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Brain, 127, 1706–1716.",{"doi":320},{"id":22,"text":328,"url":22,"identifiers":329},"Boelte, S., & Poustka, F. (2001). The factor structure of the Autism Diagnostic Interview-Revised (ADI-R): A study on the dimensional versus the categorical classification of autistic disorders. Zeitschrift Fur Kinder-Und Jugendpsychiatrie Und Psychotherapie, 29(3), 221–229.",{},{"id":316,"text":331,"url":318,"identifiers":332},"Boraston, Z., & Blakemore, S. J. (2007). The application of eye-tracking technology in the study of autism. Journal of Physiology, 581(Pt 3), 893–898.",{"doi":320},{"id":316,"text":334,"url":318,"identifiers":335},"Corden, B., Chilvers, R., & Skuse, D. (2008). Avoidance of emotionally arousing stimuli predicts social-perceptual impairment in Asperger’s syndrome. Neuropsychologia, 46(1), 137–147.",{"doi":320},{"id":316,"text":337,"url":318,"identifiers":338},"Dalton, K. M., Nacewicz, B. M., Johnstone, T., Schaefer, H. S., Gernsbacher, M. A., Goldsmith, H. H., et al. (2005). 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Genetic Psychology Monographs, 2(3), 36.",{"doi":320},{"id":316,"text":352,"url":318,"identifiers":353},"Dziobek, I., Rogers, K., Fleck, S., Bahnemann, M., Heekeren, H. R., Wolf, O. T., et al. (2008). Dissociation of cognitive and emotional empathy in adults with Asperger syndrome using the Multifaceted Empathy Test (MET). Journal of Autism and Developmental Disorders, 38(3), 464–473.",{"doi":320},{"id":316,"text":355,"url":318,"identifiers":356},"Eisenberg, N. (1986). Altruistic emotion, cognition and behavior. Hilldsdale, NJ: Erlbaum.",{"doi":320},{"id":316,"text":358,"url":318,"identifiers":359},"Fletcher-Watson, S., Leekam, S., Turner, M. A., & Moxon, L. (2007). Do people with autistic spectrum disorder show normal selection for attention? Evidence from change blindness. (vol 97, p. 537, 2006). British Journal of Psychology, 98.",{"doi":320},{"id":316,"text":361,"url":318,"identifiers":362},"Gepner, B., deGelder, B., & deSchonen, S. (1996). Face processing in autistics: Evidence for a generalised deficit? Child Neuropsychology, 2(2), 123–139.",{"doi":320},{"id":316,"text":364,"url":318,"identifiers":365},"Golarai, G., Grill-Spector, K., & Reiss, A. L. (2006). Autism and the development of face processing. Clinical Neuroscience Research, 6(3–4), 145–160.",{"doi":320},{"id":316,"text":367,"url":318,"identifiers":368},"Hernandez, N., Metzger, A., Magné, R., Bonnet-Brilhault, F., Roux, S., Barthelemy, C., et al. (2009). Exploration of core features of a human face by healthy and autistic adults analyzed by visual scanning. Neuropsychologia, 47(4), 1004–1012.",{"doi":320},{"id":370,"text":371,"url":372,"identifiers":373},"9e529292-459e-4784-b49a-cdcffd92e9b4","Itier, R. J., & Batty, M. (2009). Neural bases of eye and gaze processing: The core of social cognition. Neuroscience and Biobehavioral Reviews, 33(6), 843–863.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0149763409000207",{"doi":374},"10.1016\u002Fj.neubiorev.2009.02.004",{"id":316,"text":376,"url":318,"identifiers":377},"Jones, W., Bellugi, U., Lai, Z., Chiles, M., Reilly, J., Lincoln, A., et al. (2000). Hypersociability in Williams syndrome. Journal of Cognitive Neuroscience, 12, 30–46.",{"doi":320},{"id":316,"text":379,"url":318,"identifiers":380},"Kanner, L. (1943). Autistic disturbances of affective contact. The Nervous child, 2, 217–250.",{"doi":320},{"id":316,"text":382,"url":318,"identifiers":383},"Klin, A., Sparrow, S. S., de Bildt, A., Cicchetti, D. V., Cohen, D. J., & Volkmar, F. R. (1999). A normed study of face recognition in autism and related disorders. Journal of Autism and Developmental Disorders, 29(6), 499–508.",{"doi":320},{"id":316,"text":385,"url":318,"identifiers":386},"Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen, D. (2002). Visual fixation patterns during viewing of naturalistic social situations as predictors of social competence in individuals with autism. Archives of General Psychiatry, 59(9), 809–816.",{"doi":320},{"id":316,"text":388,"url":318,"identifiers":389},"Lopez, B., Donnelly, N., Hadwin, J. A., & Leekam, S. R. (2004). Face processing in high-functioning adolescents with autism: Evidence for weak central coherence. Visual Cognition, 11(6), 673–688.",{"doi":320},{"id":316,"text":391,"url":318,"identifiers":392},"Lord, C., Rutter, M., & Lecouteur, A. (1994). Autism diagnostic interview-revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive development disorders. Journal of Autism and Developmental Disorders, 24(5), 659–685.",{"doi":320},{"id":316,"text":394,"url":318,"identifiers":395},"Neumann, D., Spezio, M. L., Piven, J., & Adolphs, R. (2006). Looking