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Auteur Kristen BOTTEMA-BEUTEL |
Documents disponibles écrits par cet auteur (31)
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The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
[article]
Titre : The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Paul J. YODER, Auteur ; Julia M. HOCHMAN, Auteur ; Linda R. WATSON, Auteur Article en page(s) : p.2162-2174 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Parent–child interaction Social communication Language Index. décimale : PER Périodiques Résumé : This study examined associations between three parent–child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the literature on supported joint engagement by dividing this state into higher order (HSJE) and lower order types, with HSJE involving greater reciprocity in toy play. We also examined parents’ follow-in utterances that co-occurred with each state. We found that only HSJE predicts later social communication and expressive language, while object engagement predicts receptive language. HSJE combined with follow-in utterances (HSJE+FI) predicts all three outcomes when controlling for HSJE+FI in other engagement states. When controlling for total HSJE, HSJE+FI is predictive of receptive language. En ligne : http://dx.doi.org/10.1007/s10803-014-2092-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2162-2174[article] The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Paul J. YODER, Auteur ; Julia M. HOCHMAN, Auteur ; Linda R. WATSON, Auteur . - p.2162-2174.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2162-2174
Mots-clés : Autism spectrum disorder Parent–child interaction Social communication Language Index. décimale : PER Périodiques Résumé : This study examined associations between three parent–child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the literature on supported joint engagement by dividing this state into higher order (HSJE) and lower order types, with HSJE involving greater reciprocity in toy play. We also examined parents’ follow-in utterances that co-occurred with each state. We found that only HSJE predicts later social communication and expressive language, while object engagement predicts receptive language. HSJE combined with follow-in utterances (HSJE+FI) predicts all three outcomes when controlling for HSJE+FI in other engagement states. When controlling for total HSJE, HSJE+FI is predictive of receptive language. En ligne : http://dx.doi.org/10.1007/s10803-014-2092-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 The stability of joint engagement states in infant siblings of children with and without ASD: Implications for measurement practices / Kristen BOTTEMA-BEUTEL in Autism Research, 12-3 (March 2019)
[article]
Titre : The stability of joint engagement states in infant siblings of children with and without ASD: Implications for measurement practices Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; S. Y. KIM, Auteur ; S. CROWLEY, Auteur ; A. AUGUSTINE, Auteur ; B. KECILI-KAYSILI, Auteur ; J. FELDMAN, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.495-504 Langues : Anglais (eng) Mots-clés : G theory autism spectrum disorder infant siblings joint engagement stability Index. décimale : PER Périodiques Résumé : Obtaining stable estimates of caregiver-child joint engagement states is of interest for researchers who study development and early intervention in young children with autism spectrum disorder (ASD). However, studies to date have offered little guidance on the numbers of sessions and coders necessary to obtain sufficiently stable estimates of these constructs. We used procedures derived from G theory to carry out a generalizability study, in which we partitioned error variance between two facets of our system for measuring joint engagement states: session and coder. A decision study was then conducted to determine the number of sessions and coders required to obtain g coefficients of 0.80, an a priori threshold set for acceptable stability. This process was conducted separately for 10 infant siblings of children with ASD (Sibs-ASD) and 10 infants whose older sibling did not have ASD (Sibs-TD), and for two different joint engagement states; lower- and higher-order supported joint engagement (LSJE and HSJE, respectively). Results indicated that, in the Sibs-ASD group, four sessions and one coder was required to obtain acceptably stable estimates for HSJE; only one session and one coder were required for LSJE. In the Sibs-TD group, two sessions and one coder were required for HSJE; seven sessions and two coders were required for LSJE. Implications for measurement in future research are discussed. Autism Res 2019, 12: 495-504 (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study offers guidance for researchers who measure joint engagement between caregivers and infants who have an older sibling with ASD, and who have older siblings who are TD. En ligne : http://dx.doi.org/10.1002/aur.2068 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism Research > 12-3 (March 2019) . - p.495-504[article] The stability of joint engagement states in infant siblings of children with and without ASD: Implications for measurement practices [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; S. Y. KIM, Auteur ; S. CROWLEY, Auteur ; A. AUGUSTINE, Auteur ; B. KECILI-KAYSILI, Auteur ; J. FELDMAN, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.495-504.
