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Détail de l'auteur
Auteur Connie KASARI |
Documents disponibles écrits par cet auteur (55)
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Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT / Kelly STICKLES GOODS in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
[article]
Titre : Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT Type de document : Texte imprimé et/ou numérique Auteurs : Kelly STICKLES GOODS, Auteur ; Eric ISHIJIMA, Auteur ; Ya-Chih CHANG, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1050-1056 Langues : Anglais (eng) Mots-clés : Autism Minimally verbal Intervention Index. décimale : PER Périodiques Résumé : In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a treatment group (substitution of 30 min of JASPER treatment, twice weekly during their regular program). A baseline of 12 weeks in which no changes were noted in core deficits was followed by 12 weeks of intervention for children randomized to the JASPER treatment. Participants in the treatment group demonstrated greater play diversity on a standardized assessment. Effects also generalized to the classroom, where participants in the treatment group initiated more gestures and spent less time unengaged. These results provide further support that even brief, targeted interventions on joint attention and play can improve core deficits in minimally verbal children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1644-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195
in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1050-1056[article] Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT [Texte imprimé et/ou numérique] / Kelly STICKLES GOODS, Auteur ; Eric ISHIJIMA, Auteur ; Ya-Chih CHANG, Auteur ; Connie KASARI, Auteur . - p.1050-1056.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1050-1056
Mots-clés : Autism Minimally verbal Intervention Index. décimale : PER Périodiques Résumé : In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a treatment group (substitution of 30 min of JASPER treatment, twice weekly during their regular program). A baseline of 12 weeks in which no changes were noted in core deficits was followed by 12 weeks of intervention for children randomized to the JASPER treatment. Participants in the treatment group demonstrated greater play diversity on a standardized assessment. Effects also generalized to the classroom, where participants in the treatment group initiated more gestures and spent less time unengaged. These results provide further support that even brief, targeted interventions on joint attention and play can improve core deficits in minimally verbal children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1644-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195 Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom / Ya-Chih CHANG in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
[article]
Titre : Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Carolyn GELFAND, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2211-2223 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder JASPER Preschool Teachers Joint attention Implementation Index. décimale : PER Périodiques Résumé : Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2752-2 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.2211-2223[article] Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Carolyn GELFAND, Auteur ; Connie KASARI, Auteur . - p.2211-2223.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2211-2223
Mots-clés : Autism spectrum disorder JASPER Preschool Teachers Joint attention Implementation Index. décimale : PER Périodiques Résumé : Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2752-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 Race, disability, and grade: Social relationships in children with autism spectrum disorders / Gazi F. AZAD in Autism, 21-1 (January 2017)
[article]
Titre : Race, disability, and grade: Social relationships in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gazi F. AZAD, Auteur ; Jill LOCKE, Auteur ; Connie KASARI, Auteur ; David S MANDELL, Auteur Article en page(s) : p.92-99 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorders friendship race social network social relationships Index. décimale : PER Périodiques Résumé : Race is associated with social relationships among typically developing children; however, studies rarely examine the impact of race on social outcomes for children with autism spectrum disorder. This study examined how race (African American, Latino, Asian, or White) in conjunction with disability status (autism spectrum disorders or typically developing) and grade (grades K–2 or 3–5) affects friendships and social networks. The sample comprises 85 children with autism spectrum disorders and 85 typically developing controls matched on race, gender, age/grade, and classroom (wherever possible). Race, disability, and grade each had an independent effect on friendship nominations, and there was an interaction among the three variables. Specifically, children with autism spectrum disorders who were African American or Latino in the upper elementary grades received fewer friendship nominations than typically developing White children in the lower elementary grades. Only the presence of autism spectrum disorders was associated with social network centrality. Our results also suggested that Latino children with autism spectrum disorders in the upper elementary grades were at the highest risk of social isolation. Implications for re-conceptualizing social skills interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361315627792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Autism > 21-1 (January 2017) . - p.92-99[article] Race, disability, and grade: Social relationships in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Gazi F. AZAD, Auteur ; Jill LOCKE, Auteur ; Connie KASARI, Auteur ; David S MANDELL, Auteur . - p.92-99.
