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Auteur Connie KASARI |
Documents disponibles écrits par cet auteur (55)
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Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention / Stephanie Y. SHIRE in Autism, 24-8 (November 2020)
[article]
Titre : Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2142-2152 Langues : Anglais (eng) Mots-clés : *Engagement *Joint Attention *Symbolic Play *and Regulation *community deployment *effectiveness *intervention *jasPEER *peer engagement *toddlers Index. décimale : PER Périodiques Résumé : Although young children may participate in education and intervention programs that take place in classrooms or groups, there is little information about how toddlers with special needs, and specifically toddlers with autism, are engaging with their peers. This study takes place in a public center-based early intervention program for toddlers with autism. Classrooms of toddlers were randomly assigned to an individual social communication intervention or the same intervention adapted to include a peer. Children in both groups made gains in social communication and play skills. Children who had the peer intervention were more engaged with peers when an adult was present, but not when the children were unsupported. This article adds information about early skills that may be important for children to master so that they have more success when trying to interact with their peers. These skills include understanding language (referred to as "receptive language" at 12 months or more) and play skills including building and stacking (referred to as "combination play"-for example, building with blocks or completing a puzzle) and extending familiar actions to themselves, others, and figures (referred to as "presymbolic play"-for example, putting a bottle to the doll or to themselves). Understanding which skills to target can help practitioners focus their instruction to build children's skills toward connecting with peers through play. En ligne : http://dx.doi.org/10.1177/1362361320935689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2142-2152[article] Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur . - p.2142-2152.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2142-2152
Mots-clés : *Engagement *Joint Attention *Symbolic Play *and Regulation *community deployment *effectiveness *intervention *jasPEER *peer engagement *toddlers Index. décimale : PER Périodiques Résumé : Although young children may participate in education and intervention programs that take place in classrooms or groups, there is little information about how toddlers with special needs, and specifically toddlers with autism, are engaging with their peers. This study takes place in a public center-based early intervention program for toddlers with autism. Classrooms of toddlers were randomly assigned to an individual social communication intervention or the same intervention adapted to include a peer. Children in both groups made gains in social communication and play skills. Children who had the peer intervention were more engaged with peers when an adult was present, but not when the children were unsupported. This article adds information about early skills that may be important for children to master so that they have more success when trying to interact with their peers. These skills include understanding language (referred to as "receptive language" at 12 months or more) and play skills including building and stacking (referred to as "combination play"-for example, building with blocks or completing a puzzle) and extending familiar actions to themselves, others, and figures (referred to as "presymbolic play"-for example, putting a bottle to the doll or to themselves). Understanding which skills to target can help practitioners focus their instruction to build children's skills toward connecting with peers through play. En ligne : http://dx.doi.org/10.1177/1362361320935689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Personal victimization experiences of autistic and non-autistic children / Natalie LIBSTER in Molecular Autism, 13 (2022)
[article]
Titre : Personal victimization experiences of autistic and non-autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Natalie LIBSTER, Auteur ; Azia KNOX, Auteur ; Selin ENGIN, Auteur ; Daniel GESCHWIND, Auteur ; Julia PARISH-MORRIS, Auteur ; Connie KASARI, Auteur Article en page(s) : 51 p. Langues : Anglais (eng) Mots-clés : Humans Male Child Female Autistic Disorder Crime Victims Bullying Peer Group Cognition Autism spectrum disorder Autism symptom severity Bullying victimization Sex differences Social affect Index. décimale : PER Périodiques Résumé : BACKGROUND: Autistic children report higher levels of bullying victimization than their non-autistic peers. However, autistic children with fewer social difficulties, as measured on the Autism Diagnostic Observation Schedule (ADOS), are more likely to report being bullied. Autistic children with stronger social skills may not only be more likely to identify and report incidents of bullying, but