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Détail de l'auteur
Auteur Amy M. WETHERBY |
Documents disponibles écrits par cet auteur (24)
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Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder / Nicole SPARAPANI in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Lindee MORGAN, Auteur ; Vanessa P. REINHARDT, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.782-796 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Active engagement Emotional regulation Classroom participation Social connectedness Initiating communication Index. décimale : PER Périodiques Résumé : This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2615-2 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.782-796[article] Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Lindee MORGAN, Auteur ; Vanessa P. REINHARDT, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur . - p.782-796.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.782-796
Mots-clés : Autism spectrum disorder Active engagement Emotional regulation Classroom participation Social connectedness Initiating communication Index. décimale : PER Périodiques Résumé : This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2615-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 Examination of Sex Differences in a Large Sample of Young Children with Autism Spectrum Disorder and Typical Development / Vanessa P. REINHARDT in Journal of Autism and Developmental Disorders, 45-3 (March 2015)
[article]
Titre : Examination of Sex Differences in a Large Sample of Young Children with Autism Spectrum Disorder and Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa P. REINHARDT, Auteur ; Amy M. WETHERBY, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Catherine LORD, Auteur Article en page(s) : p.697-706 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Sex differences Social communication Adaptive behavior Developmental functioning Index. décimale : PER Périodiques Résumé : Despite consistent and substantive research documenting a large male to female ratio in Autism Spectrum Disorder (ASD), only a modest body of research exists examining sex differences in characteristics. This study examined sex differences in developmental functioning and early social communication in children with ASD as compared to children with typical development. Sex differences in adaptive behavior and autism symptoms were also examined in children with ASD. Participants (n = 511) were recruited from the Florida State University FIRST WORDS® Project and University of Michigan Autism and Communication Disorders Center. Analyses did not reveal significant effects of sex or a diagnostic group by sex interaction, suggesting a similar phenotype in males and females early in development. Further research is needed to examine sex differences across development. En ligne : http://dx.doi.org/10.1007/s10803-014-2223-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.697-706[article] Examination of Sex Differences in a Large Sample of Young Children with Autism Spectrum Disorder and Typical Development [Texte imprimé et/ou numérique] / Vanessa P. REINHARDT, Auteur ; Amy M. WETHERBY, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Catherine LORD, Auteur . - p.697-706.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.697-706
Mots-clés : Autism spectrum disorder Sex differences Social communication Adaptive behavior Developmental functioning Index. décimale : PER Périodiques Résumé : Despite consistent and substantive research documenting a large male to female ratio in Autism Spectrum Disorder (ASD), only a modest body of research exists examining sex differences in characteristics. This study examined sex differences in developmental functioning and early social communication in children with ASD as compared to children with typical development. Sex differences in adaptive behavior and autism symptoms were also examined in children with ASD. Participants (n = 511) were recruited from the Florida State University FIRST WORDS® Project and University of Michigan Autism and Communication Disorders Center. Analyses did not reveal significant effects of sex or a diagnostic group by sex interaction, suggesting a similar phenotype in males and females early in development. Further research is needed to examine sex differences across development. En ligne : http://dx.doi.org/10.1007/s10803-014-2223-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 Examining restricted and repetitive behaviors in young children with autism spectrum disorder during two observational contexts / Sheri T. STRONACH in Autism, 18-2 (February 2014)
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Titre : Examining restricted and repetitive behaviors in young children with autism spectrum disorder during two observational contexts Type de document : Texte imprimé et/ou numérique Auteurs : Sheri T. STRONACH, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.127-136 Langues : Anglais (eng) Mots-clés : autism spectrum disorder naturalistic observation repetitive behaviors restricted interests Index. décimale : PER Périodiques Résumé : This prospective study of the FIRST WORDS® Project examined restricted and repetitive behaviors in a sample of 55 toddlers at a mean age of 20 months who were later diagnosed with autism spectrum disorder. Restricted and repetitive behaviors were coded using the Repetitive Movement and Restricted Interest Scales in two video-recorded observation methods–structured sampling procedures in a clinic and naturalistic everyday activities at home. Measures of restricted and repetitive behaviors were higher in the clinic setting than in the home observation, especially for behaviors involving object use. Repetitive movements with objects in the clinic predicted nonverbal developmental scores and Autism Diagnostic Observation Schedule social affect scores at later follow-up. In contrast, repetitive movements with objects at home significantly predicted later Autism Diagnostic Observation Schedule restricted and repetitive behaviors scores. These results support the utility of the Repetitive Movement and Restricted Interest Scales to detect restricted and repetitive behaviors in toddlers and suggest that observations of restricted and repetitive behaviors in clinic and home settings may provide unique and important diagnostic information for improving early detection of autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361312463616 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224
in Autism > 18-2 (February 2014) . - p.127-136[article] Examining restricted and repetitive behaviors in young children with autism spectrum disorder during two observational contexts [Texte imprimé et/ou numérique] / Sheri T. STRONACH, Auteur ; Amy M. WETHERBY, Auteur . - p.127-136.
