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Détail de l'auteur
Auteur Jessica L. HOOKER |
Documents disponibles écrits par cet auteur (2)
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Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism / Nicole SPARAPANI in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
[article]
Titre : Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Vanessa P. REINHARDT, Auteur ; Jessica L. HOOKER, Auteur ; Lindee MORGAN, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.2284-2299 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Education, Special/methods Humans Language Students Autism Measurement invariance Student characteristics Teacher language Brookes Publishing. She receives royalties from this manual but not from this study. Index. décimale : PER Périodiques Résumé : This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05115-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299[article] Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Vanessa P. REINHARDT, Auteur ; Jessica L. HOOKER, Auteur ; Lindee MORGAN, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur . - p.2284-2299.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299
Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Education, Special/methods Humans Language Students Autism Measurement invariance Student characteristics Teacher language Brookes Publishing. She receives royalties from this manual but not from this study. Index. décimale : PER Périodiques Résumé : This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05115-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 The influence of loss to follow-up in autism screening research: Taking stock and moving forward / R. Christopher SHELDRICK in Journal of Child Psychology and Psychiatry, 65-5 (May 2024)
[article]
Titre : The influence of loss to follow-up in autism screening research: Taking stock and moving forward Type de document : Texte imprimé et/ou numérique Auteurs : R. Christopher SHELDRICK, Auteur ; Jessica L. HOOKER, Auteur ; Alice S. CARTER, Auteur ; Emily FEINBERG, Auteur ; Lisa A. CROEN, Auteur ; Jocelyn KUHN, Auteur ; Elizabeth SLATE, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.656-667 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background How best to improve the early detection of autism spectrum disorder (ASD) is the subject of significant controversy. Some argue that universal ASD screeners are highly accurate, whereas others argue that evidence for this claim is insufficient. Relatedly, there is no clear consensus as to the optimal role of screening for making referral decisions for evaluation and treatment. Published screening research can meaningfully inform these questions-but only through careful consideration of children who do not complete diagnostic follow-up. Methods We developed two simulation models that re-analyze the results of a large-scale validation study of the M-CHAT-R/F by Robins et al. (2014, Pediatrics, 133, 37). Model #1 re-analyzes screener accuracy across six scenarios, each reflecting different assumptions regarding loss to follow-up. Model #2 builds on this by closely examining differential attrition at each point of the multi-step detection process. Results Estimates of sensitivity ranged from 40% to 94% across scenarios, demonstrating that estimates of accuracy depend on assumptions regarding the diagnostic status of children who were lost to follow-up. Across a range of plausible assumptions, data also suggest that children with undiagnosed ASD may be more likely to complete follow-up than children without ASD, highlighting the role of clinicians and caregivers in the detection process. Conclusions Using simulation modeling as a quantitative method to examine potential bias in screening studies, analyses suggest that ASD screening tools may be less accurate than is often reported. Models also demonstrate the critical importance of every step in a detection process-including steps that determine whether children should complete an additional evaluation. We conclude that parent and clinician decision-making regarding follow-up may contribute more to detection than is widely assumed. En ligne : https://doi.org/10.1111/jcpp.13867 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526
in Journal of Child Psychology and Psychiatry > 65-5 (May 2024) . - p.656-667[article] The influence of loss to follow-up in autism screening research: Taking stock and moving forward [Texte imprimé et/ou numérique] / R. Christopher SHELDRICK, Auteur ; Jessica L. HOOKER, Auteur ; Alice S. CARTER, Auteur ; Emily FEINBERG, Auteur ; Lisa A. CROEN, Auteur ; Jocelyn KUHN, Auteur ; Elizabeth SLATE, Auteur ; Amy M. WETHERBY, Auteur . - p.656-667.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 65-5 (May 2024) . - p.656-667
Index. décimale : PER Périodiques Résumé : Background How best to improve the early detection of autism spectrum disorder (ASD) is the subject of significant controversy. Some argue that universal ASD screeners are highly accurate, whereas others argue that evidence for this claim is insufficient. Relatedly, there is no clear consensus as to the optimal role of screening for making referral decisions for evaluation and treatment. Published screening research can meaningfully inform these questions-but only through careful consideration of children who do not complete diagnostic follow-up. Methods We developed two simulation models that re-analyze the results of a large-scale validation study of the M-CHAT-R/F by Robins et al. (2014, Pediatrics, 133, 37). Model #1 re-analyzes screener accuracy across six scenarios, each reflecting different assumptions regarding loss to follow-up. Model #2 builds on this by closely examining differential attrition at each point of the multi-step detection process. Results Estimates of sensitivity ranged from 40% to 94% across scenarios, demonstrating that estimates of accuracy depend on assumptions regarding the diagnostic status of children who were lost to follow-up. Across a range of plausible assumptions, data also suggest that children with undiagnosed ASD may be more likely to complete follow-up than children without ASD, highlighting the role of clinicians and caregivers in the detection process. Conclusions Using simulation modeling as a quantitative method to examine potential bias in screening studies, analyses suggest that ASD screening tools may be less accurate than is often reported. Models also demonstrate the critical importance of every step in a detection process-including steps that determine whether children should complete an additional evaluation. We conclude that parent and clinician decision-making regarding follow-up may contribute more to detection than is widely assumed. En ligne : https://doi.org/10.1111/jcpp.13867 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526