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Auteur Wendy SHIH |
Documents disponibles écrits par cet auteur (19)
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Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches / Connie KASARI in Autism Research, 16-6 (June 2023)
[article]
Titre : Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Rebecca LANDA, Auteur ; Lynne LEVATO, Auteur ; Tristram SMITH, Auteur Article en page(s) : p.1236-1246 Langues : Anglais (eng) Mots-clés : developmental delay DTT JASPER language minimally verbal preschoolers RCT Index. décimale : PER Périodiques Résumé : Abstract Preschool autistic children with significant global developmental delays and very limited language skills are at high risk for remaining minimally verbal at entry into primary school. This study compared two early intervention models for improving social communication and spoken language outcomes in 164 children who received intervention in their community preschool program for 6?months, with a six-month follow-up. The primary outcome measure was a standardized language assessment, and secondary measures focused on social communication. Results indicated children on average made 6?months gain in language development in the active 6?months of intervention with no difference between intervention models. Children who initiated joint attention more frequently, or who had higher receptive language at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater spoken language progress from exit to follow-up. These findings suggest that progress can be made in autistic children who have very little spoken language and who receive targeted early interventions. Individual trajectories vary and depend in part on initial abilities in social communication and receptive language. Future research might consider methods to systematically personalize approaches to fit child characteristics and family preference. Lay Summary This study compared two different early intervention approaches for teaching spoken language to minimally verbal, globally delayed autistic preschoolers. Children were given an hour of therapy daily for 6 months and then reassessed 6 months later. The majority of the 164 participants were from historically excluded populations (low income and minority), and therapy was delivered in school community settings by expert clinicians. Results indicated that the participants made significant progress regardless of intervention approach: 6?months gain in standardized language scores over 6?months, but slower progress during the period after therapy ended. Children who initiated joint attention more frequently, or who had higher language understanding at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater language progress during 6-month period after therapy ended. These findings suggest that progress can be made in children with ASD who have very little spoken language and who receive targeted early interventions. En ligne : https://doi.org/10.1002/aur.2932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507
in Autism Research > 16-6 (June 2023) . - p.1236-1246[article] Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Rebecca LANDA, Auteur ; Lynne LEVATO, Auteur ; Tristram SMITH, Auteur . - p.1236-1246.
Langues : Anglais (eng)
in Autism Research > 16-6 (June 2023) . - p.1236-1246
Mots-clés : developmental delay DTT JASPER language minimally verbal preschoolers RCT Index. décimale : PER Périodiques Résumé : Abstract Preschool autistic children with significant global developmental delays and very limited language skills are at high risk for remaining minimally verbal at entry into primary school. This study compared two early intervention models for improving social communication and spoken language outcomes in 164 children who received intervention in their community preschool program for 6?months, with a six-month follow-up. The primary outcome measure was a standardized language assessment, and secondary measures focused on social communication. Results indicated children on average made 6?months gain in language development in the active 6?months of intervention with no difference between intervention models. Children who initiated joint attention more frequently, or who had higher receptive language at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater spoken language progress from exit to follow-up. These findings suggest that progress can be made in autistic children who have very little spoken language and who receive targeted early interventions. Individual trajectories vary and depend in part on initial abilities in social communication and receptive language. Future research might consider methods to systematically personalize approaches to fit child characteristics and family preference. Lay Summary This study compared two different early intervention approaches for teaching spoken language to minimally verbal, globally delayed autistic preschoolers. Children were given an hour of therapy daily for 6 months and then reassessed 6 months later. The majority of the 164 participants were from historically excluded populations (low income and minority), and therapy was delivered in school community settings by expert clinicians. Results indicated that the participants made significant progress regardless of intervention approach: 6?months gain in standardized language scores over 6?months, but slower progress during the period after therapy ended. Children who initiated joint attention more frequently, or who had higher language understanding at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater language progress during 6-month period after therapy ended. These findings suggest that progress can be made in children with ASD who have very little spoken language and who receive targeted early interventions. En ligne : https://doi.org/10.1002/aur.2932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 The impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses / Clare HARROP in Autism Research, 10-5 (May 2017)
[article]
Titre : The impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses 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.983-992 Langues : Anglais (eng) Mots-clés : intervention early restricted/repetitive behaviors parent training intervention – behavioral Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors (RRBs) are a core feature of autism spectrum disorder (ASD). Compared to the social-communication impairments, we know considerably less about why children engage in RRBs and if and how to intervene with these behaviors. As a result, early intervention has typically focused on social-communication. In this study, we were interested in understanding how child RRBs changed following an intervention targeting social-communication behaviors and if caregiver training changed how they responded to their child's RRBs. Eighty-six toddlers with ASD and their caregivers received one of two interventions: caregivers were either actively coached while playing with their child (JASPER) or attended information sessions about ASD. On three different occasions (when they entered the study, following 10 weeks of intervention and 6-months after) caregivers were filmed playing with their child. From these recordings, we coded child RRBs and caregiver responses to these behaviors. Child RRBs remained relatively stable following intervention in both groups, but increased when the children returned at 6-months. Caregivers who received one-on-one coaching (JASPER) responded to a greater number of their child's RRBs and their responses were rated as more successful. Our study showed that a short-term social-communication intervention delivered through caregivers had “spillover effects” on how they also responded to their child's RRBs. Interventions targeting social-communication behaviors should also examine how these treatments affect child RRBs and how caregiver responses to these behaviors may change following training. En ligne : http://dx.doi.org/10.1002/aur.1732 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307
in Autism Research > 10-5 (May 2017) . - p.983-992[article] The impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Amanda GULSRUD, Auteur ; Wendy SHIH, Auteur ; Lilit HOVSEPYAN, Auteur ; Connie KASARI, Auteur . - p.983-992.
