Documents disponibles écrits par cet auteur

Assessing the Minimally Verbal School-Aged Child With Autism Spectrum Disorder / Connie KASARI in Autism Research, 6-6 (December 2013) 

Public ISBD [article]  in Autism Research > 6-6 (December 2013) . - p.479-493 Titre : Assessing the Minimally Verbal School-Aged Child With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Connie KASARI, Auteur ; Nancy BRADY, Auteur ; Catherine LORD, Auteur ; Helen TAGER-FLUSBERG, Auteur Année de publication : 2013 Article en page(s) : p.479-493 Langues : Anglais (eng) Mots-clés : minimally verbal  school-aged children  assessment  communication Index. décimale : PER Périodiques Résumé : This paper addresses the issue of assessing communication, language, and associated cognitive and behavioral abilities of minimally verbal children with autism spectrum disorder (ASD), presenting a summary of a year-long series of meetings held by a group of experts in the field of ASD and National Institutes of Health staff. In this paper, our goals were to first define the population and then present general guidelines for optimizing assessment sessions for this challenging population. We then summarize the available measures that can be used across a variety of behavioral domains that are most directly relevant to developing language skills, including oral motor skills, vocal repertoire, receptive and expressive language, imitation, intentional communication, play, social behavior, repetitive and sensory behaviors, and nonverbal cognition. We conclude with a discussion of some of the limitations in the available measures and highlight recommendations for future research in this area. En ligne : http://dx.doi.org/10.1002/aur.1334 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2214 [article] Assessing the Minimally Verbal School-Aged Child With Autism Spectrum Disorder [texte imprimé] / Connie KASARI, Auteur ; Nancy BRADY, Auteur ; Catherine LORD, Auteur ; Helen TAGER-FLUSBERG, Auteur . - 2013 . - p.479-493. Langues : Anglais (eng) in Autism Research > 6-6 (December 2013) . - p.479-493 Mots-clés : minimally verbal  school-aged children  assessment  communication Index. décimale : PER Périodiques Résumé : This paper addresses the issue of assessing communication, language, and associated cognitive and behavioral abilities of minimally verbal children with autism spectrum disorder (ASD), presenting a summary of a year-long series of meetings held by a group of experts in the field of ASD and National Institutes of Health staff. In this paper, our goals were to first define the population and then present general guidelines for optimizing assessment sessions for this challenging population. We then summarize the available measures that can be used across a variety of behavioral domains that are most directly relevant to developing language skills, including oral motor skills, vocal repertoire, receptive and expressive language, imitation, intentional communication, play, social behavior, repetitive and sensory behaviors, and nonverbal cognition. We conclude with a discussion of some of the limitations in the available measures and highlight recommendations for future research in this area. En ligne : http://dx.doi.org/10.1002/aur.1334 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2214

Brief Report: Linking Early Joint Attention and Play Abilities to Later Reports of Friendships for Children with ASD / Stephanny F. N. FREEMAN in Journal of Autism and Developmental Disorders, 45-7 (July 2015) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2259-2266 Titre : Brief Report: Linking Early Joint Attention and Play Abilities to Later Reports of Friendships for Children with ASD Type de document : texte imprimé Auteurs : Stephanny F. N. FREEMAN, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur Année de publication : 2015 Article en page(s) : p.2259-2266 Langues : Anglais (eng) Mots-clés : Autism  Friendship  Joint attention  Play Index. décimale : PER Périodiques Résumé : This study examined the influence of early joint attention and play in children with autism on child- and parent-reported friendship quality 5 years later. Initially, children participated in developmental, joint attention, and play measures. At follow-up (age 8–9), parents and children completed the Friendship Qualities Scale (Bukowski et al. in J Soc Personal Relatsh 11:471–484, 1994) rating the child’s friendship on companionship, help, security, closeness, and conflict. Parents and children described their children’s friendships similarly except children’s ratings were significantly higher than their parents on companionship. Children with better joint attention at age three reported their friendships to have higher closeness and lower conflict. Children with better initial play reported greater helpfulness. This study provides preliminary evidence linking early core abilities to later friendship qualities. En ligne : http://dx.doi.org/10.1007/s10803-015-2369-x Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2618 [article] Brief Report: Linking Early Joint Attention and Play Abilities to Later Reports of Friendships for Children with ASD [texte imprimé] / Stephanny F. N. FREEMAN, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur . - 2015 . - p.2259-2266. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2259-2266 Mots-clés : Autism  Friendship  Joint attention  Play Index. décimale : PER Périodiques Résumé : This study examined the influence of early joint attention and play in children with autism on child- and parent-reported friendship quality 5 years later. Initially, children participated in developmental, joint attention, and play measures. At follow-up (age 8–9), parents and children completed the Friendship Qualities Scale (Bukowski et al. in J Soc Personal Relatsh 11:471–484, 1994) rating the child’s friendship on companionship, help, security, closeness, and conflict. Parents and children described their children’s friendships similarly except children’s ratings were significantly higher than their parents on companionship. Children with better joint attention at age three reported their friendships to have higher closeness and lower conflict. Children with better initial play reported greater helpfulness. This study provides preliminary evidence linking early core abilities to later friendship qualities. En ligne : http://dx.doi.org/10.1007/s10803-015-2369-x Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2618

Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism / Kathy LAWTON in Journal of Autism and Developmental Disorders, 42-2 (February 2012) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.307-312 Titre : Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism Type de document : texte imprimé Auteurs : Kathy LAWTON, Auteur ; Connie KASARI, Auteur Année de publication : 2012 Article en page(s) : p.307-312 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Joint attention  Shared positive affect  Preschool Index. décimale : PER Périodiques Résumé : Children with autism exhibit deficits in their quantity and quality of joint attention. Early autism intervention studies rarely document improvement in joint attention quality. The purpose of this study was to determine whether there was a change in joint attention quality for preschoolers with autism who were randomized to a joint attention intervention, symbolic play intervention, or a control group. Quality was defined as shared positive affect during joint attention as well as shared positive affect and utterances during joint attention. Interactions of group and time were found for both types of joint attention quality. During the follow up visits, the joint attention and symbolic play intervention groups produced more of these two types of joint attention quality than the control group. En ligne : http://dx.doi.org/10.1007/s10803-011-1231-z Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1517 [article] Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism [texte imprimé] / Kathy LAWTON, Auteur ; Connie KASARI, Auteur . - 2012 . - p.307-312. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.307-312 Mots-clés : Autism  Intervention  Joint attention  Shared positive affect  Preschool Index. décimale : PER Périodiques Résumé : Children with autism exhibit deficits in their quantity and quality of joint attention. Early autism intervention studies rarely document improvement in joint attention quality. The purpose of this study was to determine whether there was a change in joint attention quality for preschoolers with autism who were randomized to a joint attention intervention, symbolic play intervention, or a control group. Quality was defined as shared positive affect during joint attention as well as shared positive affect and utterances during joint attention. Interactions of group and time were found for both types of joint attention quality. During the follow up visits, the joint attention and symbolic play intervention groups produced more of these two types of joint attention quality than the control group. En ligne : http://dx.doi.org/10.1007/s10803-011-1231-z Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1517

Characteristics of socially successful elementary school-aged children with autism / Jill LOCKE in Journal of Child Psychology and Psychiatry, 58-1 (January 2017) 

Public ISBD [article]  in Journal of Child Psychology and Psychiatry > 58-1 (January 2017) . - p.94-102 Titre : Characteristics of socially successful elementary school-aged children with autism Type de document : texte imprimé Auteurs : Jill LOCKE, Auteur ; Justin WILLIAMS, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.94-102 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  individual characteristics  school  social skills Index. décimale : PER Périodiques Résumé : Background The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD. Methods This study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained. Results The results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD. Conclusions School-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12636 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2981 [article] Characteristics of socially successful elementary school-aged children with autism [texte imprimé] / Jill LOCKE, Auteur ; Justin WILLIAMS, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur . - p.94-102. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-1 (January 2017) . - p.94-102 Mots-clés : Autism spectrum disorder  individual characteristics  school  social skills Index. décimale : PER Périodiques Résumé : Background The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD. Methods This study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained. Results The results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD. Conclusions School-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12636 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2981

Characterizing caregiver responses to restricted and repetitive behaviors in toddlers with autism spectrum disorder / Clare HARROP in Autism, 20-3 (April 2016) 

