Journal of Autism and Developmental Disorders最新文献_第3页

Brief Report: Differential Persistence of Primary Reflexes for Children with Autism Spectrum Disorder: A Systematic Replication. 简要报告：自闭症谱系障碍儿童初级反射的持续性差异：系统复制。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2022-12-23 DOI: 10.1007/s10803-022-05880-w

Olive Healy, Elaine Reilly, Joanna Davies, Victoria Lovett, Phil Reed

引用次数: 0

Effects of Interventions Involving Tablet-Based Speech-Generating Devices for Individuals with ASD: A Meta-analysis. 基于平板电脑的语音生成设备对ASD个体干预的影响:一项荟萃分析。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2023-11-29 DOI: 10.1007/s10803-023-06173-6

Reem Muharib, Virginia Walker, Walker Dunn

{"title":"Effects of Interventions Involving Tablet-Based Speech-Generating Devices for Individuals with ASD: A Meta-analysis.","authors":"Reem Muharib, Virginia Walker, Walker Dunn","doi":"10.1007/s10803-023-06173-6","DOIUrl":"10.1007/s10803-023-06173-6","url":null,"abstract":"The purpose of this review was to assess the effectiveness of tablet-based speech-generating devices (SGDs) in improving communication skills for individuals with autism spectrum disorder (ASD). A total of 31 single-case design intervention studies involving 84 individuals with ASD were reviewed and included in the analysis. We calculated Tau-U to evaluate the impact of interventions involving tablet-based SGDs on four different communication responses: specifically, mands, intraverbals, tacts, and vocalizations. To explore potential moderating variables for mand outcomes, we used the Kruskal-Wallis one-way test. The analysis revealed that interventions utilizing tablet-based SGDs led to improvements in communication responses. Specifically, large to very large changes were observed in mand and intraverbal responses, whereas moderate changes were noted in tact responses and vocalizations. The findings of this review underscore the potential of tablet-based SGDs in enhancing communication among individuals with ASD. We discuss the findings and provide implications for future research and practice.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4496-4514"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138451558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating the Mediating Role of Executive Function in the Relationship Between ADHD and DCD Symptoms and Depression in Adults. 执行功能在成人ADHD、DCD症状和抑郁关系中的中介作用。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2023-11-15 DOI: 10.1007/s10803-023-06148-7

Maria C Broletti, Christina Efthymiou, Aja Louise Murray, Emily McDougal, Sinéad M Rhodes

{"title":"Investigating the Mediating Role of Executive Function in the Relationship Between ADHD and DCD Symptoms and Depression in Adults.","authors":"Maria C Broletti, Christina Efthymiou, Aja Louise Murray, Emily McDougal, Sinéad M Rhodes","doi":"10.1007/s10803-023-06148-7","DOIUrl":"10.1007/s10803-023-06148-7","url":null,"abstract":"This study was designed to test the effects of Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Co-ordination Disorder (DCD) on depression levels and investigate the mediating role of executive function (EF) in adults. Adults with ADHD, DCD, and ADHD + DCD (N = 139) completed self-report measures of ADHD, DCD, depression, and EF. There were distinct profiles of EF across diagnostic groups, and higher depression symptoms in adults with ADHD + DCD than DCD alone. All EF domains were predicted by ADHD symptoms, and several by DCD symptoms. ADHD and DCD symptoms, and most EF domains, predicted depression symptoms. Overall EF difficulties fully mediated the relationships between ADHD/DCD and depression symptoms. Several specific EF domains relating to behavioural regulation and metacognition also showed full/partial mediating effects. The mediating role of EF difficulties between these neurodevelopmental conditions and depression symptoms has implications for their understanding and treatment, suggesting that targeting EF may be important for preventing co-occurring depression.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4684-4696"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11549189/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"107591355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Power Card Strategy: Strength-Based Intervention Against Bullying for Children with Autism Spectrum Disorder. 权力卡策略:以力量为基础的自闭症谱系障碍儿童欺凌干预。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2023-11-14 DOI: 10.1007/s10803-023-06161-w

