- and posttests than at baseline. Their social networks and program quality scores also showed various degrees of improvement. The behavior problems that were reported at the referral stage were substantially reduced at the posttest for all individuals. These results are discussed in relation to previous research in the areas of lifestyle planning and behavior management. Problems in implementing the process by means of a consultant model are also discussed, and areas for future research are identified.
Collapse
Affiliation(s)
- Paul Malette
- University of British Columbia
- CBI Consultants, Ltd., Vancouver, BC
| | | | | | | | - Tia Bunz
- Madison (Wisconsin) Metropolitan School District
| | | |
Collapse
|
35
|
|
36
|
Marinova-Todd SH, Colozzo P, Mirenda P, Stahl H, Kay-Raining Bird E, Parkington K, Cain K, Scherba de Valenzuela J, Segers E, MacLeod AAN, Genesee F. Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study. J Commun Disord 2016; 63:47-62. [PMID: 27814797 DOI: 10.1016/j.jcomdis.2016.05.004] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2015] [Revised: 04/01/2016] [Accepted: 05/09/2016] [Indexed: 06/06/2023]
Abstract
This study aimed to gather information from school- and clinic-based professionals about their practices and opinions pertaining to the provision of bilingual supports to students with developmental disabilities. Using an online survey, data were collected in six socio-culturally and linguistically diverse locations across four countries: the United States, Canada, the United Kingdom, and the Netherlands. In total, 361 surveys were included in the analysis from respondents who were primarily teachers and speech-language pathologists working in schools, daycares/preschools, or community-based clinics. The overall picture that emerged from the data reflected a disconnection between practice and opinion. In general, respondents believed that children with both mild and severe disabilities are capable of learning a second language, although their opinions were more neutral for the latter group. However, children with both mild and severe disabilities who spoke only a minority language at home had less access to services for second language learners than did their typically developing peers, although respondents agreed that such services should be more available. Regardless of clinical group, children who lived in homes where a minority language was spoken were often exposed to, assessed in, and treated in the majority language only; again, respondents generally disagreed with these practices. Finally, second language classes were less available to children in the two disability groups compared to typically developing bilingual children, with general agreement that the opportunity to acquire a second language should be more available, especially to those with mild disabilities. Although the results indicate that there is a considerable gap between current practices and professional opinions, professionals appear to be more supportive of bilingual educational opportunities for these populations than was suggested by previous research.
Collapse
Affiliation(s)
| | - Paola Colozzo
- University of British Columbia, Vancouver, BC, Canada
| | - Pat Mirenda
- University of British Columbia, Vancouver, BC, Canada
| | - Hillary Stahl
- University of British Columbia, Vancouver, BC, Canada
| | | | | | | | | | | | | | | |
Collapse
|
37
|
de Valenzuela JS, Bird EKR, Parkington K, Mirenda P, Cain K, MacLeod AAN, Segers E. Access to Opportunities for Bilingualism for Individuals with Developmental Disabilities: Key Informant Interviews. J Commun Disord 2016; 63:32-46. [PMID: 27814796 DOI: 10.1016/j.jcomdis.2016.05.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2015] [Revised: 03/22/2016] [Accepted: 05/09/2016] [Indexed: 06/06/2023]
Abstract
The purpose of this article is to describe the results of a thematic analysis of 79 semi-structured interviews collected at six research sites in four countries in relation to the inclusion and exclusion of students with developmental disabilities (DD) in and from special education and bilingual opportunities. The participants were individuals with expertise either in special needs and/or language education to support bilingualism (e.g., second language (L2) instruction), who served as key informants about service delivery and/or policy in these areas. Six themes emerged as salient during the analysis: we include all kids, special needs drives it, time/scheduling conflicts, IEP/IPP/statement drives it, it's up to the parents, and service availability. The results suggested that access to language programs and services is limited for children with DD, even though participants at all sites reported adherence to a philosophy of inclusion. A priority on special education services over language services was identified, as well as barriers to providing children with DD access to programs and services to support bilingual development. Some of these barriers included time and scheduling conflicts and limited service availability. Additionally, the role of parents in decision making was affirmed, although, in contrast to special education services, decision-making about participation or exemption from language programs was typically left up to the parents. Overall, the results suggest a need for greater attention to providing supports for both first (L1) and L2 language development for bilingual children with DD and greater access to available language programs.