you in the mouth: Abnormal gaze in autism resulting from impaired top-down modulation of visual attention. Social Cognitive and Affective Neuroscience, 1(3), 194–202.",{"doi":320},{"id":397,"text":398,"url":399,"identifiers":400},"5bb3a6b3-186d-4323-bd2e-fddf69e33577","Pelphrey, K. A., Sasson, N. J., Reznick, J. S., Paul, G., Goldman, B. D., & Piven, J. (2002). Visual scanning of faces in autism. Journal of Autism and Developmental Disorders, 32(4), 249–261.","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1023\u002FA:1016374617369",{"doi":401},"10.1023\u002FA:1016374617369",{"id":403,"text":404,"url":405,"identifiers":406},"1b19114b-04cf-4bdd-af98-3924f57596a8","Riby, D. M., & Hancock, P. J. B. (2008). Viewing it differently: Social scene perception in Williams syndrome and Autism. 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Journal of Statistical Software, 45(3), 1–67. https:\u002F\u002Fdoi.org\u002F10.18637\u002Fjss.v045.i03","https:\u002F\u002Fdoaj.org\u002Farticle\u002Fc02699eb1fd24314b37613cc90a10f3b",{"openalex":1311,"doi":1312},"W4298826872","10.18637\u002Fjss.v045.i03",{"id":22,"text":1314,"url":1315,"identifiers":1316},"Varni, J. W., Seid, M., & Rode, C. A. (1999). The PedsQL™: Measurement model for the pediatric quality of life inventory. Medical Care, 37(2), 126–139. https:\u002F\u002Fdoi.org\u002F10.1097\u002F00005650-199902000-00003","https:\u002F\u002Fdoi.org\u002F10.1097\u002F00005650-199902000-00003",{"mag":1317,"openalex":1318,"pm":1319,"doi":1320},"2168448906","W2168448906","10024117","10.1097\u002F00005650-199902000-00003",{"id":1322,"text":1323,"url":1324,"identifiers":1325},"648e308e-6b7d-4bb4-95ea-faf584eca171","Whelan, M., McGillivray, J., & Rinehart, N. J. (2021). The association between autism spectrum traits and the successful transition to mainstream secondary school in an Australian school-based sample. Journal of Autism and Developmental Disorders, 51(5), 1759–1771. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-020-04655-5","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10803-020-04655-5",{"doi":1326},"10.1007\u002Fs10803-020-04655-5",{"id":1328,"text":1329,"url":1330,"identifiers":1331},"c5d5e618-2dbd-4c57-b237-86701e7d1206","Young, R., Sweeting, H., & Ellaway, A. (2011). Do schools differ in suicide risk? The influence of school and neighbourhood on attempted suicide, suicidal ideation and self-harm among secondary school pupils. BMC Public Health, 11(1), 874. https:\u002F\u002Fdoi.org\u002F10.1186\u002F1471-2458-11-874","http:\u002F\u002Fbmcpublichealth.biomedcentral.com\u002Farticles\u002F10.1186\u002F1471-2458-11-874",{"doi":1332},"10.1186\u002F1471-2458-11-874",{"id":1334,"createTime":1335,"updateTime":1336,"relativeEntities":1337,"slug":1338,"properties":1339,"entityType":167,"verifyStatus":168,"verifyTime":1350,"verifyNote":170,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":1351,"fullTextUrl":22,"authors":1352,"publicationType":259,"publisherRelationship":1396,"citationCount":22,"citationInfo":22,"publishDate":1444,"publishYear":1445,"citationAnalyzeStatus":1446,"lastCitationAnalyze":1447,"indexDatabases":1448,"openAccess":22,"references":22,"isForceReanalyzing":444},"4dafc85e-e702-45fe-8172-cc9b1a5f055e","2023-12-08T12:17:49.848+00:00","2026-08-16T07:20:47.445+00:00",[],"Goal-Attainment-Scaling-as-an-Outcome-Measure-in-Randomized-Controlled-Trials-of-Psychosocial-Interventions-in-Autism",{"abstract":1340,"title":1342,"gsPaper":1344,"references":1346,"doi":1348},{"EN":1341},"Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality.",{"EN":1343},"Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism",{"VOID":1345},"[]",{"VOID":1347},"Carrow-Woolfolk, E. (1995). OWLS: Oral and written language scales. Circle Pines, MN: American Guidance Service, Inc.\nCytrynbaum, S., Ginath, Y., Birdwell, J., & Brandt, L. (1979). Goal attainment scaling: A critical review. Evaluation Quarterly, 3(1), 5–40. doi:10.1177\u002F0193841X7900300102.\nElliott, C. D. (1990). Differential ability scales. New York: Harcourt Brace Jovanovitch, The Psychological Corporation.\nIndividuals with Disabilities Education Act. (2004). Retrieved from http:\u002F\u002Fidea.ed.gov\u002Fexplore\u002Fview\u002Fp\u002F%2Croot%2C.\nJung, L., Ruble, L., Johnson, R. & McGrew, J. (2011). Web-based coaching of teachers implementing autism interventions (manuscript submitted for publication).\nKiresuk, T. J., & Sherman, R. E. (1968). Goal attainment scaling: A general method for evaluating comprehensive community mental health programs. Community Mental Health Journal, 4, 443–453. doi:10.1007\u002FBF01530764.