An Exploration of a General Social Outcome Measure / Janine P. STICHTER in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.227-237 Titre : An Exploration of a General Social Outcome Measure Type de document : texte imprimé Auteurs : Janine P. STICHTER, Auteur ; Nargiza BURANOVA, Auteur ; Melissa STORMONT, Auteur Article en page(s) : p.227-237 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  social skills  assessment Index. décimale : PER Périodiques Résumé : The General Social Outcome Measure (GSOM) is a performance-based measurement tool designed to assess the change in social skills performance during and after intervention for students with social skills deficits. In the current study, the psychometric properties of the GSOM, including the total score and social communication domains, were examined using a sample of U.S. in adolescents with social skill deficits. Internal consistency alphas were conducted, which showed promising results. Correlational analyses were conducted using the GSOM and the Children s Communication Checklist-2 (CCC-2), School Social Behavior Scales (SSBS), and the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). A small but significant correlation was documented between the GSOM and the ADOS-2, with higher GSOM total scores (higher social skills) associated with lower ADOS-2 scores. Additional analyses revealed that individuals with different levels of symptomology according to the ADOS-2 (low, moderate, or high) differed significantly in the GSOM total score. The implications of these findings are discussed with respect to the utility of the GSOM as a progress-monitoring tool for targeted populations with social skill impairments. En ligne : https://dx.doi.org/10.1177/10883576231221747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] An Exploration of a General Social Outcome Measure [texte imprimé] / Janine P. STICHTER, Auteur ; Nargiza BURANOVA, Auteur ; Melissa STORMONT, Auteur . - p.227-237. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.227-237 Mots-clés : autism spectrum disorder  social skills  assessment Index. décimale : PER Périodiques Résumé : The General Social Outcome Measure (GSOM) is a performance-based measurement tool designed to assess the change in social skills performance during and after intervention for students with social skills deficits. In the current study, the psychometric properties of the GSOM, including the total score and social communication domains, were examined using a sample of U.S. in adolescents with social skill deficits. Internal consistency alphas were conducted, which showed promising results. Correlational analyses were conducted using the GSOM and the Children s Communication Checklist-2 (CCC-2), School Social Behavior Scales (SSBS), and the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). A small but significant correlation was documented between the GSOM and the ADOS-2, with higher GSOM total scores (higher social skills) associated with lower ADOS-2 scores. Additional analyses revealed that individuals with different levels of symptomology according to the ADOS-2 (low, moderate, or high) differed significantly in the GSOM total score. The implications of these findings are discussed with respect to the utility of the GSOM as a progress-monitoring tool for targeted populations with social skill impairments. En ligne : https://dx.doi.org/10.1177/10883576231221747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

An Initial Development and Evaluation of a Culturally Responsive Police Interactions Training for Black Adolescents with Autism Spectrum Disorder / Mattina DAVENPORT in Journal of Autism and Developmental Disorders, 53-4 (April 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1375-1390 Titre : An Initial Development and Evaluation of a Culturally Responsive Police Interactions Training for Black Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Mattina DAVENPORT, Auteur ; Monica E. ROMERO, Auteur ; Christopher D. LEWIS, Auteur ; Tamara LAWSON, Auteur ; Bradley J. FERGUSON, Auteur ; Janine STICHTER, Auteur ; Sung Woo KAHNG, Auteur Article en page(s) : p.1375-1390 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of the current study was to conduct a qualitative and experimental analysis of a culturally informed police safety skills training for adolescents with autism spectrum disorder (ASD). The current study focused primarily on meeting the unique training needs of Black adolescents with autism spectrum disorder (ASD). A single case design was used to evaluate the initial efficacy and acceptability of a culturally responsive training method. Preliminary evidence about the physiological ramifications of police contact were also collected to begin to examine the broader behavioral and psychophysiological nature of youth?s experiences. The current experimental design included in-person simulated contexts that youth, and caregivers, endorsed as relevant to their normal lives, which greatly strengthened the ecological validity of the approach. En ligne : https://doi.org/10.1007/s10803-021-05181-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] An Initial Development and Evaluation of a Culturally Responsive Police Interactions Training for Black Adolescents with Autism Spectrum Disorder [texte imprimé] / Mattina DAVENPORT, Auteur ; Monica E. ROMERO, Auteur ; Christopher D. LEWIS, Auteur ; Tamara LAWSON, Auteur ; Bradley J. FERGUSON, Auteur ; Janine STICHTER, Auteur ; Sung Woo KAHNG, Auteur . - p.1375-1390. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1375-1390 Index. décimale : PER Périodiques Résumé : The purpose of the current study was to conduct a qualitative and experimental analysis of a culturally informed police safety skills training for adolescents with autism spectrum disorder (ASD). The current study focused primarily on meeting the unique training needs of Black adolescents with autism spectrum disorder (ASD). A single case design was used to evaluate the initial efficacy and acceptability of a culturally responsive training method. Preliminary evidence about the physiological ramifications of police contact were also collected to begin to examine the broader behavioral and psychophysiological nature of youth?s experiences. The current experimental design included in-person simulated contexts that youth, and caregivers, endorsed as relevant to their normal lives, which greatly strengthened the ecological validity of the approach. En ligne : https://doi.org/10.1007/s10803-021-05181-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism / Carla SCHMIDT in Autism Research and Treatment, (September 2011)  

