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Auteur Connie KASARI |
Documents disponibles écrits par cet auteur (87)
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Interventions in schools for children with autism spectrum disorder: Methods and recommendations / Connie KASARI in Autism, 17-3 (May 2013)
[article]
Titre : Interventions in schools for children with autism spectrum disorder: Methods and recommendations Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Tristram SMITH, Auteur Article en page(s) : p.254-267 Langues : Anglais (eng) Mots-clés : autism implementation science intervention school-based intervention treatment effectiveness evaluation Index. décimale : PER Périodiques Résumé : Although researchers have identified many promising teaching strategies and intervention programs for children with autism spectrum disorder, research on implementation of these interventions in school settings has lagged. Barriers to implementation include incompletely developed interventions, limited evidence of their utility in promoting long-term and meaningful change, and poor fit with school environments. To overcome these barriers, interventions need to be detailed in manuals that identify key components yet allow for flexibility, and studies need to evaluate long-term, real-life outcomes. Innovative research strategies also may be important, particularly carrying out research on new interventions in school settings from the outset, conducting partial effectiveness trials in which study personnel administer interventions in school settings, using community-partnered participatory research approaches, and redesigning interventions in a modular format. En ligne : http://dx.doi.org/10.1177/1362361312470496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Autism > 17-3 (May 2013) . - p.254-267[article] Interventions in schools for children with autism spectrum disorder: Methods and recommendations [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Tristram SMITH, Auteur . - p.254-267.
Langues : Anglais (eng)
in Autism > 17-3 (May 2013) . - p.254-267
Mots-clés : autism implementation science intervention school-based intervention treatment effectiveness evaluation Index. décimale : PER Périodiques Résumé : Although researchers have identified many promising teaching strategies and intervention programs for children with autism spectrum disorder, research on implementation of these interventions in school settings has lagged. Barriers to implementation include incompletely developed interventions, limited evidence of their utility in promoting long-term and meaningful change, and poor fit with school environments. To overcome these barriers, interventions need to be detailed in manuals that identify key components yet allow for flexibility, and studies need to evaluate long-term, real-life outcomes. Innovative research strategies also may be important, particularly carrying out research on new interventions in school settings from the outset, conducting partial effectiveness trials in which study personnel administer interventions in school settings, using community-partnered participatory research approaches, and redesigning interventions in a modular format. En ligne : http://dx.doi.org/10.1177/1362361312470496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms / Brandt CHAMBERLAIN in Journal of Autism and Developmental Disorders, 37-2 (February 2007)
[article]
Titre : Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Brandt CHAMBERLAIN, Auteur ; Connie KASARI, Auteur ; Erin ROTHERAM-FULLER, Auteur Année de publication : 2007 Article en page(s) : p.230-242 Langues : Anglais (eng) Mots-clés : Autism Social-networks Peer-acceptance Friendship Loneliness Index. décimale : PER Périodiques Résumé : Including children with autism in regular classrooms has become prevalent; yet some evidence suggests such placements could increase the risk of isolation and rejection. In this study, we used social network methods to explore the involvement of children with autism in typical classrooms. Participants were 398 children (196 boys) in regular 2nd through 5th grade classes, including 17 children (14 boys) with high functioning autism or Asperger’s syndrome. Children reported on friendship qualities, peer acceptance, loneliness, and classroom social networks. Despite involvement in networks, children with autism experienced lower centrality, acceptance, companionship, and reciprocity; yet they did not report greater loneliness. Future research is needed to help children with autism move from the periphery to more effective engagement with peers. En ligne : http://dx.doi.org/10.1007/s10803-006-0164-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=628
in Journal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.230-242[article] Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms [Texte imprimé et/ou numérique] / Brandt CHAMBERLAIN, Auteur ; Connie KASARI, Auteur ; Erin ROTHERAM-FULLER, Auteur . - 2007 . - p.230-242.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.230-242
Mots-clés : Autism Social-networks Peer-acceptance Friendship Loneliness Index. décimale : PER Périodiques Résumé : Including children with autism in regular classrooms has become prevalent; yet some evidence suggests such placements could increase the risk of isolation and rejection. In this study, we used social network methods to explore the involvement of children with autism in typical classrooms. Participants were 398 children (196 boys) in regular 2nd through 5th grade classes, including 17 children (14 boys) with high functioning autism or Asperger’s syndrome. Children reported on friendship qualities, peer acceptance, loneliness, and classroom social networks. Despite involvement in networks, children with autism experienced lower centrality, acceptance, companionship, and reciprocity; yet they did not report greater loneliness. Future research is needed to help children with autism move from the periphery to more effective engagement with peers. En ligne : http://dx.doi.org/10.1007/s10803-006-0164-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=628 Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder / Amanda C. GULSRUD in Journal of Child Psychology and Psychiatry, 57-5 (May 2016)