\nKiresuk, T. J., Smith, A., & Cardillo, J. E. (1994). Goal attainment scaling: Applications, theory, and measurement. Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.\nLord, C., Risi, S., Lambrecht, L., Cook, E. H., Jr, Leventhal, B. L., DiLavore, P. C., et al. (2000). The autism diagnostic observation schedule–generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223.\nMacKay, G., Somerville, W., & Lundie, J. (1996). Reflections on goal attainment scaling (GAS): Cautionary notes and proposals for development. Educational Research, 38(2), 161–172.\nMalec, J. F. (1999). Goal attainment scaling in rehabilitation. Neuropsychological Rehabilitation, 9(3–4), 253–275. doi:10.1080\u002F096020199389365.\nNational Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.\nNo Child Left Behind Act of 2001, 20 U.S.C. § 6319 (2008).\nOren, T., & Ogletree, B. T. (2000). Program evaluation in classrooms for students with autism: Student outcomes and program processes. Focus on Autism and Other Developmental Disabilities, 15, 170–175. doi:10.1177\u002F108835760001500308.\nOttenbacher, K. J., & Cusick, A. (1993). Discriminative versus evaluative assessment: Some observations on goal attainment scaling. American Journal of Occupational Therapy, 47, 349–354.\nQuenemoen, R., Thurlow, M., Moen, R., Thompson, S. & Morse, A. B. (2003). Progress monitoring in an inclusive standards-based assessment and accountability system (Synthesis Report 53). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved Dec 21, 2011, http:\u002F\u002Feducation.umn.edu\u002FNCEO\u002FOnlinePubs\u002FSynthesis53.html.\nRobins, D. L., Fein, D., Barton, M. L., & Green, J. A. (2001). The modified checklist for autism in toddlers: An initial study investigating the early detection of autism and pervasive developmental disorders. Journal of Autism and Developmental Disorders, 31(2), 131–144.\nRuble, L. A., & Dalrymple, N. J. (2002). COMPASS: A parent-teacher collaborative model for students with autism. Focus on Autism and Other Developmental Disabilities, 17(2), 76–83.\nRuble, L. A., Dalrymple, N. J., & McGrew, J. H. (2010a). The effects of consultation on individualized education program outcomes for young children with autism: The collaborative model for promoting competence and success. Journal of Early Intervention, 32, 286–301. doi:10.1177\u002F1053815110382973.\nRuble, L., Dalrymple, N., McGrew, J., & Jung, L. (2010b). Examining the quality of IEPs for young children with autism. Journal of Autism and Developmental Disorders, 40, 1459–1470. doi:10.1007\u002Fs10803-010-1003-1.\nRuble, L., McGrew, J., & Toland, M. (2011). Comparison of web-based vs face-to-face coaching. Randomized study of teacher training in autism. Washington, DC: Poster session presented at the American Psychological Association.\nRuble, L., Dalrymple, N. J., & McGrew, J. H. (2012). Collaborative model for promoting competence and success of students with autism. NY: Springer.\nRutter, M., Bailey, A., & Lord, C. (2004). Social communication questionnaire. Los Angeles, CA: Western Psychological Services.\nSchlosser, R. W. (2004). Goal attainment scaling as a clinical measurement technique in communication disorders: A critical review. Journal of Communication Disorders, 37, 217–239. doi:10.1016\u002Fj.jcomdis.2003.09.003.\nShefler, G., Canetti, L., & Wiseman, H. (2001). Psychometric properties of goal-attainment scaling in the assessment of Mann’s time-limited psychotherapy. Journal of Clinical Psychology, 57, 971–979.\nSheridan, S. M., Clarke, B. L., Knoche, L. L., & Edwards, C. P. (2006). The effects of conjoint behavioral consultation in early childhood settings. Early Education and Development, 17, 593–617. doi:10.1207\u002Fs15566935eed1704_5.\nShuster, S. K., Fitzgerald, N., Shelton, G., Barber, P., & Desch, S. (1984). Goal attainment scaling with moderately and severely handicapped preschool children. Journal of Early Intervention, 8, 26–37. doi:10.1177\u002F105381518400800104.\nSladeczek, I. E., Elliott, S. N., Kratochwill, T. R., Robertson Mjaanes, S., & Stoiber, K. C. (2001). Application of goal attainment scaling to a conjoint behavioral consultation case. Journal of Educational and Psychological Consultation, 12, 45–58. doi:10.1207\u002FS1532768XJEPC1201_03.\nSmith, A. (1994). Introduction and overview. In T. Kiresuk, A. Smith, & J. Cardillo (Eds.), Goal attainment scaling: Applications, theory, and measurement (pp. 1–14). London: Erlbaum.\nSparrow, S., Cicchetti, D., & Balla, D. (2005). Vineland adaptive behavior scales (2nd ed.). Vineland-II: AGS Publishing.