Public ISBD [article]  inAutism Research and Treatment > (September 2011) . - 11 p. Titre : An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism Type de document : texte imprimé Auteurs : Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur ; Karen V. O’CONNOR, Auteur Année de publication : 2011 Article en page(s) : 11 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (N=6). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed. En ligne : http://dx.doi.org/10.1155/2011/589539 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism [texte imprimé] / Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur ; Karen V. O’CONNOR, Auteur . - 2011 . - 11 p. Langues : Anglais (eng) in Autism Research and Treatment > (September 2011) . - 11 p. Index. décimale : PER Périodiques Résumé : This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (N=6). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed. En ligne : http://dx.doi.org/10.1155/2011/589539 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Brief Report: Flanker Visual Filtering Ability in Older Adolescents with Autism Spectrum Disorder / Kelly M. BOLAND in Journal of Autism and Developmental Disorders, 49-1 (January 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.422-428 Titre : Brief Report: Flanker Visual Filtering Ability in Older Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Kelly M. BOLAND, Auteur ; Janine P. STICHTER, Auteur ; David Q. BEVERSDORF, Auteur ; Shawn E. CHRIST, Auteur Article en page(s) : p.422-428 Langues : Anglais (eng) Mots-clés : Autism  Development  Executive function  Inhibition  Inhibitory control  Visuoperception Index. décimale : PER Périodiques Résumé : Recent research has documented impaired ability to resist interference from visual distractors in individuals with autism spectrum disorder (ASD) and suggests that this phenomenon may be more pronounced in young versus older children (Christ et al., Neuropsychology 25(6):690-701, 2011). The present study extends previous findings by examining visual filtering inhibitory ability within an older adolescent population. A flanker visual filtering task was administered to 36 adolescents with ASD and 44 adolescents without ASD (age: 11-20 years). Analysis revealed no evidence of group differences in visual filtering performance. Taken together with previous research, these results suggest that during early adolescence the previously observed impairment may resolve or compensatory strategies develop, allowing individuals with ASD to perform as well as their neurotypical peers. En ligne : http://dx.doi.org/10.1007/s10803-018-3755-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377 [article] Brief Report: Flanker Visual Filtering Ability in Older Adolescents with Autism Spectrum Disorder [texte imprimé] / Kelly M. BOLAND, Auteur ; Janine P. STICHTER, Auteur ; David Q. BEVERSDORF, Auteur ; Shawn E. CHRIST, Auteur . - p.422-428. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.422-428 Mots-clés : Autism  Development  Executive function  Inhibition  Inhibitory control  Visuoperception Index. décimale : PER Périodiques Résumé : Recent research has documented impaired ability to resist interference from visual distractors in individuals with autism spectrum disorder (ASD) and suggests that this phenomenon may be more pronounced in young versus older children (Christ et al., Neuropsychology 25(6):690-701, 2011). The present study extends previous findings by examining visual filtering inhibitory ability within an older adolescent population. A flanker visual filtering task was administered to 36 adolescents with ASD and 44 adolescents without ASD (age: 11-20 years). Analysis revealed no evidence of group differences in visual filtering performance. Taken together with previous research, these results suggest that during early adolescence the previously observed impairment may resolve or compensatory strategies develop, allowing individuals with ASD to perform as well as their neurotypical peers. En ligne : http://dx.doi.org/10.1007/s10803-018-3755-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377

