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Détail de l'auteur
Auteur Jeffrey S. KARST |
Documents disponibles écrits par cet auteur (5)
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Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD) / Bridget K. DOLAN in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
[article]
Titre : Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Bridget K. DOLAN, Auteur ; Amy V. VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Jeffrey S. KARST, Auteur ; Sheryl STEVENS, Auteur ; Kirsten A. SCHOHL, Auteur ; Stephanie POTTS, Auteur ; Jenna KAHNE, Auteur ; Nina LINNEMAN, Auteur ; Rheanna REMMEL, Auteur ; Emily HUMMEL, Auteur Article en page(s) : p.2251-2259 Langues : Anglais (eng) Mots-clés : Autism ASD Adolescence PEERS Intervention Social skills Observational In vivo Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596–606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277–1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS. En ligne : http://dx.doi.org/10.1007/s10803-016-2738-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2251-2259[article] Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / Bridget K. DOLAN, Auteur ; Amy V. VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Jeffrey S. KARST, Auteur ; Sheryl STEVENS, Auteur ; Kirsten A. SCHOHL, Auteur ; Stephanie POTTS, Auteur ; Jenna KAHNE, Auteur ; Nina LINNEMAN, Auteur ; Rheanna REMMEL, Auteur ; Emily HUMMEL, Auteur . - p.2251-2259.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2251-2259
Mots-clés : Autism ASD Adolescence PEERS Intervention Social skills Observational In vivo Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596–606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277–1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS. En ligne : http://dx.doi.org/10.1007/s10803-016-2738-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS® Social Skills Intervention on Social Behavior Among Females with ASD / Alana J. MCVEY in Journal of Autism and Developmental Disorders, 47-7 (July 2017)
[article]
Titre : Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS® Social Skills Intervention on Social Behavior Among Females with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Alana J. MCVEY, Auteur ; Hillary SCHILTZ, Auteur ; Angela HAENDEL, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Audrey M. CARSON, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth VOGT, Auteur ; Amy Vaughan VAN HECKE, Auteur Article en page(s) : p.2282-2289 Langues : Anglais (eng) Mots-clés : Autism ASD Females Intervention Social skills Index. décimale : PER Périodiques Résumé : A paucity of research has been conducted to examine the effect of social skills intervention on females with ASD. Females with ASD may have more difficulty developing meaningful friendships than males, as the social climate can be more complex (Archer, Coyne, Personality and Social Psychology Review 9(3):212–230, 2005). This study examined whether treatment response among females differed from males. One hundred and seventy-seven adolescents and young adults with ASD (N?=?177) participated in this study. When analyzed by group, no significant differences by gender emerged: PEERS® knowledge (TASSK/TYASSK, p?=?.494), direct interactions (QSQ, p?=?.762), or social responsiveness (SRS, p?=?.689; SSIS-RS, p?=?.482). Thus, females and males with ASD respond similarly to the PEERS® intervention. En ligne : https://doi.org/10.1007/s10803-017-3121-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314
in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2282-2289[article] Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS® Social Skills Intervention on Social Behavior Among Females with ASD [Texte imprimé et/ou numérique] / Alana J. MCVEY, Auteur ; Hillary SCHILTZ, Auteur ; Angela HAENDEL, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Audrey M. CARSON, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth VOGT, Auteur ; Amy Vaughan VAN HECKE, Auteur . - p.2282-2289.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2282-2289