\nSteenbeck, D., Ketelaar, M., Lindeman, E., Galama, K., & Gorter, J. (2010). Interrater reliability of goal attainment saling in rehabilitation of children with cerebral palsy. Archives of Physical Medicine and Rehabilitation, 91, 429–435.\nStolee, P., Zaza, C., Pedlar, A., & Myers, A. M. (1999). Clinical experience with goal attainment scaling in geriatric care. Journal of Aging and Health, 11(1), 96–124. doi:10.1177\u002F089826439901100106.\nVacha-Haase, T., Kogan, L. R., & Thompson, B. (2000). Sample compositions and variabilities in published studies versus those in test manuals: Validity of score reliability inductions. Educational and Psychological Measurement, 60, 509–522. doi:10.1177\u002F00131640021970682.",{"VOID":1349},"10.1007\u002Fs10803-012-1446-7","2024-09-04T20:16:03.851+00:00","http:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10803-012-1446-7",[1353,1368,1383],{"id":1354,"sortIndex":23,"researcher":22,"roles":1355,"affiliations":1356,"properties":1365},"c8b3401d-deb2-4ceb-a980-90ee2c2e0e56",[176],[1357],{"id":1358,"sortIndex":23,"affiliation":1359,"properties":22},"01ec2c07-3ba3-498a-b42d-8440d6974448",{"id":1358,"createTime":22,"updateTime":22,"relativeEntities":1360,"slug":22,"properties":1361,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1364,"statistic":22},[],{"title":1362},{"EN":1363},"Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, USA",[],{"title":1366},{"VI":1367},"Lisa Ruble",{"id":1369,"sortIndex":188,"researcher":22,"roles":1370,"affiliations":1371,"properties":1380},"e2a952c2-8717-4cad-b83e-7a8fa4b381c8",[176],[1372],{"id":1373,"sortIndex":23,"affiliation":1374,"properties":22},"1272a9b9-e3e3-4848-80e0-8a618d0f9494",{"id":1373,"createTime":22,"updateTime":22,"relativeEntities":1375,"slug":22,"properties":1376,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1379,"statistic":22},[],{"title":1377},{"VI":1378},"Department of Psychology, Indiana University Purdue University Indianapolis, Indianapolis, USA",[],{"title":1381},{"VI":1382},"John H. 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The Caregiver Burden Inventory, designed for Alzheimer disease, was modified to a RTT Caregiver Inventory Assessment (RTT CIA). Reliability and face, construct, and concurrent validity were assessed in caregivers of individuals with RTT. Chi square or Fisher’s exact test for categorical variables and t tests or Wilcoxon two-sample tests for continuous variables were utilized. Survey completed by 198 caregivers; 70 caregivers completed follow-up assessment. Exploratory factor analysis revealed good agreement for physical burden, emotional burden, and social burden. Internal reliability was high (Cronbach’s alpha 0.898). RTT CIA represents a reliable and valid measure, providing a needed metric of caregiver burden in this disorder.",{"EN":1459},"Assessment of Caregiver Inventory for Rett Syndrome",{"VOID":1461},"[\"16445495449658327300\"]",{"VOID":1463},"10.1007\u002Fs10803-017-3034-3","2024-04-29T21:08:38.943+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10803-017-3034-3",[1467,1482,1497,1512,1527,1542,1557,1579,1594,1610],{"id":1468,"sortIndex":23,"researcher":22,"roles":1469,"affiliations":1470,"properties":1479},"3e436330-3cc9-4b05-91d0-57d702bd84d3",[176],[1471],{"id":1472,"sortIndex":23,"affiliation":1473,"properties":22},"7d8b0b8f-c88d-4f9b-83b9-f89cbca8b6ea",{"id":1472,"createTime":22,"updateTime":22,"relativeEntities":1474,"slug":22,"properties":1475,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1478,"statistic":22},[],{"title":1476},{"VI":1477},"Civitan International Research Center, University of Alabama at Birmingham, Birmingham, USA",[],{"title":1480},{"VI":1481},"Jane B. 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Journal of Child Psychology and Psychiatry and Allied Disciplines, 40(2), 219–226.",{"doi":2195},"10.1111\u002F1469-7610.00435",{"id":2197,"createTime":2198,"updateTime":2199,"relativeEntities":2200,"slug":2201,"properties":2202,"entityType":167,"verifyStatus":168,"verifyTime":2213,"verifyNote":170,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":2214,"fullTextUrl":2215,"authors":2216,"publicationType":259,"publisherRelationship":2393,"citationCount":2442,"citationInfo":2443,"publishDate":2447,"publishYear":1673,"citationAnalyzeStatus":312,"lastCitationAnalyze":2199,"indexDatabases":2448,"openAccess":22,"references":22,"isForceReanalyzing":444},"ee3b4be1-73d0-4c38-8105-42a22af99377","2024-01-04T23:38:37.274+00:00","2026-08-14T12:49:02.915+00:00",[],"A-Prospective-Study-of-the-Concordance-of-DSM-IV-and-DSM-5-Diagnostic-Criteria-for-Autism-Spectrum-Disorder",{"abstract":2203,"title":2205,"gsPaper":2207,"references":2209,"doi":2211},{"EN":2204},"The transition from DSM-IV to DSM-5 criteria for autism