Establishing response and stimulus classes for initiating joint attention in children with autism / Emily A. JONES in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.375-389 Titre : Establishing response and stimulus classes for initiating joint attention in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily A. JONES, Auteur Année de publication : 2009 Article en page(s) : p.375-389 Langues : Anglais (eng) Mots-clés : Autism Initiating-joint-attention Response-class Stimulus-class Index. décimale : PER Périodiques Résumé : The absence of the fundamental skill of initiating joint attention reflects the social-communicative impairment characterizing autism. Initiating joint attention is related to social and communication development as well as intervention outcomes for children with autism. A behaviorally based intervention was used to teach an expanded class of responses for initiating joint attention consisting of combinations of nonverbal and verbal forms. The class of stimuli was also expanded to include routine activities involving a diverse array of events that occasion joint attention initiations during interactions with both adults and peers. The importance of addressing sophisticated forms of initiating joint attention within the context of a variety of stimuli ensuring children with autism possess skills similar to their typically developing peers is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] Establishing response and stimulus classes for initiating joint attention in children with autism [Texte imprimé et/ou numérique] / Emily A. JONES, Auteur . - 2009 . - p.375-389. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.375-389 Mots-clés : Autism Initiating-joint-attention Response-class Stimulus-class Index. décimale : PER Périodiques Résumé : The absence of the fundamental skill of initiating joint attention reflects the social-communicative impairment characterizing autism. Initiating joint attention is related to social and communication development as well as intervention outcomes for children with autism. A behaviorally based intervention was used to teach an expanded class of responses for initiating joint attention consisting of combinations of nonverbal and verbal forms. The class of stimuli was also expanded to include routine activities involving a diverse array of events that occasion joint attention initiations during interactions with both adults and peers. The importance of addressing sophisticated forms of initiating joint attention within the context of a variety of stimuli ensuring children with autism possess skills similar to their typically developing peers is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

Joint attention in autism: Teaching smiling coordinated with gaze to respond to joint attention bids / Ivana KRSTOVSKA-GUERRERO in Research in Autism Spectrum Disorders, 7-1 (January 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-1 (January 2013) . - p.93-108 Titre : Joint attention in autism: Teaching smiling coordinated with gaze to respond to joint attention bids Type de document : Texte imprimé et/ou numérique Auteurs : Ivana KRSTOVSKA-GUERRERO, Auteur ; Emily A. JONES, Auteur Année de publication : 2013 Article en page(s) : p.93-108 Langues : Anglais (eng) Mots-clés : Autism  Joint attention  Affect  Gaze shift  Eye contact Index. décimale : PER Périodiques Résumé : Children with autism demonstrate early deficits in joint attention and expressions of affect. Interventions to teach joint attention have addressed gaze behavior, gestures, and vocalizations, but have not specifically taught an expression of positive affect such as smiling that tends to occur during joint attention interactions. Intervention was applied to teach smile and gaze shift with eye contact to respond to others’ joint attention instructions. All targeted responses increased during intervention, with generalized performance as well as maintenance of performance during follow-up. Related measures of joint attention and characteristics of autism showed overall improvements from pre- to post-intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.07.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Joint attention in autism: Teaching smiling coordinated with gaze to respond to joint attention bids [Texte imprimé et/ou numérique] / Ivana KRSTOVSKA-GUERRERO, Auteur ; Emily A. JONES, Auteur . - 2013 . - p.93-108. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.93-108 Mots-clés : Autism  Joint attention  Affect  Gaze shift  Eye contact Index. décimale : PER Périodiques Résumé : Children with autism demonstrate early deficits in joint attention and expressions of affect. Interventions to teach joint attention have addressed gaze behavior, gestures, and vocalizations, but have not specifically taught an expression of positive affect such as smiling that tends to occur during joint attention interactions. Intervention was applied to teach smile and gaze shift with eye contact to respond to others’ joint attention instructions. All targeted responses increased during intervention, with generalized performance as well as maintenance of performance during follow-up. Related measures of joint attention and characteristics of autism showed overall improvements from pre- to post-intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.07.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Randomized controlled trial of a sibling support group: Mental health outcomes for siblings of children with autism / Emily A. JONES in Autism, 24-6 (August 2020)  

