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Auteur Kristelle HUDRY |
Documents disponibles écrits par cet auteur (17)
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Parental Imitations and Expansions of Child Language Predict Later Language Outcomes of Autistic Preschoolers / Jodie SMITH in Journal of Autism and Developmental Disorders, 53-11 (November 2023)
[article]
Titre : Parental Imitations and Expansions of Child Language Predict Later Language Outcomes of Autistic Preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Rhylee SULEK, Auteur ; Kailia VAN DER WERT, Auteur ; Olivia CINCOTTA-LEE, Auteur ; Cherie C. GREEN, Auteur ; Catherine A. BENT, Auteur ; Lacey CHETCUTI, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.4107-4120 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Both the amount and responsiveness of adult language input contribute to the language development of autistic and non-autistic children. From parent-child interaction footage, we measured the amount of adult language input, overall parent responsiveness, and six discrete parent responsive behaviours (imitations, expansions, open-ended questions, yes/no questions, comments and acknowledgements) to explore which types of responsiveness predicted autistic preschoolers' language five months later, after controlling for adult language input. We found expansions and particularly imitations to be more important for later language than overall responsiveness. This study emphasises the need to capture what exactly about parent language input influences child language acquisition, and adds to the evidence that imitating and expanding early language might be particularly beneficial for autistic preschoolers. En ligne : https://doi.org/10.1007/s10803-022-05706-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4107-4120[article] Parental Imitations and Expansions of Child Language Predict Later Language Outcomes of Autistic Preschoolers [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Rhylee SULEK, Auteur ; Kailia VAN DER WERT, Auteur ; Olivia CINCOTTA-LEE, Auteur ; Cherie C. GREEN, Auteur ; Catherine A. BENT, Auteur ; Lacey CHETCUTI, Auteur ; Kristelle HUDRY, Auteur . - p.4107-4120.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4107-4120
Index. décimale : PER Périodiques Résumé : Both the amount and responsiveness of adult language input contribute to the language development of autistic and non-autistic children. From parent-child interaction footage, we measured the amount of adult language input, overall parent responsiveness, and six discrete parent responsive behaviours (imitations, expansions, open-ended questions, yes/no questions, comments and acknowledgements) to explore which types of responsiveness predicted autistic preschoolers' language five months later, after controlling for adult language input. We found expansions and particularly imitations to be more important for later language than overall responsiveness. This study emphasises the need to capture what exactly about parent language input influences child language acquisition, and adds to the evidence that imitating and expanding early language might be particularly beneficial for autistic preschoolers. En ligne : https://doi.org/10.1007/s10803-022-05706-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 Performance of the Autism Observation Scale for Infants with community-ascertained infants showing early signs of autism / Kristelle HUDRY in Autism, 25-2 (February 2021)
[article]
Titre : Performance of the Autism Observation Scale for Infants with community-ascertained infants showing early signs of autism Type de document : Texte imprimé et/ou numérique Auteurs : Kristelle HUDRY, Auteur ; Lacey CHETCUTI, Auteur ; Maryam BOUTRUS, Auteur ; Sarah PILLAR, Auteur ; Emma K. BAKER, Auteur ; Stefanie DIMOV, Auteur ; Josephine BARBARO, Auteur ; Jonathan GREEN, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; Kandice J. VARCIN, Auteur Article en page(s) : p.490-501 Langues : Anglais (eng) Mots-clés : developmental psychology diagnosis early signs individual variability/heterogeneity infants psychometrics Index. décimale : PER Périodiques Résumé : We investigated whether a commonly used research assessment - the Autism Observation Scale for Infants (AOSI) - accurately measures autism behaviours among infants showing early signs of autism identified within the community. The AOSI is often included in studies tracking the development of infants at increased likelihood of autism, such as the infant siblings of diagnosed children. However, the suitability of this measure has not previously been tested with community-referred infants. We administered the AOSI with infants when aged 9 to 14 months and again 6?months later. Our researchers - independent of the AOSI development team and newly trained on this measure - were able to administer the brief interactive assessment and score it accurately. The infants' AOSI scores were linked to their scores on other established and validated clinical assessments, particularly at the second visit when average age was 18?months. Stronger correspondence of AOSI and other scores at this second visit suggests early autism behaviours are better established and more consistent by 18?months of age, even though these infants showed clear enough signs of possible autism to prompt referral to our study around 12?months of age. However, the moderate association of AOSI scores over time suggests that, like infant siblings - who mostly do not develop autism - community-identified infants showing early signs may also have variable developmental pathways in early life. En ligne : http://dx.doi.org/10.1177/1362361320965397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442
in Autism > 25-2 (February 2021) . - p.490-501[article] Performance of the Autism Observation Scale for Infants with community-ascertained infants showing early signs of autism [Texte imprimé et/ou numérique] / Kristelle HUDRY, Auteur ; Lacey CHETCUTI, Auteur ; Maryam BOUTRUS, Auteur ; Sarah PILLAR, Auteur ; Emma K. BAKER, Auteur ; Stefanie DIMOV, Auteur ; Josephine BARBARO, Auteur ; Jonathan GREEN, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; Kandice J. VARCIN, Auteur . - p.490-501.