spectrum disorder (ASD) sparked considerable concern about the potential implications of these changes. This study was designed to address limitations of prior studies by prospectively examining the concordance of DSM-IV and final DSM-5 criteria on a consecutive sample of 439 children referred for autism diagnostic evaluations. Concordance and discordance were assessed using a consistent diagnostic battery. DSM-5 criteria demonstrated excellent overall specificity and good sensitivity relative to DSM-IV criteria. Sensitivity and specificity were strongest for children meeting DSM-IV criteria for autistic disorder, but poor for those meeting criteria for Asperger’s disorder and pervasive developmental disorder. Higher IQ, older age, female sex, and less pronounced ASD symptoms were associated with greater discordance.",{"EN":2206},"A Prospective Study of the Concordance of DSM-IV and DSM-5 Diagnostic Criteria for Autism Spectrum Disorder",{"VOID":2208},"[\"8764636077300131948\"]",{"VOID":2210},"citation_title=Manual for the ASEBA school-age forms & profiles: An integrated system of multi-informant assessment; citation_publication_date=2001; citation_id=CR1; citation_author=TM Achenbach; citation_author=L Rescorla; citation_publisher=University of Vermont, Research Center for Children, Youth & Families\ncitation_title=Aberrant behavior checklist: Manual.; citation_publication_date=1986; citation_id=CR2; citation_author=M Aman; citation_author=N Singh; citation_publisher=Slosson Educational Publications\ncitation_title=Diagnostic and Statistical Manual of Mental Disorders—Third Edition (DSM-III); citation_publication_date=1980; citation_id=CR3; citation_publisher=American Psychiatric Association\ncitation_title=Diagnostic and Statistical Manual of Mental Disorders, Third Edition Revised (DSM-III-R); 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USA",[],{},{"title":2376},{"VI":2377},"Macklin, Eric A.",{"id":2379,"sortIndex":1612,"researcher":22,"roles":2380,"affiliations":2381,"properties":2390},"5d1323b9-e41c-411c-8bf8-479e770b0fc3",[176],[2382],{"id":2383,"sortIndex":23,"affiliation":2384,"properties":22},"184c64b0-ce57-4b9f-a9e3-ddf7cd21b4e0",{"id":2383,"createTime":22,"updateTime":22,"relativeEntities":2385,"slug":22,"properties":2386,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":2389,"statistic":22},[],{"title":2387},{"VI":2388},"Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, USA",[],{"title":2391},{"VI":2392},"Handen, Benjamin 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instruments for identifying autism in children and adolescents with intellectual abilities in the normal range were compared. Diagnostic tools consisted of the Autism Behavior Checklist (ABC) and the Autism Diagnostic Interview (ADI). The sample was composed of 18 children who were all diagnosed as having either infantile autism or infantile autism, residual state based on DSM-III criteria by a clinical team using observations, parental interviews, and interactions with the children. Only 4 of the children met diagnostic cutoffs for autism on the current ABC but all met criteria for diagnosis on the ABC using parental recall of the child's behavior at 3–5 years of age. The ADI had somewhat greater specificity in that 3 children did not meet criteria for diagnosis although 2 of these children also received ABC scores based on parental recollection that were in the borderline range.",{"EN":2459},"Comparison between diagnostic instruments for identifying high-functioning children with autism",{"VOID":2461},"[\"12676498789982230177\"]",{"VOID":2463},"American Psychiatric Association. (1980).Diagnostic and statistical manual of mental disorders (3rd ed.). Washington, DC: Author.\nAmerican Psychiatric Association. (1987).Diagnostic and statistical manual of mental disorders (3rd ed., rev.). Washington, DC: Author.\nDeMyer, M. K. (1979).Parents and children in autism. Washington, DC: V. H. Winston.\nFreeman, B. J., & Ritvo, E. R. (1984). The syndrome of autism: Establishing the diagnosis and principles of management.Pediatric Annals, 13, 284–296.\nFreeman, B. J., Ritvo, E. R., Guthrie, D., Schroth, P., & Ball, J. (1978). The behavioral observation scale for autism: Initial methodology, data analysis, and preliminary findings on 89 children.Journal of the American Academy of Child Psychiatry, 17, 576–588.\nFreeman, B. J., Ritvo E. R., & Schroth, P. (1984). Behavior assessment of the syndrome of autism: Behavior observation system.Journal of the American Academy of Child Psychiatry, 23, 588–594.\nKrug, D. A., Arick, J. R., & Almond, P. J. (1980).Autism screening instrument for educational planning. Portland, OR.: ASIEP Education.