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Auteur Jill LOCKE |
Documents disponibles écrits par cet auteur (22)
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Race, disability, and grade: Social relationships in children with autism spectrum disorders / Gazi F. AZAD in Autism, 21-1 (January 2017)
[article]
Titre : Race, disability, and grade: Social relationships in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gazi F. AZAD, Auteur ; Jill LOCKE, Auteur ; Connie KASARI, Auteur ; David S MANDELL, Auteur Article en page(s) : p.92-99 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorders friendship race social network social relationships Index. décimale : PER Périodiques Résumé : Race is associated with social relationships among typically developing children; however, studies rarely examine the impact of race on social outcomes for children with autism spectrum disorder. This study examined how race (African American, Latino, Asian, or White) in conjunction with disability status (autism spectrum disorders or typically developing) and grade (grades K–2 or 3–5) affects friendships and social networks. The sample comprises 85 children with autism spectrum disorders and 85 typically developing controls matched on race, gender, age/grade, and classroom (wherever possible). Race, disability, and grade each had an independent effect on friendship nominations, and there was an interaction among the three variables. Specifically, children with autism spectrum disorders who were African American or Latino in the upper elementary grades received fewer friendship nominations than typically developing White children in the lower elementary grades. Only the presence of autism spectrum disorders was associated with social network centrality. Our results also suggested that Latino children with autism spectrum disorders in the upper elementary grades were at the highest risk of social isolation. Implications for re-conceptualizing social skills interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361315627792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Autism > 21-1 (January 2017) . - p.92-99[article] Race, disability, and grade: Social relationships in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Gazi F. AZAD, Auteur ; Jill LOCKE, Auteur ; Connie KASARI, Auteur ; David S MANDELL, Auteur . - p.92-99.
Langues : Anglais (eng)
in Autism > 21-1 (January 2017) . - p.92-99
Mots-clés : autism autism spectrum disorders friendship race social network social relationships Index. décimale : PER Périodiques Résumé : Race is associated with social relationships among typically developing children; however, studies rarely examine the impact of race on social outcomes for children with autism spectrum disorder. This study examined how race (African American, Latino, Asian, or White) in conjunction with disability status (autism spectrum disorders or typically developing) and grade (grades K–2 or 3–5) affects friendships and social networks. The sample comprises 85 children with autism spectrum disorders and 85 typically developing controls matched on race, gender, age/grade, and classroom (wherever possible). Race, disability, and grade each had an independent effect on friendship nominations, and there was an interaction among the three variables. Specifically, children with autism spectrum disorders who were African American or Latino in the upper elementary grades received fewer friendship nominations than typically developing White children in the lower elementary grades. Only the presence of autism spectrum disorders was associated with social network centrality. Our results also suggested that Latino children with autism spectrum disorders in the upper elementary grades were at the highest risk of social isolation. Implications for re-conceptualizing social skills interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361315627792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism / Connie KASARI in Journal of Autism and Developmental Disorders, 40-9 (September 2010)
[article]
Titre : Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Amanda C. GULSRUD, Auteur ; Susan KWON, Auteur ; Jill LOCKE, Auteur ; Connie S. WONG, Auteur Année de publication : 2010 Article en page(s) : p.1045-1056 Note générale : Article Open Access Langues : Anglais (eng) Mots-clés : Joint-engagement-intervention Joint-attention Autism Index. décimale : PER Périodiques Résumé : This study aimed to determine if a joint attention intervention would result in greater joint engagement between caregivers and toddlers with autism. The intervention consisted of 24 caregiver-mediated sessions with follow-up 1 year later. Compared to caregivers and toddlers randomized to the waitlist control group the immediate treatment (IT) group made significant improvements in targeted areas of joint engagement. The IT group demonstrated significant improvements with medium to large effect sizes in their responsiveness to joint attention and their diversity of functional play acts after the intervention with maintenance of these skills 1 year post-intervention. These are among the first randomized controlled data to suggest that short-term parent-mediated interventions can have important effects on core impairments in toddlers with autism. Clinical Trials #: NCT00065910. En ligne : http://dx.doi.org/10.1007/s10803-010-0955-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108
in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1045-1056[article] Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Amanda C. GULSRUD, Auteur ; Susan KWON, Auteur ; Jill LOCKE, Auteur ; Connie S. WONG, Auteur . - 2010 . - p.1045-1056.
