Article
Psychology, Developmental
Anna Milgramm, Kristin V. Christodulu, Melissa L. Rinaldi
Summary: The study found that in elementary school children, those diagnosed with ASD and those without ASD did not differ significantly in academic competence, social skills, or problem behaviors. However, cognitive ability, social skills, and problem behaviors had a significant impact on academic competence. The relations between predictors and academic competence were comparable for children with and without ASD.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2021)
Article
Psychiatry
Reina S. Factor, Leila Glass, Daliah Baertschi, Elizabeth A. Laugeson
Summary: This paper documents the implementation, feasibility, and satisfaction of a novel telehealth group-based delivery of the Program for the Education and Enrichment of Relational Skills (PEERS) for Preschoolers (P4P). Qualitative results indicate acceptable feasibility and satisfaction, with an increase in parental confidence in social coaching and increased use of child social skills.
FRONTIERS IN PSYCHIATRY
(2022)
Article
Psychology, Multidisciplinary
Shannon Gasparro, Shannon Bennett, Katarzyna Wyka, Andrea Temkin-Yu, Andreas Damianides, Renae Beaumont
Summary: Children with ADHD, ASD, and Anxiety Disorders often have difficulties in social-emotional processing, which can lead to friendship problems and other challenges like academic underachievement and depression. To address these issues, interventions should involve consistent support strategies from parents and teachers. This study explores the effect of clinic-based programs on parent-teacher agreement regarding children's social-emotional functioning and finds that these programs can improve agreement over time. This highlights the importance of interventions in developing a shared understanding of children's needs.
BEHAVIORAL SCIENCES
(2023)
Article
Psychology, Developmental
Isita Tripathi, Jasper A. Estabillo, Christine T. Moody, Elizabeth A. Laugeson
Summary: The study found that the PEERS(R) for Preschoolers program was effective in maintaining improvements in ASD-related social impairments 1-5 years after treatment, but the gains in problem behaviors and parenting stress did not persist. Further research is needed to explore strategies for sustaining these intervention effects over the long term.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2022)
Article
Multidisciplinary Sciences
Miriam Lense, Talia Liu, Lauren Booke, Zoe Crawley, Sara Beck
Summary: This study investigated how parent-child music classes can support community participation for autistic and typically developing children. The findings showed that music classes not only increased children's interest in music and social opportunities, but also improved parents' affect regulation and social connection. Additionally, parents reported using new parenting strategies through the musical activities.
ANNALS OF THE NEW YORK ACADEMY OF SCIENCES
(2022)
Article
Psychology, Developmental
Carmen A. Mootz, Amy Lemelman, Jennifer Giordano, Jamie Winter, Renae Beaumont
Summary: During the Coronavirus Pandemic, telehealth delivered group social skills programs were found to have a positive impact on the social functioning of children with autism spectrum disorder, helping them transition to more in-person contact when social distancing restrictions were lifted.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2022)
Article
Education, Special
Stephen Bent, Michael G. McDonald, Yingtong Chen, Felicia Widjaja, Jessica Wahlberg, Bushra Hossain, Robert L. Hendren
Summary: This study found that a novel, directly observed measure (game day) in a 16-week, school-based social skills program (PEERS) led to significant improvements in social skills for students with ASD. Validated surveys also showed significant improvements in social skills knowledge, problem behaviors, and ASD behaviors.
RESEARCH IN AUTISM SPECTRUM DISORDERS
(2021)
Article
Education, Special
Mi N. Park, Emily E. Moulton, Elizabeth A. Laugeson
Summary: Establishing reciprocal friendships is a challenge for individuals with ASD. This study evaluated the outcomes of a parent-assisted social skills training program for young children with ASD. The results showed improvements in social skills and decreased problem behaviors.
FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES
(2023)
Article
Psychology, Educational
Lana Andoni, Narmene Hamsho, Jan Blacher, Abbey Eisenhower
Summary: The quality of parent-teacher relationship is crucial for the school adjustment of autistic children. This study examined the psychometric properties of a scale measuring parent-teacher relationship quality and found that the scale has good reliability and validity in assessing the relationship quality of autistic children in preschool and early elementary grades.
JOURNAL OF SCHOOL PSYCHOLOGY
(2022)
Article
Behavioral Sciences
Laura A. A. Prieto, Benazir Meera, Ashlyn Barry, Gayatri Swarup, Jennifer Asmus, Byungmo Ku, Kristi Roth, John T. T. Foley, Luis Columna
Summary: The study examined the effects of a parent-mediated physical activity intervention on the fundamental motor skills of autistic children. Three groups were randomly assigned, including a workshop group, an online group, and a control group. The results showed that the in-person group had the largest effect sizes on locomotor and ball skill scores, followed by the online group, and then the control group. The findings suggest that parents can play a significant role in helping their autistic children acquire fundamental motor skills.