Public ISBD [article]  in Autism > 20-3 (April 2016) . - p.330-342 Titre : Characterizing caregiver responses to restricted and repetitive behaviors in toddlers with autism spectrum disorder Type de document : texte imprimé Auteurs : Clare HARROP, Auteur ; Amanda GULSRUD, Auteur ; Wendy SHIH, Auteur ; Lilit HOVSEPYAN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.330-342 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  interventions—psychosocial/behavioral  repetitive behaviors and interests Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors are a core feature of autism spectrum disorder. This descriptive study documented the presence of restricted and repetitive behaviors in 85 toddlers with autism spectrum disorder as they interacted with their caregiver in a play interaction. For each child restricted and repetitive behavior, a caregiver response/non-response was coded. Caregiver responses were rated as successful or unsuccessful. In all, 83 toddlers demonstrated at least one restricted and repetitive behavior in 10?min. The most common child restricted and repetitive behavior was repetitive object use with 72 children displaying at least one instance of this category of restricted and repetitive behavior. Overall, caregivers responded to fewer than half of their child’s restricted and repetitive behaviors, and caregiver response varied by child restricted and repetitive behavior type. The most common response was redirection. Success varied by child restricted and repetitive behavior type and caregiver response—redirections were most successful for child verbal and motor restricted and repetitive behaviors, whereas physical or verbal responses were rated more successful for repetitive object use and visual restricted and repetitive behaviors. This study represents the first attempt to characterize how caregivers respond to restricted and repetitive behaviors. Toddlers with autism spectrum disorder are already demonstrating a variety of restricted and repetitive behaviors within the context of a free play sessions, and caregivers differentially and naturally respond to them. En ligne : http://dx.doi.org/10.1177/1362361315580443 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2850 [article] Characterizing caregiver responses to restricted and repetitive behaviors in toddlers with autism spectrum disorder [texte imprimé] / Clare HARROP, Auteur ; Amanda GULSRUD, Auteur ; Wendy SHIH, Auteur ; Lilit HOVSEPYAN, Auteur ; Connie KASARI, Auteur . - p.330-342. Langues : Anglais (eng) in Autism > 20-3 (April 2016) . - p.330-342 Mots-clés : autism spectrum disorders  interventions—psychosocial/behavioral  repetitive behaviors and interests Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors are a core feature of autism spectrum disorder. This descriptive study documented the presence of restricted and repetitive behaviors in 85 toddlers with autism spectrum disorder as they interacted with their caregiver in a play interaction. For each child restricted and repetitive behavior, a caregiver response/non-response was coded. Caregiver responses were rated as successful or unsuccessful. In all, 83 toddlers demonstrated at least one restricted and repetitive behavior in 10?min. The most common child restricted and repetitive behavior was repetitive object use with 72 children displaying at least one instance of this category of restricted and repetitive behavior. Overall, caregivers responded to fewer than half of their child’s restricted and repetitive behaviors, and caregiver response varied by child restricted and repetitive behavior type. The most common response was redirection. Success varied by child restricted and repetitive behavior type and caregiver response—redirections were most successful for child verbal and motor restricted and repetitive behaviors, whereas physical or verbal responses were rated more successful for repetitive object use and visual restricted and repetitive behaviors. This study represents the first attempt to characterize how caregivers respond to restricted and repetitive behaviors. Toddlers with autism spectrum disorder are already demonstrating a variety of restricted and repetitive behaviors within the context of a free play sessions, and caregivers differentially and naturally respond to them. En ligne : http://dx.doi.org/10.1177/1362361315580443 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2850

Children with autism's response to novel stimuli while participating in interventions targeting joint attention or symbolic play skills / Amanda C. GULSRUD in Autism, 11-6 (November 2007) 

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Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition / Connie KASARI in Journal of Child Psychology and Psychiatry, 57-2 (February 2016) 

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Communication growth in minimally verbal children with ASD: The importance of interaction / Charlotte DISTEFANO in Autism Research, 9-10 (October 2016) 

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Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools / Jill LOCKE in Research in Autism Spectrum Disorders, 62 (June 2019) 

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Development and validation of an item response theory-based Social Responsiveness Scale short form / Alexandra STURM in Journal of Child Psychology and Psychiatry, 58-9 (September 2017) 

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Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD / Clare HARROP in Journal of Autism and Developmental Disorders, 45-3 (March 2015) 

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Does Gender Moderate Core Deficits in ASD? An Investigation into Restricted and Repetitive Behaviors in Girls and Boys with ASD / Clare HARROP in Journal of Autism and Developmental Disorders, 45-11 (November 2015) 

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L'engagement social dans l'autisme : des implications pour l'intervention / Connie KASARI in Bulletin Scientifique de l'arapi (Le), 34 (Décembre 2014)

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Examining playground engagement between elementary school children with and without autism spectrum disorder / Jill LOCKE in Autism, 20-6 (August 2016) 

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Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder / Jill LOCKE in Journal of Autism and Developmental Disorders, 42-9 (September 2012) 

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