Langues : Anglais (eng)
in Autism Research > 10-5 (May 2017) . - p.983-992
Mots-clés : intervention early restricted/repetitive behaviors parent training intervention – behavioral Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors (RRBs) are a core feature of autism spectrum disorder (ASD). Compared to the social-communication impairments, we know considerably less about why children engage in RRBs and if and how to intervene with these behaviors. As a result, early intervention has typically focused on social-communication. In this study, we were interested in understanding how child RRBs changed following an intervention targeting social-communication behaviors and if caregiver training changed how they responded to their child's RRBs. Eighty-six toddlers with ASD and their caregivers received one of two interventions: caregivers were either actively coached while playing with their child (JASPER) or attended information sessions about ASD. On three different occasions (when they entered the study, following 10 weeks of intervention and 6-months after) caregivers were filmed playing with their child. From these recordings, we coded child RRBs and caregiver responses to these behaviors. Child RRBs remained relatively stable following intervention in both groups, but increased when the children returned at 6-months. Caregivers who received one-on-one coaching (JASPER) responded to a greater number of their child's RRBs and their responses were rated as more successful. Our study showed that a short-term social-communication intervention delivered through caregivers had “spillover effects” on how they also responded to their child's RRBs. Interventions targeting social-communication behaviors should also examine how these treatments affect child RRBs and how caregiver responses to these behaviors may change following training. En ligne : http://dx.doi.org/10.1002/aur.1732 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
[article]
Titre : The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur Article en page(s) : p.1218-1225 Langues : Anglais (eng) Mots-clés : Gender autism spectrum disorders inclusion schools peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225[article] The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD [Texte imprimé et/ou numérique] / Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur . - p.1218-1225.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225
Mots-clés : Gender autism spectrum disorders inclusion schools peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 The relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder / Themba CARR in Autism, 20-6 (August 2016)
[article]
Titre : The relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Themba CARR, Auteur ; Wendy SHIH, Auteur ; Kathy LAWTON, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur ; Connie KASARI, Auteur Article en page(s) : p.643-652 Langues : Anglais (eng) Mots-clés : adherence attendance autism caregiver-mediated intervention under-resourced families Index. décimale : PER Périodiques Résumé : Rates of participation in intervention research have not been extensively studied within autism spectrum disorder. Such research is important given the benefit of early intervention on long-term prognosis for children with autism spectrum disorder. The goals of this study were to examine how family demographic factors predicted treatment attendance and adherence in a caregiver-mediated randomized controlled trial targeting core deficits of autism spectrum disorder, and whether treatment attendance and adherence predicted outcome. In all, 147 caregiver–child dyads from a low-resourced population were randomized to in-home caregiver-mediated module or group-based caregiver education module treatment. Treatment attendance, adherence, and outcome (time spent in joint engagement) were the primary outcome variables. The majority of families who entered treatment (N?=?87) maintained good attendance. Attendance was significantly predicted by socioeconomic status, site, and treatment condition. Families in caregiver-mediated module reported lower levels of treatment adherence, which was significantly predicted by site, condition, caregiver stress, and child nonverbal intelligence quotient. Dyads in caregiver-mediated module had significantly longer interactions of joint engagement, which was significantly predicted by an interaction between treatment attendance and condition. Overall, the results from this study stress the importance of considering demographic variables in research design when considering barriers to treatment attendance and adherence. En ligne : http://dx.doi.org/10.1177/1362361315598634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Autism > 20-6 (August 2016) . - p.643-652[article] The relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Themba CARR, Auteur ; Wendy SHIH, Auteur ; Kathy LAWTON, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur ; Connie KASARI, Auteur . - p.643-652.
Langues : Anglais (eng)
in Autism > 20-6 (August 2016) . - p.643-652
Mots-clés : adherence attendance autism caregiver-mediated intervention under-resourced families Index. décimale : PER Périodiques Résumé : Rates of participation in intervention research have not been extensively studied within autism spectrum disorder. Such research is important given the benefit of early intervention on long-term prognosis for children with autism spectrum disorder. The goals of this study were to examine how family demographic factors predicted treatment attendance and adherence in a caregiver-mediated randomized controlled trial targeting core deficits of autism spectrum disorder, and whether treatment attendance and adherence predicted outcome. In all, 147 caregiver–child dyads from a low-resourced population were randomized to in-home caregiver-mediated module or group-based caregiver education module treatment. Treatment attendance, adherence, and outcome (time spent in joint engagement) were the primary outcome variables. The majority of families who entered treatment (N?=?87) maintained good attendance. Attendance was significantly predicted by socioeconomic status, site, and treatment condition. Families in caregiver-mediated module reported lower levels of treatment adherence, which was significantly predicted by site, condition, caregiver stress, and child nonverbal intelligence quotient. Dyads in caregiver-mediated module had significantly longer interactions of joint engagement, which was significantly predicted by an interaction between treatment attendance and condition. Overall, the results from this study stress the importance of considering demographic variables in research design when considering barriers to treatment attendance and adherence. En ligne : http://dx.doi.org/10.1177/1362361315598634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290