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Détail de l'auteur
Auteur Petra WARREYN |
Documents disponibles écrits par cet auteur (20)
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Temporal Coordination of Joint Attention Behavior in Preschoolers with Autism Spectrum Disorder / Petra WARREYN in Journal of Autism and Developmental Disorders, 37-3 (March 2007)
[article]
Titre : Temporal Coordination of Joint Attention Behavior in Preschoolers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur ; Ulla VAN WETSWINKEL, Auteur ; Isabel DE GROOTE, Auteur Année de publication : 2007 Article en page(s) : p.501-512 Langues : Anglais (eng) Mots-clés : Preschool Social-communication Joint-attention Index. décimale : PER Périodiques Résumé : The current study investigated initiating and following declarative joint attention, and initiating requesting joint attention in a group of preschool children with autism spectrum disorder (ASD) and an age-matched control group. Different forms of joint attention were elicited while children interacted with their mothers. Temporal coordination of the children's joint attention behavior was examined using three levels of coding. Children with ASD showed less but similar requesting abilities and slower point following combined with an abnormal behavioral pattern of looking at the other person's pointing finger instead of the object pointed at. Initiating declarative behavior was qualitatively and quantitatively different, characterized by isolated instances of communication instead of a fluent shift of attention between object and person. En ligne : http://dx.doi.org/10.1007/s10803-006-0184-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=654
in Journal of Autism and Developmental Disorders > 37-3 (March 2007) . - p.501-512[article] Temporal Coordination of Joint Attention Behavior in Preschoolers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur ; Ulla VAN WETSWINKEL, Auteur ; Isabel DE GROOTE, Auteur . - 2007 . - p.501-512.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-3 (March 2007) . - p.501-512
Mots-clés : Preschool Social-communication Joint-attention Index. décimale : PER Périodiques Résumé : The current study investigated initiating and following declarative joint attention, and initiating requesting joint attention in a group of preschool children with autism spectrum disorder (ASD) and an age-matched control group. Different forms of joint attention were elicited while children interacted with their mothers. Temporal coordination of the children's joint attention behavior was examined using three levels of coding. Children with ASD showed less but similar requesting abilities and slower point following combined with an abnormal behavioral pattern of looking at the other person's pointing finger instead of the object pointed at. Initiating declarative behavior was qualitatively and quantitatively different, characterized by isolated instances of communication instead of a fluent shift of attention between object and person. En ligne : http://dx.doi.org/10.1007/s10803-006-0184-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=654 The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders / Elke BATEN in Journal of Autism and Developmental Disorders, 53-4 (April 2023)
[article]
Titre : The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elke BATEN, Auteur ; Fieke VLAEMINCK, Auteur ; Marjolein MUÈS, Auteur ; Martin VALCKE, Auteur ; Annemie DESOETE, Auteur ; Petra WARREYN, Auteur Article en page(s) : p.1642-1672 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020; Byrnes & Miller in Contemp Educ Psychol 32(4);599-629, 2007), the current study investigated which factors helped predicting children?s home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n=779) and without (TD; n=1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches. En ligne : https://doi.org/10.1007/s10803-021-05383-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500
in Journal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1642-1672[article] The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders [Texte imprimé et/ou numérique] / Elke BATEN, Auteur ; Fieke VLAEMINCK, Auteur ; Marjolein MUÈS, Auteur ; Martin VALCKE, Auteur ; Annemie DESOETE, Auteur ; Petra WARREYN, Auteur . - p.1642-1672.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1642-1672
Index. décimale : PER Périodiques Résumé : Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020; Byrnes & Miller in Contemp Educ Psychol 32(4);599-629, 2007), the current study investigated which factors helped predicting children?s home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n=779) and without (TD; n=1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches. En ligne : https://doi.org/10.1007/s10803-021-05383-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 The social interactive behaviour of young children with autism spectrum disorder and their mothers: Is there an effect of familiarity of the interaction partner? / Mieke MEIRSSCHAUT in Autism, 15-1 (January 2011)
[article]
Titre : The social interactive behaviour of young children with autism spectrum disorder and their mothers: Is there an effect of familiarity of the interaction partner? Type de document : Texte imprimé et/ou numérique Auteurs : Mieke MEIRSSCHAUT, Auteur ; Herbert ROEYERS, Auteur ; Petra WARREYN, Auteur Année de publication : 2011 Article en page(s) : p.43-64 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this study the social behaviour of young children with autism spectrum disorder (ASD) and their mothers is compared within two different dyads: a dyad consisting of a mother and her own child and a dyad consisting of a mother and an unfamiliar child. Mothers did not change the frequency of their social initiatives and responsiveness with an unfamiliar child, but they became less directive than with their own child. Children with ASD did not show significantly better social behaviour with their own mother than with an unfamiliar mother. The results suggest that the social behaviour of a child with autism is not significantly enhanced by the familiarity of the social partner, but rather by the partner’s autism-adapted interaction style. Clinical implications of these findings have been discussed. En ligne : http://dx.doi.org/10.1177/1362361309353911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117
in Autism > 15-1 (January 2011) . - p.43-64[article] The social interactive behaviour of young children with autism spectrum disorder and their mothers: Is there an effect of familiarity of the interaction partner? [Texte imprimé et/ou numérique] / Mieke MEIRSSCHAUT, Auteur ; Herbert ROEYERS, Auteur ; Petra WARREYN, Auteur . - 2011 . - p.43-64.
