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Early attachment and maternal insightfulness predict educational placement of children with autism / Smadar DOLEV in Research in Autism Spectrum Disorders, 8-8 (August 2014)
[article]
Titre : Early attachment and maternal insightfulness predict educational placement of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Smadar DOLEV, Auteur ; David OPPENHEIM, Auteur ; Nina KOREN-KARIE, Auteur ; Nurit YIRMIYA, Auteur Article en page(s) : p.958-967 Langues : Anglais (eng) Mots-clés : Autism Educational placement Maternal insightfulness Attachment Index. décimale : PER Périodiques Résumé : Abstract We examined whether mothers’ insightfulness – their capacity to “see things from the child's point of view” – and children's attachment, both assessed during the preschool years, are associated with the educational placement of children with ASD in middle childhood and early adolescence beyond the prediction offered by children's IQ and interactive competence. 39 boys with autism and their mothers participated. We assessed mothers’ insightfulness, and children's attachment to their mothers, their intelligence and their interactional competencies. The results supported our hypothesis. The emotional quality of the relationship between the children and their mothers during the preschool age, as reflected in the mothers’ insightfulness and the children's attachment security, predicted children's educational placement in inclusive programs 4.5 and 8.5 years later, over and above the prediction offered by children's IQ and their interactive competence. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Research in Autism Spectrum Disorders > 8-8 (August 2014) . - p.958-967[article] Early attachment and maternal insightfulness predict educational placement of children with autism [Texte imprimé et/ou numérique] / Smadar DOLEV, Auteur ; David OPPENHEIM, Auteur ; Nina KOREN-KARIE, Auteur ; Nurit YIRMIYA, Auteur . - p.958-967.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-8 (August 2014) . - p.958-967
Mots-clés : Autism Educational placement Maternal insightfulness Attachment Index. décimale : PER Périodiques Résumé : Abstract We examined whether mothers’ insightfulness – their capacity to “see things from the child's point of view” – and children's attachment, both assessed during the preschool years, are associated with the educational placement of children with ASD in middle childhood and early adolescence beyond the prediction offered by children's IQ and interactive competence. 39 boys with autism and their mothers participated. We assessed mothers’ insightfulness, and children's attachment to their mothers, their intelligence and their interactional competencies. The results supported our hypothesis. The emotional quality of the relationship between the children and their mothers during the preschool age, as reflected in the mothers’ insightfulness and the children's attachment security, predicted children's educational placement in inclusive programs 4.5 and 8.5 years later, over and above the prediction offered by children's IQ and their interactive competence. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 A Longitudinal Study of Children Diagnosed with Autism Spectrum Disorder Before Age Three: School Services at Three Points Time for Three Levels of Outcome Disability / P. O. TOWLE in Journal of Autism and Developmental Disorders, 48-11 (November 2018)
[article]
Titre : A Longitudinal Study of Children Diagnosed with Autism Spectrum Disorder Before Age Three: School Services at Three Points Time for Three Levels of Outcome Disability Type de document : Texte imprimé et/ou numérique Auteurs : P. O. TOWLE, Auteur ; K. VACANTI-SHOVA, Auteur ; A. HIGGINS-D'ALESSANDRO, Auteur ; A. AUSIKAITIS, Auteur ; C. REYNOLDS, Auteur Article en page(s) : p.3747-3760 Langues : Anglais (eng) Mots-clés : Asd Adaptive behavior Educational placement Educational services Longitudinal Index. décimale : PER Périodiques Résumé : This study follows 70 children determined to have Autism Spectrum Disorder (ASD) before age three (Time 1). Parents filled out questionnaires and standardized measures about their child when he/she was school-aged (Time 2), including information about their children's preschool, kindergarten, and grade school educational settings. At Time 2, the researchers placed children in three diagnostic groups of No ASD, ASD-Higher Functioning, and ASD-Lower Functioning. Retrospective results showed that most children were receiving intensive services at the preschool level. In kindergarten, there was some divergence among the three groups, with more intensive services continuing for the ASD groups. At school age, classroom placement and services reflected service patterns that were consistent with these three levels of disability. En ligne : http://dx.doi.org/10.1007/s10803-018-3606-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370
in Journal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3747-3760[article] A Longitudinal Study of Children Diagnosed with Autism Spectrum Disorder Before Age Three: School Services at Three Points Time for Three Levels of Outcome Disability [Texte imprimé et/ou numérique] / P. O. TOWLE, Auteur ; K. VACANTI-SHOVA, Auteur ; A. HIGGINS-D'ALESSANDRO, Auteur ; A. AUSIKAITIS, Auteur ; C. REYNOLDS, Auteur . - p.3747-3760.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3747-3760
Mots-clés : Asd Adaptive behavior Educational placement Educational services Longitudinal Index. décimale : PER Périodiques Résumé : This study follows 70 children determined to have Autism Spectrum Disorder (ASD) before age three (Time 1). Parents filled out questionnaires and standardized measures about their child when he/she was school-aged (Time 2), including information about their children's preschool, kindergarten, and grade school educational settings. At Time 2, the researchers placed children in three diagnostic groups of No ASD, ASD-Higher Functioning, and ASD-Lower Functioning. Retrospective results showed that most children were receiving intensive services at the preschool level. In kindergarten, there was some divergence among the three groups, with more intensive services continuing for the ASD groups. At school age, classroom placement and services reflected service patterns that were consistent with these three levels of disability. En ligne : http://dx.doi.org/10.1007/s10803-018-3606-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370