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Effectiveness of Responsivity Intervention Strategies on Prelinguistic and Language Outcomes for Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Group and Single Case Studies / Jena MCDANIEL in Journal of Autism and Developmental Disorders, 52-11 (November 2022)
[article]
Titre : Effectiveness of Responsivity Intervention Strategies on Prelinguistic and Language Outcomes for Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Group and Single Case Studies Type de document : Texte imprimé et/ou numérique Auteurs : Jena MCDANIEL, Auteur ; Nancy C. BRADY, Auteur ; Steven F. WARREN, Auteur Article en page(s) : p.4783-4816 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Child Humans Language Autism spectrum disorder Meta-analysis Prelinguistic Responsivity Index. décimale : PER Périodiques Résumé : We conducted a systematic review to identify randomized controlled trials (RCTs) and single case research design (SCRD) studies of children with autism spectrum disorder that evaluate the effectiveness of responsivity intervention techniques for improving prelinguistic and/or language outcomes. Mean effect sizes were moderate and large for RCTs (33 studies; g=0.36, 95% CI [0.21, 0.51]) and SCRD (34 studies; between-case standardized mean difference=1.20, 95% CI [0.87, 1.54]) studies, respectively. Visual analysis (37 studies) revealed strong evidence of a functional relation for 45% of the opportunities and no evidence for 53%. Analyses of moderator effects and study quality are presented. Findings provide support for responsivity intervention strategies with more robust support for context-bound outcomes than more generalized outcomes. En ligne : http://dx.doi.org/10.1007/s10803-021-05331-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4783-4816[article] Effectiveness of Responsivity Intervention Strategies on Prelinguistic and Language Outcomes for Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Group and Single Case Studies [Texte imprimé et/ou numérique] / Jena MCDANIEL, Auteur ; Nancy C. BRADY, Auteur ; Steven F. WARREN, Auteur . - p.4783-4816.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4783-4816
Mots-clés : Autism Spectrum Disorder/therapy Child Humans Language Autism spectrum disorder Meta-analysis Prelinguistic Responsivity Index. décimale : PER Périodiques Résumé : We conducted a systematic review to identify randomized controlled trials (RCTs) and single case research design (SCRD) studies of children with autism spectrum disorder that evaluate the effectiveness of responsivity intervention techniques for improving prelinguistic and/or language outcomes. Mean effect sizes were moderate and large for RCTs (33 studies; g=0.36, 95% CI [0.21, 0.51]) and SCRD (34 studies; between-case standardized mean difference=1.20, 95% CI [0.87, 1.54]) studies, respectively. Visual analysis (37 studies) revealed strong evidence of a functional relation for 45% of the opportunities and no evidence for 53%. Analyses of moderator effects and study quality are presented. Findings provide support for responsivity intervention strategies with more robust support for context-bound outcomes than more generalized outcomes. En ligne : http://dx.doi.org/10.1007/s10803-021-05331-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 46-5 (May 2016)
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Titre : Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1737-1747 Langues : Anglais (eng) Mots-clés : Parent-mediated intervention JASPER Toddlers Autism Responsivity Joint engagement Index. décimale : PER Périodiques Résumé : Enhancing immediate and contingent responding by caregivers to children’s signals is an important strategy to support social interactions between caregivers and their children with autism. Yet, there has been limited examination of parents’ responsive behaviour in association with children’s social behaviour post caregiver-mediated intervention. Eighty-five dyads were randomized to one of two 10-week caregiver-training interventions. Parent–child play interactions were coded for parental responsivity and children’s joint engagement. Significant gains in responsivity and time jointly engaged were found post JASPER parent-mediated intervention over a psychoeducation intervention. Further, combining higher levels of responsive behaviour with greater adoption of intervention strategies was associated with greater time jointly engaged. Findings encourage a focus on enhancing responsive behaviour in parent-mediated intervention models. En ligne : http://dx.doi.org/10.1007/s10803-016-2702-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288
in Journal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1737-1747[article] Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur . - p.1737-1747.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1737-1747
Mots-clés : Parent-mediated intervention JASPER Toddlers Autism Responsivity Joint engagement Index. décimale : PER Périodiques Résumé : Enhancing immediate and contingent responding by caregivers to children’s signals is an important strategy to support social interactions between caregivers and their children with autism. Yet, there has been limited examination of parents’ responsive behaviour in association with children’s social behaviour post caregiver-mediated intervention. Eighty-five dyads were randomized to one of two 10-week caregiver-training interventions. Parent–child play interactions were coded for parental responsivity and children’s joint engagement. Significant gains in responsivity and time jointly engaged were found post JASPER parent-mediated intervention over a psychoeducation intervention. Further, combining higher levels of responsive behaviour with greater adoption of intervention strategies was associated with greater time jointly engaged. Findings encourage a focus on enhancing responsive behaviour in parent-mediated intervention models. En ligne : http://dx.doi.org/10.1007/s10803-016-2702-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 Bidirectional influences of caregiver utterances and supported joint engagement in children with and without autism spectrum disorder / Kristen BOTTEMA-BEUTEL in Autism Research, 11-5 (May 2018)
