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Auteur Jan BLACHER |
Documents disponibles écrits par cet auteur (32)
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Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships / Ainsley LOSH in Research in Autism Spectrum Disorders, 107 (September 2023)
[article]
Titre : Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships Type de document : Texte imprimé et/ou numérique Auteurs : Ainsley LOSH, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.102225 Langues : Anglais (eng) Mots-clés : Autism Education Student-teacher relationships Classroom management Inclusion Praise Index. décimale : PER Périodiques Résumé : Background Classrooms can create barriers to young autistic students' social and behavioral success at school. Better quality student-teacher relationships (STRs) have been associated with improved student social and behavioral outcomes. When teachers use more positive response strategies (e.g., praise), they create more opportunities for positive interactions with students, likely developing closer STRs. Method The present study uses SEM to investigate a path by which teachers' use of positive response strategies is associated with closer STRs, which lead to improved social functioning and classroom engagement for N = 145 young autistic students (age 4-7 years). Factors contributing to teachers' reported frequency of using positive response strategies were also explored using multiple linear regression. Results The model was a close fit to the data (?2 (18, N = 145) = 18.4, p = .43, TLI = 1.0, CFI = 1.0, RMSEA = .01). Teachers who reported using positive response strategies more frequently had significantly closer STRs, which were associated with lasting improvements in students' social functioning and engagement in the classroom. Positive response strategies that teachers reported using most frequently were praise, positive comments, and incentives. Teachers' perceived usefulness of positive response strategies and regular trainings in autism were significantly associated with frequency of positive response strategy use. Conclusions Positive, supportive classrooms in which teachers utilized more positive response strategies and developed closer STRs were associated with young autistic students' academic engagement and social functioning. Regular autism trainings and perceived usefulness of positive response strategies emerged as significant factors for teachers' use of strategies. En ligne : https://doi.org/10.1016/j.rasd.2023.102225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512
in Research in Autism Spectrum Disorders > 107 (September 2023) . - p.102225[article] Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships [Texte imprimé et/ou numérique] / Ainsley LOSH, Auteur ; Jan BLACHER, Auteur . - p.102225.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 107 (September 2023) . - p.102225
Mots-clés : Autism Education Student-teacher relationships Classroom management Inclusion Praise Index. décimale : PER Périodiques Résumé : Background Classrooms can create barriers to young autistic students' social and behavioral success at school. Better quality student-teacher relationships (STRs) have been associated with improved student social and behavioral outcomes. When teachers use more positive response strategies (e.g., praise), they create more opportunities for positive interactions with students, likely developing closer STRs. Method The present study uses SEM to investigate a path by which teachers' use of positive response strategies is associated with closer STRs, which lead to improved social functioning and classroom engagement for N = 145 young autistic students (age 4-7 years). Factors contributing to teachers' reported frequency of using positive response strategies were also explored using multiple linear regression. Results The model was a close fit to the data (?2 (18, N = 145) = 18.4, p = .43, TLI = 1.0, CFI = 1.0, RMSEA = .01). Teachers who reported using positive response strategies more frequently had significantly closer STRs, which were associated with lasting improvements in students' social functioning and engagement in the classroom. Positive response strategies that teachers reported using most frequently were praise, positive comments, and incentives. Teachers' perceived usefulness of positive response strategies and regular trainings in autism were significantly associated with frequency of positive response strategy use. Conclusions Positive, supportive classrooms in which teachers utilized more positive response strategies and developed closer STRs were associated with young autistic students' academic engagement and social functioning. Regular autism trainings and perceived usefulness of positive response strategies emerged as significant factors for teachers' use of strategies. En ligne : https://doi.org/10.1016/j.rasd.2023.102225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 Responsive Parenting and Prospective Social Skills Development in Early School-Aged Children with Autism Spectrum Disorder / B. CAPLAN in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