\nLe Couteur, A., Rutter, M., Lord, C., Rios, P., Robertson, S., Holdgrafer, M., & McLennan, J. D. (1989). Autism Diagnostic Interview.Journal of Autism and Developmental Disorders, 19, 363–389.\nLord, C., Rutter, M., Goode, S., Heemsbergen, J., Jordan, H., Mawood, L., & Schopler, E. (1989). Autism diagnostic observation schedule. A standardized observation of communicative and social behavior.Journal of Autism and Developmental Disorders, 19, 185–212.\nMesibov, G. B., Schopler, E., Schaffer, B., & Michal, N. (1989). Use of the Childhood Autism Rating Scale with autistic adolescents and adults.Journal of the American Academy of Child and Adolescent Psychiatry, 28, 538–541.\nRutter, M. (1978). Diagnosis and definition of childhood autism.Journal of Autism and Developmental Disorders, 8, 139–161.\nRutter, M., & Schopler, E. (1987). Autism and pervasive developmental disorders: Concepts and diagnostic issues.Journal of Autism and Developmental Disorders, 17, 159–186.\nSchopler, E., Reichler, R. J., DeVellis, R. F., & Daly, K. (1980). Toward objective classification of childhood autism: Childhood autism rating scale (CARS).Journal of Autism and Developmental Disorders, 10, 91–103.\nSevin, J. A., Matson, J. L., Coe, D. A., Fee, V. E., & Sevin, B. M. (1991). A comparison and evaluation of three commonly used autism scales.Journal of Autism and Developmental Disorders, 21, 417–432.\nSiegel, B., Anders, T. F., Ciaranello, R. D., Bienenstock, B., & Kraemer, H. C. (1986). Empirically derived subclassification of the autistic syndrome.Journal of Autism and Developmental Disorders, 16, 275–292.\nTeal, M. B., & Wiebe, M. J. (1986). A validity analysis of selected instruments used to assess autism.Journal of Autism and Developmental Disorders, 16, 485–494.\nVolkmar, F. A., Cicchetti, D. V., Dykens, E., Sparrow, S. S., Leckam, J. F., & Cohen, D. J. (1988). An evaluation of the autism behavior checklist.Journal of Autism and Developmental Disorders, 18, 81–97.\nWadden, N. P. K., Bryson, S. E., & Rodger, R. S. (1991). A closer look at the Autism behavior checklist: Discriminant validity and factor structures.Journal of Autism and Developmental Disorders, 21, 529–541.\nWing, L., & Gould, J. (1978). Systematic recording of behaviors and skills of retarded and psychotic children.Journal of Autism and Childhood Schizophrenia, 8, 79–98.\nYirmiya, N. & Sigman, M. (1991). High-functioning individuals with autism: Diagnosis, empirical findings and theoretical issues.Clinical Psychology Review, 11, 669–684.\nYirmiya, N., Sigman, M., Kasari, C., & Mundy, P. (1992). Empathy and cognition in high-functioning children with autism.Child Development, 63, 150–160.",{"VOID":2465},"10.1007\u002FBF02172227","2024-06-23T10:03:47.487+00:00","http:\u002F\u002Flink.springer.com\u002F10.1007\u002FBF02172227",[2469,2486,2501],{"id":2470,"sortIndex":23,"researcher":22,"roles":2471,"affiliations":2472,"properties":2481},"28af5c5c-7acf-4755-b1ff-28c770bc909f",[176],[2473],{"id":2474,"sortIndex":23,"affiliation":2475,"properties":22},"a6a230a5-69c0-4de0-8954-858c5ba4583f",{"id":2474,"createTime":22,"updateTime":22,"relativeEntities":2476,"slug":22,"properties":2477,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":2480,"statistic":22},[],{"title":2478},{"VI":2479},"Department of Psychology, Hebrew University of Jerusalem, Jerusalem, Israel",[],{"title":2482,"gsAuthor":2484},{"VI":2483},"Nurit 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impairment is common in autism spectrum disorder (ASD) and, as such, a potential target for interventions to improve adaptive functioning. This study investigated motor skill acquisition in children with ASD (n = 15, 12 males; ages 7–16 years) during iCan Bike Camp, a 1-week, community-based intervention (5 × 75-min sessions) to teach independent bicycle riding. After completing the camp’s task-oriented, individualized training program, all participants demonstrated motor skill acquisition on the bicycle, and nine participants rode independently at least 70 feet. Exploratory analyses showed that motor coordination and social communication correlated with rates of skill acquisition. These findings indicate the feasibility and efficacy of brief, community-based motor interventions to teach bicycle riding—an important developmental skill supporting adaptive functioning—to children with ASD.",{"EN":2579},"Accelerating Motor Skill Acquisition for Bicycle Riding in Children with ASD: A Pilot Study",{"VOID":2581},"[\"5249407475709375645\"]",{"VOID":2583},"American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. Arlington: American Psychiatric Association. https:\u002F\u002Fdoi.org\u002F10.1176\u002Fappi.books.9780890425596.744053.