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Auteur Wendy SHIH |
Documents disponibles écrits par cet auteur (19)
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Characteristics of socially successful elementary school-aged children with autism / Jill LOCKE in Journal of Child Psychology and Psychiatry, 58-1 (January 2017)
[article]
Titre : Characteristics of socially successful elementary school-aged children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Justin H.G. WILLIAMS, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.94-102 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder individual characteristics school social skills Index. décimale : PER Périodiques Résumé : Background The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD. Methods This study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained. Results The results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD. Conclusions School-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Child Psychology and Psychiatry > 58-1 (January 2017) . - p.94-102[article] Characteristics of socially successful elementary school-aged children with autism [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Justin H.G. WILLIAMS, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur . - p.94-102.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-1 (January 2017) . - p.94-102
Mots-clés : Autism spectrum disorder individual characteristics school social skills Index. décimale : PER Périodiques Résumé : Background The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD. Methods This study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained. Results The results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD. Conclusions School-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 Characterizing caregiver responses to restricted and repetitive behaviors in toddlers with autism spectrum disorder / Clare HARROP in Autism, 20-3 (April 2016)
[article]
Titre : Characterizing caregiver responses to restricted and repetitive behaviors in toddlers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Clare HARROP, Auteur ; Amanda GULSRUD, Auteur ; Wendy SHIH, Auteur ; Lilit HOVSEPYAN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.330-342 Langues : Anglais (eng) Mots-clés : autism spectrum disorders interventions—psychosocial/behavioral repetitive behaviors and interests Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors are a core feature of autism spectrum disorder. This descriptive study documented the presence of restricted and repetitive behaviors in 85 toddlers with autism spectrum disorder as they interacted with their caregiver in a play interaction. For each child restricted and repetitive behavior, a caregiver response/non-response was coded. Caregiver responses were rated as successful or unsuccessful. In all, 83 toddlers demonstrated at least one restricted and repetitive behavior in 10?min. The most common child restricted and repetitive behavior was repetitive object use with 72 children displaying at least one instance of this category of restricted and repetitive behavior. Overall, caregivers responded to fewer than half of their child’s restricted and repetitive behaviors, and caregiver response varied by child restricted and repetitive behavior type. The most common response was redirection. Success varied by child restricted and repetitive behavior type and caregiver response—redirections were most successful for child verbal and motor restricted and repetitive behaviors, whereas physical or verbal responses were rated more successful for repetitive object use and visual restricted and repetitive behaviors. This study represents the first attempt to characterize how caregivers respond to restricted and repetitive behaviors. Toddlers with autism spectrum disorder are already demonstrating a variety of restricted and repetitive behaviors within the context of a free play sessions, and caregivers differentially and naturally respond to them. En ligne : http://dx.doi.org/10.1177/1362361315580443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285
in Autism > 20-3 (April 2016) . - p.330-342[article] Characterizing caregiver responses to restricted and repetitive behaviors in toddlers with autism spectrum disorder [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Amanda GULSRUD, Auteur ; Wendy SHIH, Auteur ; Lilit HOVSEPYAN, Auteur ; Connie KASARI, Auteur . - p.330-342.
