Assessing Speech, Language, and Communication in Autism Spectrum Disorders / Rhea PAUL

Public ISBD contenu dans Assessment of Autism Spectrum Disorders / Sam GOLDSTEIN Titre : Assessing Speech, Language, and Communication in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Rhea PAUL, Auteur ; Kaitlyn P. WILSON, Auteur Année de publication : 2009 Importance : p.171-208 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=715 contenu dans Assessment of Autism Spectrum Disorders / Sam GOLDSTEIN Assessing Speech, Language, and Communication in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Rhea PAUL, Auteur ; Kaitlyn P. WILSON, Auteur . - 2009 . - p.171-208. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=715

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Evaluation de la parole, du langage et de la communication dans les troubles du spectre de l’autisme / Rhea PAUL

Public ISBD in Evaluer les troubles du spectre de l'autisme / Sam GOLDSTEIN Titre : Evaluation de la parole, du langage et de la communication dans les troubles du spectre de l’autisme Type de document : Texte imprimé et/ou numérique Auteurs : Rhea PAUL, Auteur ; Kaitlyn P. WILSON, Auteur Année de publication : 2020 Importance : p.131-156 Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435 in Evaluer les troubles du spectre de l'autisme / Sam GOLDSTEIN Evaluation de la parole, du langage et de la communication dans les troubles du spectre de l’autisme [Texte imprimé et/ou numérique] / Rhea PAUL, Auteur ; Kaitlyn P. WILSON, Auteur . - 2020 . - p.131-156. Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435