Langues : Anglais (eng)
in Autism > 18-2 (February 2014) . - p.127-136
Mots-clés : autism spectrum disorder naturalistic observation repetitive behaviors restricted interests Index. décimale : PER Périodiques Résumé : This prospective study of the FIRST WORDS® Project examined restricted and repetitive behaviors in a sample of 55 toddlers at a mean age of 20 months who were later diagnosed with autism spectrum disorder. Restricted and repetitive behaviors were coded using the Repetitive Movement and Restricted Interest Scales in two video-recorded observation methods–structured sampling procedures in a clinic and naturalistic everyday activities at home. Measures of restricted and repetitive behaviors were higher in the clinic setting than in the home observation, especially for behaviors involving object use. Repetitive movements with objects in the clinic predicted nonverbal developmental scores and Autism Diagnostic Observation Schedule social affect scores at later follow-up. In contrast, repetitive movements with objects at home significantly predicted later Autism Diagnostic Observation Schedule restricted and repetitive behaviors scores. These results support the utility of the Repetitive Movement and Restricted Interest Scales to detect restricted and repetitive behaviors in toddlers and suggest that observations of restricted and repetitive behaviors in clinic and home settings may provide unique and important diagnostic information for improving early detection of autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361312463616 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder / Jessica BRADSHAW in Autism, 24-7 (October 2020)
[article]
Titre : Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jessica BRADSHAW, Auteur ; Ashley TRUMBULL, Auteur ; Jennifer STAPEL-WAX, Auteur ; Scott GILLESPIE, Auteur ; Nisha GEORGE, Auteur ; Celine A. SAULNIER, Auteur ; Cheryl KLAIMAN, Auteur ; Juliann WOODS, Auteur ; Nathan A. CALL, Auteur ; Ami KLIN, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.1874-1884 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders *clinical trial *communication and language *infant *interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Early intervention helps to address developmental delays in young children with autism spectrum disorder. Yet, research suggests there are barriers to enrollment into research studies that test the effectiveness of these interventions for infants at risk. This study identifies family characteristics that were associated with agreement to enroll in a clinical trial of early intervention for 12-month-old infants at risk for autism spectrum disorder. As part of a large longitudinal study, infants were evaluated for early signs of autism spectrum disorder at 1?year of age. Of the fifty-seven infants who were showing signs of autism and deemed eligible for the early intervention trial, 44% declined enrollment. Results suggest that families were more likely to decline enrolling into the intervention study if the mother was working full time, the total household income was between US$60,000 and US$100,000, and they lived further from the clinic. In contrast, infant autism symptoms and parental concern at 12?months were not significantly associated with enrollment. These findings highlight the need for intervention studies that are more accessible to parents, for example, intervention that takes place in the home, in addition to more research on how parental understanding of, and willingness to act on, early social-communication delays impact intervention study enrollment. Future research can then examine how to address these barriers to enrollment in early intervention studies. Such findings will shed light on best practices for dissemination of early identification and intervention strategies. En ligne : http://dx.doi.org/10.1177/1362361320928829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-7 (October 2020) . - p.1874-1884[article] Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder [Texte imprimé et/ou numérique] / Jessica BRADSHAW, Auteur ; Ashley TRUMBULL, Auteur ; Jennifer STAPEL-WAX, Auteur ; Scott GILLESPIE, Auteur ; Nisha GEORGE, Auteur ; Celine A. SAULNIER, Auteur ; Cheryl KLAIMAN, Auteur ; Juliann WOODS, Auteur ; Nathan A. CALL, Auteur ; Ami KLIN, Auteur ; Amy M. WETHERBY, Auteur . - p.1874-1884.