Langues : Anglais (eng)
in Autism > 25-2 (February 2021) . - p.490-501
Mots-clés : developmental psychology diagnosis early signs individual variability/heterogeneity infants psychometrics Index. décimale : PER Périodiques Résumé : We investigated whether a commonly used research assessment - the Autism Observation Scale for Infants (AOSI) - accurately measures autism behaviours among infants showing early signs of autism identified within the community. The AOSI is often included in studies tracking the development of infants at increased likelihood of autism, such as the infant siblings of diagnosed children. However, the suitability of this measure has not previously been tested with community-referred infants. We administered the AOSI with infants when aged 9 to 14 months and again 6?months later. Our researchers - independent of the AOSI development team and newly trained on this measure - were able to administer the brief interactive assessment and score it accurately. The infants' AOSI scores were linked to their scores on other established and validated clinical assessments, particularly at the second visit when average age was 18?months. Stronger correspondence of AOSI and other scores at this second visit suggests early autism behaviours are better established and more consistent by 18?months of age, even though these infants showed clear enough signs of possible autism to prompt referral to our study around 12?months of age. However, the moderate association of AOSI scores over time suggests that, like infant siblings - who mostly do not develop autism - community-identified infants showing early signs may also have variable developmental pathways in early life. En ligne : http://dx.doi.org/10.1177/1362361320965397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 Perspectives from parents of autistic children on participating in early intervention and associated research / Catherine A. BENT in Autism, 27-5 (July 2023)
[article]
Titre : Perspectives from parents of autistic children on participating in early intervention and associated research Type de document : Texte imprimé et/ou numérique Auteurs : Catherine A. BENT, Auteur ; Elizabeth PELLICANO, Auteur ; Teresa IACONO, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.1295-1306 Langues : Anglais (eng) Mots-clés : community-based research;early intervention;empowerment;participation;research into practice;service access;service evaluation Index. décimale : PER Périodiques Résumé : Early support should help autistic children lead flourishing lives. We sought to understand parents' experiences of their children?s involvement in early intervention and associated research, through focus groups with 23 parents (of 22 children) enrolled in a university-affiliated service. Reflexive thematic analysis revealed four themes. Parents conveyed a strong sense of gratitude (Theme 1) arising from their perceptions of the importance of early intervention and feelings of having "hit the jackpot" to secure access to the service from which they perceived their children "gained so much". They valued the service and staff expertise which made them feel secure (Theme 2). University affiliation and the associated research also contributed to parents' sense of safety, from perceived "accountability" and "integrity". Parents conveyed deep commitment to the service (Theme 3) but shared often-negative experiences as their child?s enrolment came to an end (Theme 4) and they expressed feelings of abandonment and disempowerment, being confronted with the reality of needing to secure next-stage support for their children and of perceived critical need for "conversion of research into practice". These parents' accounts offer insights into the benefits and ongoing challenges of achieving truly effective supports for autistic preschoolers and their families. Lay abstract Support for autistic children early in life should help them to lead flourishing lives. However, many of the early intervention programmes for young autistic children are time-consuming and costly for families. These programmes are also often conducted in settings that are not closely matched to real life. We spoke to 23 parents (of 22 autistic children) to understand their experiences of their children?s involvement in early intervention. Parents told us they were grateful for the opportunity, that they had "hit the jackpot", and their children had "gained so much" from the programme. They seemed to value the service because it made them feel safe and secure during an uncertain time in their children?s lives. Parents told us they trusted staff, felt that they weren?t "doing it alone", and this "took that pressure off" and helped them feel empowered. They also spoke of feelings of safety from being linked to the university research programme which offered "accountability" and "integrity". Parents' comments showed a strong commitment to the early intervention model and staff - but also common feelings of abandonment and disempowerment as their child?s time with the programme came to an end and they went "back to the real world" and needed to find new supports for their children. These parents' insights should help to inform the design and delivery of community supports for preschool-aged autistic children and their families, which match the reality of their lived experiences. En ligne : http://dx.doi.org/10.1177/13623613221141540 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507
in Autism > 27-5 (July 2023) . - p.1295-1306[article] Perspectives from parents of autistic children on participating in early intervention and associated research [Texte imprimé et/ou numérique] / Catherine A. BENT, Auteur ; Elizabeth PELLICANO, Auteur ; Teresa IACONO, Auteur ; Kristelle HUDRY, Auteur . - p.1295-1306.