Article
Psychology, Developmental
Amanda E. Gillooly, Deborah M. Riby, Kevin Durkin, Sinead M. Rhodes
Summary: Children with Williams syndrome (WS) often face challenges in making friends, possibly due to difficulties in play and self-regulation. However, a small number of children are able to form strong friendships.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2022)
Article
Behavioral Sciences
Emily Kilroy, Priscilla Ring, Anusha Hossain, Alexis Nalbach, Christiana Butera, Laura Harrison, Aditya Jayashankar, Cheryl Vigen, Lisa Aziz-Zadeh, Sharon A. Cermak
Summary: This study compares the social, praxis, and motor skills of individuals with autism spectrum disorder (ASD), developmental coordination disorder (DCD), and typically developing (TD) youth, and investigates the relationship between these skills in each group. The findings suggest that ASD and DCD show similar patterns of social and motor impairments, but differ in praxis impairments, cognitive empathy, and Theory of Mind ability.
Article
Psychology, Developmental
Gulnoza Yakubova, Briella Baer Chen
Summary: Teaching parents how to create and implement video prompting can effectively help children with autism learn daily living skills, and parents are able to successfully use this method after receiving one-time training and continuous coaching.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2021)
Article
Psychology, Clinical
Yi-Ling Chien, Wen-Che Tsai, Wen-Hao Chen, Chi-Liang Yang, Susan Shur-Fen Gau, Wei-Tsuen Soong, Elizabeth Laugeson, Yen-Nan Chiu
Summary: This study investigated the effectiveness of the PEERS intervention in Taiwanese young adults with ASD and found that it significantly improved social deficits, autism severity, social interaction anxiety, empathy, and social skills knowledge. The improvements were maintained at 3-month and 6-month follow-ups.
PSYCHOLOGICAL MEDICINE
(2023)
Article
Psychology, Developmental
Elyse J. Adler, Hillary K. Schiltz, Danielle M. Glad, Sarah A. Lehman, Sara K. Pardej, Rachel E. Stanley, Amy V. Van Hecke
Summary: The COVID-19 pandemic has highlighted the need for telehealth interventions, and this study found that a telehealth adaptation of the PEERS program showed improvements in social skills and reduced core autistic symptoms for autistic adolescents.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2022)
Article
Pediatrics
Ann M. Neumeyer, Julia Anixt, James Chan, James M. Perrin, Donna Murray, Daniel L. Coury, Amanda Bennett, Justin Farmer, Robert A. Parker
ACADEMIC PEDIATRICS
(2019)
Article
Clinical Neurology
Shaun A. Hussain, Ernst Schmid, Jurriaan M. Peters, Monisha Goyal, E. Martina Bebin, Hope Northrup, Mustafa Sahin, Darcy A. Krueger, Joyce Y. Wu, Deborah Pearson, Marian E. Williams, Ellen Hanson, Nicole Bing, Bridget Kent, Sarah O'Kelley, Rajna Filip-Dhima, Kira Dies, Stephanie Bruns, Benoit Scherrer, Gary Cutter, Donna S. Murray, Steven L. Roberds
Article
Clinical Neurology
Laura S. Farach, Deborah A. Pearson, John P. Woodhouse, Jeremy M. Schraw, Mustafa Sahin, Darcy A. Krueger, Joyce Y. Wu, Elizabeth M. Bebin, Philip J. Lupo, Kit Sing Au, Hope Northrup, M. Sahin, D. Krueger, M. Bebin, J. Y. Wu, H. Northrup, S. Warfield, J. Peters, B. Scherrer, M. Goyal, R. Filip-Dhima, K. Dies, S. Bruns, E. Hanson, N. Bing, B. Kent, S. O'Kelley, M. E. Williams, D. Pearson, G. Cutter, S. Roberds, D. S. Murray
PEDIATRIC NEUROLOGY
(2019)
Article
Clinical Neurology
Peter E. Davis, Kush Kapur, Rajna Filip-Dhima, Sara K. Trowbridge, Elaina Little, Andrew Wilson, Andrew Leuchter, Elizabeth M. Bebin, Darcy Krueger, Hope Northrup, Joyce Y. Wu, Mustafa Sahin, Jurriaan M. Peters, S. Warfield, J. Peters, M. Goyal, R. Filip-Dhima, K. Dies, S. Bruns, E. Hanson, N. Bing, B. Kent, S. O'Kelley, M. William, D. Pearson, D. Murray, G. Cutter, S. Roberds, B. Scherrer