Collapse
Affiliation(s)
| | | | | | - Pat Mirenda
- University of British Columbia, Vancouver, BC, Canada
| | | | | | | |
Collapse
|
38
|
Zaidman-Zait A, Mirenda P, Duku E, Vaillancourt T, Smith IM, Szatmari P, Bryson S, Fombonne E, Volden J, Waddell C, Zwaigenbaum L, Georgiades S, Bennett T, Elsabaggh M, Thompson A. Impact of personal and social resources on parenting stress in mothers of children with autism spectrum disorder. Autism 2016; 21:155-166. [PMID: 27091948 DOI: 10.1177/1362361316633033] [Citation(s) in RCA: 69] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2023]
Abstract
This study examined the longitudinal associations between child behavior problems, coping strategies, social resources, and parenting stress in mothers of young children with autism spectrum disorder. Participants were 283 mothers who completed self- and child-report measures at the time of diagnosis and 2 years later. Hierarchical multiple regression was conducted to predict overall parenting stress. At diagnosis, the final model indicated that high levels of social support and mothers' use of active engaged coping strategies were associated with lower levels of parenting stress. Conversely, high levels of child externalizing behavior problems, family dysfunction, and mothers' use of disengaged coping strategies were associated with higher parenting stress. Two years later, high levels of parenting stress at diagnosis predicted increased parenting stress. In addition, high or increasing levels of social support predicted a decrease in parenting stress, while high or increasing levels of family dysfunction predicted increased stress. Finally, increased use of disengaged coping strategies and decreased use of active coping strategies over time predicted higher levels of parenting stress. Results are discussed in terms of their implications for the provision of targeted supports that are designed to enhance the personal and social resources available to mothers of children with autism spectrum disorder.
Collapse
|
39
|
Abstract
This study examined the experiences of 65 behavior interventionists (BIs) who provide 1:1 home-based instruction to children with autism in two Canadian provinces. Dependent variables included occupational stress; the relationships among stress, strain, and coping; the relationship between stress and the characteristics of both challenging families and children with autism; and the most and least rewarding aspects of BIs’ jobs. The two most stressful work roles for BIs were role overload (the extent to which job demands exceed personal/workplace resources) and role boundary (the extent to which the individual experiences conflicting role demands at work). Significant relationships were found between coping and both stress and strain; however, coping did not moderate the relationship between stress and strain. Significant correlations were found between BI stress and both sensory-related behaviors and social unrelatedness in children with autism. The implications for the BIs, the families, and the agencies are discussed.
Collapse
|
40
|
Volden J, Duku E, Shepherd C, Ba, Georgiades S, Bennett T, Di Rezze B, Szatmari P, Bryson S, Fombonne E, Mirenda P, Roberts W, Smith IM, Vaillancourt T, Waddell C, Zwaigenbaum L, Elsabbagh M. Service utilization in a sample of preschool children with autism spectrum disorder: A Canadian snapshot. Paediatr Child Health 2016; 20:e43-7. [PMID: 26744563 DOI: 10.1093/pch/20.8.e43] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE To describe services received by preschool children diagnosed with autism spectrum disorder (ASD) during the five-year period following their diagnosis. METHOD An inception cohort of preschoolers diagnosed with ASD from Halifax (Nova Scotia), Montreal (Quebec), Hamilton (Ontario), Edmonton (Alberta) and Vancouver (British Columbia) were invited to participate. Parents/caregivers (n=414) described the services provided to their children at four time points: baseline (T1; within four months of diagnosis; mean age three years); six months later (T2); 12 months later (T3); and at school entry (T4). Data were first coded into 11 service types and subsequently combined into four broader categories (no services, behavioural, developmental and general) for analysis. RESULTS More than 80% of children at T1, and almost 95% at T4 received some type of service, with a significant number receiving >1 type of service at each assessment point. At T1, the most common service was developmental (eg, speech-language therapy). Subsequently, the most common services were a combination of behavioural and developmental (eg, intensive therapy based on applied behaviour analysis and speech-language therapy). Service provision varied across provinces and over time. DISCUSSION Although most preschool children with ASD residing in urban centres were able to access specialized services shortly after diagnosis, marked variation in services across provinces remains a concern.
