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Auteur Katherine M. WALTON |
Documents disponibles écrits par cet auteur (11)
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Brief report: Does “healthy” family functioning look different for families who have a child with autism? / Katherine M. WALTON in Research in Autism Spectrum Disorders, 72 (April 2020)
[article]
Titre : Brief report: Does “healthy” family functioning look different for families who have a child with autism? Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. WALTON, Auteur ; Gabrielle TIEDE, Auteur Article en page(s) : p.101527 Langues : Anglais (eng) Mots-clés : Enmeshment Family functioning Parents ASD Index. décimale : PER Périodiques Résumé : Background For families of typically developing children, extremes of family cohesion (enmeshed and disengaged) and flexibility (rigid and chaotic) are associated with negative outcomes (Olson, 2011). Some work suggests that this may not be true for families of children with autism spectrum disorder (ASD; Altiere & Von Kluge, 2009). Specifically, regimented daily routines (increased rigidity) and highly involved caregivers (increased enmeshment) might theoretically be associated with positive outcomes. Objectives This study examined whether families who have a child with ASD report different family dynamics than families with typically developing children, and if these dynamics are equally predictive of outcomes for both groups. Method Regression-based interaction analyses using data from an online survey (n?=?235) were used to examine how diagnostic group (typically-developing child or child with ASD) affected the relationships between elements of family functioning and parent outcomes of happiness, depression, and satisfaction with family life. Results Higher parent-reported enmeshment was associated with decreased parent-reported happiness in typical families only; these variables were unrelated in families with a child with ASD. In addition, the relationship between disengagement and parent happiness was marginally weaker in the ASD group. Other scales (rigid and chaotic) exhibited similar relationships with family outcomes across both diagnostic groups. Conclusion In alignment with previous findings (Altiere & Von Kluge, 2009), elevated levels of enmeshment were not predictive of poorer outcomes in families of children with ASD. There is a need to critically consider whether behaviors traditionally thought of as “enmeshed” may represent different, more adaptive support strategies for families who have a child with ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101527[article] Brief report: Does “healthy” family functioning look different for families who have a child with autism? [Texte imprimé et/ou numérique] / Katherine M. WALTON, Auteur ; Gabrielle TIEDE, Auteur . - p.101527.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101527
Mots-clés : Enmeshment Family functioning Parents ASD Index. décimale : PER Périodiques Résumé : Background For families of typically developing children, extremes of family cohesion (enmeshed and disengaged) and flexibility (rigid and chaotic) are associated with negative outcomes (Olson, 2011). Some work suggests that this may not be true for families of children with autism spectrum disorder (ASD; Altiere & Von Kluge, 2009). Specifically, regimented daily routines (increased rigidity) and highly involved caregivers (increased enmeshment) might theoretically be associated with positive outcomes. Objectives This study examined whether families who have a child with ASD report different family dynamics than families with typically developing children, and if these dynamics are equally predictive of outcomes for both groups. Method Regression-based interaction analyses using data from an online survey (n?=?235) were used to examine how diagnostic group (typically-developing child or child with ASD) affected the relationships between elements of family functioning and parent outcomes of happiness, depression, and satisfaction with family life. Results Higher parent-reported enmeshment was associated with decreased parent-reported happiness in typical families only; these variables were unrelated in families with a child with ASD. In addition, the relationship between disengagement and parent happiness was marginally weaker in the ASD group. Other scales (rigid and chaotic) exhibited similar relationships with family outcomes across both diagnostic groups. Conclusion In alignment with previous findings (Altiere & Von Kluge, 2009), elevated levels of enmeshment were not predictive of poorer outcomes in families of children with ASD. There is a need to critically consider whether behaviors traditionally thought of as “enmeshed” may represent different, more adaptive support strategies for families who have a child with ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder / Jaclyn M. DYNIA in Research in Autism Spectrum Disorders, 77 (September 2020)
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Titre : Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn M. DYNIA, Auteur ; Katherine M. WALTON, Auteur ; Matthew E. BROCK, Auteur ; Gabrielle TIEDE, Auteur Article en page(s) : 101606 Langues : Anglais (eng) Mots-clés : Evidence-based practice ASD Preschool Index. décimale : PER Périodiques Résumé : Background Past research shows a gap between identification of evidence-based practices (EBP) for children with autism spectrum disorder (ASD) and adoption of those EBP by classroom teachers. However, few studies have examined EBP use in preschool classrooms. Method We surveyed 45 preschool teachers serving children with ASD regarding their intervention priorities, instructional approaches, confidence, and desire for professional development. Open-ended responses regarding instructional approaches were coded by the research team for whether they reflected use of specified identified EBP. Results Communication, social skills, and challenging behavior were rated as the top priorities for intervention. Nearly all teachers reported using at least one EBP. The most commonly reported EBP included visual supports, behavioral strategies, and social narratives. Nearly half of teachers reported using sensory-related strategies, which are not EBP. Surprisingly, teacher confidence and belief that they were using EBP were not significantly related to desire for professional development. Conclusions These findings provide insight into the research-to-practice gap for educating young children with ASD, and have the potential to help teacher educators refine their efforts to close this gap. En ligne : https://doi.org/10.1016/j.rasd.2020.101606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101606[article] Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Katherine M. WALTON, Auteur ; Matthew E. BROCK, Auteur ; Gabrielle TIEDE, Auteur . - 101606.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101606