Langues : Anglais (eng)
in Autism > 21-1 (January 2017) . - p.92-99
Mots-clés : autism autism spectrum disorders friendship race social network social relationships Index. décimale : PER Périodiques Résumé : Race is associated with social relationships among typically developing children; however, studies rarely examine the impact of race on social outcomes for children with autism spectrum disorder. This study examined how race (African American, Latino, Asian, or White) in conjunction with disability status (autism spectrum disorders or typically developing) and grade (grades K–2 or 3–5) affects friendships and social networks. The sample comprises 85 children with autism spectrum disorders and 85 typically developing controls matched on race, gender, age/grade, and classroom (wherever possible). Race, disability, and grade each had an independent effect on friendship nominations, and there was an interaction among the three variables. Specifically, children with autism spectrum disorders who were African American or Latino in the upper elementary grades received fewer friendship nominations than typically developing White children in the lower elementary grades. Only the presence of autism spectrum disorders was associated with social network centrality. Our results also suggested that Latino children with autism spectrum disorders in the upper elementary grades were at the highest risk of social isolation. Implications for re-conceptualizing social skills interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361315627792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism / Connie KASARI in Journal of Autism and Developmental Disorders, 40-9 (September 2010)
[article]
Titre : Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Amanda C. GULSRUD, Auteur ; Susan KWON, Auteur ; Jill LOCKE, Auteur ; Connie S. WONG, Auteur Année de publication : 2010 Article en page(s) : p.1045-1056 Note générale : Article Open Access Langues : Anglais (eng) Mots-clés : Joint-engagement-intervention Joint-attention Autism Index. décimale : PER Périodiques Résumé : This study aimed to determine if a joint attention intervention would result in greater joint engagement between caregivers and toddlers with autism. The intervention consisted of 24 caregiver-mediated sessions with follow-up 1 year later. Compared to caregivers and toddlers randomized to the waitlist control group the immediate treatment (IT) group made significant improvements in targeted areas of joint engagement. The IT group demonstrated significant improvements with medium to large effect sizes in their responsiveness to joint attention and their diversity of functional play acts after the intervention with maintenance of these skills 1 year post-intervention. These are among the first randomized controlled data to suggest that short-term parent-mediated interventions can have important effects on core impairments in toddlers with autism. Clinical Trials #: NCT00065910. En ligne : http://dx.doi.org/10.1007/s10803-010-0955-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108
in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1045-1056[article] Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Amanda C. GULSRUD, Auteur ; Susan KWON, Auteur ; Jill LOCKE, Auteur ; Connie S. WONG, Auteur . - 2010 . - p.1045-1056.
Article Open Access
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1045-1056
Mots-clés : Joint-engagement-intervention Joint-attention Autism Index. décimale : PER Périodiques Résumé : This study aimed to determine if a joint attention intervention would result in greater joint engagement between caregivers and toddlers with autism. The intervention consisted of 24 caregiver-mediated sessions with follow-up 1 year later. Compared to caregivers and toddlers randomized to the waitlist control group the immediate treatment (IT) group made significant improvements in targeted areas of joint engagement. The IT group demonstrated significant improvements with medium to large effect sizes in their responsiveness to joint attention and their diversity of functional play acts after the intervention with maintenance of these skills 1 year post-intervention. These are among the first randomized controlled data to suggest that short-term parent-mediated interventions can have important effects on core impairments in toddlers with autism. Clinical Trials #: NCT00065910. En ligne : http://dx.doi.org/10.1007/s10803-010-0955-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder / P. LUELMO in Autism, 25-6 (August 2021)
[article]
Titre : Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : P. LUELMO, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1809-1815 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Child Education, Special Ethnicity Humans Minority Groups Parents Pilot Projects Hispanic Individualized Education Program Latinx autism family engagement parent advocacy pilot study randomized trial special education Index. décimale : PER Périodiques Résumé : Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. En ligne : http://dx.doi.org/10.1177/1362361321998561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-6 (August 2021) . - p.1809-1815[article] Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder [Texte imprimé et/ou numérique] / P. LUELMO, Auteur ; Connie KASARI, Auteur . - p.1809-1815.