[article]
Titre : Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda C. GULSRUD, Auteur ; Gerhard HELLEMANN, Auteur ; Stephanie Y. SHIRE, Auteur ; Connie KASARI, Auteur Article en page(s) : p.606-613 Langues : Anglais (eng) Mots-clés : JASPER parent-mediated intervention social communication active ingredients Index. décimale : PER Périodiques Résumé : Background Behavioral interventions are commonplace in the treatment of autism spectrum disorders, yet relatively little is known about how and why these interventions work. This study tests the relationship between isolated core components of a packaged social communication intervention and the primary outcome, joint engagement, to better understand how the intervention is affecting change in individuals. Methods A total of 86 toddlers and their parents were enrolled in the study and randomized to one of two treatments, the joint attention, symbolic play, engagement, and regulation (JASPER) parent-mediated intervention or a psychoeducational intervention. Measures regarding the parent's use of intervention strategies were collected before and after the 10-week intervention. Additional measures of child and parent joint engagement were also collected. Results A significant effect of treatment was found for all four of the core strategies of the intervention, favoring a larger increase in the JASPER condition. A hierarchical linear regression revealed several individual predictors of joint engagement, including parent-rated buy-in, interventionist-rated parent involvement, and parental use of strategies. To complement the hierarchical analysis, we also tested the potential mediating effect the strategies may have on the relationship between treatment and joint engagement. Results showed that the strategy of mirrored pacing mediated the relationship between treatment and joint engagement in the positive direction. Conclusions These results strongly suggest that the mirrored pacing strategy is an active ingredient of the JASPER treatment. En ligne : http://dx.doi.org/10.1111/jcpp.12481 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288
in Journal of Child Psychology and Psychiatry > 57-5 (May 2016) . - p.606-613[article] Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda C. GULSRUD, Auteur ; Gerhard HELLEMANN, Auteur ; Stephanie Y. SHIRE, Auteur ; Connie KASARI, Auteur . - p.606-613.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-5 (May 2016) . - p.606-613
Mots-clés : JASPER parent-mediated intervention social communication active ingredients Index. décimale : PER Périodiques Résumé : Background Behavioral interventions are commonplace in the treatment of autism spectrum disorders, yet relatively little is known about how and why these interventions work. This study tests the relationship between isolated core components of a packaged social communication intervention and the primary outcome, joint engagement, to better understand how the intervention is affecting change in individuals. Methods A total of 86 toddlers and their parents were enrolled in the study and randomized to one of two treatments, the joint attention, symbolic play, engagement, and regulation (JASPER) parent-mediated intervention or a psychoeducational intervention. Measures regarding the parent's use of intervention strategies were collected before and after the 10-week intervention. Additional measures of child and parent joint engagement were also collected. Results A significant effect of treatment was found for all four of the core strategies of the intervention, favoring a larger increase in the JASPER condition. A hierarchical linear regression revealed several individual predictors of joint engagement, including parent-rated buy-in, interventionist-rated parent involvement, and parental use of strategies. To complement the hierarchical analysis, we also tested the potential mediating effect the strategies may have on the relationship between treatment and joint engagement. Results showed that the strategy of mirrored pacing mediated the relationship between treatment and joint engagement in the positive direction. Conclusions These results strongly suggest that the mirrored pacing strategy is an active ingredient of the JASPER treatment. En ligne : http://dx.doi.org/10.1111/jcpp.12481 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 It’s who you know: Caregiver social networks predict service use among under-resourced children with autism / Amanda GULSRUD in Research in Autism Spectrum Disorders, 88 (October 2021)
[article]