Mots-clés : Autism ASD Females Intervention Social skills Index. décimale : PER Périodiques Résumé : A paucity of research has been conducted to examine the effect of social skills intervention on females with ASD. Females with ASD may have more difficulty developing meaningful friendships than males, as the social climate can be more complex (Archer, Coyne, Personality and Social Psychology Review 9(3):212–230, 2005). This study examined whether treatment response among females differed from males. One hundred and seventy-seven adolescents and young adults with ASD (N?=?177) participated in this study. When analyzed by group, no significant differences by gender emerged: PEERS® knowledge (TASSK/TYASSK, p?=?.494), direct interactions (QSQ, p?=?.762), or social responsiveness (SRS, p?=?.689; SSIS-RS, p?=?.482). Thus, females and males with ASD respond similarly to the PEERS® intervention. En ligne : https://doi.org/10.1007/s10803-017-3121-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders / Amy Vaughan VAN HECKE in Journal of Autism and Developmental Disorders, 45-2 (February 2015)
[article]
Titre : Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Amy Vaughan VAN HECKE, Auteur ; Sheryl STEVENS, Auteur ; Audrey M. CARSON, Auteur ; Jeffrey S. KARST, Auteur ; Bridget DOLAN, Auteur ; Kirsten SCHOHL, Auteur ; Ryan J. MCKINDLES, Auteur ; Rheanna REMMEL, Auteur ; Scott BROCKMAN, Auteur Article en page(s) : p.316-335 Langues : Anglais (eng) Mots-clés : Autism Adolescence EEG Asymmetry PEERS Intervention Brain Plasticity Index. décimale : PER Périodiques Résumé : This study examined whether the Program for the Education and Enrichment of Relational Skills (PEERS: Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual, Routledge, New York, 2010a) affected neural function, via EEG asymmetry, in a randomized controlled trial of adolescents with Autism spectrum disorders (ASD) and a group of typically developing adolescents. Adolescents with ASD in PEERS shifted from right-hemisphere gamma-band EEG asymmetry before PEERS to left-hemisphere EEG asymmetry after PEERS, versus a waitlist ASD group. Left-hemisphere EEG asymmetry was associated with more social contacts and knowledge, and fewer symptoms of autism. Adolescents with ASD in PEERS no longer differed from typically developing adolescents in left-dominant EEG asymmetry at post-test. These findings are discussed via the Modifier Model of Autism (Mundy et al. in Res Pract Persons Severe Disabl 32(2):124, 2007), with emphasis on remediating isolation/withdrawal in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1883-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.316-335[article] Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Amy Vaughan VAN HECKE, Auteur ; Sheryl STEVENS, Auteur ; Audrey M. CARSON, Auteur ; Jeffrey S. KARST, Auteur ; Bridget DOLAN, Auteur ; Kirsten SCHOHL, Auteur ; Ryan J. MCKINDLES, Auteur ; Rheanna REMMEL, Auteur ; Scott BROCKMAN, Auteur . - p.316-335.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.316-335
Mots-clés : Autism Adolescence EEG Asymmetry PEERS Intervention Brain Plasticity Index. décimale : PER Périodiques Résumé : This study examined whether the Program for the Education and Enrichment of Relational Skills (PEERS: Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual, Routledge, New York, 2010a) affected neural function, via EEG asymmetry, in a randomized controlled trial of adolescents with Autism spectrum disorders (ASD) and a group of typically developing adolescents. Adolescents with ASD in PEERS shifted from right-hemisphere gamma-band EEG asymmetry before PEERS to left-hemisphere EEG asymmetry after PEERS, versus a waitlist ASD group. Left-hemisphere EEG asymmetry was associated with more social contacts and knowledge, and fewer symptoms of autism. Adolescents with ASD in PEERS no longer differed from typically developing adolescents in left-dominant EEG asymmetry at post-test. These findings are discussed via the Modifier Model of Autism (Mundy et al. in Res Pract Persons Severe Disabl 32(2):124, 2007), with emphasis on remediating isolation/withdrawal in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1883-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder / Jeffrey S. KARST in Journal of Autism and Developmental Disorders, 45-3 (March 2015)
[article]
Titre : Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey S. KARST, Auteur ; Amy Vaughan VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Sheryl STEVENS, Auteur ; Kirsten SCHOHL, Auteur ; Bridget DOLAN, Auteur Article en page(s) : p.752-765 Langues : Anglais (eng) Mots-clés : Autism Parents Caregivers PEERS Intervention Index. décimale : PER Périodiques Résumé : Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful long-term treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social skills intervention designed for adolescents with high-functioning ASD. This study assessed the impact of PEERS on family chaos, parenting stress, and parenting self-efficacy via a randomized, controlled