Langues : Anglais (eng)
in Autism > 27-5 (July 2023) . - p.1295-1306
Mots-clés : community-based research;early intervention;empowerment;participation;research into practice;service access;service evaluation Index. décimale : PER Périodiques Résumé : Early support should help autistic children lead flourishing lives. We sought to understand parents' experiences of their children?s involvement in early intervention and associated research, through focus groups with 23 parents (of 22 children) enrolled in a university-affiliated service. Reflexive thematic analysis revealed four themes. Parents conveyed a strong sense of gratitude (Theme 1) arising from their perceptions of the importance of early intervention and feelings of having "hit the jackpot" to secure access to the service from which they perceived their children "gained so much". They valued the service and staff expertise which made them feel secure (Theme 2). University affiliation and the associated research also contributed to parents' sense of safety, from perceived "accountability" and "integrity". Parents conveyed deep commitment to the service (Theme 3) but shared often-negative experiences as their child?s enrolment came to an end (Theme 4) and they expressed feelings of abandonment and disempowerment, being confronted with the reality of needing to secure next-stage support for their children and of perceived critical need for "conversion of research into practice". These parents' accounts offer insights into the benefits and ongoing challenges of achieving truly effective supports for autistic preschoolers and their families. Lay abstract Support for autistic children early in life should help them to lead flourishing lives. However, many of the early intervention programmes for young autistic children are time-consuming and costly for families. These programmes are also often conducted in settings that are not closely matched to real life. We spoke to 23 parents (of 22 autistic children) to understand their experiences of their children?s involvement in early intervention. Parents told us they were grateful for the opportunity, that they had "hit the jackpot", and their children had "gained so much" from the programme. They seemed to value the service because it made them feel safe and secure during an uncertain time in their children?s lives. Parents told us they trusted staff, felt that they weren?t "doing it alone", and this "took that pressure off" and helped them feel empowered. They also spoke of feelings of safety from being linked to the university research programme which offered "accountability" and "integrity". Parents' comments showed a strong commitment to the early intervention model and staff - but also common feelings of abandonment and disempowerment as their child?s time with the programme came to an end and they went "back to the real world" and needed to find new supports for their children. These parents' insights should help to inform the design and delivery of community supports for preschool-aged autistic children and their families, which match the reality of their lived experiences. En ligne : http://dx.doi.org/10.1177/13623613221141540 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 Play complexity and toy engagement in preschoolers with autism spectrum disorder: Do girls and boys differ? / Clare HARROP in Autism, 21-1 (January 2017)
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Titre : Play complexity and toy engagement in preschoolers with autism spectrum disorder: Do girls and boys differ? Type de document : Texte imprimé et/ou numérique Auteurs : Clare HARROP, Auteur ; Jonathan GREEN, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.37-50 Langues : Anglais (eng) Mots-clés : autism spectrum disorder play sex differences Index. décimale : PER Périodiques Résumé : While sex differences in play have been extensively observed in typical development, only a handful of studies have explored this phenomenon in depth with children with autism spectrum disorders. This study explored sex differences in play complexity and toy engagement within caregiver–child interaction samples for preschool-aged children (2–5?years 11?months) with an autism spectrum disorder who were matched to typically developing children on sex and non-verbal development. Overall we found that girls and boys with autism spectrum disorder were largely equivalent in their play complexity. Despite similar play, girls and boys with autism spectrum disorder differed in a number of ways in their toy engagement, replicating traditional gender differences—girls played more with dolls and domestic items (though at lower rates than typically developing girls) and boys played more with the garage and cars (though at lower rates than typically developing boys). Our findings support the importance and utility of examining sex differences in autism spectrum disorder in light of those observed within typical development. En ligne : http://dx.doi.org/10.1177/1362361315622410 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Autism > 21-1 (January 2017) . - p.37-50[article] Play complexity and toy engagement in preschoolers with autism spectrum disorder: Do girls and boys differ? [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Jonathan GREEN, Auteur ; Kristelle HUDRY, Auteur . - p.37-50.