Langues : Anglais (eng)
in Autism Research > 12-3 (March 2019) . - p.495-504
Mots-clés : G theory autism spectrum disorder infant siblings joint engagement stability Index. décimale : PER Périodiques Résumé : Obtaining stable estimates of caregiver-child joint engagement states is of interest for researchers who study development and early intervention in young children with autism spectrum disorder (ASD). However, studies to date have offered little guidance on the numbers of sessions and coders necessary to obtain sufficiently stable estimates of these constructs. We used procedures derived from G theory to carry out a generalizability study, in which we partitioned error variance between two facets of our system for measuring joint engagement states: session and coder. A decision study was then conducted to determine the number of sessions and coders required to obtain g coefficients of 0.80, an a priori threshold set for acceptable stability. This process was conducted separately for 10 infant siblings of children with ASD (Sibs-ASD) and 10 infants whose older sibling did not have ASD (Sibs-TD), and for two different joint engagement states; lower- and higher-order supported joint engagement (LSJE and HSJE, respectively). Results indicated that, in the Sibs-ASD group, four sessions and one coder was required to obtain acceptably stable estimates for HSJE; only one session and one coder were required for LSJE. In the Sibs-TD group, two sessions and one coder were required for HSJE; seven sessions and two coders were required for LSJE. Implications for measurement in future research are discussed. Autism Res 2019, 12: 495-504 (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study offers guidance for researchers who measure joint engagement between caregivers and infants who have an older sibling with ASD, and who have older siblings who are TD. En ligne : http://dx.doi.org/10.1002/aur.2068 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 Time to level up: A systematic review of interventions aiming to reduce stigma toward autistic people / So Yoon KIM in Autism, 28-4 (April 2024)
[article]
Titre : Time to level up: A systematic review of interventions aiming to reduce stigma toward autistic people Type de document : Texte imprimé et/ou numérique Auteurs : So Yoon KIM, Auteur ; Da-Yea SONG, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.798-815 Langues : Anglais (eng) Mots-clés : autism,educational psychology,intervention,risk of bias,stigma,systematic review,training Index. décimale : PER Périodiques Résumé : This systematic review examined 26 studies that implemented interventions to reduce stigma toward autistic people; the intervention recipients were primarily non-autistic people. Participants in the included studies were primarily White K-12 or undergraduate students. Most studies utilized one-time video or computer-based instruction, and more recent interventions tended to utilize online platforms. Studies varied in several respects: whether an autistic person was involved in the development and/or delivery of interventions, the intervention content, and the types and internal consistencies of the outcome variables. Risks of bias were prevalent. Masked outcome variables were used infrequently, and investigators were usually aware of group allocation. Among randomized controlled trials, the randomization processes were not sufficiently described, and non-randomized studies of interventions frequently did not account for confounding factors that could explain changes in stigma. Many non-randomized studies of interventions made unwarranted, causal claims about the intervention effectiveness on stigma reduction, and most studies did not sufficiently address limitations related to study design and risk of bias. The recommended areas of improvement include identifying active ingredients of interventions, measuring reliable changes in behaviors and attitudes, and targeting structural stigma. In addition, more robust procedures such as randomizing participants, using masked variables, and controlling baseline differences should be utilized. Lay abstract How non-autistic people think about autistic people impacts autistic people negatively. Many studies developed trainings to reduce autism stigma. The existing trainings vary a lot in terms of study design, content, and reported effectiveness. This means that a review studying how the studies have been conducted is needed. We also looked at the quality of these studies. We collected and studied 26 studies that tried to reduce stigma toward autistic people. The studies often targeted White K-12 students and college students. Most trainings were implemented once. Trainings frequently used video or computer. Especially, recent studies tended to use online platforms. The study quality was poor for most studies. Some studies made inaccurate claims about the intervention effectiveness. Studies did not sufficiently address study limitations. Future trainings should aim to figure out why and how interventions work. How intervention changes people?s behavior and thoughts should be studied. Researchers should study whether the training can change the societal stigma. Also, researchers should use a better study design. En ligne : https://dx.doi.org/10.1177/13623613231205915 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525
in Autism > 28-4 (April 2024) . - p.798-815[article] Time to level up: A systematic review of interventions aiming to reduce stigma toward autistic people [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Da-Yea SONG, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.798-815.