Hatice Ulu Aydin, Ilknur Cifci Tekinarslan, Yesim Gulec Aslan

{"title":"The Power Card Strategy: Strength-Based Intervention Against Bullying for Children with Autism Spectrum Disorder.","authors":"Hatice Ulu Aydin, Ilknur Cifci Tekinarslan, Yesim Gulec Aslan","doi":"10.1007/s10803-023-06161-w","DOIUrl":"10.1007/s10803-023-06161-w","url":null,"abstract":"The pattern of behaviors and abilities that reflect the core characteristics of students with autism spectrum disorder (ASD) and an environment that lacks the ability to understand individuals with ASD can make these students targets of bullying. Bullying is a serious problem for students with ASD, and practices against it are important in terms of improving students' coping strategies and overall well-being. In this study, we used a multiple probe model with an interprobe phase across participants to evaluate the effectiveness of the power card strategy to teach three students with ASD to respond to bullying. At baseline, the students gave few appropriate responses based on coping strategies for bullying after listening to stories about bullying. During the application of the power cards, the students read scenarios and power cards created for their favorite heroes or special interests, which included coping strategies for three different bullying situations (exclusion, being pushed, and being tickled). Then, they watched animations prepared for these bullying situations and were asked to answer questions about strategies to deal with bullying. The findings showed that all three students learned targeted strategies for coping with bullying in the context of the sessions using power cards. The students were able to generalize to different bullying situations (teasing, damaging one's belongings, being ignored) while retaining their strategies for coping with bullying in the context of the sessions held after the teaching was completed. The social validity findings of the power card strategy showed that one out of three students exhibited coping strategies for bullying in the school environment. The findings of the present study are discussed in the context of bullying and ASD, limitations, and recommendations.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4408-4431"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"107591357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developmental Play Skills as Outcomes of Early Intervention. 发展游戏技能作为早期干预的结果。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2023-10-05 DOI: 10.1007/s10803-023-06147-8

Ya-Chih Chang, Stephanie Shire, Wendy Shih, Connie Kasari

{"title":"Developmental Play Skills as Outcomes of Early Intervention.","authors":"Ya-Chih Chang, Stephanie Shire, Wendy Shih, Connie Kasari","doi":"10.1007/s10803-023-06147-8","DOIUrl":"10.1007/s10803-023-06147-8","url":null,"abstract":"Play is critical in the development of cognitive and language skills in young children with autism; however, few studies have examined the impact of the intervention on the development of play skills. The current study aims to address the change in developmental skills, including play after participation in the JASPER intervention, and to examine the initiation of joint attention as a moderator of the effect of treatment on changes in play skills. The study included 109 preschool-age children who participated in the JASPER intervention and examined changes in developmental skills, including play skills. Children who received JASPER improved significantly in both play diversity (F(1,99) = 4.89, p = 0.029, ES = 0.22) and complexity (F(1,98) = 5.21, p = 0.025; ES = 0.23) compared to children in control conditions. These gains in play skills were associated with concurrent improvements in cognition and communication skills. Additionally, children with more initiations of joint attention skills at entry made greater progress in play diversity (F(1,97) = 15.85, p < 0.001 ES = 0.40) and complexity (p = 0.096). Play and joint attention skills are critical intervention targets and outcomes for children with autism.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4369-4375"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41176277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating Sleep in Autism Using CSHQ and CSHQ-Autism - A Perspective Through the Cultural Lens. 使用 CSHQ 和 CSHQ-Autism 评估自闭症患者的睡眠状况--从文化角度看问题。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2024-10-03 DOI: 10.1007/s10803-024-06564-3

Nishant Prabhakaran, Ann Moncy Maria, Roopa N, Sowmyashree Mayur Kaku

引用次数: 0

Achieving Independence and Mastery in School: A School-Based Executive Function Group Intervention for Autistic Middle Schoolers. 在学校实现独立与掌握:基于学校的自闭症中学生执行功能团体干预。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2023-11-22 DOI: 10.1007/s10803-023-06164-7

Leanne Tamm, Elizabeth Hamik, Tat Shing Yeung, Allison K Zoromski, Constance A Mara, Amie Duncan