\nBhat, A. N., Landa, R. J., & Galloway, J. C. (2011). Current perspectives on motor functioning in infants, children, and adults with autism spectrum disorders. Physical Therapy,91(7), 1116–1129. https:\u002F\u002Fdoi.org\u002F10.2522\u002Fptj.20100294.\nBower, J. M., & Parsons, L. (2003). Rethinking the “lesser brain”. Scientific American,289(2), 50–57.\nBuja, A., Volfovsky, N., Krieger, A. M., Lord, C., Lash, A. E., Wigler, M., et al. (2018). Damaging de novo mutations diminish motor skills in children on the autism spectrum. Proceedings of the National Academy of Sciences. https:\u002F\u002Fdoi.org\u002F10.1073\u002Fpnas.1715427115.\nBurt, T. L., Porretta, D. L., & Klein, R. E. (2007). Use of adapted bicycles on the learning of conventional cycling by children with mental retardation. Education and Training in Developmental Disabilities,42, 364–379.\nConstantino, J., & Gruber, C. (2012). Social responsiveness scale (SRS). Torrance, CA: WPS.\nConstantino, J. N. (2018). Deconstructing autism: From unitary syndrome to contributory developmental endophenotypes. International Review of Psychiatry. https:\u002F\u002Fdoi.org\u002F10.1080\u002F09540261.2018.1433133.\nEstes, A., Zwaigenbaum, L., Gu, H., St. John, T., Paterson, S., Elison, J. T., … Piven, J. (2015). Behavioral, cognitive, and adaptive development in infants with autism spectrum disorder in the first 2 years of life. Journal of Neurodevelopmental Disorders, 7(1), 1–10. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs11689-015-9117-6.\nGoodrich, B., Gabry, J., Ali, I., & Brilleman, S. (2018). rstanarm: Bayesian applied regression modeling via Stan. R Package Version,2(17), 4.\nHawks, Z. W., Marrus, N., Glowinski, A. L., & Constantino, J. N. (2018). Early origins of autism comorbidity: Neuropsychiatric traits correlated in childhood are independent in infancy. Journal of Abnormal Child Psychology. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10802-018-0410-1.\nHoche, F., Guell, X., Sherman, J. C., Vangel, M. G., & Schmahmann, J. D. (2016). Cerebellar contribution to social cognition. Cerebellum,15(6), 732–743. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs12311-015-0746-9.\niCan Shine. (2019). Who we are. Retrieved from https:\u002F\u002Ficanshine.org.\nKanne, S. M., Gerber, A. J., Quirmbach, L. M., Sparrow, S. S., Cicchetti, D. V., & Saulnier, C. A. (2011). The role of adaptive behavior in autism spectrum disorders: Implications for functional outcome. Journal of Autism and Developmental Disorders,41(8), 1007–1018. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-010-1126-4.\nKlein, R. E., McHugh, E., Harrington, S. L., Davis, T., & Lieberman, L. J. (2005). Adapted bicycles for teaching riding skills. Teaching Exceptional Children,37(6), 50–56. https:\u002F\u002Fdoi.org\u002F10.1177\u002F004005990503700606.\nLang, R., Koegel, L. K., Ashbaugh, K., Regester, A., Ence, W., & Smith, W. (2010). 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A gentle introduction to bayesian analysis: Applications to developmental research. Child Development,85(3), 842–860. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fcdev.12169.\nVan Waelvelde, H., Oostra, A., Dewitte, G., & Vanden Broeck, C. (2010). Stability of motor problems in young children with or at risk of autism spectrum disorders, ADHD, and or developmental coordination disorder. Developmental Medicine & Child Neurology,52, e174. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1469-8749.2009.03606.x.\nWilson, B. N., Crawford, S. G., Green, D., Roberts, G., Aylott, A., & Kaplan, B. J. (2009). Psychometric properties of the revised developmental coordination disorder questionnaire. 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of children with autism spectrum disorders (ASD) (n = 144) and primary care providers (PCPs) (n = 144) completed similar surveys assessing the ability of the PCP to address ASD-specific needs. Parents also rated their PCP’s ability to deliver family-centered care. A majority of parents rated their PCP’s ability as “not good” in addressing 14 of 17 ASD-specific needs, while a majority of PCPs rated themselves as “good” in addressing 10 of 17 areas. On 7 of 17 items, parents rated their PCPs lower than PCPs rated themselves. Parents who reported receiving family-centered care were more likely to rate the PCP’s ability to meet ASD specific needs as “good”. Both parents and PCPs identified areas for improvement in caring for children with ASD.",{"EN":2737},"Parent and Pediatrician Perspectives Regarding the Primary Care of Children with Autism Spectrum Disorders",{"VOID":2739},"[\"6335159664193664049\"]",{"VOID":2741},"Ahmedani, B. K., & Hock, R. M. (2012). Health care access and treatment for children with co-morbid autism and psychiatric conditions. Social Psychiatry and Psychiatric Epidemiology,. doi:10.1007\u002Fs00127-012-0482-0.