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Auteur Connie KASARI |
Documents disponibles écrits par cet auteur (56)
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Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors / Lauren BACZEWSKI ; Maria PIZZANO ; Connie KASARI ; Alexandra STURM in Journal of Autism and Developmental Disorders, 53-12 (December 2023)
[article]
Titre : Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors Type de document : Texte imprimé et/ou numérique Auteurs : Lauren BACZEWSKI, Auteur ; Maria PIZZANO, Auteur ; Connie KASARI, Auteur ; Alexandra STURM, Auteur Article en page(s) : p.4521-4534 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examines autistic and non-autistic college students' experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N=290) and non-autistic students (N=290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment. Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity. En ligne : https://doi.org/10.1007/s10803-022-05729-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515
in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4521-4534[article] Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors [Texte imprimé et/ou numérique] / Lauren BACZEWSKI, Auteur ; Maria PIZZANO, Auteur ; Connie KASARI, Auteur ; Alexandra STURM, Auteur . - p.4521-4534.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4521-4534
Index. décimale : PER Périodiques Résumé : This study examines autistic and non-autistic college students' experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N=290) and non-autistic students (N=290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment. Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity. En ligne : https://doi.org/10.1007/s10803-022-05729-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 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)
[article]
Titre : Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Clare HARROP, Auteur ; Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Ya-Chih CHANG, Auteur ; Eric ISHIJIMA, Auteur ; Kathy LAWTON, Auteur ; Connie KASARI, Auteur Article en page(s) : p.766-777 Langues : Anglais (eng) Mots-clés : Autism Gender Social-communication Joint attention Play Index. décimale : PER Périodiques Résumé : Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood relative to boys, using two measures focused on the specific quantification of these variables. We also examined whether the associations between developmental variables and social-communication and play differed by gender. Forty girls with ASD were individually matched to 40 boys based on ASD severity. Our results suggest that girls and boys were more similar than different, however they also raise questions about the potential differential associations between development and requesting ability in girls and boys with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2234-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.766-777[article] Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Ya-Chih CHANG, Auteur ; Eric ISHIJIMA, Auteur ; Kathy LAWTON, Auteur ; Connie KASARI, Auteur . - p.766-777.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.766-777
Mots-clés : Autism Gender Social-communication Joint attention Play Index. décimale : PER Périodiques Résumé : Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood relative to boys, using two measures focused on the specific quantification of these variables. We also examined whether the associations between developmental variables and social-communication and play differed by gender. Forty girls with ASD were individually matched to 40 boys based on ASD severity. Our results suggest that girls and boys were more similar than different, however they also raise questions about the potential differential associations between development and requesting ability in girls and boys with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2234-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 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)
[article]
Titre : Does Gender Moderate Core Deficits in ASD? An Investigation into Restricted and Repetitive Behaviors in Girls and Boys with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Clare HARROP, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.3644-3655 Langues : Anglais (eng) Mots-clés : Autism Gender Restricted and repetitive behaviors Index. décimale : PER Périodiques Résumé : Due to the uneven gender ratio of autism spectrum disorders (ASD), girls are rarely studied independently from boys. Research focusing on restricted and repetitive behaviors (RRBs) indicates that above the age of six girls have fewer and/or different RRBs than boys with ASD. In this study we investigated whether girls and boys with ASD demonstrated similar rates and types of RRBs in early childhood, using discrete observational coding from a video-taped play interaction. Twenty-nine girls with ASD were matched to 29 boys based on ASD severity. While boys in our sample demonstrated a greater frequency of RRBs, this was not significant and our findings indicate that girls and boys under five are more similar than dissimilar on this core deficit. However our data also revealed a trend toward gender-differential growth trajectories—a finding worthy of further investigation in larger samples. En ligne : http://dx.doi.org/10.1007/s10803-015-2511-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3644-3655[article] Does Gender Moderate Core Deficits in ASD? An Investigation into Restricted and Repetitive Behaviors in Girls and Boys with ASD [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur . - p.3644-3655.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3644-3655
Mots-clés : Autism Gender Restricted and repetitive behaviors Index. décimale : PER Périodiques Résumé : Due to the uneven gender ratio of autism spectrum disorders (ASD), girls are rarely studied independently from boys. Research focusing on restricted and repetitive behaviors (RRBs) indicates that above the age of six girls have fewer and/or different RRBs than boys with ASD. In this study we investigated whether girls and boys with ASD demonstrated similar rates and types of RRBs in early childhood, using discrete observational coding from a video-taped play interaction. Twenty-nine girls with ASD were matched to 29 boys based on ASD severity. While boys in our sample demonstrated a greater frequency of RRBs, this was not significant and our findings indicate that girls and boys under five are more similar than dissimilar on this core deficit. However our data also revealed a trend toward gender-differential growth trajectories—a finding worthy of further investigation in larger samples. En ligne : http://dx.doi.org/10.1007/s10803-015-2511-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 L'engagement social dans l'autisme : des implications pour l'intervention / Connie KASARI in Bulletin Scientifique de l'arapi (Le), 34 (Décembre 2014)
[article]
Titre : L'engagement social dans l'autisme : des implications pour l'intervention Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur Année de publication : 2014 Article en page(s) : p. 23-26 Langues : Français (fre) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=254
in Bulletin Scientifique de l'arapi (Le) > 34 (Décembre 2014) . - p. 23-26[article] L'engagement social dans l'autisme : des implications pour l'intervention [Texte imprimé et/ou numérique] / Connie KASARI, Auteur . - 2014 . - p. 23-26.
