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Détail de l'auteur
Auteur Kristen ASHBAUGH |
Documents disponibles écrits par cet auteur (3)
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Improving Empathic Communication Skills in Adults with Autism Spectrum Disorder / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : Improving Empathic Communication Skills in Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lynn KERN KOEGEL, Auteur ; Kristen ASHBAUGH, Auteur ; Anahita NAVAB, Auteur ; Robert L. KOEGEL, Auteur Article en page(s) : p.921-933 Langues : Anglais (eng) Mots-clés : Empathy Autism spectrum disorder Social conversation Social-emotional reciprocity Sharing emotions Index. décimale : PER Périodiques Résumé : The literature suggests that many individuals diagnosed with Autism Spectrum Disorder (ASD) experience challenges with recognizing and describing emotions in others, which may result in difficulties with the verbal expression of empathy during communication. Thus, there is a need for intervention techniques targeting this area. Using a multiple baseline across participants design, this study examined the effectiveness of a video-feedback intervention with a visual framework component to improve verbal empathetic statements and questions during conversation for adults with ASD. Following intervention, all participants improved in verbal expression of empathetic statements and empathetic questions during conversation with generalization and maintenance of gains. Furthermore, supplemental assessments indicated that each participant improved in their general level of empathy and confidence in communication skills. En ligne : http://dx.doi.org/10.1007/s10803-015-2633-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.921-933[article] Improving Empathic Communication Skills in Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lynn KERN KOEGEL, Auteur ; Kristen ASHBAUGH, Auteur ; Anahita NAVAB, Auteur ; Robert L. KOEGEL, Auteur . - p.921-933.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.921-933
Mots-clés : Empathy Autism spectrum disorder Social conversation Social-emotional reciprocity Sharing emotions Index. décimale : PER Périodiques Résumé : The literature suggests that many individuals diagnosed with Autism Spectrum Disorder (ASD) experience challenges with recognizing and describing emotions in others, which may result in difficulties with the verbal expression of empathy during communication. Thus, there is a need for intervention techniques targeting this area. Using a multiple baseline across participants design, this study examined the effectiveness of a video-feedback intervention with a visual framework component to improve verbal empathetic statements and questions during conversation for adults with ASD. Following intervention, all participants improved in verbal expression of empathetic statements and empathetic questions during conversation with generalization and maintenance of gains. Furthermore, supplemental assessments indicated that each participant improved in their general level of empathy and confidence in communication skills. En ligne : http://dx.doi.org/10.1007/s10803-015-2633-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
[article]
Titre : Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Robert L. KOEGEL, Auteur ; Jessica BRADSHAW, Auteur ; Kristen ASHBAUGH, Auteur ; Lynn Kern KOEGEL, Auteur Année de publication : 2014 Article en page(s) : p.816-827 Langues : Anglais (eng) Mots-clés : Initiations Early intervention Motivation Question-asking Autism spectrum disorder Pivotal response treatment Index. décimale : PER Périodiques Résumé : Social initiations make up a core deficit for children with autism spectrum disorder (ASD). In particular, initiated questions during social interactions are often minimal or absent in this population. In the context of a multiple baseline design, the efficacy of using the motivational procedures of Pivotal Response Treatment to increase social question-asking for three young children with autism was assessed. Results indicated that participants initiated a greater number of targeted questions following intervention. Additionally, all children exhibited increases in initiation of untargeted questions during social interaction in novel settings. Furthermore, post intervention data revealed collateral gains in communication and adaptive behavior. Theoretical implications of incorporating motivational strategies into intervention to improve social initiations in young children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1932-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.816-827[article] Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment [Texte imprimé et/ou numérique] / Robert L. KOEGEL, Auteur ; Jessica BRADSHAW, Auteur ; Kristen ASHBAUGH, Auteur ; Lynn Kern KOEGEL, Auteur . - 2014 . - p.816-827.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.816-827
Mots-clés : Initiations Early intervention Motivation Question-asking Autism spectrum disorder Pivotal response treatment Index. décimale : PER Périodiques Résumé : Social initiations make up a core deficit for children with autism spectrum disorder (ASD). In particular, initiated questions during social interactions are often minimal or absent in this population. In the context of a multiple baseline design, the efficacy of using the motivational procedures of Pivotal Response Treatment to increase social question-asking for three young children with autism was assessed. Results indicated that participants initiated a greater number of targeted questions following intervention. Additionally, all children exhibited increases in initiation of untargeted questions during social interaction in novel settings. Furthermore, post intervention data revealed collateral gains in communication and adaptive behavior. Theoretical implications of incorporating motivational strategies into intervention to improve social initiations in young children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1932-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 Physical exercise and individuals with autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)
[article]
Titre : Physical exercise and individuals with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; April REGESTER, Auteur ; Lynn KERN KOEGEL, Auteur ; Kristen ASHBAUGH, Auteur ; Whitney ENCE, Auteur ; Whitney SMITH, Auteur Année de publication : 2010 Article en page(s) : p.565-576 Langues : Anglais (eng) Mots-clés : Exercise Physical-activity Autism Aerobic Asperger's PDD-NOS Review Index. décimale : PER Périodiques Résumé : Studies involving physical exercise and individuals with autism spectrum disorders (ASD) were reviewed. Systematic search procedures identified 18 studies meeting predetermined inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) type of exercise, (c) procedures used to increase exercise, (d) outcomes, and (e) research methodology. Across the corpus of studies, exercise was implemented with 64 participants with ASD aged 3–41 years. A variety of exercise activities were employed (e.g., jogging, weight training, bike riding). Following the exercise interventions decreases in stereotypy, aggression, off-task behavior and elopement were reported. Fatigue was not likely the cause of decreases in maladaptive behavior because on-task behavior, academic responding, and appropriate motor behavior (e.g., playing catch) increased following physical exercise. Results suggest that programs for individuals with ASD may benefit from including components designed to incorporate regular and specific types of physical activity. Areas in need of further research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.565-576[article] Physical exercise and individuals with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; April REGESTER, Auteur ; Lynn KERN KOEGEL, Auteur ; Kristen ASHBAUGH, Auteur ; Whitney ENCE, Auteur ; Whitney SMITH, Auteur . - 2010 . - p.565-576.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.565-576
Mots-clés : Exercise Physical-activity Autism Aerobic Asperger's PDD-NOS Review Index. décimale : PER Périodiques Résumé : Studies involving physical exercise and individuals with autism spectrum disorders (ASD) were reviewed. Systematic search procedures identified 18 studies meeting predetermined inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) type of exercise, (c) procedures used to increase exercise, (d) outcomes, and (e) research methodology. Across the corpus of studies, exercise was implemented with 64 participants with ASD aged 3–41 years. A variety of exercise activities were employed (e.g., jogging, weight training, bike riding). Following the exercise interventions decreases in stereotypy, aggression, off-task behavior and elopement were reported. Fatigue was not likely the cause of decreases in maladaptive behavior because on-task behavior, academic responding, and appropriate motor behavior (e.g., playing catch) increased following physical exercise. Results suggest that programs for individuals with ASD may benefit from including components designed to incorporate regular and specific types of physical activity. Areas in need of further research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102