Collapse
Affiliation(s)
- J Volden
- University of Alberta, Edmonton, Alberta
| | - E Duku
- McMaster University, Hamilton
| | - C Shepherd
- University of Alberta, Edmonton, Alberta
| | - Ba
- McMaster University, Hamilton
| | | | | | | | | | - S Bryson
- Dalhousie University, Halifax, Nova Scotia
| | - E Fombonne
- Oregon Health and Sciences University, Portland, Oregon, USA
| | - P Mirenda
- University of British Columbia, Vancouver, British Columbia
| | - W Roberts
- University of Toronto, Toronto, Ontario
| | - I M Smith
- Dalhousie University, Halifax, Nova Scotia
| | | | - C Waddell
- Simon Fraser University, Burnaby, British Columbia
| | | | | | | |
Collapse
|
41
|
Bennett TA, Szatmari P, Georgiades K, Hanna S, Janus M, Georgiades S, Duku E, Bryson S, Fombonne E, Smith IM, Mirenda P, Volden J, Waddell C, Roberts W, Vaillancourt T, Zwaigenbaum L, Elsabbagh M, Thompson A. Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? J Child Psychol Psychiatry 2015; 56:874-83. [PMID: 25376440 DOI: 10.1111/jcpp.12356] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/21/2014] [Indexed: 12/01/2022]
Abstract
BACKGROUND Differences in how developmental pathways interact dynamically in children with autism spectrum disorder (ASD) likely contribute in important ways to phenotypic heterogeneity. This study aimed to model longitudinal reciprocal associations between social competence (SOC) and language (LANG) pathways in young children with ASD. METHODS Data were obtained from 365 participants aged 2-4 years who had recently been diagnosed with an ASD and who were followed over three time points: baseline (time of diagnosis), 6- and 12 months later. Using structural equation modeling, a cross-lagged reciprocal effects model was developed that incorporated auto-regressive (stability) paths for SOC (using the Socialization subscale of the Vineland Adaptive Behavior Scales-2) and LANG (using the Preschool Language Scale-4 Auditory Comprehension subscale). Cross-domain associations included within-time correlations and lagged associations. RESULTS SOC and LANG were highly stable over 12 months. Small reciprocal cross-lagged associations were found across most time points and within-time correlations decreased over time. There were no differences in strength of cross-lagged associations between SOC-LANG and LANG-SOC across time points. Few differences were found between subgroups of children with ASD with and without cognitive impairment. CONCLUSIONS Longitudinal reciprocal cross-domain associations between social competence and language were small in this sample of young children with ASD. Instead, a pattern emerged to suggest that the two domains were strongly associated around time of diagnosis in preschoolers with ASD, and then appeared to become more independent over the ensuing 12 months.