Titre : It’s who you know: Caregiver social networks predict service use among under-resourced children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Amanda GULSRUD, Auteur ; Hyon Soo LEE, Auteur ; Elizabeth McGhee HASSRICK, Auteur ; Suzannah IADAROLA, Auteur ; Melanie PELLECCHIA, Auteur ; Wendy SHIH, Auteur ; Sarah VEJNOSKA, Auteur ; Elizabeth H. MORGAN, Auteur ; Samantha HOCHHEIMER, Auteur ; Samantha CRABBE, Auteur ; Jennica LI, Auteur ; Lindsay HAUPTMAN, Auteur ; Fernanda CASTELLON, Auteur ; Heather NUSKE, Auteur ; Consuelo GARCIA, Auteur ; Rachel KING, Auteur ; Paul LUELMO, Auteur ; Kathleen CARLEY, Auteur ; Tristram SMITH, Auteur ; David MANDELL, Auteur ; Connie KASARI, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : 101843 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Disparities Services Culture Social networks Index. décimale : PER Périodiques Résumé : Background Numerous studies have shown that racial/ethnic minority and under-resourced families face barriers that delay timely access to autism services. These barriers include lack of resources and information about autism, financial hardship, mistrust in the service system, cultural and language mismatch, and other factors that have yet to be identified. Method The current study aimed to examine additional caregiver and system-level factors that could be associated with early service access using a diverse sample from four study sites (Los Angeles, CA; Philadelphia, PA; Sacramento, CA; and Rochester, NY). Partnering with community agencies that serve traditionally underrepresented groups, the research team recruited 118 caregivers of young children with autism who were low-income, English, Spanish or Korean speaking and had not accessed autism-specific services. Results Regression analyses revealed that the total number of services accessed were associated with caregiver social network size (p = 0.011) but not by race, autism knowledge and caregiver agency. Among families receiving at least one non-autism specific service, a marginally significant interaction effect of site and primary language on total services received was observed (p = 0.06). Conclusion Findings suggest that caregivers’ social network connections are crucial in early service access, and future interventions could target increasing social networks to improve families’ service engagement. More attention for non-English speaking families, especially those living in areas with few supports in their native languages, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 88 (October 2021) . - 101843[article] It’s who you know: Caregiver social networks predict service use among under-resourced children with autism [Texte imprimé et/ou numérique] / Amanda GULSRUD, Auteur ; Hyon Soo LEE, Auteur ; Elizabeth McGhee HASSRICK, Auteur ; Suzannah IADAROLA, Auteur ; Melanie PELLECCHIA, Auteur ; Wendy SHIH, Auteur ; Sarah VEJNOSKA, Auteur ; Elizabeth H. MORGAN, Auteur ; Samantha HOCHHEIMER, Auteur ; Samantha CRABBE, Auteur ; Jennica LI, Auteur ; Lindsay HAUPTMAN, Auteur ; Fernanda CASTELLON, Auteur ; Heather NUSKE, Auteur ; Consuelo GARCIA, Auteur ; Rachel KING, Auteur ; Paul LUELMO, Auteur ; Kathleen CARLEY, Auteur ; Tristram SMITH, Auteur ; David MANDELL, Auteur ; Connie KASARI, Auteur ; Aubyn C. STAHMER, Auteur . - 101843.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 88 (October 2021) . - 101843
Mots-clés : Autism spectrum disorder Disparities Services Culture Social networks Index. décimale : PER Périodiques Résumé : Background Numerous studies have shown that racial/ethnic minority and under-resourced families face barriers that delay timely access to autism services. These barriers include lack of resources and information about autism, financial hardship, mistrust in the service system, cultural and language mismatch, and other factors that have yet to be identified. Method The current study aimed to examine additional caregiver and system-level factors that could be associated with early service access using a diverse sample from four study sites (Los Angeles, CA; Philadelphia, PA; Sacramento, CA; and Rochester, NY). Partnering with community agencies that serve traditionally underrepresented groups, the research team recruited 118 caregivers of young children with autism who were low-income, English, Spanish or Korean speaking and had not accessed autism-specific services. Results Regression analyses revealed that the total number of services accessed were associated with caregiver social network size (p = 0.011) but not by race, autism knowledge and caregiver agency. Among families receiving at least one non-autism specific service, a marginally significant interaction effect of site and primary language on total services received was observed (p = 0.06). Conclusion Findings suggest that caregivers’ social network connections are crucial in early service access, and future interventions could target increasing social networks to improve families’ service engagement. More attention for non-English speaking families, especially those living in areas with few supports in their native languages, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 Joint attention and symbolic play in young children with autism: a randomized controlled intervention study / Connie KASARI in Journal of Child Psychology and Psychiatry, 47-6 (June 2006)
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Titre : Joint attention and symbolic play in young children with autism: a randomized controlled intervention study Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Stephanny FREEMAN, Auteur ; Tanya PAPARELLA, Auteur Année de publication : 2006 Article en page(s) : p.611–620 Langues : Anglais (eng) Mots-clés : Intervention joint-attention symbolic-play autism Index. décimale : PER Périodiques Résumé : Background: Delays and deficits in joint attention and symbolic play constitute two important developmental problems in young children with autism. These areas of deficit have been well studied in autism but have rarely been the focus of treatment efforts (see Kasari, Freeman, & Paparella, 2001). In this study, we examine the efficacy of targeted interventions of joint attention and symbolic play.
