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Social engagement with parents in 11-month-old siblings at high and low genetic risk for autism spectrum disorder / Susan B. CAMPBELL in Autism, 19-8 (November 2015)
[article]
Titre : Social engagement with parents in 11-month-old siblings at high and low genetic risk for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susan B. CAMPBELL, Auteur ; Nina B. LEEZENBAUM, Auteur ; Amanda S. MAHONEY, Auteur ; Taylor N. DAY, Auteur ; Emily N. SCHMIDT, Auteur Article en page(s) : p.915-924 Langues : Anglais (eng) Mots-clés : autism spectrum disorder high-risk infant siblings parent–child interaction social engagement Index. décimale : PER Périodiques Résumé : Infant siblings of children with an autism spectrum disorder are at heightened genetic risk to develop autism spectrum disorder. We observed high risk (n?=?35) and low risk (n?=?27) infants at 11?months during free play with a parent. Children were assessed for autism spectrum disorder in toddlerhood. High-risk infants with a later diagnosis (n?=?10) were less socially engaged with their parents than were low-risk infants. Parent behavior during play did not vary by group. Within the high-risk group, ratings of social reciprocity at 11?months predicted Autism Diagnostic Observation Schedule severity scores at follow-up, suggesting that systematic observations of parent–infant play may be a useful addition to early assessments of emerging autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361314555146 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269
in Autism > 19-8 (November 2015) . - p.915-924[article] Social engagement with parents in 11-month-old siblings at high and low genetic risk for autism spectrum disorder [Texte imprimé et/ou numérique] / Susan B. CAMPBELL, Auteur ; Nina B. LEEZENBAUM, Auteur ; Amanda S. MAHONEY, Auteur ; Taylor N. DAY, Auteur ; Emily N. SCHMIDT, Auteur . - p.915-924.
Langues : Anglais (eng)
in Autism > 19-8 (November 2015) . - p.915-924
Mots-clés : autism spectrum disorder high-risk infant siblings parent–child interaction social engagement Index. décimale : PER Périodiques Résumé : Infant siblings of children with an autism spectrum disorder are at heightened genetic risk to develop autism spectrum disorder. We observed high risk (n?=?35) and low risk (n?=?27) infants at 11?months during free play with a parent. Children were assessed for autism spectrum disorder in toddlerhood. High-risk infants with a later diagnosis (n?=?10) were less socially engaged with their parents than were low-risk infants. Parent behavior during play did not vary by group. Within the high-risk group, ratings of social reciprocity at 11?months predicted Autism Diagnostic Observation Schedule severity scores at follow-up, suggesting that systematic observations of parent–infant play may be a useful addition to early assessments of emerging autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361314555146 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 An Early Social Engagement Intervention for Young Children with Autism and their Parents / Ty W. VERNON in Journal of Autism and Developmental Disorders, 42-12 (December 2012)
[article]
Titre : An Early Social Engagement Intervention for Young Children with Autism and their Parents Type de document : Texte imprimé et/ou numérique Auteurs : Ty W. VERNON, Auteur ; Robert L. KOEGEL, Auteur ; Hayley DAUTERMAN, Auteur ; Kathryn STOLEN, Auteur Année de publication : 2012 Article en page(s) : p.2702-2717 Langues : Anglais (eng) Mots-clés : Social engagement Social intervention Autism spectrum disorders Parent education Pivotal response treatment Index. décimale : PER Périodiques Résumé : The social vulnerabilities associated with young children with autism are recognized as important intervention targets due to their influence on subsequent development. Current research suggests that interventions that combine motivational and social components can create meaningful changes in social functioning. Simultaneously, it is hypothesized that parent delivery of such strategies can invoke increases in these core social behaviors and parent engagement. This study examined the effects of teaching parents to implement a social engagement intervention with their children. The results indicated that the use of this parent-delivered social intervention led to (a) increases in their children's use of eye contact, directed positive affect, and verbal initiations, (b) increases in parent positive affect and synchronous engagement, and (c) generalized increases in parent and child behaviors. En ligne : http://dx.doi.org/10.1007/s10803-012-1535-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2702-2717[article] An Early Social Engagement Intervention for Young Children with Autism and their Parents [Texte imprimé et/ou numérique] / Ty W. VERNON, Auteur ; Robert L. KOEGEL, Auteur ; Hayley DAUTERMAN, Auteur ; Kathryn STOLEN, Auteur . - 2012 . - p.2702-2717.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2702-2717
