Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Kristelle HUDRY |
Documents disponibles écrits par cet auteur (30)
Faire une suggestion Affiner la recherche
Agent familiarity and emotional context influence the everyday empathic responding of young children with autism / Kristelle HUDRY in Research in Autism Spectrum Disorders, 3-1 (January 2009)
[article]
Titre : Agent familiarity and emotional context influence the everyday empathic responding of young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Kristelle HUDRY, Auteur ; Virginia P. SLAUGHTER, Auteur Année de publication : 2009 Article en page(s) : p.74-85 Langues : Anglais (eng) Mots-clés : Autism Children Empathy Emotion Parent-report Moderators Familiarity Index. décimale : PER Périodiques Résumé : Whereas research addressing empathy in autism spectrum disorders (ASD) tends to employ pencil-and-paper and laboratory-based behavioural methods, the current study is novel in eliciting parent-report data regarding everyday empathy, sampling various emotional situations regularly encountered by children. Parents of typically-developing children and children diagnosed with ASD and DS completed the newly-developed Day-to-Day Child Empathy Questionnaire. Analysis of descriptions of their children's responses to the various empathy-inducing situations supports the notion of an empathy deficit in ASD, confirming previous laboratory-based findings. However, important moderation effects were also demonstrated, for both control and clinical groups. In particular, parents reported children in all groups to be more likely to respond empathically to a familiar agent. The nature of children's responses also varied according to the specific emotional context. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.74-85[article] Agent familiarity and emotional context influence the everyday empathic responding of young children with autism [Texte imprimé et/ou numérique] / Kristelle HUDRY, Auteur ; Virginia P. SLAUGHTER, Auteur . - 2009 . - p.74-85.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.74-85
Mots-clés : Autism Children Empathy Emotion Parent-report Moderators Familiarity Index. décimale : PER Périodiques Résumé : Whereas research addressing empathy in autism spectrum disorders (ASD) tends to employ pencil-and-paper and laboratory-based behavioural methods, the current study is novel in eliciting parent-report data regarding everyday empathy, sampling various emotional situations regularly encountered by children. Parents of typically-developing children and children diagnosed with ASD and DS completed the newly-developed Day-to-Day Child Empathy Questionnaire. Analysis of descriptions of their children's responses to the various empathy-inducing situations supports the notion of an empathy deficit in ASD, confirming previous laboratory-based findings. However, important moderation effects were also demonstrated, for both control and clinical groups. In particular, parents reported children in all groups to be more likely to respond empathically to a familiar agent. The nature of children's responses also varied according to the specific emotional context. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 Book review: Interactive Play for Children with Autism: by Diana Seach. Abingdon: Routledge, 2007. ISBN 978 0 415 33326 1. £19.99 pbk. 223 pp / Kristelle HUDRY in Autism, 12-4 (July 2008)
[article]
Titre : Book review: Interactive Play for Children with Autism: by Diana Seach. Abingdon: Routledge, 2007. ISBN 978 0 415 33326 1. £19.99 pbk. 223 pp Type de document : Texte imprimé et/ou numérique Auteurs : Kristelle HUDRY, Auteur Année de publication : 2008 Article en page(s) : p.415-417 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361308092100 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535
in Autism > 12-4 (July 2008) . - p.415-417[article] Book review: Interactive Play for Children with Autism: by Diana Seach. Abingdon: Routledge, 2007. ISBN 978 0 415 33326 1. £19.99 pbk. 223 pp [Texte imprimé et/ou numérique] / Kristelle HUDRY, Auteur . - 2008 . - p.415-417.