Collapse
Affiliation(s)
- Teresa A Bennett
- McMaster University and Offord Centre for Child Studies, Hamilton, ON, Canada
| | - Peter Szatmari
- Hospital for Sick Children, Centre for Addiction and Mental Health, University of Toronto, Toronto, ON, Canada
| | | | | | - Magdelena Janus
- McMaster University and Offord Centre for Child Studies, Hamilton, ON, Canada
| | - Stelios Georgiades
- McMaster University and Offord Centre for Child Studies, Hamilton, ON, Canada
| | - Eric Duku
- McMaster University and Offord Centre for Child Studies, Hamilton, ON, Canada
| | - Susan Bryson
- Dalhousie University/IWK Health Center, Halifax, NS, USA
| | - Eric Fombonne
- Oregon Health and Science University, Portland, OR, USA
| | - Isabel M Smith
- Dalhousie University/IWK Health Center, Halifax, NS, USA
| | - Pat Mirenda
- University of British Columbia, Vancouver, BC, Canada
| | | | | | - Wendy Roberts
- Hospital for Sick Children, Centre for Addiction and Mental Health, University of Toronto, Toronto, ON, Canada
| | | | | | | | - Ann Thompson
- McMaster University and Offord Centre for Child Studies, Hamilton, ON, Canada
| | | |
Collapse
|
42
|
Szatmari P, Georgiades S, Duku E, Bennett TA, Bryson S, Fombonne E, Mirenda P, Roberts W, Smith IM, Vaillancourt T, Volden J, Waddell C, Zwaigenbaum L, Elsabbagh M, Thompson A. Developmental trajectories of symptom severity and adaptive functioning in an inception cohort of preschool children with autism spectrum disorder. JAMA Psychiatry 2015; 72:276-83. [PMID: 25629657 DOI: 10.1001/jamapsychiatry.2014.2463] [Citation(s) in RCA: 181] [Impact Index Per Article: 20.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
IMPORTANCE Symptom severity and adaptive functioning are fundamental domains of the autism spectrum disorder (ASD) phenotype. To date, the longitudinal association between these 2 domains has not been examined. OBJECTIVE To describe the developmental trajectories of autistic symptom severity and adaptive functioning in a large inception cohort of preschool children with ASD. DESIGN, SETTING, AND PARTICIPANTS The sample consisted of 421 newly diagnosed preschool children with ASD 2 to 4 years old (355 boys; mean age at study enrollment, 39.87 months) participating in a large Canadian multisite longitudinal study (Pathways in ASD Study). Prospective data collected at 4 points from time of diagnosis to age 6 years were used to track the developmental trajectories of children. MAIN OUTCOMES AND MEASURES Autistic symptom severity was indexed using the Autism Diagnostic Observation Schedule. Adaptive functioning was indexed using the Vineland Adaptive Behavior Scales, Second Edition. RESULTS Two distinct trajectory groups provided the best fit to the autistic symptom severity data. Group 1 (11.4% of the sample) had less severe symptoms and an improving trajectory (P < .05), whereas group 2 (88.6% of the sample) had more severe symptoms and a stable trajectory. Three distinct trajectory groups provided the best fit to the adaptive functioning data. Group 1 (29.2% of the sample) showed lower functioning and a worsening trajectory, group 2 (49.9% of the sample) had moderate functioning and a stable trajectory, and group 3 (20.9% of the sample) had higher functioning and an improving trajectory (P < .05). Cross-trajectory overlap between the autistic symptom severity and adaptive functioning groups was low (φ = 0.13, P < .05). Sex was a significant predictor of autistic symptom severity group membership and age at diagnosis, and language and cognitive scores at baseline predicted membership in adaptive functioning trajectories. Trajectories of both symptom severity and adaptive functioning predicted several different outcomes at age 6 years. CONCLUSIONS AND RELEVANCE Findings confirm the heterogeneous nature of developmental trajectories in ASD. Change in adaptive functioning suggests that improvement is possible in roughly 20% of the sample. Autistic symptom severity appears to be more stable, with roughly 11% of the sample showing a marked decrease in symptom severity. During the preschool years, there appears to be only a small amount of "yoking" of developmental trajectories in autistic symptom severity and adaptive functioning. It is imperative that a flexible suite of interventions that target both autistic symptom severity and adaptive functioning should be implemented and tailored to each child's strengths and difficulties.