{"title":"Achieving Independence and Mastery in School: A School-Based Executive Function Group Intervention for Autistic Middle Schoolers.","authors":"Leanne Tamm, Elizabeth Hamik, Tat Shing Yeung, Allison K Zoromski, Constance A Mara, Amie Duncan","doi":"10.1007/s10803-023-06164-7","DOIUrl":"10.1007/s10803-023-06164-7","url":null,"abstract":"Executive functioning (EF) deficits, such as challenges with planning, organization, and materials management, negatively impact academic performance, particularly for middle-school students with autism spectrum disorder (ASD) without intellectual disability (ID). The aim was to assess the initial efficacy of the school-based version of the Achieving Independence and Mastery in School (AIMS) intervention in a pilot randomized clinical trial. 47 autistic middle-schoolers without ID attending nine different schools were randomized to participate in AIMS or to wait to receive AIMS the following semester (waitlist control = WLC). Youth, caregivers, and teachers rated academic EFs and academic functioning, and youth completed an objective EF measure, at baseline and outcome (post). Effect sizes were computed comparing baseline and post measures within each group. Individuals randomized to AIMS improved from baseline to post on academic EF outcome measures with small to moderate effect sizes, compared to WLC, who made some improvements but with generally smaller effect sizes. Analyses with academic functioning measures showed a similar pattern of results. These promising results suggest that AIMS delivered in the school by school-based personnel to small groups of students with ASD without ID can improve academic EF skills.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4357-4368"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138291067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Factors that Influence the Daily Living Skills of Autistic Adults: The Importance of Opportunity. 影响自闭症成年人日常生活技能的因素：机会的重要性。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2023-11-01 DOI: 10.1007/s10803-023-06154-9

Shin Er Teh, Le Thao Vy Vo, Vanessa H Bal

{"title":"Factors that Influence the Daily Living Skills of Autistic Adults: The Importance of Opportunity.","authors":"Shin Er Teh, Le Thao Vy Vo, Vanessa H Bal","doi":"10.1007/s10803-023-06154-9","DOIUrl":"10.1007/s10803-023-06154-9","url":null,"abstract":"While existing literature has demonstrated that Daily Living Skills (DLS) performance of autistic individuals is lower than what is expected of their age and cognitive abilities, limited studies have examined DLS in autistic adults. This study aimed to understand the influence of intellectual function (IQ) and contextual factors (i.e., provision of opportunities) on autistic individuals' DLS performance. Participants included 33 autistic individuals ranging in age from 16 to 35 years. Their caregivers were administered the Vineland Adaptive Behavior Scales, 3rd edition's (Vineland-3) caregiver interview form. A novel coding system was developed to capture the frequency of reasons for participants' non-performance of DLS tasks, based on caregiver's report. \"Target\" scores reflecting expected possible score if reasons for nonperformance could be addressed were computed. Qualitative analysis of parental responses indicated that, for adults with average or higher IQ, lack of opportunity to learn and/or implement the skill was the most frequent reason for not performing DLS. Lack of opportunity was also the second most common reason provided for adults with NVIQ below 85, following cognitive ability. Taking into account reasons for nonperformance, \"Target\" scores were, on average, 7.65 points higher for the NVIQ ≥ 85 group. These findings highlight a need for multi-dimensional assessment to go beyond individual strengths and difficulties to also include contextual factors that may influence adults' skill acquisition and performance. It is essential that clinicians ensure that adequate opportunities for learning and performance are available to promote acquisition of important DLS.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4432-4443"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11571962/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71423892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing the Effectiveness of Physical Exercise Intervention and Melatonin Supplement in Improving Sleep Quality in Children with ASD. 体育锻炼干预与补充褪黑素对改善ASD儿童睡眠质量的效果比较。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2023-11-11 DOI: 10.1007/s10803-023-06172-7

Andy C Y Tse, Paul H Lee, Cindy H P Sit, Eric Tsz-Chun Poon, F Sun, Chi-Ling Pang, James C H Cheng