Public ISBD [article]  inAutism > 24-6 (August 2020) . - p.1468-1481 Titre : Randomized controlled trial of a sibling support group: Mental health outcomes for siblings of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily A. JONES, Auteur ; Theresa FIANI, Auteur ; Jennifer L. STEWART, Auteur ; Nicole NEIL, Auteur ; Susan MCHUGH, Auteur ; Daniel M. FIENUP, Auteur Article en page(s) : p.1468-1481 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  mental health  sibling adjustment  support group  typically developing siblings Index. décimale : PER Périodiques Résumé : Typically developing siblings of a child with autism spectrum disorder may show mental health difficulties. A support group is one approach to help typically developing siblings. During support groups, typically developing siblings discuss their feelings, learn coping strategies and problem-solving skills, and develop a peer network. We compared a support group to participation in a similar group without a focus on the sibling with autism spectrum disorder. Some areas of mental health improved. Improvements were also impacted by autism spectrum disorder symptom severity in the sibling with autism spectrum disorder. Findings suggest continuing to examine how support groups can help typically developing siblings and for which siblings support groups might be particularly effective. En ligne : http://dx.doi.org/10.1177/1362361320908979 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Randomized controlled trial of a sibling support group: Mental health outcomes for siblings of children with autism [Texte imprimé et/ou numérique] / Emily A. JONES, Auteur ; Theresa FIANI, Auteur ; Jennifer L. STEWART, Auteur ; Nicole NEIL, Auteur ; Susan MCHUGH, Auteur ; Daniel M. FIENUP, Auteur . - p.1468-1481. Langues : Anglais (eng) in Autism > 24-6 (August 2020) . - p.1468-1481 Mots-clés : autism spectrum disorder  mental health  sibling adjustment  support group  typically developing siblings Index. décimale : PER Périodiques Résumé : Typically developing siblings of a child with autism spectrum disorder may show mental health difficulties. A support group is one approach to help typically developing siblings. During support groups, typically developing siblings discuss their feelings, learn coping strategies and problem-solving skills, and develop a peer network. We compared a support group to participation in a similar group without a focus on the sibling with autism spectrum disorder. Some areas of mental health improved. Improvements were also impacted by autism spectrum disorder symptom severity in the sibling with autism spectrum disorder. Findings suggest continuing to examine how support groups can help typically developing siblings and for which siblings support groups might be particularly effective. En ligne : http://dx.doi.org/10.1177/1362361320908979 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Sensory Phenotypes in Autism: Making a Case for the Inclusion of Sensory Integration Functions / Zoe MAILLOUX ; Elizabeth RIDGWAY ; Alaina S. BERRUTI ; Rachel L. DUMONT ; Emily A. JONES ; Benjamin E. LEIBY ; Catherine SANCIMINO ; Misung YI ; Sophie MOLHOLM in Journal of Autism and Developmental Disorders, 53-12 (December 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4759-4771 Titre : Sensory Phenotypes in Autism: Making a Case for the Inclusion of Sensory Integration Functions Type de document : Texte imprimé et/ou numérique Auteurs : Zoe MAILLOUX, Auteur ; Elizabeth RIDGWAY, Auteur ; Alaina S. BERRUTI, Auteur ; Rachel L. DUMONT, Auteur ; Emily A. JONES, Auteur ; Benjamin E. LEIBY, Auteur ; Catherine SANCIMINO, Auteur ; Misung YI, Auteur ; Sophie MOLHOLM, Auteur Article en page(s) : p.4759-4771 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sensory features are part of the diagnostic criteria for autism and include sensory hypo/hyper reactivity and unusual sensory interest; however, additional sensory differences, namely differences in sensory integration, have not been routinely explored. This study characterized sensory integration differences in a cohort of children (n=93) with a confirmed diagnosis of autism (5-9 years) using a standardized, norm-referenced battery. Mean z scores, autism diagnostic scores, and IQ are reported. Participants showed substantial deficits in tactile perception, praxis, balance, visual perception, and visual-motor skills. Relationship with autism diagnostic test scores were weak or absent. Findings suggest additional sensory difficulties that are not typically assessed or considered when characterizing sensory features in autism. These data have implications for a greater understanding of the sensory features in the autism phenotype and the development of personalized treatments. En ligne : https://doi.org/10.1007/s10803-022-05763-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=516 [article] Sensory Phenotypes in Autism: Making a Case for the Inclusion of Sensory Integration Functions [Texte imprimé et/ou numérique] / Zoe MAILLOUX, Auteur ; Elizabeth RIDGWAY, Auteur ; Alaina S. BERRUTI, Auteur ; Rachel L. DUMONT, Auteur ; Emily A. JONES, Auteur ; Benjamin E. LEIBY, Auteur ; Catherine SANCIMINO, Auteur ; Misung YI, Auteur ; Sophie MOLHOLM, Auteur . - p.4759-4771. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4759-4771 Index. décimale : PER Périodiques Résumé : Sensory features are part of the diagnostic criteria for autism and include sensory hypo/hyper reactivity and unusual sensory interest; however, additional sensory differences, namely differences in sensory integration, have not been routinely explored. This study characterized sensory integration differences in a cohort of children (n=93) with a confirmed diagnosis of autism (5-9 years) using a standardized, norm-referenced battery. Mean z scores, autism diagnostic scores, and IQ are reported. Participants showed substantial deficits in tactile perception, praxis, balance, visual perception, and visual-motor skills. Relationship with autism diagnostic test scores were weak or absent. Findings suggest additional sensory difficulties that are not typically assessed or considered when characterizing sensory features in autism. These data have implications for a greater understanding of the sensory features in the autism phenotype and the development of personalized treatments. En ligne : https://doi.org/10.1007/s10803-022-05763-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=516