Langues : Anglais (eng)
in Autism > 28-4 (April 2024) . - p.798-815
Mots-clés : autism,educational psychology,intervention,risk of bias,stigma,systematic review,training Index. décimale : PER Périodiques Résumé : This systematic review examined 26 studies that implemented interventions to reduce stigma toward autistic people; the intervention recipients were primarily non-autistic people. Participants in the included studies were primarily White K-12 or undergraduate students. Most studies utilized one-time video or computer-based instruction, and more recent interventions tended to utilize online platforms. Studies varied in several respects: whether an autistic person was involved in the development and/or delivery of interventions, the intervention content, and the types and internal consistencies of the outcome variables. Risks of bias were prevalent. Masked outcome variables were used infrequently, and investigators were usually aware of group allocation. Among randomized controlled trials, the randomization processes were not sufficiently described, and non-randomized studies of interventions frequently did not account for confounding factors that could explain changes in stigma. Many non-randomized studies of interventions made unwarranted, causal claims about the intervention effectiveness on stigma reduction, and most studies did not sufficiently address limitations related to study design and risk of bias. The recommended areas of improvement include identifying active ingredients of interventions, measuring reliable changes in behaviors and attitudes, and targeting structural stigma. In addition, more robust procedures such as randomizing participants, using masked variables, and controlling baseline differences should be utilized. Lay abstract How non-autistic people think about autistic people impacts autistic people negatively. Many studies developed trainings to reduce autism stigma. The existing trainings vary a lot in terms of study design, content, and reported effectiveness. This means that a review studying how the studies have been conducted is needed. We also looked at the quality of these studies. We collected and studied 26 studies that tried to reduce stigma toward autistic people. The studies often targeted White K-12 students and college students. Most trainings were implemented once. Trainings frequently used video or computer. Especially, recent studies tended to use online platforms. The study quality was poor for most studies. Some studies made inaccurate claims about the intervention effectiveness. Studies did not sufficiently address study limitations. Future trainings should aim to figure out why and how interventions work. How intervention changes people?s behavior and thoughts should be studied. Researchers should study whether the training can change the societal stigma. Also, researchers should use a better study design. En ligne : https://dx.doi.org/10.1177/13623613231205915 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students / Kristen BOTTEMA-BEUTEL in Autism, 21-1 (January 2017)
[article]
Titre : To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Elliot TURIEL, Auteur ; Mila N. DEWITT, Auteur ; Pamela J WOLFBERG, Auteur Article en page(s) : p.51-60 Langues : Anglais (eng) Mots-clés : autism spectrum disorder elementary students inclusion moral reasoning social domain theory Index. décimale : PER Périodiques Résumé : Given the significant role that typically developing children play in the social lives of children with autism spectrum disorder, it is important to understand how they evaluate and reason about the inclusion/exclusion of children with autism spectrum disorder in social situations. The objective of this study is to determine elementary students’ evaluations, reasoning patterns, and reasoning complexity regarding the failure to include children with autism spectrum disorder in social activities. Forty-four elementary-aged students participated in interviews, which included vignettes describing four contexts in which a child with autism spectrum disorder is not invited to a social event. Responses were analyzed according to social domain theory, an approach emphasizing that children identify and coordinate different domains of social knowledge, including the moral, personal, societal, and prudential. Results showed that regardless of grade and context, most children judge that failure to include on the basis of disability status is not acceptable. However, the complexity of children’s reasoning (i.e. the extent to which they drew upon and coordinated multiple domains) was higher in older children. Mean complexity scores were also higher in a birthday party context as compared to a playdate context. We offer implications for future research and practice regarding the social inclusion of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315622412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Autism > 21-1 (January 2017) . - p.51-60[article] To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Elliot TURIEL, Auteur ; Mila N. DEWITT, Auteur ; Pamela J WOLFBERG, Auteur . - p.51-60.