Mots-clés : Evidence-based practice ASD Preschool Index. décimale : PER Périodiques Résumé : Background Past research shows a gap between identification of evidence-based practices (EBP) for children with autism spectrum disorder (ASD) and adoption of those EBP by classroom teachers. However, few studies have examined EBP use in preschool classrooms. Method We surveyed 45 preschool teachers serving children with ASD regarding their intervention priorities, instructional approaches, confidence, and desire for professional development. Open-ended responses regarding instructional approaches were coded by the research team for whether they reflected use of specified identified EBP. Results Communication, social skills, and challenging behavior were rated as the top priorities for intervention. Nearly all teachers reported using at least one EBP. The most commonly reported EBP included visual supports, behavioral strategies, and social narratives. Nearly half of teachers reported using sensory-related strategies, which are not EBP. Surprisingly, teacher confidence and belief that they were using EBP were not significantly related to desire for professional development. Conclusions These findings provide insight into the research-to-practice gap for educating young children with ASD, and have the potential to help teacher educators refine their efforts to close this gap. En ligne : https://doi.org/10.1016/j.rasd.2020.101606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues / Katherine M. WALTON in Research in Autism Spectrum Disorders, 7-6 (June 2013)
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Titre : Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.687-698 Langues : Anglais (eng) Mots-clés : Fast-mapping Joint attention Vocabulary Index. décimale : PER Périodiques Résumé : Typically developing toddlers accurately follow an adult's gaze learn object labels. However, children with autism spectrum disorders (ASD) mis-map new words to their own focus of attention. Children with ASD and typical development participated in three word learning conditions. In the follow-in condition, the adult labeled an object which was the focus of the child's attention. In the redirecting condition, the adult labeled an object which was the focus of their own attention. In the orienting cue condition, the adult used a verbal cue to attract the child's attention, then labeled an object which was the focus of their own attention. Typically developing children learned receptive labels in all conditions. Children with ASD mis-mapped words to their own focus of attention during redirecting trials, but showed a trend toward correct receptive mapping during orienting cue trials. During expressive trials, both groups were most likely to map successfully during follow-in trials and least likely to map successfully during redirecting trials. Using a verbal orienting cue may help children with ASD learn new words. Following a child's focus of attention may confer vocabulary learning benefits for both children with ASD and children with typical development during expressive vocabulary learning tasks. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.687-698[article] Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues [Texte imprimé et/ou numérique] / Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur . - p.687-698.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.687-698
Mots-clés : Fast-mapping Joint attention Vocabulary Index. décimale : PER Périodiques Résumé : Typically developing toddlers accurately follow an adult's gaze learn object labels. However, children with autism spectrum disorders (ASD) mis-map new words to their own focus of attention. Children with ASD and typical development participated in three word learning conditions. In the follow-in condition, the adult labeled an object which was the focus of the child's attention. In the redirecting condition, the adult labeled an object which was the focus of their own attention. In the orienting cue condition, the adult used a verbal cue to attract the child's attention, then labeled an object which was the focus of their own attention. Typically developing children learned receptive labels in all conditions. Children with ASD mis-mapped words to their own focus of attention during redirecting trials, but showed a trend toward correct receptive mapping during orienting cue trials. During expressive trials, both groups were most likely to map successfully during follow-in trials and least likely to map successfully during redirecting trials. Using a verbal orienting cue may help children with ASD learn new words. Following a child's focus of attention may confer vocabulary learning benefits for both children with ASD and children with typical development during expressive vocabulary learning tasks. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature / Katherine M. WALTON in Journal of Autism and Developmental Disorders, 43-3 (March 2013)