Methods: Participants were 58 children with autism aged 3 and 4 years (46 boys). Children were randomized to a joint attention intervention, a symbolic play intervention, or control group. Interventions were conducted 30 minutes daily for 5–6 weeks. Both structured assessments of joint attention and play skills and mother–child interactions were collected pre and post intervention by independent assessors.
Results: Results indicate that both intervention groups improved significantly over the control group on certain behaviors. Children in the joint attention intervention initiated significantly more showing and responsiveness to joint attention on the structured joint attention assessment and more child-initiated joint attention in the mother–child interaction. The children in the play group showed more diverse types of symbolic play in interaction with their mothers and higher play levels on both the play assessment and in interaction with their mothers.
Conclusions: This randomized controlled trial provides promising data on the specificity and generalizability of joint attention and play interventions for young children with autism. Future studies need to examine the long-term effects of these early interventions on children's development.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01567.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=746
in Journal of Child Psychology and Psychiatry > 47-6 (June 2006) . - p.611–620[article] Joint attention and symbolic play in young children with autism: a randomized controlled intervention study [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Stephanny FREEMAN, Auteur ; Tanya PAPARELLA, Auteur . - 2006 . - p.611–620.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 47-6 (June 2006) . - p.611–620
Mots-clés : Intervention joint-attention symbolic-play autism Index. décimale : PER Périodiques Résumé : Background: Delays and deficits in joint attention and symbolic play constitute two important developmental problems in young children with autism. These areas of deficit have been well studied in autism but have rarely been the focus of treatment efforts (see Kasari, Freeman, & Paparella, 2001). In this study, we examine the efficacy of targeted interventions of joint attention and symbolic play.
Methods: Participants were 58 children with autism aged 3 and 4 years (46 boys). Children were randomized to a joint attention intervention, a symbolic play intervention, or control group. Interventions were conducted 30 minutes daily for 5–6 weeks. Both structured assessments of joint attention and play skills and mother–child interactions were collected pre and post intervention by independent assessors.
Results: Results indicate that both intervention groups improved significantly over the control group on certain behaviors. Children in the joint attention intervention initiated significantly more showing and responsiveness to joint attention on the structured joint attention assessment and more child-initiated joint attention in the mother–child interaction. The children in the play group showed more diverse types of symbolic play in interaction with their mothers and higher play levels on both the play assessment and in interaction with their mothers.
Conclusions: This randomized controlled trial provides promising data on the specificity and generalizability of joint attention and play interventions for young children with autism. Future studies need to examine the long-term effects of these early interventions on children's development.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01567.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=746 Joint Attention Intervention for Children with Autism / Connie KASARI
PermalinkJoint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD / W. SHIH in Journal of Child Psychology and Psychiatry, 62-10 (October 2021)
PermalinkMaking the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders / Connie KASARI in Journal of Child Psychology and Psychiatry, 53-4 (April 2012)
PermalinkMeasuring social communication behaviors as a treatment endpoint in individuals with autism spectrum disorder / Evdokia ANAGNOSTOU in Autism, 19-5 (July 2015)
PermalinkMinimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum / Helen TAGER-FLUSBERG in Autism Research, 6-6 (December 2013)
PermalinkNaturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
PermalinkParent–child interactions in autism: Characteristics of play / Stephanny FREEMAN in Autism, 17-2 (March 2013)
PermalinkParenting stress in caregiver-mediated interventions for toddlers with autism: An application of quantile regression mixed models / A. SCHLINK in Autism Research, 15-2 (February 2022)
PermalinkParents’ Adoption of Social Communication Intervention Strategies: Families Including Children with Autism Spectrum Disorder Who are Minimally Verbal / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
PermalinkPeer Acceptance, Social Engagement, and Friendship: Critical Social Goals for Children with Autism Spectrum Disorders / Connie KASARI
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