Collapse
Affiliation(s)
- Peter Szatmari
- Centre for Addiction and Mental Health, The Hospital for Sick Children, University of Toronto, Toronto, Ontario, Canada
| | - Stelios Georgiades
- Offord Centre for Child Studies, McMaster University, Hamilton, Ontario, Canada
| | - Eric Duku
- Offord Centre for Child Studies, McMaster University, Hamilton, Ontario, Canada
| | - Teresa A Bennett
- Offord Centre for Child Studies, McMaster University, Hamilton, Ontario, Canada
| | - Susan Bryson
- IWK Health Centre, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Eric Fombonne
- Department of Psychiatry, Oregon Health & Science University, Portland
| | - Pat Mirenda
- Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Vancouver, Canada
| | - Wendy Roberts
- Department of Pediatrics, University of Toronto, Toronto, Ontario, Canada
| | - Isabel M Smith
- IWK Health Centre, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Tracy Vaillancourt
- Faculty of Education, School of Psychology, University of Ottawa, Ottawa, Ontario, Canada
| | - Joanne Volden
- Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada
| | - Charlotte Waddell
- Children's Health Policy Centre, Faculty of Health Sciences, Simon Fraser University, Vancouver, British Columbia, Canada
| | | | - Mayada Elsabbagh
- Department of Psychiatry, McGill University, Montreal, Quebec, Canada
| | - Ann Thompson
- Offord Centre for Child Studies, McMaster University, Hamilton, Ontario, Canada
| | | |
Collapse
|
43
|
Allen SL, Smith IM, Duku E, Vaillancourt T, Szatmari P, Bryson S, Fombonne E, Volden J, Waddell C, Zwaigenbaum L, Roberts W, Mirenda P, Bennett T, Elsabbagh M, Georgiades S. Behavioral Pediatrics Feeding Assessment Scale in Young Children With Autism Spectrum Disorder: Psychometrics and Associations With Child and Parent Variables. J Pediatr Psychol 2015; 40:581-90. [PMID: 25725217 DOI: 10.1093/jpepsy/jsv006] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2014] [Accepted: 01/11/2015] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE The factor structure and validity of the Behavioral Pediatrics Feeding Assessment Scale (BPFAS; Crist & Napier-Phillips, 2001) were examined in preschoolers with autism spectrum disorder (ASD). METHODS Confirmatory factor analysis was used to examine the original BPFAS five-factor model, the fit of each latent variable, and a rival one-factor model. None of the models was adequate, thus a categorical exploratory factor analysis (CEFA) was conducted. Correlations were used to examine relations between the BPFAS and concurrent variables of interest. RESULTS The CEFA identified an acceptable three-factor model. Correlational analyses indicated that feeding problems were positively related to parent-reported autism symptoms, behavior problems, sleep problems, and parenting stress, but largely unrelated to performance-based indices of autism symptom severity, language, and cognitive abilities, as well as child age. CONCLUSION These results provide evidence supporting the use of the identified BPFAS three-factor model for samples of young children with ASD.
Collapse
Affiliation(s)
- Stephanie L Allen
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Isabel M Smith
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Eric Duku
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Tracy Vaillancourt
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Peter Szatmari
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Susan Bryson
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Eric Fombonne
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Joanne Volden
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Charlotte Waddell
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Lonnie Zwaigenbaum
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Wendy Roberts
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Pat Mirenda
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Teresa Bennett
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Mayada Elsabbagh
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| | - Stelios Georgiades
- Dalhousie University, IWK Health Centre, McMaster University, University of Ottawa, University of Toronto, Oregon Health and Sciences University, University of Alberta, Simon Fraser University, University of British Columbia, and McGill University
| |
Collapse
|
44
|
|
45
|
Georgiades S, Boyle M, Szatmari P, Hanna S, Duku E, Zwaigenbaum L, Bryson S, Fombonne E, Volden J, Mirenda P, Smith I, Roberts W, Vaillancourt T, Waddell C, Bennett T, Elsabbagh M, Thompson A. Modeling the Phenotypic Architecture of Autism Symptoms from Time of Diagnosis to Age 6. J Autism Dev Disord 2014; 44:3045-55. [DOI: 10.1007/s10803-014-2167-x] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
46
|
Zaidman-Zait A, Mirenda P, Duku E, Szatmari P, Georgiades S, Volden J, Zwaigenbaum L, Vaillancourt T, Bryson S, Smith I, Fombonne E, Roberts W, Waddell C, Thompson A. Examination of Bidirectional Relationships Between Parent Stress and Two Types of Problem Behavior in Children with Autism Spectrum Disorder. J Autism Dev Disord 2014; 44:1908-17. [DOI: 10.1007/s10803-014-2064-3] [Citation(s) in RCA: 109] [Impact Index Per Article: 10.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