Langues : Anglais (eng)
in Autism > 12-4 (July 2008) . - p.415-417
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361308092100 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535 Caregiver sensitivity predicts infant language use, and infant language complexity predicts caregiver language complexity, in the context of possible emerging autism / Jodie SMITH in Autism Research, 16-4 (April 2023)
[article]
Titre : Caregiver sensitivity predicts infant language use, and infant language complexity predicts caregiver language complexity, in the context of possible emerging autism Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Lacey CHETCUTI, Auteur ; Lyndel KENNEDY, Auteur ; Kandice J. VARCIN, Auteur ; Vicky SLONIMS, Auteur ; Catherine A. BENT, Auteur ; Jonathan GREEN, Auteur ; Teresa IACONO, Auteur ; Sarah PILLAR, Auteur ; Carol TAYLOR, Auteur ; Ming Wai WAN, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; Kristelle HUDRY, Auteur ; the AICES TEAM, Auteur Article en page(s) : p.745-756 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract While theory supports bidirectional effects between caregiver sensitivity and language use, and infant language acquisition-both caregiver-to-infant and also infant-to-caregiver effects-empirical research has chiefly explored the former unidirectional path. In the context of infants showing early signs of autism, we investigated prospective bidirectional associations with 6-min free-play interaction samples collected for 103 caregivers and their infants (mean age 12-months; and followed up 6-months later). We anticipated that measures of caregiver sensitivity/language input and infant language would show within-domain temporal stability/continuity, but also that there would be predictive associations from earlier caregiver input to subsequent child language, and vice versa. Caregiver sensitive responsiveness (from the Manchester Assessment of Caregiver-Infant interaction [MACI]) predicted subsequent infant word tokens (i.e., amount of language, coded following the Systematic Analysis of Language Transcripts [SALT]). Further, earlier infant Mean Length of Utterance (MLU; reflecting language complexity, also derived from SALT coding) predicted later caregiver MLU, even when controlling for variability in infant ages and clear within-domain temporal stability/continuity in key measures (i.e., caregiver sensitive responsiveness and infant word tokens; and infant and caregiver MLU). These data add empirical support to theorization on how caregiver input can be both supportive of, and potentially influenced by, infant capacities, when infants have social-communication differences and/or communication/language delays suggestive of possible emerging autism. En ligne : https://doi.org/10.1002/aur.2879 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499
in Autism Research > 16-4 (April 2023) . - p.745-756[article] Caregiver sensitivity predicts infant language use, and infant language complexity predicts caregiver language complexity, in the context of possible emerging autism [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Lacey CHETCUTI, Auteur ; Lyndel KENNEDY, Auteur ; Kandice J. VARCIN, Auteur ; Vicky SLONIMS, Auteur ; Catherine A. BENT, Auteur ; Jonathan GREEN, Auteur ; Teresa IACONO, Auteur ; Sarah PILLAR, Auteur ; Carol TAYLOR, Auteur ; Ming Wai WAN, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; Kristelle HUDRY, Auteur ; the AICES TEAM, Auteur . - p.745-756.
Langues : Anglais (eng)
in Autism Research > 16-4 (April 2023) . - p.745-756
Index. décimale : PER Périodiques Résumé : Abstract While theory supports bidirectional effects between caregiver sensitivity and language use, and infant language acquisition-both caregiver-to-infant and also infant-to-caregiver effects-empirical research has chiefly explored the former unidirectional path. In the context of infants showing early signs of autism, we investigated prospective bidirectional associations with 6-min free-play interaction samples collected for 103 caregivers and their infants (mean age 12-months; and followed up 6-months later). We anticipated that measures of caregiver sensitivity/language input and infant language would show within-domain temporal stability/continuity, but also that there would be predictive associations from earlier caregiver input to subsequent child language, and vice versa. Caregiver sensitive responsiveness (from the Manchester Assessment of Caregiver-Infant interaction [MACI]) predicted subsequent infant word tokens (i.e., amount of language, coded following the Systematic Analysis of Language Transcripts [SALT]). Further, earlier infant Mean Length of Utterance (MLU; reflecting language complexity, also derived from SALT coding) predicted later caregiver MLU, even when controlling for variability in infant ages and clear within-domain temporal stability/continuity in key measures (i.e., caregiver sensitive responsiveness and infant word tokens; and infant and caregiver MLU). These data add empirical support to theorization on how caregiver input can be both supportive of, and potentially influenced by, infant capacities, when infants have social-communication differences and/or communication/language delays suggestive of possible emerging autism. En ligne : https://doi.org/10.1002/aur.2879 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings / Giacomo VIVANTI in Autism Research, 15-11 (November 2022)
[article]
Titre : Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.2200-2209 Langues : Anglais (eng) Mots-clés : Child Child, Preschool Humans Autism Spectrum Disorder/therapy/psychology Autistic Disorder Child Development Disorders, Pervasive/psychology Early Intervention, Educational Social Behavior autism spectrum disorder early intervention early start Denver model inclusion mainstream education moderators predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism Research > 15-11 (November 2022) . - p.2200-2209[article] Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.2200-2209.