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Titre : Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.594-615 Langues : Anglais (eng) Mots-clés : Social skills Intellectual disability Intervention Adults Index. décimale : PER Périodiques Résumé : Social skills are important treatment targets for individuals with autism spectrum disorders (ASD) across the lifespan. However, few treatments are available for adolescents and adults with ASD who also have severe to profound intellectual disability (S/PID). Several social skill interventions have been described that may improve social skills in this population, including video modeling, developmental, peer-mediated, behavioral, and structured teaching interventions. However, significant challenges in research design and methodology exist across these studies. This paper reviews research examining social skill interventions for youth and adults with ASD and S/PID and points out weaknesses and challenges in this literature. We propose a developmental framework of adapting early childhood interventions for use with youth and adults with ASD and S/PID as one starting point for intervention development. En ligne : http://dx.doi.org/10.1007/s10803-012-1601-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192
in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.594-615[article] Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature [Texte imprimé et/ou numérique] / Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur . - p.594-615.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.594-615
Mots-clés : Social skills Intellectual disability Intervention Adults Index. décimale : PER Périodiques Résumé : Social skills are important treatment targets for individuals with autism spectrum disorders (ASD) across the lifespan. However, few treatments are available for adolescents and adults with ASD who also have severe to profound intellectual disability (S/PID). Several social skill interventions have been described that may improve social skills in this population, including video modeling, developmental, peer-mediated, behavioral, and structured teaching interventions. However, significant challenges in research design and methodology exist across these studies. This paper reviews research examining social skill interventions for youth and adults with ASD and S/PID and points out weaknesses and challenges in this literature. We propose a developmental framework of adapting early childhood interventions for use with youth and adults with ASD and S/PID as one starting point for intervention development. En ligne : http://dx.doi.org/10.1007/s10803-012-1601-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 "It just depends": Parent, teacher, and expert conceptualization of social communication in young autistic children / Katherine M. WALTON in Autism, 28-4 (April 2024)
[article]
Titre : "It just depends": Parent, teacher, and expert conceptualization of social communication in young autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. WALTON, Auteur ; Alayna R. BOROWY, Auteur ; Christopher A. TAYLOR, Auteur Article en page(s) : p.920-931 Langues : Anglais (eng) Mots-clés : autism,focus groups,social communication,stakeholder perspectives Index. décimale : PER Périodiques Résumé : Improving social communication is a frequent goal of early autism services. However, it is unclear whether existing models of social communication align with the perspectives and priorities of key stakeholders, including parents, teachers, and expert clinicians. Stakeholder perspectives on social communication characteristics and priorities for young autistic children were gathered during seven focus groups. Participants included parents (three groups; n = 21), teachers (two groups; n = 8), and experts in early social communication and autism (two groups; n = 14). Content analysis procedures were used to develop and refine a codebook for themes and sub-themes that emerged from the focus group data and to code this data. Qualitative data analysis revealed several themes consistent with existing models of social communication in autism (expressive and receptive communication; social interaction), as well as novel themes related to unconventional communication, the impact of context on social communication, and the role of emotion regulation in social communication. Overall, participants expressed that adequately capturing autistic children?s social communication skills was challenging because autistic social communication is influenced greatly by a number of contextual, relational, motivational, and regulatory factors. These findings provide valuable insight for aligning social communication measurement and support with stakeholder priorities. Lay abstract Improving social communication is often one goal during early autism services. However, researchers do not yet know whether their ideas about which social communication skills should be targeted during services for young autistic children are the same as the goals of autism community members, such as parents, teachers, and expert clinicians. This study used focus groups (meetings of small groups of community members) to ask people from these groups about what aspects of social communication are most important to support in young autistic children. A total of 43 people participated in these focus groups. These groups included parents (three groups; 21 people), teachers (two groups; 8 people), and experts in early social communication and autism (two groups; 14 people). Focus group participants talked about several aspects of social communication that were already familiar to the research team, such as problems with expressive communication, language understanding, and social interaction. However, participants also talked about several parts of social communication that were less familiar to the research team and had usually not been mentioned in previous research. These included (1) considering the value of unusual forms of communication, (2) taking context and setting into account when considering social communication, and (3) how communication and emotion regulation impact one another. The information from these focus groups will be helpful to making sure that researchers and clinicians focus their social communication supports on areas that are most important to parents and teachers. En ligne : https://dx.doi.org/10.1177/13623613231185401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525
in Autism > 28-4 (April 2024) . - p.920-931[article] "It just depends": Parent, teacher, and expert conceptualization of social communication in young autistic children [Texte imprimé et/ou numérique] / Katherine M. WALTON, Auteur ; Alayna R. BOROWY, Auteur ; Christopher A. TAYLOR, Auteur . - p.920-931.