{"title":"Comparing the Effectiveness of Physical Exercise Intervention and Melatonin Supplement in Improving Sleep Quality in Children with ASD.","authors":"Andy C Y Tse, Paul H Lee, Cindy H P Sit, Eric Tsz-Chun Poon, F Sun, Chi-Ling Pang, James C H Cheng","doi":"10.1007/s10803-023-06172-7","DOIUrl":"10.1007/s10803-023-06172-7","url":null,"abstract":"Purpose: Previous studies have demonstrated that physical exercise can modulate the endogenous melatonin level in children with autism spectrum disorder (ASD) and improve their sleep quality. However, it remains unclear whether physical exercise or melatonin supplement, or a combination of both, is more effective in improving sleep quality in this population. The purpose of this study is to answer this research question by comparing the effectiveness of three types of interventions (physical exercise vs. melatonin supplement or a combination of both) in improving sleep quality in children with ASD.Methods: Sixty-two (62) children diagnosed with ASD were randomly assigned to one of four groups: cycling (n = 18), melatonin supplement (n = 14), a combination of both (n = 12), and placebo control group (n = 18). Four (4) sleep parameters (sleep efficiency, sleep onset latency, sleep duration, and wake after sleep onset) were assessed.Results: The results revealed a significant improvement in sleep efficiency, sleep onset latency, and sleep duration in all of the interventions, but not in the placebo control group. However, no significant group differences were found among the interventions (ps > .05).Conclusion: Our findings suggest similar effectiveness of physical exercise and melatonin supplementation in improving sleep quality in children with ASD.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4456-4464"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89718373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of Anesthesia During Pregnancy, Delivery, and Childhood on Autism Spectrum Disorder: A Systematic Review and Meta-analysis. 妊娠、分娩和儿童期麻醉对自闭症谱系障碍的影响：系统综述和荟萃分析。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2023-11-07 DOI: 10.1007/s10803-023-06169-2

Simin He, Feixiang Zhou, Gang Tian, Yiran Cui, Yan Yan

{"title":"Effect of Anesthesia During Pregnancy, Delivery, and Childhood on Autism Spectrum Disorder: A Systematic Review and Meta-analysis.","authors":"Simin He, Feixiang Zhou, Gang Tian, Yiran Cui, Yan Yan","doi":"10.1007/s10803-023-06169-2","DOIUrl":"10.1007/s10803-023-06169-2","url":null,"abstract":"To investigate the association between exposure to anesthesia during three periods of pregnancy, delivery, and childhood and autism spectrum disorder (ASD). PubMed, Scopus, Web of Science, Embase, Google Scholar, PsycArticles, and PsycINFO were searched from the date of database inception to 1 December 2022. Studies reported the association between exposure to anesthesia during pregnancy, delivery, and childhood and ASD were included. Extracted variables included hazard ratio (HR), relative risk or odds ratio, standard error, and 95% confidence interval (CI). Effect estimates were pooled using random-effects meta-analysis. In total, 16 studies including 8,156,608 individuals were included in the meta-analysis. Labor epidural anesthesia during delivery was associated with ASD in the general population (adjusted HR = 1.16, 95% CI, 1.06-1.28) but not in the sibling population (adjusted HR = 1.06, 95% CI, 0.98-1.15). Other anesthesia during delivery was not associated with ASD (general population: adjusted HR = 1.08, 95% CI, 0.99-1.17; sibling population: adjusted HR = 1.20, 95% CI, 0.81-1.79). Three studies suggested that exposure to anesthesia during pregnancy was associated with ASD in offspring (adjusted HR = 2.15, 95% CI, 1.32-3.48). There was no significant association between exposure to general anesthesia during childhood and ASD (adjusted HR = 1.02, 95% CI, 0.60-1.72). This meta-analysis did not confirm the association between exposure to anesthesia during labour and ASD. Previous observational studies used the neurotoxicity of anesthesia to biologically explain significant associations, but in fact different controls for confounding factors led to differences in associations. The evidence for pregnancy and childhood was limited given the small number of studies in these periods.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4540-4554"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71481843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0