47
|
Mirenda P. Revisiting the Mosaic of Supports Required for Including People with Severe Intellectual or Developmental Disabilities in their Communities. Augment Altern Commun 2014; 30:19-27. [DOI: 10.3109/07434618.2013.875590] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
|
48
|
Georgiades S, Szatmari P, Boyle M, Hanna S, Duku E, Zwaigenbaum L, Bryson S, Fombonne E, Volden J, Mirenda P, Smith I, Roberts W, Vaillancourt T, Waddell C, Bennett T, Thompson A. Investigating phenotypic heterogeneity in children with autism spectrum disorder: a factor mixture modeling approach. J Child Psychol Psychiatry 2013; 54:206-15. [PMID: 22862778 DOI: 10.1111/j.1469-7610.2012.02588.x] [Citation(s) in RCA: 148] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND Autism spectrum disorder (ASD) is characterized by notable phenotypic heterogeneity, which is often viewed as an obstacle to the study of its etiology, diagnosis, treatment, and prognosis. On the basis of empirical evidence, instead of three binary categories, the upcoming edition of the DSM 5 will use two dimensions - social communication deficits (SCD) and fixated interests and repetitive behaviors (FIRB) - for the ASD diagnostic criteria. Building on this proposed DSM 5 model, it would be useful to consider whether empirical data on the SCD and FIRB dimensions can be used within the novel methodological framework of Factor Mixture Modeling (FMM) to stratify children with ASD into more homogeneous subgroups. METHODS The study sample consisted of 391 newly diagnosed children (mean age 38.3 months; 330 males) with ASD. To derive subgroups, data from the Autism Diagnostic Interview-Revised indexing SCD and FIRB were used in FMM; FMM allows the examination of continuous dimensions and latent classes (i.e., categories) using both factor analysis (FA) and latent class analysis (LCA) as part of a single analytic framework. RESULTS Competing LCA, FA, and FMM models were fit to the data. On the basis of a set of goodness-of-fit criteria, a 'two-factor/three-class' factor mixture model provided the overall best fit to the data. This model describes ASD using three subgroups/classes (Class 1: 34%, Class 2: 10%, Class 3: 56% of the sample) based on differential severity gradients on the SCD and FIRB symptom dimensions. In addition to having different symptom severity levels, children from these subgroups were diagnosed at different ages and were functioning at different adaptive, language, and cognitive levels. CONCLUSIONS Study findings suggest that the two symptom dimensions of SCD and FIRB proposed for the DSM 5 can be used in FMM to stratify children with ASD empirically into three relatively homogeneous subgroups.
Collapse
Affiliation(s)
- Stelios Georgiades
- Department of Psychiatry and Behavioural Neurosciences, McMaster University and Offord Centre for Child Studies, Hamilton, ON, Canada
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
Collapse
|
49
|
Rinald K, Mirenda P. Effectiveness of a modified rapid toilet training workshop for parents of children with developmental disabilities. Res Dev Disabil 2012; 33:933-943. [PMID: 22285731 DOI: 10.1016/j.ridd.2012.01.003] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2011] [Revised: 01/03/2012] [Accepted: 01/03/2012] [Indexed: 05/31/2023]
Abstract
Individuals with developmental disabilities often experience challenges in acquiring toileting skills, which highlights a need for effective toilet training strategies that can be readily disseminated to caregivers. The purpose of this multiple baseline study was to evaluate the effectiveness of a modified rapid toilet training workshop provided to the parents of six children with developmental disabilities. In the workshop, parents were taught to implement an instructional protocol that included increased fluid intake, positive reinforcement for correct toileting, scheduled toilet sittings, scheduled chair sittings to teach initiation, neutral redirection for accidents, and procedures to enhance maintenance and generalization. Following the workshop, parents implemented the toilet training protocol at home with their children for 5-8 days, with telephone support from a researcher. Results indicate that the workshop resulted in increased in-toilet urination and defecation and decreased accidents for the five children who completed the study. The results are discussed in relation to previous and future research and implications for practice.
Collapse
|
50
|
Patterson SY, Smith V, Mirenda P. A systematic review of training programs for parents of children with autism spectrum disorders: Single subject contributions. Autism 2012; 16:498-522. [DOI: 10.1177/1362361311413398] [Citation(s) in RCA: 53] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
- Stephanie Y. Patterson
- Graduate School of Education and Information Studies, University of California Los Angeles, Los Angeles, California 90095-1521, USA
| | | | - Pat Mirenda
- University of British Columbia, Vancouver, Canada
| |
Collapse
|