Langues : Français (fre)
in Bulletin Scientifique de l'arapi (Le) > 34 (Décembre 2014) . - p. 23-26
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=254 Examining playground engagement between elementary school children with and without autism spectrum disorder / Jill LOCKE in Autism, 20-6 (August 2016)
[article]
Titre : Examining playground engagement between elementary school children with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Wendy SHIH, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.653-662 Langues : Anglais (eng) Mots-clés : autism spectrum disorder peers playground engagement social communication Index. décimale : PER Périodiques Résumé : Little is known about the social behavior of children with and without autism spectrum disorder during recess. This study documented the naturally occurring recess engagement and peer interaction behaviors of children with and without autism spectrum disorder in inclusive school settings. Participants included 51 children with autism spectrum disorder and 51 classmates without autism spectrum disorder who served as peer models matched on gender, classroom, grade, age, and ethnicity. Using a timed-interval behavior-coding system, children with autism spectrum disorder spent approximately 30% of their recess time engaged in solitary activities, whereas their classmates only spent approximately 9% of recess unengaged. In addition, children with autism spectrum disorder spent about 40% of the recess period jointly engaged with peers in a reciprocal activity, conversation, or game as compared to 70% for matched classmates. These findings provide a context for which to interpret intervention outcomes and gains for children with autism spectrum disorder in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361315599468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Autism > 20-6 (August 2016) . - p.653-662[article] Examining playground engagement between elementary school children with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Wendy SHIH, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur . - p.653-662.
Langues : Anglais (eng)
in Autism > 20-6 (August 2016) . - p.653-662
Mots-clés : autism spectrum disorder peers playground engagement social communication Index. décimale : PER Périodiques Résumé : Little is known about the social behavior of children with and without autism spectrum disorder during recess. This study documented the naturally occurring recess engagement and peer interaction behaviors of children with and without autism spectrum disorder in inclusive school settings. Participants included 51 children with autism spectrum disorder and 51 classmates without autism spectrum disorder who served as peer models matched on gender, classroom, grade, age, and ethnicity. Using a timed-interval behavior-coding system, children with autism spectrum disorder spent approximately 30% of their recess time engaged in solitary activities, whereas their classmates only spent approximately 9% of recess unengaged. In addition, children with autism spectrum disorder spent about 40% of the recess period jointly engaged with peers in a reciprocal activity, conversation, or game as compared to 70% for matched classmates. These findings provide a context for which to interpret intervention outcomes and gains for children with autism spectrum disorder in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361315599468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention / Stephanie Y. SHIRE in Autism, 26-3 (April 2022)
PermalinkExploring 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)
PermalinkFacilitating Social Inclusion of Children with an Autism Spectrum Disorder / Saara MAHJOURI
PermalinkFriendships in preschool children with autism spectrum disorder: What holds them back, child characteristics or teacher behavior? / Ya-Chih CHANG in Autism, 20-1 (January 2016)
PermalinkGetting into the Game / Veronica SMITH
PermalinkHeterogeneity of autism symptoms in community-referred infants and toddlers at elevated or low familial likelihood of autism / Torrey L. COHENOUR in Autism Research, 16-9 (September 2023)
PermalinkHybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial / Stephanie Y. SHIRE in Journal of Child Psychology and Psychiatry, 58-5 (May 2017)
PermalinkIdentification of a distinct developmental and behavioral profile in children with Dup15q syndrome / C. DISTEFANO in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)
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)
PermalinkIncreasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 46-5 (May 2016)
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