Article
Behavioral Sciences
Alexandra Schoenberger, Jamie K. Capal, Annie Ondracek, Paul S. Horn, Donna Murray, Anna Weber Byars, Deborah A. Pearson, Marian E. Williams, Martina Bebin, Hope Northrup, Joyce Y. Wu, Mustafa Sahin, Darcy A. Krueger
EPILEPSY & BEHAVIOR
(2020)
Article
Clinical Neurology
Leslie E. Grayson, Jurriaan M. Peters, Tarrant McPherson, Darcy A. Krueger, Mustafa Sahin, Joyce Y. Wu, Hope A. Northrup, Brenda Porter, Gary R. Cutter, Sarah E. O'Kelley, Jessica Krefting, Scellig S. Stone, Joseph R. Madsen, Aria Fallah, Jeffrey P. Blount, Howard L. Weiner, E. Martina Bebin
PEDIATRIC NEUROLOGY
(2020)
Article
Pediatrics
Daniel L. Coury, Donna S. Murray, Angie Fedele, Tom Hess, Amy Kelly, Karen A. Kuhlthau
Article
Pediatrics
Julia S. Anixt, Donna S. Murray, Daniel L. Coury, Karen A. Kuhlthau, Diane Eskra, Janet Seide, Amy Kelly, Amy Hess, Paul H. Lipkin, J. Kiely Law, Angie Fedele, Carole Lannon
Article
Pediatrics
Morgan K. Crossman, Olivia J. Lindly, James Chan, Megan Eaves, Karen A. Kuhlthau, Robert A. Parker, Daniel L. Coury, Debra H. Zand, Lisa A. Nowinski, Kathryn Smith, Megan Tomkinson, Donna S. Murray
Article
Clinical Neurology
Laura S. Farach, Melissa A. Richard, Philip J. Lupo, Mustafa Sahin, Darcy A. Krueger, Joyce Y. Wu, Elizabeth M. Bebin, Kit Sing Au, Hope Northrup
PEDIATRIC NEUROLOGY
(2020)
Article
Clinical Neurology
Jamie K. Capal, Marian E. Williams, Deborah A. Pearson, Robin Kissinger, Paul S. Horn, Donna Murray, Kristn Currans, Bridget Kent, Martina Bebin, Hope Northrup, Joyce Y. Wu, Mustafa Sahin, Darcy A. Krueger
Summary: The study found a 25% clinical diagnosis rate of ASD in children with TSC, with many non-ASD children also exhibiting autistic features. Social behavior quality, facial expressions, and abnormal repetitive interests and behaviors were the characteristics most likely to distinguish children with ASD from those without. Participants meeting ADOS-2 criteria but not diagnosed with ASD showed intermediate developmental and ADOS-2 scores.
ANNALS OF NEUROLOGY
(2021)
Article
Education, Scientific Disciplines
Alexandra H. Vinson, Dorothea Iannuzzi, Amanda Bennett, Eric M. Butter, Alicia B. Curran, Amy Hess, Susan L. Hyman, Amy Kelly, Donna S. Murray, Lisa Nowinski, Lonnie Zwaigenbaum, Kristin Sohl
Summary: The ECHO Autism: Center Engagement program cultivates a learning environment that emphasizes shared learning and acknowledges the expertise of both facilitators and participants, leading to improvement in autism care.
JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS
(2022)
Article
Psychology, Developmental
Yue Yu, Lisa Ruble, John McGrew, Donna Murray
Summary: Activation refers to patients' belief, knowledge, ability, and persistence to manage care. This study examined factors related to parent activation in ASD and found two factors in the PAM-DD scale. This suggests caution should be exercised when treating PAM-DD as a Guttman and unidimensional scale.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2023)
Article
Psychology, Multidisciplinary
Marian E. Williams, Deborah A. Pearson, Jamie K. Capal, Anna W. Byars, Donna S. Murray, Robin Kissinger, Sarah E. O'Kelley, Ellen Hanson, Nicole M. Bing, Bridget Kent, Joyce Y. Wu, Hope Northrup, E. Martina Bebin, Mustafa Sahin, Darcy Krueger, Simon K. Warfield, Jurriaan M. Peters, Monisha Goyal, Rajna Filip-Dhima, Kira Dies, Stephanie Bruns, Benoit Scherrer, Gary Cutter, Steven L. Roberds, Laura Mamounas
AMERICAN PSYCHOLOGIST
(2019)
Article
Psychology, Developmental
Thomas W. Frazier, Geraldine Dawson, Donna Murray, Andy Shih, Jessica Snyder Sachs, Angela Geiger
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2018)