Hilary L. Adams
Louisiana State University
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Featured researches published by Hilary L. Adams.
Developmental Neurorehabilitation | 2013
Nicole Turygin; Johnny L. Matson; Jennifer S. Beighley; Hilary L. Adams
Objective: To determine the effect of the changing fifth edition of the Diagnostic and Statistical Manual (DSM-5) criteria on the developmental profiles of children diagnosed with an Autism spectrum disorder (ASD). Methods: This study examines the effect of DSM-5 changes on impairment profiles of a population of 2054 at-risk toddlers aged 17–36 months using the Battelle Developmental Inventory, Second Edition. Results: Toddlers diagnosed with an ASD according to the DSM-5 were found to represent a more impaired population compared to those who qualified for a diagnosis of an ASD based on the DSM-IV-TR, but not the DSM-5. The group diagnosed according to the DSM-IV-TR represented a population of toddlers who were more impaired than atypically developing peers. Conclusions: The proposed changes to the DSM will likely result in those diagnosed with an ASD according to the new criteria representing a more functionally impaired group. Implications of this proposed change are discussed.
Research in Developmental Disabilities | 2013
Jennifer S. Beighley; Johnny L. Matson; Robert D. Rieske; Hilary L. Adams
Feeding problems are common in children with autism spectrum disorders (ASDs), with food selectivity being the most frequently reported. Selectivity based on type and/or texture of food is of concern in those with ASD. Variations in symptom presentation of food selectivity in children with different autism spectrum diagnoses across childhood have not often been investigated. Parent-report of food selectivity was examined in 525 children age 2-18 years diagnosed with autistic disorder, PDD-NOS, Aspergers disorder, atypical development, and typical development using information garnered from the Autism Spectrum Disorder-Comorbidity for Children (ASD-CC), a tool to assess emotional issues and comorbid psychopathology. Individuals with an ASD were reported to have significantly more food selectivity than both the atypically developing group and the typically developing group. In addition, the ASD groups, when looked at together, showed a decrease in food selectivity across childhood with significant decrease in the Aspergers disorder group.
Research in Developmental Disabilities | 2014
Nicole Turygin; Johnny L. Matson; Hilary L. Adams
The presence of an intellectual disability (ID) is associated with a myriad of co-occurring conditions, including psychiatric and genetic disorders, behavior problems, physical disabilities, and seizure disorders. Often the most severely affected individuals reside in residential treatment facilities, where they may obtain specialized treatment and management of their challenging behavior. The present study examines the prevalence of psychiatric disorders, seizures, and ID within the context of demographic categories in a sample of 101 individuals with mild to moderate ID living in a long-term residential treatment facility. Autism spectrum disorders (ASDs) were more prevalent among individuals with moderate ID, whereas personality disorders were more likely to be diagnosed in individuals with mild ID. Impulse disorders were more frequently observed in females. Further research is needed in order to determine appropriate treatment for such individuals, which should include therapies that are targeted to the specific problems of this population.
Developmental Neurorehabilitation | 2013
Nicole Turygin; Johnny L. Matson; Hilary L. Adams; Brian C. Belva
Objective: Diagnostic criteria for autism spectrum disorders (ASDs) are changing with the fifth edition of the Diagnostic and Statistical Manual (DSM-5), which simplifies the diagnostic categories into social/emotional deficits and repetitive and restricted behavior. ASDs have been closely linked to a variety of other disorders, in particular externalizing disorders such as ADHD, and internalizing disorders including anxiety disorders and obsessive compulsive disorder. The present study examines the externalizing, internalizing, behavioral and adaptive symptoms of children with ASD. Method: Children diagnosed with the DSM-IV who do not meet diagnostic criteria for DSM-5 and were compared to a non-ASD sample and a sample of those who meet the new criteria. Differences were examined between the three experimental groups with respect to internalizing, externalizing, behavioral severity and adaptive behavior. Results: No significant differences were observed between the DSM-5 and DSM-IV groups with respect to composite and subscale scores on the externalizing, behavior severity index and adaptive behavior domains of the Behavior Assessment System for Children, Second Edition. Conclusions: Significantly more impairment was evident for both ASD groups compared to the no-ASD group.
