Dépouillements

Editorial / Liz PELLICANO in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.131-132 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : Liz PELLICANO, Auteur Article en page(s) : p.131-132 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361313479218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Editorial [Texte imprimé et/ou numérique] / Liz PELLICANO, Auteur . - p.131-132. in Autism > 17-2 (March 2013) . - p.131-132 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361313479218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193

Motor skills of toddlers with autism spectrum disorders / Meghann LLOYD in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.133-146 Titre : Motor skills of toddlers with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Meghann LLOYD, Auteur ; Megan MACDONALD, Auteur ; Catherine LORD, Auteur Article en page(s) : p.133-146 Mots-clés : autism spectrum disorder  early development  fine motor skills  gross motor skills  motor development  toddlers Index. décimale : PER Périodiques Résumé : With increased interest in the early diagnosis and treatment of children with autism spectrum disorders (ASD), more attention has been called to the motor skills of very young children with ASD. This study describes the gross and fine motor skills of a cross-sectional group of 162 children with ASD between the ages of 12 and 36 months, as well as a subset of 58 children followed longitudinally. Gross motor and fine motor age equivalent scores were obtained for all children. A ‘motor difference’ variable was calculated for each child’s gross and fine motor skills by taking the absolute difference of the children’s age equivalent motor score and their respective chronological age. In Study 1 (the cross-sectional analysis), ANCOVA (co-varied for nonverbal problem solving) revealed significant group differences in the gross motor and fine motor age difference variables. Post-hoc analysis revealed that gross motor and fine motor differences became significantly greater with each 6-month period of chronological age. In Study 2, 58 children were measured twice, an average of 12 months apart. Results indicate that the gross motor and fine motor difference scores significantly increased between the first and second measurements. The importance of addressing motor development in early intervention treatments is discussed. En ligne : http://dx.doi.org/10.1177/1362361311402230 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Motor skills of toddlers with autism spectrum disorders [Texte imprimé et/ou numérique] / Meghann LLOYD, Auteur ; Megan MACDONALD, Auteur ; Catherine LORD, Auteur . - p.133-146. in Autism > 17-2 (March 2013) . - p.133-146 Mots-clés : autism spectrum disorder  early development  fine motor skills  gross motor skills  motor development  toddlers Index. décimale : PER Périodiques Résumé : With increased interest in the early diagnosis and treatment of children with autism spectrum disorders (ASD), more attention has been called to the motor skills of very young children with ASD. This study describes the gross and fine motor skills of a cross-sectional group of 162 children with ASD between the ages of 12 and 36 months, as well as a subset of 58 children followed longitudinally. Gross motor and fine motor age equivalent scores were obtained for all children. A ‘motor difference’ variable was calculated for each child’s gross and fine motor skills by taking the absolute difference of the children’s age equivalent motor score and their respective chronological age. In Study 1 (the cross-sectional analysis), ANCOVA (co-varied for nonverbal problem solving) revealed significant group differences in the gross motor and fine motor age difference variables. Post-hoc analysis revealed that gross motor and fine motor differences became significantly greater with each 6-month period of chronological age. In Study 2, 58 children were measured twice, an average of 12 months apart. Results indicate that the gross motor and fine motor difference scores significantly increased between the first and second measurements. The importance of addressing motor development in early intervention treatments is discussed. En ligne : http://dx.doi.org/10.1177/1362361311402230 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193

Parent–child interactions in autism: Characteristics of play / Stephanny FREEMAN in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.147-161 Titre : Parent–child interactions in autism: Characteristics of play Type de document : Texte imprimé et/ou numérique Auteurs : Stephanny FREEMAN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.147-161 Mots-clés : Autism  parent  play skills  scaffolding Index. décimale : PER Périodiques Résumé : Although the literature on parent–child interactions in young children with autism has examined dyadic style, synchrony, and sustained engagement, the examination of parental skill in sustaining and developing play skills themselves has not been targeted. This study examined the extent to which parents of young children with autism match and scaffold their child’s play. Sixteen dyads of parents and their children with autism participated in this study along with 16 matched dyads of typically developing children. Both groups were administered a structured play assessment and were observed during a 10-min free play situation. Strategies of play were examined and results revealed that parents of children with autism initiated more play schemes and suggested and commanded play acts more than parents of typical children. They also responded to their child’s play acts more often with a higher level play act, while parents of typical children matched/expanded their responses to their child. Parent imitation was also related to longer sequences of play. The findings can guide further research and play intervention for parents. En ligne : http://dx.doi.org/10.1177/1362361312469269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Parent–child interactions in autism: Characteristics of play [Texte imprimé et/ou numérique] / Stephanny FREEMAN, Auteur ; Connie KASARI, Auteur . - p.147-161. in Autism > 17-2 (March 2013) . - p.147-161 Mots-clés : Autism  parent  play skills  scaffolding Index. décimale : PER Périodiques Résumé : Although the literature on parent–child interactions in young children with autism has examined dyadic style, synchrony, and sustained engagement, the examination of parental skill in sustaining and developing play skills themselves has not been targeted. This study examined the extent to which parents of young children with autism match and scaffold their child’s play. Sixteen dyads of parents and their children with autism participated in this study along with 16 matched dyads of typically developing children. Both groups were administered a structured play assessment and were observed during a 10-min free play situation. Strategies of play were examined and results revealed that parents of children with autism initiated more play schemes and suggested and commanded play acts more than parents of typical children. They also responded to their child’s play acts more often with a higher level play act, while parents of typical children matched/expanded their responses to their child. Parent imitation was also related to longer sequences of play. The findings can guide further research and play intervention for parents. En ligne : http://dx.doi.org/10.1177/1362361312469269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193

