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Auteur Connie KASARI |
Documents disponibles écrits par cet auteur (87)
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Short-term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder / C. HARROP in Autism Research, 14-8 (August 2021)
[article]
Titre : Short-term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. HARROP, Auteur ; K. STERRETT, Auteur ; W. SHIH, Auteur ; R. LANDA, Auteur ; A. KAISER, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1789-1799 Langues : Anglais (eng) Mots-clés : Aged Autism Spectrum Disorder/complications/epidemiology Child Child, Preschool Cognition Humans language minimally verbal repetitive behaviors Index. décimale : PER Périodiques Résumé : Very little is known about the 30% of children with Autism Spectrum Disorder (ASD) who remain minimally verbal when they enter school. Restricted and repetitive behaviors (RRBs) are well-characterized in younger, preschool, and toddler samples. However, the prevalence and impact of RRBs has not been characterized in older, minimally verbal children. The goal of this study was to characterize this core diagnostic feature in minimally verbal children with ASD ages 5-8?years over a 9-month period to better understand how these behaviors manifest in this crucially understudied population. RRBs were coded from caregiver-child interactions (CCX) at four timepoints. Upon entry into the study, children demonstrated an average of 17 RRBs during a 10-min CCX. The most common category was Verbal. RRBs remained constant over 6?months; however, a slight reduction was observed at the final timepoint. Compared to prior literature on younger samples, minimally verbal children with ASD demonstrated higher rates of RRBs and higher rates of verbal RRBs. Further work is required to understand the function and impact of RRBs in minimally verbal children. LAY ABSTRACT: Approximately one-third of children with autism spectrum disorder (ASD) remain minimally verbal at the time of school entry. In this study, we sought to characterize the presence of restricted and repetitive behaviors (RRBs) in school-aged children (5-8) who were minimally verbal. Compared to prior studies, minimally verbal children with ASD had higher frequencies of RRBs and demonstrated a different profile of behaviors, including more verbal RRBs. En ligne : http://dx.doi.org/10.1002/aur.2528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-8 (August 2021) . - p.1789-1799[article] Short-term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder [Texte imprimé et/ou numérique] / C. HARROP, Auteur ; K. STERRETT, Auteur ; W. SHIH, Auteur ; R. LANDA, Auteur ; A. KAISER, Auteur ; Connie KASARI, Auteur . - p.1789-1799.
Langues : Anglais (eng)
in Autism Research > 14-8 (August 2021) . - p.1789-1799
Mots-clés : Aged Autism Spectrum Disorder/complications/epidemiology Child Child, Preschool Cognition Humans language minimally verbal repetitive behaviors Index. décimale : PER Périodiques Résumé : Very little is known about the 30% of children with Autism Spectrum Disorder (ASD) who remain minimally verbal when they enter school. Restricted and repetitive behaviors (RRBs) are well-characterized in younger, preschool, and toddler samples. However, the prevalence and impact of RRBs has not been characterized in older, minimally verbal children. The goal of this study was to characterize this core diagnostic feature in minimally verbal children with ASD ages 5-8?years over a 9-month period to better understand how these behaviors manifest in this crucially understudied population. RRBs were coded from caregiver-child interactions (CCX) at four timepoints. Upon entry into the study, children demonstrated an average of 17 RRBs during a 10-min CCX. The most common category was Verbal. RRBs remained constant over 6?months; however, a slight reduction was observed at the final timepoint. Compared to prior literature on younger samples, minimally verbal children with ASD demonstrated higher rates of RRBs and higher rates of verbal RRBs. Further work is required to understand the function and impact of RRBs in minimally verbal children. LAY ABSTRACT: Approximately one-third of children with autism spectrum disorder (ASD) remain minimally verbal at the time of school entry. In this study, we sought to characterize the presence of restricted and repetitive behaviors (RRBs) in school-aged children (5-8) who were minimally verbal. Compared to prior studies, minimally verbal children with ASD had higher frequencies of RRBs and demonstrated a different profile of behaviors, including more verbal RRBs. En ligne : http://dx.doi.org/10.1002/aur.2528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 Slower 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)
[article]