they may also be more likely to interact with their non-autistic peers, increasing their likelihood of being victimized. Autistic girls may be especially at-risk of experiencing bullying victimization, as a growing body of research suggests that autistic girls demonstrate fewer social difficulties and are more socially motivated than autistic boys. Here, we explored reported problems with peers and bullying victimization among a carefully matched sample of autistic and non-autistic boys and girls. Qualitative methods were further implemented to gain a more holistic understanding of the social experiences of autistic boys and girls. METHODS: This mixed-methods study analyzed the transcribed clinical evaluations of 58 autistic children (29 girls) matched to 42 non-autistic children (21 girls) on age and IQ. Within each diagnostic group, boys and girls were matched on ADOS severity score. We compared reported problems with peers and bullying victimization across sex and diagnosis. Among autistic children, we further examined whether ADOS social affect (SA), restricted repetitive behaviors, and severity scores predicted problems with peers and bullying victimization. We then identified themes related to personal experiences of victimization. RESULTS: Autistic children were more likely than non-autistic children to have experienced bullying victimization, and autistic children with lower ADOS severity and SA scores were more likely to report having been bullied. While autistic boys and girls reported similar levels of bullying victimization, qualitative analyses revealed sex differences in the underlying causes of peer conflict. LIMITATIONS: This study was a secondary data analysis. The standardized set of questions on the ADOS limited the amount of information that children provided about their peer relationships, and variations in follow-up questions may have influenced children's responses. CONCLUSIONS: Although autism symptomatology places autistic children at greater risk for bullying victimization compared to their non-autistic peers, greater social challenges among autistic children are associated with lower rates of victimization. This study further highlights the importance of using mixed-methods approaches to discover nuances in the social experiences of autistic girls and boys that may become opportunities for support. En ligne : http://dx.doi.org/10.1186/s13229-022-00531-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Molecular Autism > 13 (2022) . - 51 p.[article] Personal victimization experiences of autistic and non-autistic children [Texte imprimé et/ou numérique] / Natalie LIBSTER, Auteur ; Azia KNOX, Auteur ; Selin ENGIN, Auteur ; Daniel GESCHWIND, Auteur ; Julia PARISH-MORRIS, Auteur ; Connie KASARI, Auteur . - 51 p.
Langues : Anglais (eng)
in Molecular Autism > 13 (2022) . - 51 p.
Mots-clés : Humans Male Child Female Autistic Disorder Crime Victims Bullying Peer Group Cognition Autism spectrum disorder Autism symptom severity Bullying victimization Sex differences Social affect Index. décimale : PER Périodiques Résumé : BACKGROUND: Autistic children report higher levels of bullying victimization than their non-autistic peers. However, autistic children with fewer social difficulties, as measured on the Autism Diagnostic Observation Schedule (ADOS), are more likely to report being bullied. Autistic children with stronger social skills may not only be more likely to identify and report incidents of bullying, but they may also be more likely to interact with their non-autistic peers, increasing their likelihood of being victimized. Autistic girls may be especially at-risk of experiencing bullying victimization, as a growing body of research suggests that autistic girls demonstrate fewer social difficulties and are more socially motivated than autistic boys. Here, we explored reported problems with peers and bullying victimization among a carefully matched sample of autistic and non-autistic boys and girls. Qualitative methods were further implemented to gain a more holistic understanding of the social experiences of autistic boys and girls. METHODS: This mixed-methods study analyzed the transcribed clinical evaluations of 58 autistic children (29 girls) matched to 42 non-autistic children (21 girls) on age and IQ. Within each diagnostic group, boys and girls were matched on ADOS severity score. We compared reported problems with peers and bullying victimization across sex and diagnosis. Among autistic children, we further examined whether ADOS social affect (SA), restricted repetitive behaviors, and severity scores predicted problems with peers and bullying victimization. We then identified themes related to personal experiences of victimization. RESULTS: Autistic children were more likely than non-autistic children to have experienced bullying victimization, and autistic children with lower ADOS severity and SA scores were more likely to report having been bullied. While autistic boys and girls reported similar levels of bullying victimization, qualitative analyses revealed sex differences in the underlying causes of peer