Article Open Access
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1045-1056
Mots-clés : Joint-engagement-intervention Joint-attention Autism Index. décimale : PER Périodiques Résumé : This study aimed to determine if a joint attention intervention would result in greater joint engagement between caregivers and toddlers with autism. The intervention consisted of 24 caregiver-mediated sessions with follow-up 1 year later. Compared to caregivers and toddlers randomized to the waitlist control group the immediate treatment (IT) group made significant improvements in targeted areas of joint engagement. The IT group demonstrated significant improvements with medium to large effect sizes in their responsiveness to joint attention and their diversity of functional play acts after the intervention with maintenance of these skills 1 year post-intervention. These are among the first randomized controlled data to suggest that short-term parent-mediated interventions can have important effects on core impairments in toddlers with autism. Clinical Trials #: NCT00065910. En ligne : http://dx.doi.org/10.1007/s10803-010-0955-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators / Suzannah IADAROLA in Autism, 19-6 (August 2015)
[article]
Titre : Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators Type de document : Texte imprimé et/ou numérique Auteurs : Suzannah IADAROLA, Auteur ; Susan HETHERINGTON, Auteur ; Christopher CLINTON, Auteur ; Michelle DEAN, Auteur ; Erica REISINGER, Auteur ; Linh HUYNH, Auteur ; Jill LOCKE, Auteur ; Kelly CONN, Auteur ; Sara HEINERT, Auteur ; Sheryl KATAOKA, Auteur ; Robin HARWOOD, Auteur ; Tristram SMITH, Auteur ; David S. MANDELL, Auteur ; Connie KASARI, Auteur Article en page(s) : p.694-703 Langues : Anglais (eng) Mots-clés : autism community-based participatory research qualitative research school-based intervention urban environments Index. décimale : PER Périodiques Résumé : This study used qualitative methods to evaluate the perceptions of parents, educators, and school administrators in three large, urban school districts (Los Angeles, Philadelphia, and Rochester) regarding services for children with autism spectrum disorder within the context of limited district resources. Facilitators followed a standard discussion guide that contained open-ended questions regarding participants’ views on strengths and limitations of existing services and contextual factors that would facilitate or inhibit the process of introducing new interventions. Three primary themes were identified: (1) tension between participant groups (teachers and paraprofessionals, staff and administration, teachers and parents, special education and general education teachers), (2) necessity of autism spectrum disorder–specific and behavioral training for school personnel, and (3) desire for a school culture of accepting difference. These themes highlight the importance of developing trainings that are feasible to deliver on a large scale, that focus on practical interventions, and that enhance communication and relationships of school personnel with one another and with families. En ligne : http://dx.doi.org/10.1177/1362361314548078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=262
in Autism > 19-6 (August 2015) . - p.694-703[article] Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators [Texte imprimé et/ou numérique] / Suzannah IADAROLA, Auteur ; Susan HETHERINGTON, Auteur ; Christopher CLINTON, Auteur ; Michelle DEAN, Auteur ; Erica REISINGER, Auteur ; Linh HUYNH, Auteur ; Jill LOCKE, Auteur ; Kelly CONN, Auteur ; Sara HEINERT, Auteur ; Sheryl KATAOKA, Auteur ; Robin HARWOOD, Auteur ; Tristram SMITH, Auteur ; David S. MANDELL, Auteur ; Connie KASARI, Auteur . - p.694-703.
Langues : Anglais (eng)
in Autism > 19-6 (August 2015) . - p.694-703
Mots-clés : autism community-based participatory research qualitative research school-based intervention urban environments Index. décimale : PER Périodiques Résumé : This study used qualitative methods to evaluate the perceptions of parents, educators, and school administrators in three large, urban school districts (Los Angeles, Philadelphia, and Rochester) regarding services for children with autism spectrum disorder within the context of limited district resources. Facilitators followed a standard discussion guide that contained open-ended questions regarding participants’ views on strengths and limitations of existing services and contextual factors that would facilitate or inhibit the process of introducing new interventions. Three primary themes were identified: (1) tension between participant groups (teachers and paraprofessionals, staff and administration, teachers and parents, special education and general education teachers), (2) necessity of autism spectrum disorder–specific and behavioral training for school personnel, and (3) desire for a school culture of accepting difference. These themes highlight the importance of developing trainings that are feasible to deliver on a large scale, that focus on practical interventions, and that enhance communication and relationships of school personnel with one another and with families. En ligne : http://dx.doi.org/10.1177/1362361314548078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=262 Social involvement of children with autism spectrum disorders in elementary school classrooms / Erin ROTHERAM-FULLER in Journal of Child Psychology and Psychiatry, 51-11 (November 2010)
[article]
Titre : Social involvement of children with autism spectrum disorders in elementary school classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Erin ROTHERAM-FULLER, Auteur ; Brandt CHAMBERLAIN, Auteur ; Connie KASARI, Auteur ; Jill LOCKE, Auteur Année de publication : 2010 Article en page(s) : p.1227-1234 Langues : Anglais (eng) Mots-clés : Autism social-involvement inclusive-education social-networks Index. décimale : PER Périodiques Résumé : Background: Children with autism spectrum disorders (ASD) are increasingly included in general education classrooms in an effort to improve their social involvement.
