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Peer Perceptions of Students With Autism Spectrum Disorders / Whitney B. GRIFFIN in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)
[article]
Titre : Peer Perceptions of Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Whitney B. GRIFFIN, Auteur Article en page(s) : p.183-192 Langues : Anglais (eng) Mots-clés : autism spectrum disorders High functioning peer social interaction socialization middle school Index. décimale : PER Périodiques Résumé : This quasi-experimental study investigated behavioral intentions of 70 middle school participants toward engaging in activities with a student displaying characteristics of autism spectrum disorder (ASD) in a video vignette. Three video conditions were investigated: moderate to severe ASD, high-functioning ASD, and a typically developing control. Results of an analysis of variance indicated that participants reported significantly higher behavioral intentions toward the typically developing student and the student displaying more severe ASD symptomatology as compared to the student depicting high-functioning ASD. Participants were also able to differentially rate the behaviors they observed across the three conditions. These findings suggest that peers are capable of distinguishing among different behaviors typically displayed by students with ASD but may be less willing to socially engage with a student with mild or subtler characteristics. Implications regarding essential elements of interventions for peers based on the target student’s level of functioning are discussed. En ligne : http://dx.doi.org/10.1177/1088357618800035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.183-192[article] Peer Perceptions of Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Whitney B. GRIFFIN, Auteur . - p.183-192.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.183-192
Mots-clés : autism spectrum disorders High functioning peer social interaction socialization middle school Index. décimale : PER Périodiques Résumé : This quasi-experimental study investigated behavioral intentions of 70 middle school participants toward engaging in activities with a student displaying characteristics of autism spectrum disorder (ASD) in a video vignette. Three video conditions were investigated: moderate to severe ASD, high-functioning ASD, and a typically developing control. Results of an analysis of variance indicated that participants reported significantly higher behavioral intentions toward the typically developing student and the student displaying more severe ASD symptomatology as compared to the student depicting high-functioning ASD. Participants were also able to differentially rate the behaviors they observed across the three conditions. These findings suggest that peers are capable of distinguishing among different behaviors typically displayed by students with ASD but may be less willing to socially engage with a student with mild or subtler characteristics. Implications regarding essential elements of interventions for peers based on the target student’s level of functioning are discussed. En ligne : http://dx.doi.org/10.1177/1088357618800035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 Adolescent peer struggles predict accelerated epigenetic aging in midlife / Joseph P. ALLEN in Development and Psychopathology, 35-2 (May 2023)
[article]
Titre : Adolescent peer struggles predict accelerated epigenetic aging in midlife Type de document : Texte imprimé et/ou numérique Auteurs : Joseph P. ALLEN, Auteur ; Joshua S. DANOFF, Auteur ; Meghan A. COSTELLO, Auteur ; Emily L. LOEB, Auteur ; Alida A. DAVIS, Auteur ; Gabrielle L. HUNT, Auteur ; Simon G. GREGORY, Auteur ; Stephanie N. GIAMBERARDINO, Auteur ; Jessica J. CONNELLY, Auteur Article en page(s) : p.912-925 Langues : Anglais (eng) Mots-clés : adolescent autonomy epigenetic aging friendships longitudinal peer social relationships Index. décimale : PER Périodiques Résumé : This study examined struggles to establish autonomy and relatedness with peers in adolescence and early adulthood as predictors of advanced epigenetic aging assessed at age 30. Participants (N = 154; 67 male and 87 female) were observed repeatedly, along with close friends and romantic partners, from ages 13 through 29. Observed difficulty establishing close friendships characterized by mutual autonomy and relatedness from ages 13 to 18, an interview-assessed attachment state of mind lacking autonomy and valuing of attachment at 24, and self-reported difficulties in social integration across adolescence and adulthood were all linked to greater epigenetic age at 30, after accounting for chronological age, gender, race, and income. Analyses assessing the unique and combined effects of these factors, along with lifetime history of cigarette smoking, indicated that each of these factors, except for adult social integration, contributed uniquely to explaining epigenetic age acceleration. Results are interpreted as evidence that the adolescent preoccupation with peer relationships may be highly functional given the relevance of such relationships to long-term physical outcomes. En ligne : http://dx.doi.org/10.1017/S0954579422000153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Development and Psychopathology > 35-2 (May 2023) . - p.912-925[article] Adolescent peer struggles predict accelerated epigenetic aging in midlife [Texte imprimé et/ou numérique] / Joseph P. ALLEN, Auteur ; Joshua S. DANOFF, Auteur ; Meghan A. COSTELLO, Auteur ; Emily L. LOEB, Auteur ; Alida A. DAVIS, Auteur ; Gabrielle L. HUNT, Auteur ; Simon G. GREGORY, Auteur ; Stephanie N. GIAMBERARDINO, Auteur ; Jessica J. CONNELLY, Auteur . - p.912-925.
