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Détail de l'auteur
Auteur Brian A. BOYD |
Documents disponibles écrits par cet auteur (47)
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Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders / Jessica R. DYKSTRA in Autism, 17-5 (September 2013)
[article]
Titre : Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jessica R. DYKSTRA, Auteur ; Maura SABATOS-DEVITO, Auteur ; Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.582-594 Langues : Anglais (eng) Mots-clés : autism spectrum disorders preschool language natural environment LENA system Index. décimale : PER Périodiques Résumé : This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed. En ligne : http://dx.doi.org/10.1177/1362361312446206 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Autism > 17-5 (September 2013) . - p.582-594[article] Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders [Texte imprimé et/ou numérique] / Jessica R. DYKSTRA, Auteur ; Maura SABATOS-DEVITO, Auteur ; Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Samuel L ODOM, Auteur . - p.582-594.
Langues : Anglais (eng)
in Autism > 17-5 (September 2013) . - p.582-594
Mots-clés : autism spectrum disorders preschool language natural environment LENA system Index. décimale : PER Périodiques Résumé : This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed. En ligne : http://dx.doi.org/10.1177/1362361312446206 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 Validation of the Pictorial Infant Communication Scale for preschool-aged children with autism spectrum disorder / Christine S. GHILAIN in Autism, 21-2 (February 2017)
[article]
Titre : Validation of the Pictorial Infant Communication Scale for preschool-aged children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christine S. GHILAIN, Auteur ; Meaghan V. PARLADE, Auteur ; Matthew T. MCBEE, Auteur ; Drew C. COMAN, Auteur ; Taylor OWEN, Auteur ; Anibal GUTIERREZ, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur ; Michael ALESSANDRI, Auteur Article en page(s) : p.203-216 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Joint attention, or the shared focus of attention between objects or events and a social partner, is a crucial milestone in the development of social communication and a notable area of deficit in children with autism spectrum disorder. While valid parent-report screening measures of social communication are available, the majority of these measures are designed to assess a wide range of behaviors. Targeted assessment of joint attention and related skills is primarily limited to semi-structured, examiner-led interactions, which are time-consuming and laborious to score. The Pictorial Infant Communication Scale is an efficient parent-report measure of joint attention that can be used as a complement to structured assessments in fully characterizing early social communication development. This study examined the psychometric properties of the Pictorial Infant Communication Scale. Results revealed a high degree of internal consistency and strong intercorrelations between subscales. Additionally, confirmatory factor analysis supported a three-factor model of joint attention. Furthermore, significant correlations between the Pictorial Infant Communication Scale and direct clinical measures of child joint attention, language skills, and autism spectrum disorder symptom severity were suggestive of concurrent validity. Findings suggest that the Pictorial Infant Communication Scale is a promising tool for measuring joint attention skills in preschool-aged children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316636757 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Autism > 21-2 (February 2017) . - p.203-216[article] Validation of the Pictorial Infant Communication Scale for preschool-aged children with autism spectrum disorder [Texte imprimé et/ou numérique] / Christine S. GHILAIN, Auteur ; Meaghan V. PARLADE, Auteur ; Matthew T. MCBEE, Auteur ; Drew C. COMAN, Auteur ; Taylor OWEN, Auteur ; Anibal GUTIERREZ, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur ; Michael ALESSANDRI, Auteur . - p.203-216.
Langues : Anglais (eng)
in Autism > 21-2 (February 2017) . - p.203-216
Index. décimale : PER Périodiques Résumé : Joint attention, or the shared focus of attention between objects or events and a social partner, is a crucial milestone in the development of social communication and a notable area of deficit in children with autism spectrum disorder. While valid parent-report screening measures of social communication are available, the majority of these measures are designed to assess a wide range of behaviors. Targeted assessment of joint attention and related skills is primarily limited to semi-structured, examiner-led interactions, which are time-consuming and laborious to score. The Pictorial Infant Communication Scale is an efficient parent-report measure of joint attention that can be used as a complement to structured assessments in fully characterizing early social communication development. This study examined the psychometric properties of the Pictorial Infant Communication Scale. Results revealed a high degree of internal consistency and strong intercorrelations between subscales. Additionally, confirmatory factor analysis supported a three-factor model of joint attention. Furthermore, significant correlations between the Pictorial Infant Communication Scale and direct clinical measures of child joint attention, language skills, and autism spectrum disorder symptom severity were suggestive of concurrent validity. Findings suggest that the Pictorial Infant Communication Scale is a promising tool for measuring joint attention skills in preschool-aged children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316636757 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303