Educational and Diagnostic Classification of Autism Spectrum Disorder and Associated Characteristics / Janine STICHTER in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4033-4042 Titre : Educational and Diagnostic Classification of Autism Spectrum Disorder and Associated Characteristics Type de document : texte imprimé Auteurs : Janine STICHTER, Auteur ; Melissa STORMONT, Auteur ; Nargiza BURANOVA, Auteur ; Melissa J. HERZOG, Auteur ; Rose O'DONNELL, Auteur Article en page(s) : p.4033-4042 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Humans  Language  Schools  Students  Ados-2  Assessment  Autism  Autism spectrum disorder  Eligibility  Social competence  Special education Index. décimale : PER Périodiques Résumé : Research continues to highlight discrepancies between clinical diagnoses of Autism Spectrum Disorder (ASD) and determination of special education eligibility for services within school settings. However, limited research has been conducted on the impact of those discrepancies for the identification of appropriate services within schools. The aim of the current study is to examine students' characteristics (e.g., language, social emotional) associated with educational eligibility and clinical diagnoses. More specifically, the study examines characteristics differentially associated with ASD diagnoses to inform targeted evidence-based interventions. The study accessed data from a four-year cluster-randomized trial of 283 students with and without reported ASD diagnosis. The results of the study demonstrate that the educational eligibility of Autism did not differentiate between students with and without autism on any of the measured characteristics including language, peer and social competence, academics, and aggressive behaviors. However, the Autism Diagnostic Observation Schedule, second edition (ADOS-2; Lord et al. in Autism diagnostic observation schedule. Western Psychological Services, Torrance, CA, 2012) classification was a more sensitive diagnostic measure for characteristics associated with autism. Implications for research, practitioners, and schools are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04867-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Educational and Diagnostic Classification of Autism Spectrum Disorder and Associated Characteristics [texte imprimé] / Janine STICHTER, Auteur ; Melissa STORMONT, Auteur ; Nargiza BURANOVA, Auteur ; Melissa J. HERZOG, Auteur ; Rose O'DONNELL, Auteur . - p.4033-4042. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4033-4042 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Humans  Language  Schools  Students  Ados-2  Assessment  Autism  Autism spectrum disorder  Eligibility  Social competence  Special education Index. décimale : PER Périodiques Résumé : Research continues to highlight discrepancies between clinical diagnoses of Autism Spectrum Disorder (ASD) and determination of special education eligibility for services within school settings. However, limited research has been conducted on the impact of those discrepancies for the identification of appropriate services within schools. The aim of the current study is to examine students' characteristics (e.g., language, social emotional) associated with educational eligibility and clinical diagnoses. More specifically, the study examines characteristics differentially associated with ASD diagnoses to inform targeted evidence-based interventions. The study accessed data from a four-year cluster-randomized trial of 283 students with and without reported ASD diagnosis. The results of the study demonstrate that the educational eligibility of Autism did not differentiate between students with and without autism on any of the measured characteristics including language, peer and social competence, academics, and aggressive behaviors. However, the Autism Diagnostic Observation Schedule, second edition (ADOS-2; Lord et al. in Autism diagnostic observation schedule. Western Psychological Services, Torrance, CA, 2012) classification was a more sensitive diagnostic measure for characteristics associated with autism. Implications for research, practitioners, and schools are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04867-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees / Jena K. RANDOLPH in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Permalink

iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

Permalink

A Review of Parent Education Programs for Parents of Children With Autism Spectrum Disorders / Tia SCHULTZ in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)  

Permalink

Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 42-3 (March 2012)  

Permalink

Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD / Tia SCHULTZ in Autism Research and Treatment, (December 2011)  

Permalink

Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Permalink

Social Skills Intervention Participation and Associated Improvements in Executive Function Performance / Shawn E. CHRIST in Autism Research and Treatment, 2017 (2017)  

Permalink

The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 39-6 (June 2009)  

Permalink

---

1 (1 - 13 / 13) Par page : 25 50 100 200