Langues : Anglais (eng)
in Development and Psychopathology > 35-2 (May 2023) . - p.912-925
Mots-clés : adolescent autonomy epigenetic aging friendships longitudinal peer social relationships Index. décimale : PER Périodiques Résumé : This study examined struggles to establish autonomy and relatedness with peers in adolescence and early adulthood as predictors of advanced epigenetic aging assessed at age 30. Participants (N = 154; 67 male and 87 female) were observed repeatedly, along with close friends and romantic partners, from ages 13 through 29. Observed difficulty establishing close friendships characterized by mutual autonomy and relatedness from ages 13 to 18, an interview-assessed attachment state of mind lacking autonomy and valuing of attachment at 24, and self-reported difficulties in social integration across adolescence and adulthood were all linked to greater epigenetic age at 30, after accounting for chronological age, gender, race, and income. Analyses assessing the unique and combined effects of these factors, along with lifetime history of cigarette smoking, indicated that each of these factors, except for adult social integration, contributed uniquely to explaining epigenetic age acceleration. Results are interpreted as evidence that the adolescent preoccupation with peer relationships may be highly functional given the relevance of such relationships to long-term physical outcomes. En ligne : http://dx.doi.org/10.1017/S0954579422000153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 Supporting 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)
[article]
Titre : Supporting peer engagement for low-income preschool students with autism spectrum disorder during academic instruction: A pilot randomized trial Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan L. PANGANIBAN, Auteur ; Stephanie Y. SHIRE, Auteur ; Justin H.G. WILLIAMS, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2175-2187 Langues : Anglais (eng) Mots-clés : Child Child, Preschool Humans Autism Spectrum Disorder Pilot Projects School Teachers Autistic Disorder Students Jasper autism spectrum disorders engagement peer pre-school children professional development social communication research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder attending special education preschool classrooms may not receive support that addresses their core challenges, such as engagement and social communication. There are interventions designed to target these core challenges, like the play-based intervention known as Joint Attention, Symbolic Play, Engagement, and Regulation. Embedding strategies from an intervention like Joint Attention, Symbolic Play, Engagement, and Regulation into more traditional academic activities can help teachers target engagement and social communication throughout the school day. In the current study, we collaborated with special education preschool teachers to embed Joint Attention, Symbolic Play, Engagement, and Regulation strategies during small group time for moderate to severe disability students with autism spectrum disorder, 3-5 years of age. Compared to teachers implementing the standard preschool curriculum, teachers trained in Joint Attention, Symbolic Play, Engagement, and Regulation strategies effectively embedded these strategies in their small group activities, and their students were more likely to engage with peers during these activities. Supporting teachers to embed targeted strategies in academic activities can help them provide students more opportunities to engage with peers during the school day. Teachers can support their autistic students to interact appropriately with their peers. Unlike interventions that train peers to act as a teacher, embedding Joint Attention, Symbolic Play, Engagement, and Regulation strategies during small group academic activities facilitates naturalistic social interactions for autistic students. En ligne : http://dx.doi.org/10.1177/13623613221085339 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism > 26-8 (November 2022) . - p.2175-2187[article] Supporting peer engagement for low-income preschool students with autism spectrum disorder during academic instruction: A pilot randomized trial [Texte imprimé et/ou numérique] / Jonathan L. PANGANIBAN, Auteur ; Stephanie Y. SHIRE, Auteur ; Justin H.G. WILLIAMS, Auteur ; Connie KASARI, Auteur . - p.2175-2187.