Langues : Anglais (eng)
in Autism > 15-1 (January 2011) . - p.43-64
Index. décimale : PER Périodiques Résumé : In this study the social behaviour of young children with autism spectrum disorder (ASD) and their mothers is compared within two different dyads: a dyad consisting of a mother and her own child and a dyad consisting of a mother and an unfamiliar child. Mothers did not change the frequency of their social initiatives and responsiveness with an unfamiliar child, but they became less directive than with their own child. Children with ASD did not show significantly better social behaviour with their own mother than with an unfamiliar mother. The results suggest that the social behaviour of a child with autism is not significantly enhanced by the familiarity of the social partner, but rather by the partner’s autism-adapted interaction style. Clinical implications of these findings have been discussed. En ligne : http://dx.doi.org/10.1177/1362361309353911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 Use of early intervention for young children with autism spectrum disorder across Europe / Erica SALOMONE in Autism, 20-2 (February 2016)
[article]
Titre : Use of early intervention for young children with autism spectrum disorder across Europe Type de document : Texte imprimé et/ou numérique Auteurs : Erica SALOMONE, Auteur ; Št?pánka BERANOVÁ, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Marlene BRICIET LAURITSEN, Auteur ; Magdalena BUDISTEANU, Auteur ; Jan K. BUITELAAR, Auteur ; Ricardo CANAL-BEDIA, Auteur ; Gabriella FELHOSI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Christine FREITAG, Auteur ; Joaquin FUENTES, Auteur ; Louise GALLAGHER, Auteur ; Patricia GARCÍA PRIMO, Auteur ; Fotinica GLIGA, Auteur ; Marie GOMOT, Auteur ; Jonathan GREEN, Auteur ; Mikael HEIMANN, Auteur ; Sigrídur Lóa JONSDOTTIR, Auteur ; Anett KAALE, Auteur ; Rafal KAWA, Auteur ; Anneli KYLLIAINEN, Auteur ; Sanne LEMCKE, Auteur ; Silvana MARKOVSKA-SIMOSKA, Auteur ; Peter B MARSCHIK, Auteur ; Helen MCCONACHIE, Auteur ; Irma MOILANEN, Auteur ; Filippo MURATORI, Auteur ; Antonio NARZISI, Auteur ; Michele NOTERDAEME, Auteur ; Guiomar OLIVEIRA, Auteur ; Iris OOSTERLING, Auteur ; Mirjam PIJL, Auteur ; Nada POP-JORDANOVA, Auteur ; Luise POUSTKA, Auteur ; Herbert ROEYERS, Auteur ; Bernadette ROGE, Auteur ; Judith SINZIG, Auteur ; Astrid VICENTE, Auteur ; Petra WARREYN, Auteur ; Tony CHARMAN, Auteur Article en page(s) : p.233-249 Langues : Anglais (eng) Mots-clés : autism Europe intervention use of early intervention Index. décimale : PER Périodiques Résumé : Little is known about use of early interventions for autism spectrum disorder in Europe. Parents of children with autism spectrum disorder aged 7?years or younger (N?=?1680) were recruited through parent organisations in 18 European countries and completed an online survey about the interventions their child received. There was considerable variation in use of interventions, and in some countries more than 20% of children received no intervention at all. The most frequently reported interventions were speech and language therapy (64%) and behavioural, developmental and relationship-based interventions (55%). In some parts of Europe, use of behavioural, developmental and relationship-based interventions was associated with higher parental educational level and time passed since diagnosis, rather than with child characteristics. These findings highlight the need to monitor use of intervention for children with autism spectrum disorder in Europe in order to contrast inequalities. En ligne : http://dx.doi.org/10.1177/1362361315577218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Autism > 20-2 (February 2016) . - p.233-249[article] Use of early intervention for young children with autism spectrum disorder across Europe [Texte imprimé et/ou numérique] / Erica SALOMONE, Auteur ; Št?pánka BERANOVÁ, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Marlene BRICIET LAURITSEN, Auteur ; Magdalena BUDISTEANU, Auteur ; Jan K. BUITELAAR, Auteur ; Ricardo CANAL-BEDIA, Auteur ; Gabriella FELHOSI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Christine FREITAG, Auteur ; Joaquin FUENTES, Auteur ; Louise GALLAGHER, Auteur ; Patricia GARCÍA PRIMO, Auteur ; Fotinica GLIGA, Auteur ; Marie GOMOT, Auteur ; Jonathan GREEN, Auteur ; Mikael HEIMANN, Auteur ; Sigrídur Lóa JONSDOTTIR, Auteur ; Anett KAALE, Auteur ; Rafal KAWA, Auteur ; Anneli KYLLIAINEN, Auteur ; Sanne LEMCKE, Auteur ; Silvana MARKOVSKA-SIMOSKA, Auteur ; Peter B MARSCHIK, Auteur ; Helen MCCONACHIE, Auteur ; Irma MOILANEN, Auteur ; Filippo MURATORI, Auteur ; Antonio NARZISI, Auteur ; Michele NOTERDAEME, Auteur ; Guiomar OLIVEIRA, Auteur ; Iris OOSTERLING, Auteur ; Mirjam PIJL, Auteur ; Nada POP-JORDANOVA, Auteur ; Luise POUSTKA, Auteur ; Herbert ROEYERS, Auteur ; Bernadette ROGE, Auteur ; Judith SINZIG, Auteur ; Astrid VICENTE, Auteur ; Petra WARREYN, Auteur ; Tony CHARMAN, Auteur . - p.233-249.