Langues : Anglais (eng)
in Autism > 24-7 (October 2020) . - p.1874-1884
Mots-clés : *autism spectrum disorders *clinical trial *communication and language *infant *interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Early intervention helps to address developmental delays in young children with autism spectrum disorder. Yet, research suggests there are barriers to enrollment into research studies that test the effectiveness of these interventions for infants at risk. This study identifies family characteristics that were associated with agreement to enroll in a clinical trial of early intervention for 12-month-old infants at risk for autism spectrum disorder. As part of a large longitudinal study, infants were evaluated for early signs of autism spectrum disorder at 1?year of age. Of the fifty-seven infants who were showing signs of autism and deemed eligible for the early intervention trial, 44% declined enrollment. Results suggest that families were more likely to decline enrolling into the intervention study if the mother was working full time, the total household income was between US$60,000 and US$100,000, and they lived further from the clinic. In contrast, infant autism symptoms and parental concern at 12?months were not significantly associated with enrollment. These findings highlight the need for intervention studies that are more accessible to parents, for example, intervention that takes place in the home, in addition to more research on how parental understanding of, and willingness to act on, early social-communication delays impact intervention study enrollment. Future research can then examine how to address these barriers to enrollment in early intervention studies. Such findings will shed light on best practices for dissemination of early identification and intervention strategies. En ligne : http://dx.doi.org/10.1177/1362361320928829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Feasibility of utilizing autism navigator(R) for primary care in South Africa / Nola J. CHAMBERS in Autism Research, 11-11 (November 2018)
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Titre : Feasibility of utilizing autism navigator(R) for primary care in South Africa Type de document : Texte imprimé et/ou numérique Auteurs : Nola J. CHAMBERS, Auteur ; P. J. DE VRIES, Auteur ; Abigail D. DELEHANTY, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.1511-1521 Langues : Anglais (eng) Mots-clés : Autism Navigator South Africa autism early detection professional development web-based training Index. décimale : PER Périodiques Résumé : There is a significant research-to-practice gap in early detection of young children with autism spectrum disorder (ASD) worldwide but particularly in low- and middle-income countries (LMICs) where expertise is limited and high-quality training is difficult to access. Autism Navigator(R) for Primary Care is a web-based course designed to increase awareness of red flags of ASD in the second year of life and thus promote earlier detection and referral for intervention. It contains extensive video illustrations that offer rapid access to multiple exemplars of ASD red flags. This study examined aspects of feasibility of the Autism Navigator(R) for Primary Care in one LMIC, South Africa. A mixed-methods quasi-experimental design was used to examine relevant professionals' implementation of the course and measure changes in their knowledge of red flags after training. Perceptions of the acceptability, demand, and practicality of the course were explored in focus groups. Sixty-two providers completed the course online with a 94% completion rate. Built-in learner assessment pass rates ranged from 88% to 100%. Second-language English speakers took longer to complete the learner assessments, and professionals with less access to the Internet spent less time in the course. Participants' perceptions of the acceptability, demand, and practicality of the course were mostly positive with some suggestions made for local conditions. Results supported the feasibility of the course in this LMIC with some supports required pertaining to language and Internet access. We propose that this training has the potential to lower the age of detection of ASD in South Africa and other LMICs. Autism Research 2018, 11: 1511-1521. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Professionals in low- and middle-income countries urgently need training to recognize red flags of autism in very young children. The feasibility of utilizing the Autism Navigator(R) for Primary Care course for this training was explored with 62 South African professionals. After training, professionals' knowledge of early red flags improved, and most reported the course important and needed in South Africa. They found the web-based design mostly acceptable, practical, and culturally applicable. The course could help lower the age of autism detection. En ligne : http://dx.doi.org/10.1002/aur.2018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370
in Autism Research > 11-11 (November 2018) . - p.1511-1521[article] Feasibility of utilizing autism navigator(R) for primary care in South Africa [Texte imprimé et/ou numérique] / Nola J. CHAMBERS, Auteur ; P. J. DE VRIES, Auteur ; Abigail D. DELEHANTY, Auteur ; Amy M. WETHERBY, Auteur . - p.1511-1521.