Langues : Anglais (eng)
in Autism > 26-8 (November 2022) . - p.2175-2187
Mots-clés : Child Child, Preschool Humans Autism Spectrum Disorder Pilot Projects School Teachers Autistic Disorder Students Jasper autism spectrum disorders engagement peer pre-school children professional development social communication research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder attending special education preschool classrooms may not receive support that addresses their core challenges, such as engagement and social communication. There are interventions designed to target these core challenges, like the play-based intervention known as Joint Attention, Symbolic Play, Engagement, and Regulation. Embedding strategies from an intervention like Joint Attention, Symbolic Play, Engagement, and Regulation into more traditional academic activities can help teachers target engagement and social communication throughout the school day. In the current study, we collaborated with special education preschool teachers to embed Joint Attention, Symbolic Play, Engagement, and Regulation strategies during small group time for moderate to severe disability students with autism spectrum disorder, 3-5 years of age. Compared to teachers implementing the standard preschool curriculum, teachers trained in Joint Attention, Symbolic Play, Engagement, and Regulation strategies effectively embedded these strategies in their small group activities, and their students were more likely to engage with peers during these activities. Supporting teachers to embed targeted strategies in academic activities can help them provide students more opportunities to engage with peers during the school day. Teachers can support their autistic students to interact appropriately with their peers. Unlike interventions that train peers to act as a teacher, embedding Joint Attention, Symbolic Play, Engagement, and Regulation strategies during small group academic activities facilitates naturalistic social interactions for autistic students. En ligne : http://dx.doi.org/10.1177/13623613221085339 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings / Chia-Hua CHU in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings Type de document : Texte imprimé et/ou numérique Auteurs : Chia-Hua CHU, Auteur ; Chien-Yu PAN, Auteur Année de publication : 2012 Article en page(s) : p.1211-1223 Langues : Anglais (eng) Mots-clés : Peer Sibling Interaction behaviors Aquatic skills Autism Index. décimale : PER Périodiques Résumé : The purpose of this study was to assess the effect of peer- and sibling-assisted learning on interaction behaviors and aquatic skills in children with autism spectrum disorders (ASD). Outcome measures were also examined in their typically developing (TD) peers/siblings. Twenty-one children with ASD and 21 TD children were assigned in three groups: peer-assisted (PG), sibling-assisted (SG), and control (CG). All participated in 16-week aquatic settings under three instructional conditions (teacher-directed, peer/sibling-assisted, and voluntary support). The main findings were that (a) PG and SG of children with ASD showed significantly more improvement on physical and social interactions with their TD peers/siblings during peer/sibling-assisted condition as compared to CG (p < 0.01), (b) PG and SG of children with ASD showed significantly more improvement on physical interactions with their TD peers/siblings (p < 0.01) and social interactions with their teachers and other children with ASD (p < 0.01) during voluntary support condition as compared to CG, and (c) all children with ASD and their TD peers/siblings significantly increased their aquatic skills after the program. The benefit for children with ASD as well as TD peers/siblings makes the use of TD peer/sibling assisted learning an even more desirable instructional strategy. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1211-1223[article] The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings [Texte imprimé et/ou numérique] / Chia-Hua CHU, Auteur ; Chien-Yu PAN, Auteur . - 2012 . - p.1211-1223.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1211-1223
Mots-clés : Peer Sibling Interaction behaviors Aquatic skills Autism Index. décimale : PER Périodiques Résumé : The purpose of this study was to assess the effect of peer- and sibling-assisted learning on interaction behaviors and aquatic skills in children with autism spectrum disorders (ASD). Outcome measures were also examined in their typically developing (TD) peers/siblings. Twenty-one children with ASD and 21 TD children were assigned in three groups: peer-assisted (PG), sibling-assisted (SG), and control (CG). All participated in 16-week aquatic settings under three instructional conditions (teacher-directed, peer/sibling-assisted, and voluntary support). The main findings were that (a) PG and SG of children with ASD showed significantly more improvement on physical and social interactions with their TD peers/siblings during peer/sibling-assisted condition as compared to CG (p < 0.01), (b) PG and SG of children with ASD showed significantly more improvement on physical interactions with their TD peers/siblings (p < 0.01) and social interactions with their teachers and other children with ASD (p < 0.01) during voluntary support condition as compared to CG, and (c) all children with ASD and their TD peers/siblings significantly increased their aquatic skills after the program. The benefit for children with ASD as well as TD peers/siblings makes the use of TD peer/sibling assisted learning an even more desirable instructional strategy. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Comparing biobehavioral profiles across two social stress paradigms in children with and without autism spectrum disorders / Blythe A. CORBETT in Molecular Autism, (November 2012)