Methods: Seventy-nine children with ASD and 79 randomly selected, gender-matched peers (88.6% male) in 75 early (K-1), middle (2nd–3rd), and late (4th–5th) elementary classrooms across 30 schools completed social network surveys examining each child’s reciprocal friendships, peer rejection, acceptance, and social involvement.
Results: Across grade levels, peers less frequently reciprocated friendships with children with ASD than students in the matched sample. While children with ASD were not more likely to be rejected by peers, they were less accepted and had fewer reciprocal friendships than matched peers at each grade level. Although 48.1% of children with ASD were involved in the social networks of their classrooms, children with ASD were more likely to be isolated or peripheral to social relationships within the classroom across all grade levels, and this difference is even more dramatic in later elementary grades.
Conclusions: In inclusive classrooms, children with ASD are only involved in peers’ social relationships about half of the time, and appear to be even less connected with increasing grade level. Promoting children with ASD’s skills in popular activities to share with peers in early childhood may be a key preventive intervention to protect social relationships in late elementary school grades.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02289.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110
in Journal of Child Psychology and Psychiatry > 51-11 (November 2010) . - p.1227-1234[article] Social involvement of children with autism spectrum disorders in elementary school classrooms [Texte imprimé et/ou numérique] / Erin ROTHERAM-FULLER, Auteur ; Brandt CHAMBERLAIN, Auteur ; Connie KASARI, Auteur ; Jill LOCKE, Auteur . - 2010 . - p.1227-1234.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-11 (November 2010) . - p.1227-1234
Mots-clés : Autism social-involvement inclusive-education social-networks Index. décimale : PER Périodiques Résumé : Background: Children with autism spectrum disorders (ASD) are increasingly included in general education classrooms in an effort to improve their social involvement.
Methods: Seventy-nine children with ASD and 79 randomly selected, gender-matched peers (88.6% male) in 75 early (K-1), middle (2nd–3rd), and late (4th–5th) elementary classrooms across 30 schools completed social network surveys examining each child’s reciprocal friendships, peer rejection, acceptance, and social involvement.
Results: Across grade levels, peers less frequently reciprocated friendships with children with ASD than students in the matched sample. While children with ASD were not more likely to be rejected by peers, they were less accepted and had fewer reciprocal friendships than matched peers at each grade level. Although 48.1% of children with ASD were involved in the social networks of their classrooms, children with ASD were more likely to be isolated or peripheral to social relationships within the classroom across all grade levels, and this difference is even more dramatic in later elementary grades.
Conclusions: In inclusive classrooms, children with ASD are only involved in peers’ social relationships about half of the time, and appear to be even less connected with increasing grade level. Promoting children with ASD’s skills in popular activities to share with peers in early childhood may be a key preventive intervention to protect social relationships in late elementary school grades.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02289.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms / Ariana ANDERSON in Autism, 20-6 (August 2016)
[article]
Titre : Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Ariana ANDERSON, Auteur ; Jill LOCKE, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur ; AIR-B NETWORK, Auteur Article en page(s) : p.700-709 Langues : Anglais (eng) Mots-clés : autism elementary schools peer relationships social networks Index. décimale : PER Périodiques Résumé : Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5–12?years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools. En ligne : http://dx.doi.org/10.1177/1362361315603568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Autism > 20-6 (August 2016) . - p.700-709[article] Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms [Texte imprimé et/ou numérique] / Ariana ANDERSON, Auteur ; Jill LOCKE, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur ; AIR-B NETWORK, Auteur . - p.700-709.
Langues : Anglais (eng)
in Autism > 20-6 (August 2016) . - p.700-709
Mots-clés : autism elementary schools peer relationships social networks Index. décimale : PER Périodiques Résumé : Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5–12?years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools. En ligne : http://dx.doi.org/10.1177/1362361315603568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Social Networks and Friendships at School: Comparing Children With and Without ASD / Connie KASARI in Journal of Autism and Developmental Disorders, 41-5 (May 2011)
PermalinkSocial Skills Assessments for Children with Autism Spectrum Disorders / Erin ROTHERAM-FULLER in Autism - Open Access, 3-3 (December 2013)
PermalinkSocial Skills Interventions for Children with Autism Spectrum Disorders / Connie KASARI
PermalinkA systematic review of peer-mediated interventions for children with autism spectrum disorder / Ya-Chih CHANG in Research in Autism Spectrum Disorders, 27 (July 2016)
PermalinkTrajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation? / Victor LUSHIN in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
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