Langues : Anglais (eng)
in Autism Research > 11-11 (November 2018) . - p.1511-1521
Mots-clés : Autism Navigator South Africa autism early detection professional development web-based training Index. décimale : PER Périodiques Résumé : There is a significant research-to-practice gap in early detection of young children with autism spectrum disorder (ASD) worldwide but particularly in low- and middle-income countries (LMICs) where expertise is limited and high-quality training is difficult to access. Autism Navigator(R) for Primary Care is a web-based course designed to increase awareness of red flags of ASD in the second year of life and thus promote earlier detection and referral for intervention. It contains extensive video illustrations that offer rapid access to multiple exemplars of ASD red flags. This study examined aspects of feasibility of the Autism Navigator(R) for Primary Care in one LMIC, South Africa. A mixed-methods quasi-experimental design was used to examine relevant professionals' implementation of the course and measure changes in their knowledge of red flags after training. Perceptions of the acceptability, demand, and practicality of the course were explored in focus groups. Sixty-two providers completed the course online with a 94% completion rate. Built-in learner assessment pass rates ranged from 88% to 100%. Second-language English speakers took longer to complete the learner assessments, and professionals with less access to the Internet spent less time in the course. Participants' perceptions of the acceptability, demand, and practicality of the course were mostly positive with some suggestions made for local conditions. Results supported the feasibility of the course in this LMIC with some supports required pertaining to language and Internet access. We propose that this training has the potential to lower the age of detection of ASD in South Africa and other LMICs. Autism Research 2018, 11: 1511-1521. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Professionals in low- and middle-income countries urgently need training to recognize red flags of autism in very young children. The feasibility of utilizing the Autism Navigator(R) for Primary Care course for this training was explored with 62 South African professionals. After training, professionals' knowledge of early red flags improved, and most reported the course important and needed in South Africa. They found the web-based design mostly acceptable, practical, and culturally applicable. The course could help lower the age of autism detection. En ligne : http://dx.doi.org/10.1002/aur.2018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 Implementing systems-based innovations to improve access to early screening, diagnosis, and treatment services for children with autism spectrum disorder: An Autism Spectrum Disorder Pediatric, Early Detection, Engagement, and Services network study / Sarabeth BRODER-FINGERT in Autism, 23-3 (April 2019)
PermalinkNaturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
PermalinkPsychometric analysis of the repetitive behavior scale-revised using confirmatory factor analysis in children with autism / J. L. HOOKER in Autism Research, 12-9 (September 2019)
PermalinkPsychometric analysis of the Systematic Observation of Red Flags for autism spectrum disorder in toddlers / Deanna DOW in Autism, 21-2 (February 2017)
PermalinkPsychometric analysis of the Systematic Observation of Red Flags for autism spectrum disorder in toddlers / Deanna DOW in Autism, 21-3 (April 2017)
PermalinkRepetitive and Stereotyped Behaviors in Children with Autism Spectrum Disorders in the Second Year of Life / Nola WATT in Journal of Autism and Developmental Disorders, 38-8 (September 2008)
PermalinkRepetitive and stereotyped movements in children with autism spectrum disorders late in the second year of life / Lindee MORGAN in Journal of Child Psychology and Psychiatry, 49-8 (August 2008)
PermalinkRethinking autism spectrum disorder assessment for children during COVID-19 and beyond / Lonnie ZWAIGENBAUM in Autism Research, 14-11 (November 2021)
PermalinkScreening for autism spectrum disorder in a naturalistic home setting using the systematic observation of red flags (SORF) at 18-24 months / Deanna DOW in Autism Research, 13-1 (January 2020)
PermalinkSocial Communication Profiles of Children with Autism Spectrum Disorders Late in the Second Year of Life / Amy M. WETHERBY in Journal of Autism and Developmental Disorders, 37-5 (May 2007)
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