Langues : Anglais (eng)
in Autism > 28-4 (April 2024) . - p.920-931
Mots-clés : autism,focus groups,social communication,stakeholder perspectives Index. décimale : PER Périodiques Résumé : Improving social communication is a frequent goal of early autism services. However, it is unclear whether existing models of social communication align with the perspectives and priorities of key stakeholders, including parents, teachers, and expert clinicians. Stakeholder perspectives on social communication characteristics and priorities for young autistic children were gathered during seven focus groups. Participants included parents (three groups; n = 21), teachers (two groups; n = 8), and experts in early social communication and autism (two groups; n = 14). Content analysis procedures were used to develop and refine a codebook for themes and sub-themes that emerged from the focus group data and to code this data. Qualitative data analysis revealed several themes consistent with existing models of social communication in autism (expressive and receptive communication; social interaction), as well as novel themes related to unconventional communication, the impact of context on social communication, and the role of emotion regulation in social communication. Overall, participants expressed that adequately capturing autistic children?s social communication skills was challenging because autistic social communication is influenced greatly by a number of contextual, relational, motivational, and regulatory factors. These findings provide valuable insight for aligning social communication measurement and support with stakeholder priorities. Lay abstract Improving social communication is often one goal during early autism services. However, researchers do not yet know whether their ideas about which social communication skills should be targeted during services for young autistic children are the same as the goals of autism community members, such as parents, teachers, and expert clinicians. This study used focus groups (meetings of small groups of community members) to ask people from these groups about what aspects of social communication are most important to support in young autistic children. A total of 43 people participated in these focus groups. These groups included parents (three groups; 21 people), teachers (two groups; 8 people), and experts in early social communication and autism (two groups; 14 people). Focus group participants talked about several aspects of social communication that were already familiar to the research team, such as problems with expressive communication, language understanding, and social interaction. However, participants also talked about several parts of social communication that were less familiar to the research team and had usually not been mentioned in previous research. These included (1) considering the value of unusual forms of communication, (2) taking context and setting into account when considering social communication, and (3) how communication and emotion regulation impact one another. The information from these focus groups will be helpful to making sure that researchers and clinicians focus their social communication supports on areas that are most important to parents and teachers. En ligne : https://dx.doi.org/10.1177/13623613231185401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 Leisure time and family functioning in families living with autism spectrum disorder / Katherine M. WALTON in Autism, 23-6 (August 2019)
PermalinkMeta-analysis of naturalistic developmental behavioral interventions for young children with autism spectrum disorder / G. TIEDE in Autism, 23-8 (November 2019)
PermalinkPsychosocial Adjustment and Sibling Relationships in Siblings of Children with Autism Spectrum Disorder: Risk and Protective Factors / Katherine M. WALTON in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
PermalinkSocial endophenotypes in autism spectrum disorder: A scoping review / Gabrielle M. TIEDE in Development and Psychopathology, 33-4 (October 2021)
PermalinkThe influence of maternal language responsiveness on the expressive speech production of children with autism spectrum disorders: A microanalysis of mother–child play interactions / Katherine M. WALTON in Autism, 19-4 (May 2015)
PermalinkThe utility of Thin Slice ratings for predicting language growth in children with autism spectrum disorder / Katherine M. WALTON in Autism, 20-3 (April 2016)
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