Langues : Anglais (eng)
in Autism > 20-2 (February 2016) . - p.233-249
Mots-clés : autism Europe intervention use of early intervention Index. décimale : PER Périodiques Résumé : Little is known about use of early interventions for autism spectrum disorder in Europe. Parents of children with autism spectrum disorder aged 7?years or younger (N?=?1680) were recruited through parent organisations in 18 European countries and completed an online survey about the interventions their child received. There was considerable variation in use of interventions, and in some countries more than 20% of children received no intervention at all. The most frequently reported interventions were speech and language therapy (64%) and behavioural, developmental and relationship-based interventions (55%). In some parts of Europe, use of behavioural, developmental and relationship-based interventions was associated with higher parental educational level and time passed since diagnosis, rather than with child characteristics. These findings highlight the need to monitor use of intervention for children with autism spectrum disorder in Europe in order to contrast inequalities. En ligne : http://dx.doi.org/10.1177/1362361315577218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 What is the impact of autism on mother–child interactions within families with a child with autism spectrum disorder? / Mieke MEIRSSCHAUT in Autism Research, 4-5 (October 2011)
[article]
Titre : What is the impact of autism on mother–child interactions within families with a child with autism spectrum disorder? Type de document : Texte imprimé et/ou numérique Auteurs : Mieke MEIRSSCHAUT, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur Année de publication : 2011 Article en page(s) : p.358-367 Langues : Anglais (eng) Mots-clés : within-family design mother–child interaction Autism spectrum disorder Index. décimale : PER Périodiques Résumé : This within-family study investigated whether mothers differentiate between children in their interactive behavior. Mothers were observed during a play and a task interaction separately with their child with autism spectrum disorder (ASD) (between 46 and 84 months old, M = 68) and with a younger sibling (between 29 and 67 months old, M = 48). Additionally, the social behavior of the children with ASD and their non-ASD siblings was compared. Results show that mothers differentiated in their responsiveness but not in their initiatives toward the children. Children with ASD and their non-ASD siblings were equally responsive but children with ASD were more imperative toward their caregiver. Several interpretations of these findings are discussed. Finally, it is concluded that family-based interventions will benefit from a better understanding of the effect of ASD on mother–child interactions within families with a child with ASD. Therefore, between-family studies should be complemented with within-family studies. Autism Res2011,4:358–367. © 2011 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145
in Autism Research > 4-5 (October 2011) . - p.358-367[article] What is the impact of autism on mother–child interactions within families with a child with autism spectrum disorder? [Texte imprimé et/ou numérique] / Mieke MEIRSSCHAUT, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur . - 2011 . - p.358-367.
Langues : Anglais (eng)
in Autism Research > 4-5 (October 2011) . - p.358-367
Mots-clés : within-family design mother–child interaction Autism spectrum disorder Index. décimale : PER Périodiques Résumé : This within-family study investigated whether mothers differentiate between children in their interactive behavior. Mothers were observed during a play and a task interaction separately with their child with autism spectrum disorder (ASD) (between 46 and 84 months old, M = 68) and with a younger sibling (between 29 and 67 months old, M = 48). Additionally, the social behavior of the children with ASD and their non-ASD siblings was compared. Results show that mothers differentiated in their responsiveness but not in their initiatives toward the children. Children with ASD and their non-ASD siblings were equally responsive but children with ASD were more imperative toward their caregiver. Several interpretations of these findings are discussed. Finally, it is concluded that family-based interventions will benefit from a better understanding of the effect of ASD on mother–child interactions within families with a child with ASD. Therefore, between-family studies should be complemented with within-family studies. Autism Res2011,4:358–367. © 2011 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145