conflict. LIMITATIONS: This study was a secondary data analysis. The standardized set of questions on the ADOS limited the amount of information that children provided about their peer relationships, and variations in follow-up questions may have influenced children's responses. CONCLUSIONS: Although autism symptomatology places autistic children at greater risk for bullying victimization compared to their non-autistic peers, greater social challenges among autistic children are associated with lower rates of victimization. This study further highlights the importance of using mixed-methods approaches to discover nuances in the social experiences of autistic girls and boys that may become opportunities for support. En ligne : http://dx.doi.org/10.1186/s13229-022-00531-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom / Connie S. WONG in Journal of Autism and Developmental Disorders, 42-10 (October 2012)
[article]
Titre : Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Connie S. WONG, Auteur ; Connie KASARI, Auteur Année de publication : 2012 Article en page(s) : p.2152-2161 Langues : Anglais (eng) Mots-clés : Autism Play Joint attention Engagement Preschool special education Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine play and joint attention in children with autism (n=27) as compared to children with other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays. Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest the importance of educating teachers to target play and joint attention skills in their preschool special education classes, specifically for children with autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1467-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p.2152-2161[article] Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom [Texte imprimé et/ou numérique] / Connie S. WONG, Auteur ; Connie KASARI, Auteur . - 2012 . - p.2152-2161.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p.2152-2161
Mots-clés : Autism Play Joint attention Engagement Preschool special education Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine play and joint attention in children with autism (n=27) as compared to children with other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays. Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest the importance of educating teachers to target play and joint attention skills in their preschool special education classes, specifically for children with autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1467-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 Positive Effects of Methylphenidate on Social Communication and Self-Regulation in Children with Pervasive Developmental Disorders and Hyperactivity / Laudan B. JAHROMI in Journal of Autism and Developmental Disorders, 39-3 (March 2009)
[article]
Titre : Positive Effects of Methylphenidate on Social Communication and Self-Regulation in Children with Pervasive Developmental Disorders and Hyperactivity Type de document : Texte imprimé et/ou numérique Auteurs : Laudan B. JAHROMI, Auteur ; Connie KASARI, Auteur ; David J. POSEY, Auteur ; Jaswinder GHUMAN, Auteur ; Erin KUSTAN, Auteur ; Louise RITZ, Auteur ; Elaine TIERNEY, Auteur ; Lisa S-Y. LEE, Auteur ; Andrea N. WITWER, Auteur ; Christopher J. MCDOUGLE, Auteur ; Michael G. AMAN, Auteur ; Benedetto VITIELLO, Auteur ; L. Eugene ARNOLD, Auteur ; Lawrence SCAHILL, Auteur ; James T. MCCRACKEN, Auteur Année de publication : 2009 Article en page(s) : p.395-404 Langues : Anglais (eng) Mots-clés : Methylphenidate Pervasive-developmental-disorders Hyperactivity Autism-spectrum-disorder Index. décimale : PER Périodiques Résumé : This report examined the effect of methylphenidate on social communication and self-regulation in children with pervasive developmental disorders and hyperactivity in a secondary analysis of RUPP Autism Network data. Participants were 33 children (29 boys) between the ages of 5 and 13 years who participated in a four-week crossover trial of placebo and increasing doses of methylphenidate given in random order each for one week. Observational measures of certain aspects of children’s social communication, self-regulation, and affective behavior were obtained each week. A significant positive effect of methylphenidate was seen on children’s use of joint attention initiations, response to bids for joint attention, self-regulation, and regulated affective state. The results go beyond the recent literature and suggest that methylphenidate may have positive effects on social behaviors in children with PDD and hyperactivity. En ligne : http://dx.doi.org/10.1007/s10803-008-0636-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=695
in Journal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.395-404[article] Positive Effects of Methylphenidate on Social Communication and Self-Regulation in Children with Pervasive Developmental Disorders and Hyperactivity [Texte imprimé et/ou numérique] / Laudan B. JAHROMI, Auteur ; Connie KASARI, Auteur ; David J. POSEY, Auteur ; Jaswinder GHUMAN, Auteur ; Erin KUSTAN, Auteur ; Louise RITZ, Auteur ; Elaine TIERNEY, Auteur ; Lisa S-Y. LEE, Auteur ; Andrea N. WITWER, Auteur ; Christopher J. MCDOUGLE, Auteur ; Michael G. AMAN, Auteur ; Benedetto VITIELLO, Auteur ; L. Eugene ARNOLD, Auteur ; Lawrence SCAHILL, Auteur ; James T. MCCRACKEN, Auteur . - 2009 . - p.395-404.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.395-404