The Effects of Face Expertise Training on the Behavioral Performance and Brain Activity of Adults with High Functioning Autism Spectrum Disorders / Susan FAJA in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.278-293 Titre : The Effects of Face Expertise Training on the Behavioral Performance and Brain Activity of Adults with High Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Susan FAJA, Auteur ; Sara Jane WEBB, Auteur ; Emily A. JONES, Auteur ; Kristen MERKLE, Auteur ; Dana KAMARA, Auteur ; Joshua BAVARO, Auteur ; Elizabeth H. AYLWARD, Auteur ; Geraldine DAWSON, Auteur Année de publication : 2012 Article en page(s) : p.278-293 Langues : Anglais (eng) Mots-clés : ASD  Face processing  Training  Intervention  ERPs  N170 Index. décimale : PER Périodiques Résumé : The effect of expertise training with faces was studied in adults with ASD who showed initial impairment in face recognition. Participants were randomly assigned to a computerized training program involving either faces or houses. Pre- and post-testing included standardized and experimental measures of behavior and event-related brain potentials (ERPs), as well as interviews after training. After training, all participants met behavioral criteria for expertise with the specific stimuli on which they received training. Scores on standardized measures improved after training for both groups, but only the face training group showed an increased face inversion effect behaviorally and electrophysiological changes to faces in the P100 component. These findings suggest that individuals with ASD can gain expertise in face processing through training. En ligne : http://dx.doi.org/10.1007/s10803-011-1243-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] The Effects of Face Expertise Training on the Behavioral Performance and Brain Activity of Adults with High Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Susan FAJA, Auteur ; Sara Jane WEBB, Auteur ; Emily A. JONES, Auteur ; Kristen MERKLE, Auteur ; Dana KAMARA, Auteur ; Joshua BAVARO, Auteur ; Elizabeth H. AYLWARD, Auteur ; Geraldine DAWSON, Auteur . - 2012 . - p.278-293. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.278-293 Mots-clés : ASD  Face processing  Training  Intervention  ERPs  N170 Index. décimale : PER Périodiques Résumé : The effect of expertise training with faces was studied in adults with ASD who showed initial impairment in face recognition. Participants were randomly assigned to a computerized training program involving either faces or houses. Pre- and post-testing included standardized and experimental measures of behavior and event-related brain potentials (ERPs), as well as interviews after training. After training, all participants met behavioral criteria for expertise with the specific stimuli on which they received training. Scores on standardized measures improved after training for both groups, but only the face training group showed an increased face inversion effect behaviorally and electrophysiological changes to faces in the P100 component. These findings suggest that individuals with ASD can gain expertise in face processing through training. En ligne : http://dx.doi.org/10.1007/s10803-011-1243-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

---

1 (1 - 5 / 5)