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Titre : Responsive Parenting and Prospective Social Skills Development in Early School-Aged Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : B. CAPLAN, Auteur ; Jan BLACHER, Auteur ; A. EISENHOWER, Auteur Article en page(s) : p.3203-3217 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Parenting Responsivity Social skills Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) vary greatly in social functioning, and in turn, long-term relational and academic outcomes. Responsive parenting which follows a child's lead and focus of attention is predictive of language and social gains for children with or without developmental risk. The present study prospectively assessed 176 families of children with ASD (ages 4 to 7 years) to examine predictors of observed responsive parenting and associations of responsive parenting with concurrent and prospective growth in social functioning by multi-method assessment. Responsive parenting concurrently associated with child characteristics (IQ, language, sex) and child social engagement within the interaction. Structural equation models revealed that responsive parenting positively predicted prospective growth in social skills by teacher but not parent report. En ligne : http://dx.doi.org/10.1007/s10803-019-04039-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3203-3217[article] Responsive Parenting and Prospective Social Skills Development in Early School-Aged Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / B. CAPLAN, Auteur ; Jan BLACHER, Auteur ; A. EISENHOWER, Auteur . - p.3203-3217.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3203-3217
Mots-clés : Autism spectrum disorder Parenting Responsivity Social skills Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) vary greatly in social functioning, and in turn, long-term relational and academic outcomes. Responsive parenting which follows a child's lead and focus of attention is predictive of language and social gains for children with or without developmental risk. The present study prospectively assessed 176 families of children with ASD (ages 4 to 7 years) to examine predictors of observed responsive parenting and associations of responsive parenting with concurrent and prospective growth in social functioning by multi-method assessment. Responsive parenting concurrently associated with child characteristics (IQ, language, sex) and child social engagement within the interaction. Structural equation models revealed that responsive parenting positively predicted prospective growth in social skills by teacher but not parent report. En ligne : http://dx.doi.org/10.1007/s10803-019-04039-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 Structural and Pragmatic Language in Children with ASD: Longitudinal Impact on Anxiety and Externalizing Behaviors / N. V. RODAS in Journal of Autism and Developmental Disorders, 47-11 (November 2017)
[article]
Titre : Structural and Pragmatic Language in Children with ASD: Longitudinal Impact on Anxiety and Externalizing Behaviors Type de document : Texte imprimé et/ou numérique Auteurs : N. V. RODAS, Auteur ; A. EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3479-3488 Langues : Anglais (eng) Mots-clés : Anxiety Autism spectrum disorder Language Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are at heightened risk for developing comorbid psychological disorders, including anxiety disorders, which may be further exacerbated by the presence of externalizing behaviors. Here, we examined how structural language and pragmatic language predicted anxiety and externalizing behaviors. Participants were 159 young children (4-7 years old) with ASD and their mothers. Utilizing structural equation modeling we examined associations among structural language, pragmatic language, anxiety symptoms, and externalizing behaviors. Pragmatic language, was inversely related to child anxiety and co-occurring externalizing behaviors. Structural language skills positively predicted child anxiety. These findings suggest that children with ASD may be at heightened risk for anxiety and externalizing disorders due to their pragmatic language deficits. En ligne : http://dx.doi.org/10.1007/s10803-017-3265-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324
in Journal of Autism and Developmental Disorders > 47-11 (November 2017) . - p.3479-3488[article] Structural and Pragmatic Language in Children with ASD: Longitudinal Impact on Anxiety and Externalizing Behaviors [Texte imprimé et/ou numérique] / N. V. RODAS, Auteur ; A. EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3479-3488.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-11 (November 2017) . - p.3479-3488
Mots-clés : Anxiety Autism spectrum disorder Language Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are at heightened risk for developing comorbid psychological disorders, including anxiety disorders, which may be further exacerbated by the presence of externalizing behaviors. Here, we examined how structural language and pragmatic language predicted anxiety and externalizing behaviors. Participants were 159 young children (4-7 years old) with ASD and their mothers. Utilizing structural equation modeling we examined associations among structural language, pragmatic language, anxiety symptoms, and externalizing behaviors. Pragmatic language, was inversely related to child anxiety and co-occurring externalizing behaviors. Structural language skills positively predicted child anxiety. These findings suggest that children with ASD may be at heightened risk for anxiety and externalizing disorders due to their pragmatic language deficits. En ligne : http://dx.doi.org/10.1007/s10803-017-3265-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors / Barbara CAPLAN in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
[article]