Titre : Slower pace in early walking onset is related to communication, motor skills, and adaptive function in autistic toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Emma D. BURDEKIN, Auteur ; Nicholas J. JACKSON, Auteur ; Lauren HUGHART, Auteur ; Jeff ANDERSON, Auteur ; Stacey C. DUSING, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.27-36 Index. décimale : PER Périodiques Résumé : Abstract The onset of walking is a major developmental milestone in early childhood and is critical to the development of language and social communication. Delays in walking have been described in individuals with ASD. Yet, less is known about the quality of early gait development in toddlers with ASD and the relationship to motor skills, social communication, and language. Quantitative measures of locomotion can improve our ability to evaluate subtle and specific motor differences in toddlers with ASD and their relationship to other developmental domains. We used quantitative gait analysis to evaluate locomotion in toddlers with ASD (n?=?51) and compared these data to a reference chronological aged (CA) and mental aged (MA) matched typically developing (TD) cohort (n?=?45). We also examined the relationship of quantitative gait metrics to developmental measures among toddlers with ASD. We found that although toddlers with ASD achieved a typical age range of walking onset, they exhibited a pattern of slower pace compared to the TD cohort when matched by CA and MA. We also found that slower measures of pace were associated with lower developmental scores of communication, motor skills, and adaptive function. Our findings improve characterization of locomotion in toddlers with ASD and the relationship of motor skills to other developmental domains. En ligne : https://doi.org/10.1002/aur.3067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Autism Research > 17-1 (January 2024) . - p.27-36[article] Slower pace in early walking onset is related to communication, motor skills, and adaptive function in autistic toddlers [Texte imprimé et/ou numérique] / Emma D. BURDEKIN, Auteur ; Nicholas J. JACKSON, Auteur ; Lauren HUGHART, Auteur ; Jeff ANDERSON, Auteur ; Stacey C. DUSING, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur . - p.27-36.
in Autism Research > 17-1 (January 2024) . - p.27-36
Index. décimale : PER Périodiques Résumé : Abstract The onset of walking is a major developmental milestone in early childhood and is critical to the development of language and social communication. Delays in walking have been described in individuals with ASD. Yet, less is known about the quality of early gait development in toddlers with ASD and the relationship to motor skills, social communication, and language. Quantitative measures of locomotion can improve our ability to evaluate subtle and specific motor differences in toddlers with ASD and their relationship to other developmental domains. We used quantitative gait analysis to evaluate locomotion in toddlers with ASD (n?=?51) and compared these data to a reference chronological aged (CA) and mental aged (MA) matched typically developing (TD) cohort (n?=?45). We also examined the relationship of quantitative gait metrics to developmental measures among toddlers with ASD. We found that although toddlers with ASD achieved a typical age range of walking onset, they exhibited a pattern of slower pace compared to the TD cohort when matched by CA and MA. We also found that slower measures of pace were associated with lower developmental scores of communication, motor skills, and adaptive function. Our findings improve characterization of locomotion in toddlers with ASD and the relationship of motor skills to other developmental domains. En ligne : https://doi.org/10.1002/aur.3067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 Social Emotions and Social Relationships: Can Children With Autism Compensate / Connie KASARI
Titre : Social Emotions and Social Relationships: Can Children With Autism Compensate Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Brandt CHAMBERLAIN, Auteur ; Nirit BAUMINGER, Auteur Année de publication : 2001 Importance : p.309-323 Langues : Anglais (eng) Mots-clés : Fierté Embarras Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385 Social Emotions and Social Relationships: Can Children With Autism Compensate [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Brandt CHAMBERLAIN, Auteur ; Nirit BAUMINGER, Auteur . - 2001 . - p.309-323.
Langues : Anglais (eng)
Mots-clés : Fierté Embarras Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Social 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)
[article]
Titre : Social involvement of children with autism spectrum disorders in elementary school classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Erin ROTHERAM-FULLER, Auteur ; Brandt CHAMBERLAIN, Auteur ; Connie KASARI, Auteur ; Jill LOCKE, Auteur Année de publication : 2010 Article en page(s) : p.1227-1234 Langues : Anglais (eng) Mots-clés : Autism social-involvement inclusive-education social-networks Index. décimale : PER Périodiques Résumé : Background: Children with autism spectrum disorders (ASD) are increasingly included in general education classrooms in an effort to improve their social involvement.