Langues : Anglais (eng)
in Autism Research > 15-11 (November 2022) . - p.2200-2209
Mots-clés : Child Child, Preschool Humans Autism Spectrum Disorder/therapy/psychology Autistic Disorder Child Development Disorders, Pervasive/psychology Early Intervention, Educational Social Behavior autism spectrum disorder early intervention early start Denver model inclusion mainstream education moderators predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia / Jodie SMITH in Autism, 26-6 (August 2022)
[article]
Titre : Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Rhylee SULEK, Auteur ; Ifrah ABDULLAHI, Auteur ; Cherie C. GREEN, Auteur ; Catherine A. BENT, Auteur ; Cheryl DISSANAYAKE, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.1784-1796 Langues : Anglais (eng) Mots-clés : Australia Autism Spectrum Disorder Autistic Disorder Child Humans Mental Health Parenting Parents Quality of Life culture well-being Index. décimale : PER Périodiques Résumé : We know that parents of autistic children experience poorer mental health and lower well-being than parents of non-autistic children. We also know that poorer mental health among parents of autistic children has been observed across different cultures. Most research focuses on Western cultures, so we know little about parental mental health and well-being of parents from different cultural backgrounds; yet, it is likely that cultural background contributes to how parents view their child's condition and respond to the diagnosis. Here, we compared mental health, quality of life and well-being between families raising an autistic child from Australian backgrounds to families from South-East Asian backgrounds. All children in the current study were receiving the same community-based early intervention. When compared to the general population, parents had poorer mental health overall, but there were no differences between the two groups of parents. However, parents from South-East Asian backgrounds reported higher well-being and fewer difficulties associated with their child's autism. These findings suggest that cultural background likely influences not only parent's view of, and response to, their child's autism, but also their own sense of well-being. As researchers and clinicians working with families of autistic children, we should more explicitly consider family's cultural background within our work. En ligne : http://dx.doi.org/10.1177/13623613211010006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-6 (August 2022) . - p.1784-1796[article] Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Rhylee SULEK, Auteur ; Ifrah ABDULLAHI, Auteur ; Cherie C. GREEN, Auteur ; Catherine A. BENT, Auteur ; Cheryl DISSANAYAKE, Auteur ; Kristelle HUDRY, Auteur . - p.1784-1796.
Langues : Anglais (eng)
in Autism > 26-6 (August 2022) . - p.1784-1796
Mots-clés : Australia Autism Spectrum Disorder Autistic Disorder Child Humans Mental Health Parenting Parents Quality of Life culture well-being Index. décimale : PER Périodiques Résumé : We know that parents of autistic children experience poorer mental health and lower well-being than parents of non-autistic children. We also know that poorer mental health among parents of autistic children has been observed across different cultures. Most research focuses on Western cultures, so we know little about parental mental health and well-being of parents from different cultural backgrounds; yet, it is likely that cultural background contributes to how parents view their child's condition and respond to the diagnosis. Here, we compared mental health, quality of life and well-being between families raising an autistic child from Australian backgrounds to families from South-East Asian backgrounds. All children in the current study were receiving the same community-based early intervention. When compared to the general population, parents had poorer mental health overall, but there were no differences between the two groups of parents. However, parents from South-East Asian backgrounds reported higher well-being and fewer difficulties associated with their child's autism. These findings suggest that cultural background likely influences not only parent's view of, and response to, their child's autism, but also their own sense of well-being. As researchers and clinicians working with families of autistic children, we should more explicitly consider family's cultural background within our work. En ligne : http://dx.doi.org/10.1177/13623613211010006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 A comparison of the trait emotional intelligence profiles of individuals with and without Asperger syndrome / K.V. PETRIDES in Autism, 15-6 (November 2011)
PermalinkContinuity of temperament subgroup classifications from infancy to toddlerhood in the context of early autism traits / Lacey CHETCUTI in Autism Research, 16-3 (March 2023)
PermalinkCorrection to: Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions / David TREMBATH ; Matt Stainer ; Teena CAITHNESS ; Cheryl DISSANAYAKE ; Valsamma EAPEN ; Kathryn FORDYCE ; Veronica FREWER ; Grace FROST ; Kristelle HUDRY ; Teresa IACONO ; Nicole MAHLER ; Anne MASI ; Jessica PAYNTER ; Katherine PYE ; Shannon Quan ; Leanne Shellshear ; Rebecca SUTHERLAND ; Stephanie SIEVERS ; Abirami THIRUMANICKAM ; Marleen F. WESTERVELD ; Madonna TUCKER in Journal of Autism and Developmental Disorders, 53-6 (June 2023)
PermalinkDifferential predictors of well-being versus mental health among parents of pre-schoolers with autism / Cherie C. GREEN in Autism, 25-4 (May 2021)
PermalinkEarly Language Profiles in Infants at High-Risk for Autism Spectrum Disorders / Kristelle HUDRY in Journal of Autism and Developmental Disorders, 44-1 (January 2014)
PermalinkHeterogeneity of sensory features in autism spectrum disorder: Challenges and perspectives for future research / Mirko ULJAREVIC in Autism Research, 10-5 (May 2017)
PermalinkImplementing and evaluating early intervention for children with autism: Where are the gaps and what should we do? / Giacomo VIVANTI in Autism Research, 11-1 (January 2018)
PermalinkNo sex differences in core autism features, social functioning, cognition or co-occurring conditions in young autistic children: A systematic review and meta-analysis / Katherine NATOLI in Research in Autism Spectrum Disorders, 107 (September 2023)
PermalinkNon-native language proficiency may influence the responsiveness of bilingual parents towards young children with autism: A short report / Jodie SMITH in Autism & Developmental Language Impairments, 5 (January-December 2020)
PermalinkNon-pharmacological interventions for autistic children: An umbrella review / David TREMBATH in Autism, 27-2 (February 2023)
Permalink