Langues : Anglais (eng)
in Autism > 25-6 (August 2021) . - p.1809-1815
Mots-clés : Autism Spectrum Disorder/therapy Child Education, Special Ethnicity Humans Minority Groups Parents Pilot Projects Hispanic Individualized Education Program Latinx autism family engagement parent advocacy pilot study randomized trial special education Index. décimale : PER Périodiques Résumé : Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. En ligne : http://dx.doi.org/10.1177/1362361321998561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder / Paul LUELMO in Autism, 26-6 (August 2022)
PermalinkSchools at the centre of educational research in autism: Possibilities, practices and promises / Sarah PARSONS in Autism, 17-3 (May 2013)
PermalinkServices for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators / Suzannah IADAROLA in Autism, 19-6 (August 2015)
PermalinkSex differences in friendships and loneliness in autistic and non-autistic children across development / Azia KNOX ; Selin ENGIN ; Daniel GESCHWIND ; Julia PARISH-MORRIS ; Connie KASARI in Molecular Autism, 14 (2023)
PermalinkShort Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism / Stephanie Y. SHIRE in Autism, 22-3 (April 2018)
PermalinkShort-term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder / C. HARROP in Autism Research, 14-8 (August 2021)
PermalinkSlower pace in early walking onset is related to communication, motor skills, and adaptive function in autistic toddlers / Emma D. BURDEKIN ; Nicholas J. JACKSON ; Lauren HUGHART ; Jeff ANDERSON ; Stacey C. DUSING ; Amanda GULSRUD ; Connie KASARI in Autism Research, 17-1 (January 2024)
PermalinkSocial Emotions and Social Relationships: Can Children With Autism Compensate / Connie KASARI
PermalinkSocial involvement of children with autism spectrum disorders in elementary school classrooms / Erin ROTHERAM-FULLER in Journal of Child Psychology and Psychiatry, 51-11 (November 2010)
PermalinkSocial network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms / Ariana ANDERSON in Autism, 20-6 (August 2016)
PermalinkSocial network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)
PermalinkSocial Networks and Friendships at School: Comparing Children With and Without ASD / Connie KASARI in Journal of Autism and Developmental Disorders, 41-5 (May 2011)
PermalinkSocial Skills Interventions for Children with Autism Spectrum Disorders / Connie KASARI
PermalinkSpoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches / Connie KASARI in Autism Research, 16-6 (June 2023)
PermalinkSuper responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder / Jonathan L. PANGANIBAN in Autism Research, 15-8 (August 2022)
PermalinkSupporting peer engagement for low-income preschool students with autism spectrum disorder during academic instruction: A pilot randomized trial / Jonathan L. PANGANIBAN in Autism, 26-8 (November 2022)
PermalinkSustained Community Implementation of JASPER Intervention with Toddlers with Autism / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 49-5 (May 2019)
PermalinkSymbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder / Y. C. CHANG in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
PermalinkTeacher Implementation of Joint Attention Intervention in Preschool Classrooms: Fidelity and Context / Kathy LAWTON in Autism - Open Access, 3-1 (March 2013)
PermalinkThe art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder / Michelle DEAN in Autism, 21-6 (August 2017)
PermalinkThe association between parental interaction style and children’s joint engagement in families with toddlers with autism / Stephanie Y. PATTERSON in Autism, 18-5 (July 2014)
PermalinkThe Co-Regulation of Emotions Between Mothers and their Children with Autism / Amanda C. GULSRUD in Journal of Autism and Developmental Disorders, 40-2 (February 2010)
PermalinkThe Experience of Loneliness and Friendship in Autism: Theoretical and Practical Issues / Nirit BAUMINGER
PermalinkThe impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses / Clare HARROP in Autism Research, 10-5 (May 2017)
PermalinkThe peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
PermalinkThe relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder / Themba CARR in Autism, 20-6 (August 2016)
PermalinkTwo to Ten Years: Developmental Trajectories of Joint Attention in Children With ASD Who Received Targeted Social Communication Interventions / Amanda C. GULSRUD in Autism Research, 7-2 (April 2014)
PermalinkUnderstanding Friendship Sex Heterophily and Relational Characteristics to Optimize the Selection of Peer Models for Children with Autism Spectrum Disorder / J. LOCKE in Journal of Autism and Developmental Disorders, 48-12 (December 2018)
PermalinkUsing the Clinical Global Impression scale to assess social communication change in minimally verbal children with autism spectrum disorder / C. TOOLAN in Autism Research, 15-2 (February 2022)
PermalinkWhat are the odds? Predicting the likelihood of a negative episode in a sample of toddlers with autism spectrum disorder / A. DIMACHKIE NUNNALLY in Autism, 25-8 (November 2021)
PermalinkWho gains and who loses? Sociodemographic disparities in access to special education services among autistic students / A. STURM in Autism Research, 14-8 (August 2021)
PermalinkWorking memory of school-aged children on the autism spectrum: Predictors for longitudinal growth / Sohyun An KIM in Autism, 27-8 (November 2023)
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