Mots-clés : Methylphenidate Pervasive-developmental-disorders Hyperactivity Autism-spectrum-disorder Index. décimale : PER Périodiques Résumé : This report examined the effect of methylphenidate on social communication and self-regulation in children with pervasive developmental disorders and hyperactivity in a secondary analysis of RUPP Autism Network data. Participants were 33 children (29 boys) between the ages of 5 and 13 years who participated in a four-week crossover trial of placebo and increasing doses of methylphenidate given in random order each for one week. Observational measures of certain aspects of children’s social communication, self-regulation, and affective behavior were obtained each week. A significant positive effect of methylphenidate was seen on children’s use of joint attention initiations, response to bids for joint attention, self-regulation, and regulated affective state. The results go beyond the recent literature and suggest that methylphenidate may have positive effects on social behaviors in children with PDD and hyperactivity. En ligne : http://dx.doi.org/10.1007/s10803-008-0636-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=695 Predictors of Attrition in a Randomized Trial of a Social Communication Intervention for Infant-Toddlers at Risk for Autism / Kyle STERRETT in Journal of Autism and Developmental Disorders, 53-8 (August 2023)
[article]
Titre : Predictors of Attrition in a Randomized Trial of a Social Communication Intervention for Infant-Toddlers at Risk for Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kyle STERRETT, Auteur ; Maira Tafolla MAGAÑA, Auteur ; Amanda GULSRUD, Auteur ; Tanya PAPARELLA, Auteur ; Connie KASARI, Auteur Article en page(s) : p.3023-3033 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Addressing factors that make it more likely for families to attrite from early intervention trials will allow researchers to ensure that families reap the full benefits of participation. This study was an analysis of 78 children (Mage?=?18.38 months, SD?=?5.78) at risk for autism participating in a university-based randomized controlled trial of two 8-week long early intervention programs. Overall, attrition through 8-weeks was low, approximately 13%, however by the one-year follow-up attrition rates were approximately 50%. The most consistent predictor of attrition was the distance that families had to travel to the university. These data highlight the importance of providing services and support (e.g., financial and logistic) during follow-up to families to maximize their participation. Clincaltrials.gov Identifier: NCT01874327, 6/11/2013. En ligne : https://doi.org/10.1007/s10803-022-05616-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508
in Journal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3023-3033[article] Predictors of Attrition in a Randomized Trial of a Social Communication Intervention for Infant-Toddlers at Risk for Autism [Texte imprimé et/ou numérique] / Kyle STERRETT, Auteur ; Maira Tafolla MAGAÑA, Auteur ; Amanda GULSRUD, Auteur ; Tanya PAPARELLA, Auteur ; Connie KASARI, Auteur . - p.3023-3033.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3023-3033
Index. décimale : PER Périodiques Résumé : Addressing factors that make it more likely for families to attrite from early intervention trials will allow researchers to ensure that families reap the full benefits of participation. This study was an analysis of 78 children (Mage?=?18.38 months, SD?=?5.78) at risk for autism participating in a university-based randomized controlled trial of two 8-week long early intervention programs. Overall, attrition through 8-weeks was low, approximately 13%, however by the one-year follow-up attrition rates were approximately 50%. The most consistent predictor of attrition was the distance that families had to travel to the university. These data highlight the importance of providing services and support (e.g., financial and logistic) during follow-up to families to maximize their participation. Clincaltrials.gov Identifier: NCT01874327, 6/11/2013. En ligne : https://doi.org/10.1007/s10803-022-05616-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 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)
PermalinkPreschool 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)
PermalinkRace, disability, and grade: Social relationships in children with autism spectrum disorders / Gazi F. AZAD in Autism, 21-1 (January 2017)
PermalinkRandomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism / Connie KASARI in Journal of Autism and Developmental Disorders, 40-9 (September 2010)
PermalinkRandomized 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)
PermalinkRandomized 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)
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