Flexibility in young people with autism spectrum disorders on a card sort task / Phil REED in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.162-171 Titre : Flexibility in young people with autism spectrum disorders on a card sort task Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Helen WATTS, Auteur ; Roberto TRUZOLI, Auteur Article en page(s) : p.162-171 Mots-clés : behavioural flexibility  discrimination learning  low-functioning autism  stereotyped behaviours Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorders (ASD) have shown deficits in switching between rules governing their behaviour, as have high-functioning children with ASD. However, there are few studies of flexibility in lower-functioning children with ASD. The current study investigated this phenomenon with a group of low-functioning children with ASD compared to a mental-age-matched comparison group. The ASD group learned an initial discrimination task as quickly as the matched comparison group, but when the rule governing the discrimination was shifted, the comparison group learned the task with fewer errors, and made the discrimination more quickly than the groups with ASD. These findings suggest that low-functioning children with ASD do display the predicted deficits in extra-dimensional shift. En ligne : http://dx.doi.org/10.1177/1362361311409599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Flexibility in young people with autism spectrum disorders on a card sort task [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Helen WATTS, Auteur ; Roberto TRUZOLI, Auteur . - p.162-171. in Autism > 17-2 (March 2013) . - p.162-171 Mots-clés : behavioural flexibility  discrimination learning  low-functioning autism  stereotyped behaviours Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorders (ASD) have shown deficits in switching between rules governing their behaviour, as have high-functioning children with ASD. However, there are few studies of flexibility in lower-functioning children with ASD. The current study investigated this phenomenon with a group of low-functioning children with ASD compared to a mental-age-matched comparison group. The ASD group learned an initial discrimination task as quickly as the matched comparison group, but when the rule governing the discrimination was shifted, the comparison group learned the task with fewer errors, and made the discrimination more quickly than the groups with ASD. These findings suggest that low-functioning children with ASD do display the predicted deficits in extra-dimensional shift. En ligne : http://dx.doi.org/10.1177/1362361311409599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193

Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? / Mariam ALJUNIED in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.172-183 Titre : Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? Type de document : Texte imprimé et/ou numérique Auteurs : Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur Article en page(s) : p.172-183 Mots-clés : autism  central coherence  dynamic assessment Index. décimale : PER Périodiques Résumé : Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361311409960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? [Texte imprimé et/ou numérique] / Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur . - p.172-183. in Autism > 17-2 (March 2013) . - p.172-183 Mots-clés : autism  central coherence  dynamic assessment Index. décimale : PER Périodiques Résumé : Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361311409960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193