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Titre : Bidirectional influences of caregiver utterances and supported joint engagement in children with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Blair LLOYD, Auteur ; Linda R. WATSON, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.755-765 Langues : Anglais (eng) Mots-clés : autism spectrum disorder supported joint engagement caregiver talk sequential analysis responsivity Index. décimale : PER Périodiques Résumé : This study examined sequential associations between pairs of caregiver talk and caregiver?child joint engagement categories. Sequential associations quantify the extent to which one event (such as a particular type of caregiver talk) follows another event (such as a particular type of joint engagement) in a pre?specified time window, while controlling for the chance occurrence of the sequence. Although unable to support strong conclusions about causality, the requirement of sequential analysis that key events occur within a close temporal sequence rules out alternative explanation for associations that summary?level correlations cannot. We applied sequential analysis to observational data on 98 caregiver?child dyads, fifty of which included a child with autism spectrum disorder (ASD). Groups were matched on mental age, and all were just beginning to develop spoken vocabulary. Sequential associations between supported joint engagement and caregiver follow?in utterances were stronger in ASD dyads as compared to dyads with typically developing children. Further, sequential associations between utterances related to the child's focus of attention followed by higher order supported joint engagement (HSJE) were stronger than between utterances that related to the caregiver's focus of attention and HSJE, across both groups. Finally, sequential associations between follow?in directives followed by HSJE were stronger than between follow?in comments followed by HSJE, again across both groups of children. Autism Res 2018, 11: 755?765. ? 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Our findings suggest that caregivers of children with autism spectrum disorder (ASD) may be particularly adept at timing their talk to follow moments of high?level joint engagement, and that follow?in directives are particularly facilitative of high?level joint engagement. Future intervention work can capitalize on these findings to support high level caregiver?child engagement around toys, which may promote development in children with ASD. En ligne : https://doi.org/10.1002/aur.1928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363
in Autism Research > 11-5 (May 2018) . - p.755-765[article] Bidirectional influences of caregiver utterances and supported joint engagement in children with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Blair LLOYD, Auteur ; Linda R. WATSON, Auteur ; Paul J. YODER, Auteur . - p.755-765.
Langues : Anglais (eng)
in Autism Research > 11-5 (May 2018) . - p.755-765
Mots-clés : autism spectrum disorder supported joint engagement caregiver talk sequential analysis responsivity Index. décimale : PER Périodiques Résumé : This study examined sequential associations between pairs of caregiver talk and caregiver?child joint engagement categories. Sequential associations quantify the extent to which one event (such as a particular type of caregiver talk) follows another event (such as a particular type of joint engagement) in a pre?specified time window, while controlling for the chance occurrence of the sequence. Although unable to support strong conclusions about causality, the requirement of sequential analysis that key events occur within a close temporal sequence rules out alternative explanation for associations that summary?level correlations cannot. We applied sequential analysis to observational data on 98 caregiver?child dyads, fifty of which included a child with autism spectrum disorder (ASD). Groups were matched on mental age, and all were just beginning to develop spoken vocabulary. Sequential associations between supported joint engagement and caregiver follow?in utterances were stronger in ASD dyads as compared to dyads with typically developing children. Further, sequential associations between utterances related to the child's focus of attention followed by higher order supported joint engagement (HSJE) were stronger than between utterances that related to the caregiver's focus of attention and HSJE, across both groups. Finally, sequential associations between follow?in directives followed by HSJE were stronger than between follow?in comments followed by HSJE, again across both groups of children. Autism Res 2018, 11: 755?765. ? 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Our findings suggest that caregivers of children with autism spectrum disorder (ASD) may be particularly adept at timing their talk to follow moments of high?level joint engagement, and that follow?in directives are particularly facilitative of high?level joint engagement. Future intervention work can capitalize on these findings to support high level caregiver?child engagement around toys, which may promote development in children with ASD. En ligne : https://doi.org/10.1002/aur.1928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis / Kristen BOTTEMA-BEUTEL in Autism, 25-2 (February 2021)
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Titre : Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.566-575 Langues : Anglais (eng) Mots-clés : autism caregiver–child interaction follow-in talk joint engagement language responsivity vocabulary Index. décimale : PER Périodiques Résumé : In this study, we used a cross-lagged panel analysis to examine correlations over time between two types of engagement between children and their parents and children's later expressive and receptive vocabularies. This kind of design can help researchers understand which early developmental achievements "drive" later developmental achievements. It is important for intervention researchers to know which developmental achievements happen first, so that they can set intervention goals appropriately. The two joint engagement variables we examined were (a) higher order supported joint engagement, which occurs when caregivers influence their child's play with toys and the child reciprocally responds to the caregiver, but does not manage the interaction by shifting gaze between the toys and the caregiver, and (b) higher order supported joint engagement that co-occurs with caregiver's follow-in talk (higher order supported joint engagement?+?follow-in). Follow-in talk occurs when the caregiver talks about objects and events that the child is focused on. Ninety-one autistic children (n?=?91) with language delay (mean chronological age?=?39?months) participated, along with their primary caregivers. Each of the four variables was measured twice, 8?months apart. Our statistical procedures showed that early higher order supported joint engagement and early higher order supported joint engagement?+?follow-in were significantly associated with later expressive and receptive vocabulary. In contrast, associations between early vocabulary variables and later joint engagement variables were not significant. Our results suggest that higher order supported joint engagement and higher order supported joint engagement?+?follow-in may be useful initial intervention targets, for developmental interventions aimed at promoting language development in autistic children who are initially language delayed. En ligne : http://dx.doi.org/10.1177/1362361320968641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442
in Autism > 25-2 (February 2021) . - p.566-575[article] Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Paul J. YODER, Auteur . - p.566-575.