Titre : Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors Type de document : Texte imprimé et/ou numérique Auteurs : Barbara CAPLAN, Auteur ; Melanie FELDMAN, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3653-3666 Langues : Anglais (eng) Mots-clés : Autism Student–teacher relationships Behavior problems Psychopathology Social skills Index. décimale : PER Périodiques Résumé : The quality of early student–teacher relationships (STRs) has been shown to predict children’s school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4–7) and their teachers to evaluate student, teacher, and classroom characteristics that predicted concurrent and prospective STR quality across one school year. Child oppositional behavior, autism severity and teacher degree predicted changes in student–teacher conflict over a 1-year period, while child social skills and IQ positively predicted change in student–teacher closeness. Teacher preparedness, trainings in ASD, and classroom setting were unrelated to STR quality. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2915-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3653-3666[article] Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors [Texte imprimé et/ou numérique] / Barbara CAPLAN, Auteur ; Melanie FELDMAN, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3653-3666.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3653-3666
Mots-clés : Autism Student–teacher relationships Behavior problems Psychopathology Social skills Index. décimale : PER Périodiques Résumé : The quality of early student–teacher relationships (STRs) has been shown to predict children’s school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4–7) and their teachers to evaluate student, teacher, and classroom characteristics that predicted concurrent and prospective STR quality across one school year. Child oppositional behavior, autism severity and teacher degree predicted changes in student–teacher conflict over a 1-year period, while child social skills and IQ positively predicted change in student–teacher closeness. Teacher preparedness, trainings in ASD, and classroom setting were unrelated to STR quality. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2915-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Syndrome Specificity and Mother–Child Interactions: Examining Positive and Negative Parenting Across Contexts and Time / Jan BLACHER in Journal of Autism and Developmental Disorders, 43-4 (April 2013)
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Titre : Syndrome Specificity and Mother–Child Interactions: Examining Positive and Negative Parenting Across Contexts and Time Type de document : Texte imprimé et/ou numérique Auteurs : Jan BLACHER, Auteur ; Bruce L. BAKER, Auteur ; Araksia KALADJIAN, Auteur Article en page(s) : p.761-774 Langues : Anglais (eng) Mots-clés : Developmental disabilities Parenting behaviors Autism Index. décimale : PER Périodiques Résumé : This study examined the extent to which child syndromes and observation context related to mothers’ parenting behaviors. Longitudinal observations were conducted of parenting behavior across ages 3, 4, and 5 years during structured and unstructured activities. The 183 participants included mothers of children with autism spectrum disorders, cerebral palsy, Down syndrome, undifferentiated developmental delay, or typical cognitive development. Negative parenting behaviors were higher in structured activities and higher in mothers of children in all developmentally delayed groups. Positive parenting was higher in unstructured activities and especially high for mothers of children with Down syndrome. Despite differences found through direct observation of parenting children in different diagnostic groups, they are not as strong as syndrome-group differences found through more commonly used self-report questionnaires assessing domains like parenting stress. En ligne : http://dx.doi.org/10.1007/s10803-012-1605-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.761-774[article] Syndrome Specificity and Mother–Child Interactions: Examining Positive and Negative Parenting Across Contexts and Time [Texte imprimé et/ou numérique] / Jan BLACHER, Auteur ; Bruce L. BAKER, Auteur ; Araksia KALADJIAN, Auteur . - p.761-774.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.761-774
Mots-clés : Developmental disabilities Parenting behaviors Autism Index. décimale : PER Périodiques Résumé : This study examined the extent to which child syndromes and observation context related to mothers’ parenting behaviors. Longitudinal observations were conducted of parenting behavior across ages 3, 4, and 5 years during structured and unstructured activities. The 183 participants included mothers of children with autism spectrum disorders, cerebral palsy, Down syndrome, undifferentiated developmental delay, or typical cognitive development. Negative parenting behaviors were higher in structured activities and higher in mothers of children in all developmentally delayed groups. Positive parenting was higher in unstructured activities and especially high for mothers of children with Down syndrome. Despite differences found through direct observation of parenting children in different diagnostic groups, they are not as strong as syndrome-group differences found through more commonly used self-report questionnaires assessing domains like parenting stress. En ligne : http://dx.doi.org/10.1007/s10803-012-1605-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 University life with ASD: Faculty knowledge and student needs / S. M. ZEEDYK in Autism, 23-3 (April 2019)
PermalinkWorking together: The role of autistic students? behavioral adjustment in promoting positive parent-teacher relationships / Abbey EISENHOWER ; Cyanea Y. S. POON ; Kohrissa JOSEPH ; Jan BLACHER ; Alice CARTER in Research in Autism Spectrum Disorders, 110 (February 2024)
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