Methods: Seventy-nine children with ASD and 79 randomly selected, gender-matched peers (88.6% male) in 75 early (K-1), middle (2nd–3rd), and late (4th–5th) elementary classrooms across 30 schools completed social network surveys examining each child’s reciprocal friendships, peer rejection, acceptance, and social involvement.
Results: Across grade levels, peers less frequently reciprocated friendships with children with ASD than students in the matched sample. While children with ASD were not more likely to be rejected by peers, they were less accepted and had fewer reciprocal friendships than matched peers at each grade level. Although 48.1% of children with ASD were involved in the social networks of their classrooms, children with ASD were more likely to be isolated or peripheral to social relationships within the classroom across all grade levels, and this difference is even more dramatic in later elementary grades.
Conclusions: In inclusive classrooms, children with ASD are only involved in peers’ social relationships about half of the time, and appear to be even less connected with increasing grade level. Promoting children with ASD’s skills in popular activities to share with peers in early childhood may be a key preventive intervention to protect social relationships in late elementary school grades.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02289.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110
in Journal of Child Psychology and Psychiatry > 51-11 (November 2010) . - p.1227-1234[article] Social involvement of children with autism spectrum disorders in elementary school classrooms [Texte imprimé et/ou numérique] / Erin ROTHERAM-FULLER, Auteur ; Brandt CHAMBERLAIN, Auteur ; Connie KASARI, Auteur ; Jill LOCKE, Auteur . - 2010 . - p.1227-1234.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-11 (November 2010) . - p.1227-1234
Mots-clés : Autism social-involvement inclusive-education social-networks Index. décimale : PER Périodiques Résumé : Background: Children with autism spectrum disorders (ASD) are increasingly included in general education classrooms in an effort to improve their social involvement.
Methods: Seventy-nine children with ASD and 79 randomly selected, gender-matched peers (88.6% male) in 75 early (K-1), middle (2nd–3rd), and late (4th–5th) elementary classrooms across 30 schools completed social network surveys examining each child’s reciprocal friendships, peer rejection, acceptance, and social involvement.
Results: Across grade levels, peers less frequently reciprocated friendships with children with ASD than students in the matched sample. While children with ASD were not more likely to be rejected by peers, they were less accepted and had fewer reciprocal friendships than matched peers at each grade level. Although 48.1% of children with ASD were involved in the social networks of their classrooms, children with ASD were more likely to be isolated or peripheral to social relationships within the classroom across all grade levels, and this difference is even more dramatic in later elementary grades.
Conclusions: In inclusive classrooms, children with ASD are only involved in peers’ social relationships about half of the time, and appear to be even less connected with increasing grade level. Promoting children with ASD’s skills in popular activities to share with peers in early childhood may be a key preventive intervention to protect social relationships in late elementary school grades.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02289.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 Social 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)
[article]
Titre : Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Ariana ANDERSON, Auteur ; Jill LOCKE, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur ; AIR-B NETWORK, Auteur Article en page(s) : p.700-709 Langues : Anglais (eng) Mots-clés : autism elementary schools peer relationships social networks Index. décimale : PER Périodiques Résumé : Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5–12?years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools. En ligne : http://dx.doi.org/10.1177/1362361315603568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Autism > 20-6 (August 2016) . - p.700-709[article] Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms [Texte imprimé et/ou numérique] / Ariana ANDERSON, Auteur ; Jill LOCKE, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur ; AIR-B NETWORK, Auteur . - p.700-709.
Langues : Anglais (eng)
in Autism > 20-6 (August 2016) . - p.700-709
Mots-clés : autism elementary schools peer relationships social networks Index. décimale : PER Périodiques Résumé : Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5–12?years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools. En ligne : http://dx.doi.org/10.1177/1362361315603568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Social 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)
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