Langues : Anglais (eng)
in Autism > 21-1 (January 2017) . - p.37-50
Mots-clés : autism spectrum disorder play sex differences Index. décimale : PER Périodiques Résumé : While sex differences in play have been extensively observed in typical development, only a handful of studies have explored this phenomenon in depth with children with autism spectrum disorders. This study explored sex differences in play complexity and toy engagement within caregiver–child interaction samples for preschool-aged children (2–5?years 11?months) with an autism spectrum disorder who were matched to typically developing children on sex and non-verbal development. Overall we found that girls and boys with autism spectrum disorder were largely equivalent in their play complexity. Despite similar play, girls and boys with autism spectrum disorder differed in a number of ways in their toy engagement, replicating traditional gender differences—girls played more with dolls and domestic items (though at lower rates than typically developing girls) and boys played more with the garage and cars (though at lower rates than typically developing boys). Our findings support the importance and utility of examining sex differences in autism spectrum disorder in light of those observed within typical development. En ligne : http://dx.doi.org/10.1177/1362361315622410 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications / Mirko ULJAREVIC in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)
[article]
Titre : Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications Type de document : Texte imprimé et/ou numérique Auteurs : Mirko ULJAREVIC, Auteur ; Napoleon KATSOS, Auteur ; Kristelle HUDRY, Auteur ; Jenny L. GIBSON, Auteur Article en page(s) : p.1205-1217 Langues : Anglais (eng) Mots-clés : Multilingualism neurodevelopmental disorders practitioner outcomes Index. décimale : PER Périodiques Résumé : Background Language and communication skills are essential aspects of child development, which are often disrupted in children with neurodevelopmental disorders. Cutting edge research in psycholinguistics suggests that multilingualism has potential to influence social, linguistic and cognitive development. Thus, multilingualism has implications for clinical assessment, diagnostic formulation, intervention and support offered to families. We present a systematic review and synthesis of the effects of multilingualism for children with neurodevelopmental disorders and discuss clinical implications. Methods We conducted systematic searches for studies on multilingualism in neurodevelopmental disorders. Keywords for neurodevelopmental disorders were based on Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition categories as follows; Intellectual Disabilities, Communication Disorders, Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder, Motor Disorders, Other Neurodevelopmental Disorders. We included only studies based on empirical research and published in peer-reviewed journals. Results Fifty studies met inclusion criteria. Thirty-eight studies explored multilingualism in Communication Disorders, 10 in ASD and two in Intellectual Disability. No studies on multilingualism in Specific Learning Disorder or Motor Disorders were identified. Studies which found a disadvantage for multilingual children with neurodevelopmental disorders were rare, and there appears little reason to assume that multilingualism has negative effects on various aspects of functioning across a range of conditions. In fact, when considering only those studies which have compared a multilingual group with developmental disorders to a monolingual group with similar disorders, the findings consistently show no adverse effects on language development or other aspects of functioning. In the case of ASD, a positive effect on communication and social functioning has been observed. Conclusions There is little evidence to support the widely held view that multilingual exposure is detrimental to the linguistic or social development of individuals with neurodevelopmental disorders. However, we also note that the available pool of studies is small and the number of methodologically high quality studies is relatively low. We discuss implications of multilingualism for clinical management of neurodevelopmental disorders, and discuss possible directions for future research. En ligne : http://dx.doi.org/10.1111/jcpp.12596 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295
in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1205-1217[article] Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications [Texte imprimé et/ou numérique] / Mirko ULJAREVIC, Auteur ; Napoleon KATSOS, Auteur ; Kristelle HUDRY, Auteur ; Jenny L. GIBSON, Auteur . - p.1205-1217.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1205-1217