[article]
Titre : Comparing biobehavioral profiles across two social stress paradigms in children with and without autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Blythe A. CORBETT, Auteur ; Clayton W. SCHUPP, Auteur ; Kimberly E. LANNI, Auteur Année de publication : 2012 Article en page(s) : 10 p. Langues : Anglais (eng) Mots-clés : Cortisol Autism Stress Novelty Peer Age Distribution Index. décimale : PER Périodiques Résumé : BACKGROUND:Autism spectrum disorders (ASD) are defined by impairment in reciprocal social interaction and flexible adaptation to the environment. This study compared physiological stress in children with and without ASD exposed to two social stress protocols. We hypothesized that the ASD group would show heightened initial and enduring cortisol levels to the social stressors, which would be moderated by age and intelligence.METHODS:Twenty-seven children with ASD and 32 with typical development (TYP) completed a standardized social-evaluative performance task and a validated paradigm of social play with peers. Physiological stress was measured by salivary cortisol at nine time points. Statistical approaches included repeated-measures linear mixed models and correlation analyses.RESULTS:The average cortisol level of both groups during initial exposure to social situations was significantly greater than baseline levels (ASD, P = 0.018; TYP, P = 0.006). Stress responsivity was significantly different between the groups; the TYP group showed a significant reduction in cortisol over time (P = 0.023), whereas the ASD group maintained an elevated cortisol level (P 0.05). The ASD group evidenced greater variability in between-group, within-group and intra-individual analyses. Age was a positive moderator of stress for the ASD group (P = 0.047), whereas IQ was a negative moderator for the TYP group (P = 0.061).CONCLUSIONS:Initial stress to novel social scenarios is idiosyncratic and predictive of subsequent exposure. Amidst significant variability in cortisol, children with ASD show enhanced and sustained social stress that increases with age. Developmental and cognitive factors differentially moderate stress in children with ASD and TYP, respectively. A model of neuroendocrine reactivity is proposed. En ligne : http://dx.doi.org/10.1186/2040-2392-3-13 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202
in Molecular Autism > (November 2012) . - 10 p.[article] Comparing biobehavioral profiles across two social stress paradigms in children with and without autism spectrum disorders [Texte imprimé et/ou numérique] / Blythe A. CORBETT, Auteur ; Clayton W. SCHUPP, Auteur ; Kimberly E. LANNI, Auteur . - 2012 . - 10 p.
Langues : Anglais (eng)
in Molecular Autism > (November 2012) . - 10 p.
Mots-clés : Cortisol Autism Stress Novelty Peer Age Distribution Index. décimale : PER Périodiques Résumé : BACKGROUND:Autism spectrum disorders (ASD) are defined by impairment in reciprocal social interaction and flexible adaptation to the environment. This study compared physiological stress in children with and without ASD exposed to two social stress protocols. We hypothesized that the ASD group would show heightened initial and enduring cortisol levels to the social stressors, which would be moderated by age and intelligence.METHODS:Twenty-seven children with ASD and 32 with typical development (TYP) completed a standardized social-evaluative performance task and a validated paradigm of social play with peers. Physiological stress was measured by salivary cortisol at nine time points. Statistical approaches included repeated-measures linear mixed models and correlation analyses.RESULTS:The average cortisol level of both groups during initial exposure to social situations was significantly greater than baseline levels (ASD, P = 0.018; TYP, P = 0.006). Stress responsivity was significantly different between the groups; the TYP group showed a significant reduction in cortisol over time (P = 0.023), whereas the ASD group maintained an elevated cortisol level (P 0.05). The ASD group evidenced greater variability in between-group, within-group and intra-individual analyses. Age was a positive moderator of stress for the ASD group (P = 0.047), whereas IQ was a negative moderator for the TYP group (P = 0.061).CONCLUSIONS:Initial stress to novel social scenarios is idiosyncratic and predictive of subsequent exposure. Amidst significant variability in cortisol, children with ASD show enhanced and sustained social stress that increases with age. Developmental and cognitive factors differentially moderate stress in children with ASD and TYP, respectively. A model of neuroendocrine reactivity is proposed. En ligne : http://dx.doi.org/10.1186/2040-2392-3-13 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202