Mots-clés : Social engagement Social intervention Autism spectrum disorders Parent education Pivotal response treatment Index. décimale : PER Périodiques Résumé : The social vulnerabilities associated with young children with autism are recognized as important intervention targets due to their influence on subsequent development. Current research suggests that interventions that combine motivational and social components can create meaningful changes in social functioning. Simultaneously, it is hypothesized that parent delivery of such strategies can invoke increases in these core social behaviors and parent engagement. This study examined the effects of teaching parents to implement a social engagement intervention with their children. The results indicated that the use of this parent-delivered social intervention led to (a) increases in their children's use of eye contact, directed positive affect, and verbal initiations, (b) increases in parent positive affect and synchronous engagement, and (c) generalized increases in parent and child behaviors. En ligne : http://dx.doi.org/10.1007/s10803-012-1535-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 “Bill is now singing”: Joint engagement and the emergence of social communication of three young children with autism / Potheini VAIOULI in Autism, 19-1 (January 2015)
[article]
Titre : “Bill is now singing”: Joint engagement and the emergence of social communication of three young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Potheini VAIOULI, Auteur ; Kharon GRIMMET, Auteur ; Lawrence J. RUICH, Auteur Année de publication : 2015 Article en page(s) : p.73-83 Langues : Anglais (eng) Mots-clés : autism spectrum disorder joint attention music therapy social engagement Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder meet significant challenges in joint attention skills and in social communication. A child-centered, improvisational, music therapy intervention model was implemented to promote engagement in three young children with autism in a kindergarten classroom. A multiple baseline design compared the children’s performance through three phases of intervention: focus on faces, response to joint attention, and initiation of joint attention. A complimentary qualitative analysis of teacher and parent experiences allowed for an in-depth understanding of the role of social environment in supporting emerging social communication skills among three children. As all children showed improvement in joint attention and actions of social engagement, this study bears evidence on the potential of music therapy as a promising intervention for promoting social skills of young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361313511709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245
in Autism > 19-1 (January 2015) . - p.73-83[article] “Bill is now singing”: Joint engagement and the emergence of social communication of three young children with autism [Texte imprimé et/ou numérique] / Potheini VAIOULI, Auteur ; Kharon GRIMMET, Auteur ; Lawrence J. RUICH, Auteur . - 2015 . - p.73-83.
Langues : Anglais (eng)
in Autism > 19-1 (January 2015) . - p.73-83
Mots-clés : autism spectrum disorder joint attention music therapy social engagement Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder meet significant challenges in joint attention skills and in social communication. A child-centered, improvisational, music therapy intervention model was implemented to promote engagement in three young children with autism in a kindergarten classroom. A multiple baseline design compared the children’s performance through three phases of intervention: focus on faces, response to joint attention, and initiation of joint attention. A complimentary qualitative analysis of teacher and parent experiences allowed for an in-depth understanding of the role of social environment in supporting emerging social communication skills among three children. As all children showed improvement in joint attention and actions of social engagement, this study bears evidence on the potential of music therapy as a promising intervention for promoting social skills of young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361313511709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245 Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment / Nirit BAUMINGER-ZVIELY in Autism, 17-3 (May 2013)
[article]
Titre : Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Sigal EDEN, Auteur ; Massimo ZANCANARO, Auteur ; Patrice L. WEISS, Auteur ; Eynat GAL, Auteur Article en page(s) : p.317-339 Langues : Anglais (eng) Mots-clés : children with high-functioning autism spectrum disorder cognitive behavioral therapy social engagement technology Index. décimale : PER Périodiques Résumé : This study examined the effectiveness of a school-based, collaborative technology intervention combined with cognitive behavioral therapy to teach the concepts of social collaboration and social conversation to children with high-functioning autism spectrum disorders (n = 22) as well as to enhance their actual social engagement behaviors (collaboration and social conversation) with peers. Two computer programs were included in the intervention: “Join-In” to teach collaboration and “No-Problem” to teach conversation. Assessment in the socio-cognitive area included concept perception measures, problem solving, Theory of Mind, and a dyadic drawing collaborative task to examine change in children’s social engagement. Results demonstrated improvement in the socio-cognitive area with children providing more active social solutions to social problems and revealing more appropriate understanding of collaboration and social conversation after intervention, with some improvement in Theory of Mind. Improvement in actual social engagement was more scattered. En ligne : http://dx.doi.org/10.1177/1362361312472989 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Autism > 17-3 (May 2013) . - p.317-339[article] Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Sigal EDEN, Auteur ; Massimo ZANCANARO, Auteur ; Patrice L. WEISS, Auteur ; Eynat GAL, Auteur . - p.317-339.