Langues : Anglais (eng)
in Autism > 21-1 (January 2017) . - p.51-60
Mots-clés : autism spectrum disorder elementary students inclusion moral reasoning social domain theory Index. décimale : PER Périodiques Résumé : Given the significant role that typically developing children play in the social lives of children with autism spectrum disorder, it is important to understand how they evaluate and reason about the inclusion/exclusion of children with autism spectrum disorder in social situations. The objective of this study is to determine elementary students’ evaluations, reasoning patterns, and reasoning complexity regarding the failure to include children with autism spectrum disorder in social activities. Forty-four elementary-aged students participated in interviews, which included vignettes describing four contexts in which a child with autism spectrum disorder is not invited to a social event. Responses were analyzed according to social domain theory, an approach emphasizing that children identify and coordinate different domains of social knowledge, including the moral, personal, societal, and prudential. Results showed that regardless of grade and context, most children judge that failure to include on the basis of disability status is not acceptable. However, the complexity of children’s reasoning (i.e. the extent to which they drew upon and coordinated multiple domains) was higher in older children. Mean complexity scores were also higher in a birthday party context as compared to a playdate context. We offer implications for future research and practice regarding the social inclusion of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315622412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta-analysis / Jenna E. CRANK in Autism Research, 14-4 (April 2021)
[article]
Titre : Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Jenna E. CRANK, Auteur ; Micheal SANDBANK, Auteur ; Kacie DUNHAM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Jacob FELDMAN, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.817-834 Langues : Anglais (eng) Mots-clés : Naturalistic Developmental Behavioral Intervention autism child meta-analysis outcome measures review Index. décimale : PER Périodiques Résumé : We examined the quality of evidence supporting the effects of Naturalistic Developmental Behavioral Interventions (NBDIs) for facilitating change in young children with autism. We also investigated whether effects varied as a function of specific features of the intervention, samples, and outcomes measured. Twenty-seven studies testing the effects of NDBIs were extracted from data collected for the Autism Intervention Meta-analysis (Project AIM), a comprehensive meta-analysis of group design, nonpharmacological intervention studies for children with autism aged 0-8?years. We extracted effect sizes for 454 outcomes from these studies for use in meta-regression analyses testing associations between intervention effects and mean participant chronological age, language age, autism symptomatology, percentage of sample reported as male, cumulative intervention intensity, interventionist, outcome boundedness, outcome proximity, and risk of parent/teacher training correlated measurement error. The extant literature on NDBIs documents effects on social communication, language, play, and cognitive outcomes. However, our confidence in the positive and significant summary effects for these domains is somewhat limited by methodological concerns. Intervention effects were larger for context-bound outcomes (relative to generalized), and for proximal outcomes (relative to distal). Our results indicate that NDBIs have promise as an approach for supporting development for some, but not all of the core and related features of autism in early childhood. Confidence in summary effect estimates is limited by study quality concerns, particularly an overreliance on measures subject to high detection bias. The results of this review support the use of proximity and boundedness as indicators of the limits of intervention effects. LAY SUMMARY: Naturalistic Developmental Behavioral Interventions may increase language, social communication, play skills, and cognition in young children with autism, but these increases are largest for skills directly targeted by the intervention, and in contexts that are similar to that of the intervention. These conclusions are tempered by some concerns regarding research design across the studies that have been conducted to date. Autism Res 2021, 14: 817-834. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2471 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-4 (April 2021) . - p.817-834[article] Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta-analysis [Texte imprimé et/ou numérique] / Jenna E. CRANK, Auteur ; Micheal SANDBANK, Auteur ; Kacie DUNHAM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Jacob FELDMAN, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.817-834.
Langues : Anglais (eng)
in Autism Research > 14-4 (April 2021) . - p.817-834
Mots-clés : Naturalistic Developmental Behavioral Intervention autism child meta-analysis outcome measures review Index. décimale : PER Périodiques Résumé : We examined the quality of evidence supporting the effects of Naturalistic Developmental Behavioral Interventions (NBDIs) for facilitating change in young children with autism. We also investigated whether effects varied as a function of specific features of the intervention, samples, and outcomes measured. Twenty-seven studies testing the effects of NDBIs were extracted from data collected for the Autism Intervention Meta-analysis (Project AIM), a comprehensive meta-analysis of group design, nonpharmacological intervention studies for children with autism aged 0-8?years. We extracted effect sizes for 454 outcomes from these studies for use in meta-regression analyses testing associations between intervention effects and mean participant chronological age, language age, autism symptomatology, percentage of sample reported as male, cumulative intervention intensity, interventionist, outcome boundedness, outcome proximity, and risk of parent/teacher training correlated measurement error. The extant literature on NDBIs documents effects on social communication, language, play, and cognitive outcomes. However, our confidence in the positive and significant summary effects for these domains is somewhat limited by methodological concerns. Intervention effects were larger for context-bound outcomes (relative to generalized), and for proximal outcomes (relative to distal). Our results indicate that NDBIs have promise as an approach for supporting development for some, but not all of the core and related features of autism in early childhood. Confidence in summary effect estimates is limited by study quality concerns, particularly an overreliance on measures subject to high detection bias. The results of this review support the use of proximity and boundedness as indicators of the limits of intervention effects. LAY SUMMARY: Naturalistic Developmental Behavioral Interventions may increase language, social communication, play skills, and cognition in young children with autism, but these increases are largest for skills directly targeted by the intervention, and in contexts that are similar to that of the intervention. These conclusions are tempered by some concerns regarding research design across the studies that have been conducted to date. Autism Res 2021, 14: 817-834. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2471 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 We must improve the low standards underlying "evidence-based practice" / Kristen BOTTEMA-BEUTEL in Autism, 27-2 (February 2023)
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