Langues : Anglais (eng)
in Autism > 25-2 (February 2021) . - p.566-575
Mots-clés : autism caregiver–child interaction follow-in talk joint engagement language responsivity vocabulary Index. décimale : PER Périodiques Résumé : In this study, we used a cross-lagged panel analysis to examine correlations over time between two types of engagement between children and their parents and children's later expressive and receptive vocabularies. This kind of design can help researchers understand which early developmental achievements "drive" later developmental achievements. It is important for intervention researchers to know which developmental achievements happen first, so that they can set intervention goals appropriately. The two joint engagement variables we examined were (a) higher order supported joint engagement, which occurs when caregivers influence their child's play with toys and the child reciprocally responds to the caregiver, but does not manage the interaction by shifting gaze between the toys and the caregiver, and (b) higher order supported joint engagement that co-occurs with caregiver's follow-in talk (higher order supported joint engagement?+?follow-in). Follow-in talk occurs when the caregiver talks about objects and events that the child is focused on. Ninety-one autistic children (n?=?91) with language delay (mean chronological age?=?39?months) participated, along with their primary caregivers. Each of the four variables was measured twice, 8?months apart. Our statistical procedures showed that early higher order supported joint engagement and early higher order supported joint engagement?+?follow-in were significantly associated with later expressive and receptive vocabulary. In contrast, associations between early vocabulary variables and later joint engagement variables were not significant. Our results suggest that higher order supported joint engagement and higher order supported joint engagement?+?follow-in may be useful initial intervention targets, for developmental interventions aimed at promoting language development in autistic children who are initially language delayed. En ligne : http://dx.doi.org/10.1177/1362361320968641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 Responsive Parenting and Prospective Social Skills Development in Early School-Aged Children with Autism Spectrum Disorder / B. CAPLAN in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
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Titre : Responsive Parenting and Prospective Social Skills Development in Early School-Aged Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : B. CAPLAN, Auteur ; Jan BLACHER, Auteur ; A. EISENHOWER, Auteur Article en page(s) : p.3203-3217 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Parenting Responsivity Social skills Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) vary greatly in social functioning, and in turn, long-term relational and academic outcomes. Responsive parenting which follows a child's lead and focus of attention is predictive of language and social gains for children with or without developmental risk. The present study prospectively assessed 176 families of children with ASD (ages 4 to 7 years) to examine predictors of observed responsive parenting and associations of responsive parenting with concurrent and prospective growth in social functioning by multi-method assessment. Responsive parenting concurrently associated with child characteristics (IQ, language, sex) and child social engagement within the interaction. Structural equation models revealed that responsive parenting positively predicted prospective growth in social skills by teacher but not parent report. En ligne : http://dx.doi.org/10.1007/s10803-019-04039-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3203-3217[article] Responsive Parenting and Prospective Social Skills Development in Early School-Aged Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / B. CAPLAN, Auteur ; Jan BLACHER, Auteur ; A. EISENHOWER, Auteur . - p.3203-3217.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3203-3217
Mots-clés : Autism spectrum disorder Parenting Responsivity Social skills Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) vary greatly in social functioning, and in turn, long-term relational and academic outcomes. Responsive parenting which follows a child's lead and focus of attention is predictive of language and social gains for children with or without developmental risk. The present study prospectively assessed 176 families of children with ASD (ages 4 to 7 years) to examine predictors of observed responsive parenting and associations of responsive parenting with concurrent and prospective growth in social functioning by multi-method assessment. Responsive parenting concurrently associated with child characteristics (IQ, language, sex) and child social engagement within the interaction. Structural equation models revealed that responsive parenting positively predicted prospective growth in social skills by teacher but not parent report. En ligne : http://dx.doi.org/10.1007/s10803-019-04039-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403