Mots-clés : Multilingualism neurodevelopmental disorders practitioner outcomes Index. décimale : PER Périodiques Résumé : Background Language and communication skills are essential aspects of child development, which are often disrupted in children with neurodevelopmental disorders. Cutting edge research in psycholinguistics suggests that multilingualism has potential to influence social, linguistic and cognitive development. Thus, multilingualism has implications for clinical assessment, diagnostic formulation, intervention and support offered to families. We present a systematic review and synthesis of the effects of multilingualism for children with neurodevelopmental disorders and discuss clinical implications. Methods We conducted systematic searches for studies on multilingualism in neurodevelopmental disorders. Keywords for neurodevelopmental disorders were based on Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition categories as follows; Intellectual Disabilities, Communication Disorders, Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder, Motor Disorders, Other Neurodevelopmental Disorders. We included only studies based on empirical research and published in peer-reviewed journals. Results Fifty studies met inclusion criteria. Thirty-eight studies explored multilingualism in Communication Disorders, 10 in ASD and two in Intellectual Disability. No studies on multilingualism in Specific Learning Disorder or Motor Disorders were identified. Studies which found a disadvantage for multilingual children with neurodevelopmental disorders were rare, and there appears little reason to assume that multilingualism has negative effects on various aspects of functioning across a range of conditions. In fact, when considering only those studies which have compared a multilingual group with developmental disorders to a monolingual group with similar disorders, the findings consistently show no adverse effects on language development or other aspects of functioning. In the case of ASD, a positive effect on communication and social functioning has been observed. Conclusions There is little evidence to support the widely held view that multilingual exposure is detrimental to the linguistic or social development of individuals with neurodevelopmental disorders. However, we also note that the available pool of studies is small and the number of methodologically high quality studies is relatively low. We discuss implications of multilingualism for clinical management of neurodevelopmental disorders, and discuss possible directions for future research. En ligne : http://dx.doi.org/10.1111/jcpp.12596 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 Predictors of reliable symptom change: Secondary analysis of the Preschool Autism Communication Trial / Kristelle HUDRY in Autism & Developmental Language Impairments, 3 (January-December 2018)
PermalinkProband Mental Health Difficulties and Parental Stress Predict Mental Health in Toddlers at High-Risk for Autism Spectrum Disorders / Katherine CREA in Journal of Autism and Developmental Disorders, 46-10 (October 2016)
PermalinkService and Wider Societal Costs of Very Young Children with Autism in the UK / Barbara BARRETT in Journal of Autism and Developmental Disorders, 42-5 (May 2012)
PermalinkSpoken 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)
PermalinkSubgroups of Temperament Associated with Social-Emotional Difficulties in Infants with Early Signs of Autism / Lacey CHETCUTI in Autism Research, 13-12 (December 2020)
PermalinkTemperament in the First 2 Years of Life in Infants at High-Risk for Autism Spectrum Disorders / Sally M. CLIFFORD in Journal of Autism and Developmental Disorders, 43-3 (March 2013)
PermalinkThe Modified-Classroom Observation Schedule to Measure Intentional Communication (M-COSMIC): Evaluation of reliability and validity / Sally M. CLIFFORD in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)
PermalinkThe Role of Negative Affectivity in Concurrent Relations Between Caregiver Psychological Distress and Social-Emotional Difficulties in Infants With Early Signs of Autism / Lacey CHETCUTI in Autism Research, 13-8 (August 2020)
PermalinkTreatment mechanism in the MRC preschool autism communication trial: implications for study design and parent-focussed therapy for children / Andrew PICKLES in Journal of Child Psychology and Psychiatry, 56-2 (February 2015)
Permalink"What is early intervention? I had no idea": Chinese parents' experiences of early supports for their autistic children in Australia / Jodie SMITH in Research in Autism Spectrum Disorders, 108 (October 2023)
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