trial. Results suggested beneficial effects for the experimental group in the domain of family chaos compared to the waitlist control, while parents in the PEERS experimental group also demonstrated increased parenting self-efficacy. These findings highlight adjunctive family system benefits of PEERS intervention and suggest the need for overall better understanding of parent and family outcomes of ASD interventions. En ligne : http://dx.doi.org/10.1007/s10803-014-2231-6 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.752-765[article] Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jeffrey S. KARST, Auteur ; Amy Vaughan VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Sheryl STEVENS, Auteur ; Kirsten SCHOHL, Auteur ; Bridget DOLAN, Auteur . - p.752-765.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.752-765
Mots-clés : Autism Parents Caregivers PEERS Intervention Index. décimale : PER Périodiques Résumé : Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful long-term treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social skills intervention designed for adolescents with high-functioning ASD. This study assessed the impact of PEERS on family chaos, parenting stress, and parenting self-efficacy via a randomized, controlled trial. Results suggested beneficial effects for the experimental group in the domain of family chaos compared to the waitlist control, while parents in the PEERS experimental group also demonstrated increased parenting self-efficacy. These findings highlight adjunctive family system benefits of PEERS intervention and suggest the need for overall better understanding of parent and family outcomes of ASD interventions. En ligne : http://dx.doi.org/10.1007/s10803-014-2231-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder / Alana J. MCVEY in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
[article]
Titre : A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Alana J. MCVEY, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Christina L. CASNAR, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth M. VOGT, Auteur ; Nakia S. GORDON, Auteur ; Amy Vaughan VAN HECKE, Auteur Article en page(s) : p.3739-3754 Langues : Anglais (eng) Mots-clés : Autism ASD Social anxiety Young adulthood Intervention Social skills Index. décimale : PER Périodiques Résumé : Young adults with ASD experience difficulties with social skills, empathy, loneliness, and social anxiety. One intervention, PEERS® for Young Adults, shows promise in addressing these challenges. The present study replicated and extended the original study by recruiting a larger sample (N?=?56), employing a gold standard ASD assessment tool, and examining changes in social anxiety utilizing a randomized controlled trial design. Results indicated improvements in social responsiveness (SSIS-RS SS, p?=?.006 and CPB, p?=?.005; SRS, p?=?.004), PEERS® knowledge (TYASSK, p?=?.001), empathy (EQ, p?=?.044), direct interactions (QSQ-YA, p?=?.059), and social anxiety (LSAS-SR, p?=?.019). Findings demonstrate further empirical support for the intervention for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2911-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3739-3754[article] A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Alana J. MCVEY, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Christina L. CASNAR, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth M. VOGT, Auteur ; Nakia S. GORDON, Auteur ; Amy Vaughan VAN HECKE, Auteur . - p.3739-3754.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3739-3754
Mots-clés : Autism ASD Social anxiety Young adulthood Intervention Social skills Index. décimale : PER Périodiques Résumé : Young adults with ASD experience difficulties with social skills, empathy, loneliness, and social anxiety. One intervention, PEERS® for Young Adults, shows promise in addressing these challenges. The present study replicated and extended the original study by recruiting a larger sample (N?=?56), employing a gold standard ASD assessment tool, and examining changes in social anxiety utilizing a randomized controlled trial design. Results indicated improvements in social responsiveness (SSIS-RS SS, p?=?.006 and CPB, p?=?.005; SRS, p?=?.004), PEERS® knowledge (TYASSK, p?=?.001), empathy (EQ, p?=?.044), direct interactions (QSQ-YA, p?=?.059), and social anxiety (LSAS-SR, p?=?.019). Findings demonstrate further empirical support for the intervention for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2911-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297