\nAkins, R. 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Unmet need and problems accessing core health care services for children with autism spectrum disorder. Maternal and Child Health Journal,. doi:10.1007\u002Fs10995-011-0833-6.\nCommittee on Children with Disabilities. (2001). American Academy of Pediatrics: Counseling families who choose complementary and alternative medicine for their child with chronic illness or disability. Pediatrics, 107(3), 598–601.\nCooley, W. C., McAllister, J. W., Sherrieb, K., & Kuhlthau, K. (2009). Improved outcomes associated with medical home implementation in pediatric primary care. Pediatrics, 124(1), 358–364.\nCoury, D. (2010). Medical treatment of autism spectrum disorders. Current Opinion in Neurology, 23(2), 131–136.\nCoury, D., Jones, N. E., Klatka, K., Winklosky, B., & Perrin, J. M. (2009). Healthcare for children with autism: The autism treatment network. Current Opinion in Pediatrics, 21(6), 828–832.\nDaniels, A. M., Rosenberg, R. E., Anderson, C., Law, J. K., Marvin, A. R., & Law, P. A. (2011). Verification of parent-report of child autism spectrum disorder diagnosis to a web-based autism registry. Journal of Autism and Developmental Disorders, 42(2), 257–265.\nDawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the early start Denver model. Pediatrics, 125(1), e17–e23.\nDenboba, D., McPherson, M. G., Kenney, M. K., Strickland, B., & Newacheck, P. W. (2006). Achieving family and provider partnerships for children with special health care needs. Pediatrics, 118(4), 1607–1615.\nDosreis, S., Weiner, C. L., Johnson, L., & Newschaffer, C. J. (2006). Autism spectrum disorder screening and management practices among general pediatric providers. Journal of Developmental and Behavioral Pediatrics, 27(2 Suppl), S88–S94.\nGerber, J. S., & Offit, P. A. (2009). Vaccines and autism: A tale of shifting hypotheses. Clinical Infectious Diseases, 48(4), 456–461.\nGoin-Kochel, R. P., Mackintosh, V. H., & Myers, B. J. (2006). How many doctors does it take to make an autism spectrum diagnosis? Autism, 10(5), 439–451.\nGolnik, A. E., & Ireland, M. (2009). Complementary alternative medicine for children with autism: A physician survey. Journal of Autism and Developmental Disorders, 39(7), 996–1005.\nGolnik, A., Ireland, M., & Borowsky, I. W. (2009). Medical homes for children with autism: A physician survey. Pediatrics, 123(3), 966–971.\nGolnik, A., Scal, P., Wey, A., & Gaillard, P. (2011). Autism-specific primary care medical home intervention. Journal of Autism and Developmental Disorders,. doi:10.1007\u002Fs10803-011-1351-5.\nGupta, V. B., O’Connor, K. G., & Quezada-Gomez, C. (2004). Care coordination services in pediatric practices. Pediatrics, 113(5 Suppl), 1517–1521.\nHanson, E., Kalish, L. A., Bunce, E., Curtis, C., McDaniel, S., Ware, J., et al. (2007). Use of complementary and alternative medicine among children diagnosed with autism spectrum disorder. Journal of Autism and Developmental Disorders, 37(4), 628–636.\nHarrington, J. W., Rosen, L., Garnecho, A., & Patrick, P. A. (2006). Parental perceptions and use of complementary and alternative medicine practices for children with autistic spectrum disorders in private practice. Journal of Developmental and Behavioral Pediatrics, 27(2 Suppl), S156–S161.\nJohnson, C. P., & Myers, S. M. (2007). Identification and evaluation of children with autism spectrum disorders. Pediatrics, 120(5), 1183–1215.\nKing, G. A., Rosenbaum, P. L., & King, S. M. (1997). Evaluating family-centred service using a measure of parents’ perceptions. Child: Care, Health and Development, 23(1), 47–62.\nKogan, M. D., Strickland, B. B., Blumberg, S. J., Singh, G. K., Perrin, J. M., & van Dyck, P. C. (2008). A national profile of the health care experiences and family impact of autism spectrum disorder among children in the United States, 2005–2006. Pediatrics, 122(6), e1149–e1158.\nLeyfer, O. T., Folstein, S. 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Building a person-centered medical home: Lessons from a program for people with developmental disabilities. Journal of Health Care for the Poor and Underserved.\nWise, M. D., Little, A. A., Holliman, J. B., Wise, P. H., & Wang, C. J. (2010). Can state early intervention programs meet the increased demand of children suspected of having autism spectrum disorders? 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