Langues : Anglais (eng)
in Autism > 17-3 (May 2013) . - p.317-339
Mots-clés : children with high-functioning autism spectrum disorder cognitive behavioral therapy social engagement technology Index. décimale : PER Périodiques Résumé : This study examined the effectiveness of a school-based, collaborative technology intervention combined with cognitive behavioral therapy to teach the concepts of social collaboration and social conversation to children with high-functioning autism spectrum disorders (n = 22) as well as to enhance their actual social engagement behaviors (collaboration and social conversation) with peers. Two computer programs were included in the intervention: “Join-In” to teach collaboration and “No-Problem” to teach conversation. Assessment in the socio-cognitive area included concept perception measures, problem solving, Theory of Mind, and a dyadic drawing collaborative task to examine change in children’s social engagement. Results demonstrated improvement in the socio-cognitive area with children providing more active social solutions to social problems and revealing more appropriate understanding of collaboration and social conversation after intervention, with some improvement in Theory of Mind. Improvement in actual social engagement was more scattered. En ligne : http://dx.doi.org/10.1177/1362361312472989 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 Pretend Play and Social Engagement in Toddlers at High and Low Genetic Risk for Autism Spectrum Disorder / Susan B. CAMPBELL in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
[article]
Titre : Pretend Play and Social Engagement in Toddlers at High and Low Genetic Risk for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susan B. CAMPBELL, Auteur ; Nina B. LEEZENBAUM, Auteur ; Amanda S. MAHONEY, Auteur ; Elizabeth L. MOORE, Auteur ; Celia A. BROWNELL, Auteur Article en page(s) : p.2305-2316 Langues : Anglais (eng) Mots-clés : High-risk siblings Functional play Pretend play Social engagement Parent sensitivity Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Toddlers with an older sibling with autism spectrum disorder (ASD) and low risk (LR) toddlers with typically-developing older siblings were observed during free play with a parent and elicited pretend with an examiner at 22-months. Functional and pretend play, children’s social engagement, and parent sensitivity were assessed during free play. Complexity of play was assessed during the elicited pretend task. Toddlers with an ASD diagnosis showed less pretend play across contexts and less social engagement with parents or the examiner than either LR toddlers or high risk toddlers without a diagnosis (HR-noASD). Lower levels of pretend play and social engagement were associated with symptom severity within the high risk group, reflecting emerging ASD in toddlerhood. En ligne : http://dx.doi.org/10.1007/s10803-016-2764-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2305-2316[article] Pretend Play and Social Engagement in Toddlers at High and Low Genetic Risk for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Susan B. CAMPBELL, Auteur ; Nina B. LEEZENBAUM, Auteur ; Amanda S. MAHONEY, Auteur ; Elizabeth L. MOORE, Auteur ; Celia A. BROWNELL, Auteur . - p.2305-2316.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2305-2316
Mots-clés : High-risk siblings Functional play Pretend play Social engagement Parent sensitivity Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Toddlers with an older sibling with autism spectrum disorder (ASD) and low risk (LR) toddlers with typically-developing older siblings were observed during free play with a parent and elicited pretend with an examiner at 22-months. Functional and pretend play, children’s social engagement, and parent sensitivity were assessed during free play. Complexity of play was assessed during the elicited pretend task. Toddlers with an ASD diagnosis showed less pretend play across contexts and less social engagement with parents or the examiner than either LR toddlers or high risk toddlers without a diagnosis (HR-noASD). Lower levels of pretend play and social engagement were associated with symptom severity within the high risk group, reflecting emerging ASD in toddlerhood. En ligne : http://dx.doi.org/10.1007/s10803-016-2764-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 The role of mentorship on social engagement among adolescents with autism spectrum disorders / Kathleen E. FEENEY in Research in Autism Spectrum Disorders, 88 (October 2021)
PermalinkObserved Social Emotional Behavior at 22 Months Predicts a Later ASD Diagnosis in High-Risk Siblings / Jessie B. NORTHRUP in Journal of Autism and Developmental Disorders, 51-9 (September 2021)
PermalinkSymbolizing as Interpersonally Grounded Shifts in Meaning: Social Play in Children With and Without Autism / Jessica A. HOBSON in Journal of Autism and Developmental Disorders, 45-1 (January 2015)
PermalinkUnderstanding the Influence of Social and Motor Context on the Co-occurring Frequency of Restricted and Repetitive Behaviors in Autism / Andrew LAMPI in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
PermalinkTargeting IEP Social Goals for Children with Autism in an Inclusive Summer Camp / L. K. KOEGEL in Journal of Autism and Developmental Disorders, 49-6 (June 2019)
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