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Object play in infants with autism spectrum disorder: A longitudinal retrospective video analysis / Kaitlyn P. WILSON in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Object play in infants with autism spectrum disorder: A longitudinal retrospective video analysis Type de document : Texte imprimé et/ou numérique Auteurs : Kaitlyn P. WILSON, Auteur ; Mary W. CARTER, Auteur ; Heather L. WIENER, Auteur ; Margaret L. DERAMUS, Auteur ; John C. BULLUCK, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsEarly play behaviors may provide important information regarding later-diagnosed developmental delays. Play behaviors of young children with autism spectrum disorder are restricted in diversity, frequency, and complexity. Most autism spectrum disorder research focuses on play in children over 18 months of age. This study examined three groups of infants (later diagnosed with autism spectrum disorder, later diagnosed with other developmental disorders, and typically developing) with the aims of: (1) describing the play behaviors of the three groups of infants at two time points (9?12 months and 15?18 months); (2) examining group differences in four hierarchical levels of play at both time points; (3) comparing groups with respect to the highest level of play achieved; and (4) determining if the highest level of play achieved by infants with autism spectrum disorder and other developmental delays correlated with later developmental outcomes.MethodsThe current study used longitudinal retrospective video analysis to examine object play behaviors of the three groups of infants (total n=92) at two time points (time 1: 9?12 months of age, and time 2: 15?18 months of age). Coding of play behaviors was based on existing literature and distribution of data from the current study. Developmental outcomes examined were measured using the Vineland Adaptive Behavior Scales, Childhood Autism Rating Scale, and a non-verbal developmental quotient calculated using visual reception scores from the Mullen Scales for Early Learning.ResultsResults indicate group differences in play, with infants later diagnosed with autism spectrum disorder showing significantly less sophisticated play than those with typical development. In addition, modest but significant correlations were found between highest level of play achieved at time 1 (9?12 months) and time 2 (15?18 months) and later outcomes for the autism spectrum disorder group.Conclusions and implicationsResults suggest that examination of infant play behaviors is important for early screening and intervention planning to potentially mitigate effects on later developmental outcomes. En ligne : https://doi.org/10.1177/2396941517713186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Object play in infants with autism spectrum disorder: A longitudinal retrospective video analysis [Texte imprimé et/ou numérique] / Kaitlyn P. WILSON, Auteur ; Mary W. CARTER, Auteur ; Heather L. WIENER, Auteur ; Margaret L. DERAMUS, Auteur ; John C. BULLUCK, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsEarly play behaviors may provide important information regarding later-diagnosed developmental delays. Play behaviors of young children with autism spectrum disorder are restricted in diversity, frequency, and complexity. Most autism spectrum disorder research focuses on play in children over 18 months of age. This study examined three groups of infants (later diagnosed with autism spectrum disorder, later diagnosed with other developmental disorders, and typically developing) with the aims of: (1) describing the play behaviors of the three groups of infants at two time points (9?12 months and 15?18 months); (2) examining group differences in four hierarchical levels of play at both time points; (3) comparing groups with respect to the highest level of play achieved; and (4) determining if the highest level of play achieved by infants with autism spectrum disorder and other developmental delays correlated with later developmental outcomes.MethodsThe current study used longitudinal retrospective video analysis to examine object play behaviors of the three groups of infants (total n=92) at two time points (time 1: 9?12 months of age, and time 2: 15?18 months of age). Coding of play behaviors was based on existing literature and distribution of data from the current study. Developmental outcomes examined were measured using the Vineland Adaptive Behavior Scales, Childhood Autism Rating Scale, and a non-verbal developmental quotient calculated using visual reception scores from the Mullen Scales for Early Learning.ResultsResults indicate group differences in play, with infants later diagnosed with autism spectrum disorder showing significantly less sophisticated play than those with typical development. In addition, modest but significant correlations were found between highest level of play achieved at time 1 (9?12 months) and time 2 (15?18 months) and later outcomes for the autism spectrum disorder group.Conclusions and implicationsResults suggest that examination of infant play behaviors is important for early screening and intervention planning to potentially mitigate effects on later developmental outcomes. En ligne : https://doi.org/10.1177/2396941517713186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Teaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom / Kaitlyn P. WILSON in Journal of Autism and Developmental Disorders, 43-8 (August 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1819-1831 Titre : Teaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Kaitlyn P. WILSON, Auteur Article en page(s) : p.1819-1831 Langues : Anglais (eng) Mots-clés : Video modeling  In vivo modeling  Autism spectrum disorder  Educational intervention  Alternating treatment design Index. décimale : PER Périodiques Résumé : Video modeling is a time- and cost-efficient intervention that has been proven effective for children with autism spectrum disorder (ASD); however, the comparative efficacy of this intervention has not been examined in the classroom setting. The present study examines the relative efficacy of video modeling as compared to the more widely-used strategy of in vivo modeling using an alternating treatments design with baseline and replication across four preschool-aged students with ASD. Results offer insight into the heterogeneous treatment response of students with ASD. Additional data reflecting visual attention and social validity were captured to further describe participants’ learning preferences and processes, as well as educators’ perceptions of the acceptability of each intervention’s procedures in the classroom setting. En ligne : http://dx.doi.org/10.1007/s10803-012-1731-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=205 [article] Teaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom [Texte imprimé et/ou numérique] / Kaitlyn P. WILSON, Auteur . - p.1819-1831. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1819-1831 Mots-clés : Video modeling  In vivo modeling  Autism spectrum disorder  Educational intervention  Alternating treatment design Index. décimale : PER Périodiques Résumé : Video modeling is a time- and cost-efficient intervention that has been proven effective for children with autism spectrum disorder (ASD); however, the comparative efficacy of this intervention has not been examined in the classroom setting. The present study examines the relative efficacy of video modeling as compared to the more widely-used strategy of in vivo modeling using an alternating treatments design with baseline and replication across four preschool-aged students with ASD. Results offer insight into the heterogeneous treatment response of students with ASD. Additional data reflecting visual attention and social validity were captured to further describe participants’ learning preferences and processes, as well as educators’ perceptions of the acceptability of each intervention’s procedures in the classroom setting. En ligne : http://dx.doi.org/10.1007/s10803-012-1731-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=205

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