Behavior Modification | 2017
Erik Linstead; Dennis R. Dixon; Ryan French; Doreen Granpeesheh; Hilary L. Adams; Rene German; Alva Powell; Elizabeth Stevens; Jonathan Tarbox; Julie Kornack
Ample research has shown that intensive applied behavior analysis (ABA) treatment produces robust outcomes for individuals with autism spectrum disorder (ASD); however, little is known about the relationship between treatment intensity and treatment outcomes. The current study was designed to evaluate this relationship. Participants included 726 children, ages 1.5 to 12 years old, receiving community-based behavioral intervention services. Results indicated a strong relationship between treatment intensity and mastery of learning objectives, where higher treatment intensity predicted greater progress. Specifically, 35% of the variance in mastery of learning objectives was accounted for by treatment hours using standard linear regression, and 60% of variance was accounted for using artificial neural networks. These results add to the existing support for higher intensity treatment for children with ASD.
Research in Developmental Disabilities | 2014
Nicole Turygin; Johnny L. Matson; Hilary L. Adams; Lindsey W. Williams
In the typically developing population, co-occurring psychopathology is not uncommon and is a topic of importance among psychologists. It is only recently that the psychopathology in individuals with intellectual disability (ID) has become an area of significant clinical and research interest. Individuals with ID are believed to be at a greater risk for co-occurring disorders compared to the typical population. By definition, ID involves deficits in adaptive behavior, which necessitates the use of community services, or specialized services at residential facilities to manage severe challenging behaviors or psychiatric disorders. The presence of co-occurring disorders in addition to ID can complicate treatment, limit available services, and restrict opportunities for individuals with ID. The present study examines the prevalence of co-occurring psychiatric disorders and ID in a sample of 78 individuals with mild to moderate ID living in a long-term residential treatment facility diagnosed with psychiatric disorders. Certain psychiatric disorders were more likely to co-occur together in this population. Identifying and treating individuals with multiple psychopathologies in addition to ID poses challenges unique to the population.
Archive | 2014
Kyong Mee Chung; Jina Jang; Hilary L. Adams
Autism spectrum disorder (ASD) is one of the most prevalent neurodevelopmental disorders (Newschaffer et al., Annual Review of Public Health, 28:235–258, 2007). More children are diagnosed with ASD than with pediatric AIDS, juvenile diabetes, and childhood cancer combined (Center for Disease Control and Prevention (CDC). Surveillance Summary, 61:1–19, 2012). The core features of ASD include social skill impairment, communication deficits, and repetitive and restrictive behaviors (Fodstad et al., Developmental Neurorehabilitation, 12:152–157, 2009; Matson and Boisjoli, Research in Autism Spectrum Disorders, 1:75–84, 2007; Matson et al., Research in Developmental Disabilities, 29:341–350, 2008; Matson and Wilkins, Research in Autism Spectrum Disorders, 2:288–300, 2008). Although ASD has long been considered a “universal” disorder, affecting people of all ethnic, racial, and socioeconomic backgrounds, most research conducted in the past 60 years has considered primarily Caucasian samples (Dyches et al., Journal of Autism and Developmental Disorders, 34:211–222, 2004; Sun and Allison, Research in Autism Spectrum Disorders, 4, 156–167, 2010). This trend in sampling means that prior research findings are not necessarily generalizable to populations that have developmental disabilities and are from other cultural backgrounds.
Archive | 2016
Hilary L. Adams; Johnny L. Matson
This chapter will trace the development of method and measures designed to screen, diagnose, and monitor autism. Beginning with the use of clinical observation and history, assessments have become more structured and specialized. A discussion of how screening and diagnostic methods came about and developed will be reviewed.
Archive | 2015
Hilary L. Adams; Johnny L. Matson
This chapter is an introduction to the myriad issues that persons with intellectual disability (ID) face in addition to those symptoms, such as deficits in cognitive and adaptive functioning, inherent to ID. These include co-occurring psychopathology, challenging behavior, feeding and sleep problems, and medical problems. A brief summary of the research, including prevalence estimates, is provided for each of these issues. In depth discussions of extant knowledge on these topics are provided in the following chapters. Additionally, related topics with growing bodies of research are included, such as assessment of psychopathology and other issues, risk factors, and implications of the co-occurring incidence of issues beyond the presence of ID.
Evidence-Based Treatment for Children with Autism#R##N#The CARD Model | 2014
Hilary L. Adams; Paige E. Cervantes; Jina Jang; Dennis R. Dixon
There is currently a divide between practitioners who provide treatment for children with autism, who are generally Board Certified Behavior Analysts, and practitioners who provide standardized psychoeducational assessments, who are generally licensed psychologists. Very few professionals from either specialization are fluent in how to work collaboratively with the other. The unfortunate result is that a large number of standardized assessments that produce potentially useful information are never used for treatment. The Center for Autism and Related Disorders (CARD) Model includes the incorporation of standardized assessments into the treatment planning and monitoring process, and this chapter gives practical instructions for how this is accomplished.