Langues : Anglais (eng)
in Autism > 20-3 (April 2016) . - p.330-342
Mots-clés : autism spectrum disorders interventions—psychosocial/behavioral repetitive behaviors and interests Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors are a core feature of autism spectrum disorder. This descriptive study documented the presence of restricted and repetitive behaviors in 85 toddlers with autism spectrum disorder as they interacted with their caregiver in a play interaction. For each child restricted and repetitive behavior, a caregiver response/non-response was coded. Caregiver responses were rated as successful or unsuccessful. In all, 83 toddlers demonstrated at least one restricted and repetitive behavior in 10?min. The most common child restricted and repetitive behavior was repetitive object use with 72 children displaying at least one instance of this category of restricted and repetitive behavior. Overall, caregivers responded to fewer than half of their child’s restricted and repetitive behaviors, and caregiver response varied by child restricted and repetitive behavior type. The most common response was redirection. Success varied by child restricted and repetitive behavior type and caregiver response—redirections were most successful for child verbal and motor restricted and repetitive behaviors, whereas physical or verbal responses were rated more successful for repetitive object use and visual restricted and repetitive behaviors. This study represents the first attempt to characterize how caregivers respond to restricted and repetitive behaviors. Toddlers with autism spectrum disorder are already demonstrating a variety of restricted and repetitive behaviors within the context of a free play sessions, and caregivers differentially and naturally respond to them. En ligne : http://dx.doi.org/10.1177/1362361315580443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition / Connie KASARI in Journal of Child Psychology and Psychiatry, 57-2 (February 2016)
[article]
Titre : Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur Article en page(s) : p.171-179 Langues : Anglais (eng) Mots-clés : Social skills groups autism spectrum disorders inclusion peer relationships teacher child relationship social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179[article] Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur . - p.171-179.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179
Mots-clés : Social skills groups autism spectrum disorders inclusion peer relationships teacher child relationship social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 Communication growth in minimally verbal children with ASD: The importance of interaction / Charlotte DISTEFANO in Autism Research, 9-10 (October 2016)
[article]
Titre : Communication growth in minimally verbal children with ASD: The importance of interaction Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte DISTEFANO, Auteur ; Wendy SHIH, Auteur ; Ann P. KAISER, Auteur ; Rebecca LANDA, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1093-1102 Langues : Anglais (eng) Mots-clés : minimally verbal language communication intervention Index. décimale : PER Périodiques Résumé : Little is known about language development in children with Autism Spectrum Disorders (ASD) who remain minimally verbal past age 5. While there is evidence that children can develop language after age 5, we lack detailed information. Studies of this population generally focus on discrete language skills without addressing broader social-communication abilities. As communication and social deficits are both inherent to ASD, an examination of not only what language skills are acquired, but how those skills are used in interactions is relevant. Research in typical development has examined how communication interchanges (unbroken back-and-forth exchanges around a unified purpose) develop, which can be used as a framework for studying minimally verbal children. This study examined the interchange use by 55 children with ASD over the course of a 6-month play and engagement-based communication intervention. Half of the children received intervention sessions that also incorporated a speech-generating device (SGD). Interchanges were coded by: frequency, length, function, and initiator (child or adult). Results indicated that children initiated a large proportion of interchanges and this proportion increased over time. The average length and number of interchanges increased over time, with children in the SGD group showing even greater growth. Finally, children's total number of interchanges at baseline was positively associated with their spoken language gains over the course of intervention. This study supports the crucial relationship between social engagement and expressive language development, and highlights the need to include sustained communication interchanges as a target for intervention with this population. En ligne : http://dx.doi.org/10.1002/aur.1594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294
in Autism Research > 9-10 (October 2016) . - p.1093-1102[article] Communication growth in minimally verbal children with ASD: The importance of interaction [Texte imprimé et/ou numérique] / Charlotte DISTEFANO, Auteur ; Wendy SHIH, Auteur ; Ann P. KAISER, Auteur ; Rebecca LANDA, Auteur ; Connie KASARI, Auteur . - p.1093-1102.
Langues : Anglais (eng)
in Autism Research > 9-10 (October 2016) . - p.1093-1102
Mots-clés : minimally verbal language communication intervention Index. décimale : PER Périodiques Résumé : Little is known about language development in children with Autism Spectrum Disorders (ASD) who remain minimally verbal past age 5. While there is evidence that children can develop language after age 5, we lack detailed information. Studies of this population generally focus on discrete language skills without addressing broader social-communication abilities. As communication and social deficits are both inherent to ASD, an examination of not only what language skills are acquired, but how those skills are used in interactions is relevant. Research in typical development has examined how communication interchanges (unbroken back-and-forth exchanges around a unified purpose) develop, which can be used as a framework for studying minimally verbal children. This study examined the interchange use by 55 children with ASD over the course of a 6-month play and engagement-based communication intervention. Half of the children received intervention sessions that also incorporated a speech-generating device (SGD). Interchanges were coded by: frequency, length, function, and initiator (child or adult). Results indicated that children initiated a large proportion of interchanges and this proportion increased over time. The average length and number of interchanges increased over time, with children in the SGD group showing even greater growth. Finally, children's total number of interchanges at baseline was positively associated with their spoken language gains over the course of intervention. This study supports the crucial relationship between social engagement and expressive language development, and highlights the need to include sustained communication interchanges as a target for intervention with this population. En ligne : http://dx.doi.org/10.1002/aur.1594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 Examining playground engagement between elementary school children with and without autism spectrum disorder / Jill LOCKE in Autism, 20-6 (August 2016)
[article]
Titre : Examining playground engagement between elementary school children with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Wendy SHIH, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.653-662 Langues : Anglais (eng) Mots-clés : autism spectrum disorder peers playground engagement social communication Index. décimale : PER Périodiques Résumé : Little is known about the social behavior of children with and without autism spectrum disorder during recess. This study documented the naturally occurring recess engagement and peer interaction behaviors of children with and without autism spectrum disorder in inclusive school settings. Participants included 51 children with autism spectrum disorder and 51 classmates without autism spectrum disorder who served as peer models matched on gender, classroom, grade, age, and ethnicity. Using a timed-interval behavior-coding system, children with autism spectrum disorder spent approximately 30% of their recess time engaged in solitary activities, whereas their classmates only spent approximately 9% of recess unengaged. In addition, children with autism spectrum disorder spent about 40% of the recess period jointly engaged with peers in a reciprocal activity, conversation, or game as compared to 70% for matched classmates. These findings provide a context for which to interpret intervention outcomes and gains for children with autism spectrum disorder in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361315599468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Autism > 20-6 (August 2016) . - p.653-662[article] Examining playground engagement between elementary school children with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Wendy SHIH, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur . - p.653-662.
Langues : Anglais (eng)
in Autism > 20-6 (August 2016) . - p.653-662
Mots-clés : autism spectrum disorder peers playground engagement social communication Index. décimale : PER Périodiques Résumé : Little is known about the social behavior of children with and without autism spectrum disorder during recess. This study documented the naturally occurring recess engagement and peer interaction behaviors of children with and without autism spectrum disorder in inclusive school settings. Participants included 51 children with autism spectrum disorder and 51 classmates without autism spectrum disorder who served as peer models matched on gender, classroom, grade, age, and ethnicity. Using a timed-interval behavior-coding system, children with autism spectrum disorder spent approximately 30% of their recess time engaged in solitary activities, whereas their classmates only spent approximately 9% of recess unengaged. In addition, children with autism spectrum disorder spent about 40% of the recess period jointly engaged with peers in a reciprocal activity, conversation, or game as compared to 70% for matched classmates. These findings provide a context for which to interpret intervention outcomes and gains for children with autism spectrum disorder in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361315599468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention / Stephanie Y. SHIRE in Autism, 26-3 (April 2022)
PermalinkFriendships in preschool children with autism spectrum disorder: What holds them back, child characteristics or teacher behavior? / Ya-Chih CHANG in Autism, 20-1 (January 2016)
PermalinkHybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial / Stephanie Y. SHIRE in Journal of Child Psychology and Psychiatry, 58-5 (May 2017)
PermalinkIt’s who you know: Caregiver social networks predict service use among under-resourced children with autism / Amanda GULSRUD in Research in Autism Spectrum Disorders, 88 (October 2021)
PermalinkMediation of meaningful outcomes in early intervention: a commentary on Carruthers et al. (2023) / Wendy SHIH in Journal of Child Psychology and Psychiatry, 65-2 (February 2024)
PermalinkParents’ Adoption of Social Communication Intervention Strategies: Families Including Children with Autism Spectrum Disorder Who are Minimally Verbal / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
PermalinkPeer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention / Stephanie Y. SHIRE in Autism, 24-8 (November 2020)
PermalinkPreschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom / Ya-Chih CHANG in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
PermalinkRelationship Among Anxiety, Depression, and Family Impact in Adolescents With Autism Spectrum Disorder and Average-Range IQ / Suzannah IADAROLA in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)
PermalinkSocial network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)
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