Factors affecting the age at diagnosis of autism spectrum disorders in Nova Scotia, Canada / Priscilla FRENETTE in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.184-195 Titre : Factors affecting the age at diagnosis of autism spectrum disorders in Nova Scotia, Canada Type de document : Texte imprimé et/ou numérique Auteurs : Priscilla FRENETTE, Auteur ; Linda DODDS, Auteur ; Kathleen MACPHERSON, Auteur ; Gordon FLOWERDEW, Auteur ; Brian HENNEN, Auteur ; Susan E. BRYSON, Auteur Article en page(s) : p.184-195 Mots-clés : autism  age of diagnosis  ADHD  maternal age at delivery Index. décimale : PER Périodiques Résumé : While early diagnosis of autism spectrum disorders (ASD) is essential for ensuring timely access to early intervention services, there is limited existing literature investigating factors that delay this diagnosis. This population-based cohort study explored the age at which children in Nova Scotia, Canada, are diagnosed with ASDs and the factors associated with this age. Children diagnosed with an ASD between January 1992 and December 2005 were identified from a cohort of live births in the province between 1990 and 2002. Demographic and clinical variables were extracted from population-based perinatal and administrative health databases and evaluated as predictors of age at ASD diagnosis. Of 122,759 live births, 884 cases of ASDs were identified during the study period. The median age at diagnosis within the cohort was 4.6 years. In adjusted linear regression analysis, a one year increase in maternal age at delivery was associated with a 0.06 decrease in age at ASD diagnosis (p?=?.0007). Children who were residents of Halifax County received their diagnoses 0.52 years later than residents of other counties (p?=?.0054). A diagnosis of attention-deficit/hyperactivity disorder (ADHD) was associated with a 1.29-year increase in age at diagnosis (p??.0001). These results suggest that potential exists for improving early detection of ASDs in the province. Future research in this field has the potential to contribute to our understanding of the causal pathways linking the demographic and clinical variables we have identified and the age at diagnosis of ASDs. En ligne : http://dx.doi.org/10.1177/1362361311413399 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Factors affecting the age at diagnosis of autism spectrum disorders in Nova Scotia, Canada [Texte imprimé et/ou numérique] / Priscilla FRENETTE, Auteur ; Linda DODDS, Auteur ; Kathleen MACPHERSON, Auteur ; Gordon FLOWERDEW, Auteur ; Brian HENNEN, Auteur ; Susan E. BRYSON, Auteur . - p.184-195. in Autism > 17-2 (March 2013) . - p.184-195 Mots-clés : autism  age of diagnosis  ADHD  maternal age at delivery Index. décimale : PER Périodiques Résumé : While early diagnosis of autism spectrum disorders (ASD) is essential for ensuring timely access to early intervention services, there is limited existing literature investigating factors that delay this diagnosis. This population-based cohort study explored the age at which children in Nova Scotia, Canada, are diagnosed with ASDs and the factors associated with this age. Children diagnosed with an ASD between January 1992 and December 2005 were identified from a cohort of live births in the province between 1990 and 2002. Demographic and clinical variables were extracted from population-based perinatal and administrative health databases and evaluated as predictors of age at ASD diagnosis. Of 122,759 live births, 884 cases of ASDs were identified during the study period. The median age at diagnosis within the cohort was 4.6 years. In adjusted linear regression analysis, a one year increase in maternal age at delivery was associated with a 0.06 decrease in age at ASD diagnosis (p?=?.0007). Children who were residents of Halifax County received their diagnoses 0.52 years later than residents of other counties (p?=?.0054). A diagnosis of attention-deficit/hyperactivity disorder (ADHD) was associated with a 1.29-year increase in age at diagnosis (p??.0001). These results suggest that potential exists for improving early detection of ASDs in the province. Future research in this field has the potential to contribute to our understanding of the causal pathways linking the demographic and clinical variables we have identified and the age at diagnosis of ASDs. En ligne : http://dx.doi.org/10.1177/1362361311413399 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193

Feasibility of exposure response prevention to treat repetitive behaviors of children with autism and an intellectual disability: A brief report / Brian A. BOYD in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.196-204 Titre : Feasibility of exposure response prevention to treat repetitive behaviors of children with autism and an intellectual disability: A brief report Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Cooper R. WOODARD, Auteur ; James W. BODFISH, Auteur Article en page(s) : p.196-204 Mots-clés : autism  exposure response prevention  repetitive behaviors  treatment Index. décimale : PER Périodiques Résumé : There is a lack of evidence-based behavioral therapies or pharmacotherapies to treat repetitive behaviors found in autism. Effective behavioral therapies are needed to counter any negative consequences these behaviors may have on the child’s early learning and socialization. The purpose of this proof-of-principle study was to test the feasibility of modifying exposure response prevention, an evidence-based strategy for obsessive–compulsive disorder, to treat the repetitive behaviors found in autism. Five school-aged participants (ages 5–11) diagnosed with an autism spectrum disorder participated in the study. Our preliminary findings suggest it is feasible, and potentially efficacious, to modify standard exposure response prevention to treat the specific forms of repetitive behaviors found in individuals with autism and comorbid intellectual disabilities. A larger clinical trial is needed to substantiate these preliminary findings. En ligne : http://dx.doi.org/10.1177/1362361311414066 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Feasibility of exposure response prevention to treat repetitive behaviors of children with autism and an intellectual disability: A brief report [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Cooper R. WOODARD, Auteur ; James W. BODFISH, Auteur . - p.196-204. in Autism > 17-2 (March 2013) . - p.196-204 Mots-clés : autism  exposure response prevention  repetitive behaviors  treatment Index. décimale : PER Périodiques Résumé : There is a lack of evidence-based behavioral therapies or pharmacotherapies to treat repetitive behaviors found in autism. Effective behavioral therapies are needed to counter any negative consequences these behaviors may have on the child’s early learning and socialization. The purpose of this proof-of-principle study was to test the feasibility of modifying exposure response prevention, an evidence-based strategy for obsessive–compulsive disorder, to treat the repetitive behaviors found in autism. Five school-aged participants (ages 5–11) diagnosed with an autism spectrum disorder participated in the study. Our preliminary findings suggest it is feasible, and potentially efficacious, to modify standard exposure response prevention to treat the specific forms of repetitive behaviors found in individuals with autism and comorbid intellectual disabilities. A larger clinical trial is needed to substantiate these preliminary findings. En ligne : http://dx.doi.org/10.1177/1362361311414066 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193

Autobiographical memory in adults with autism spectrum disorder: The role of depressed mood, rumination, working memory and theory of mind / Laura CRANE in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.205-219 Titre : Autobiographical memory in adults with autism spectrum disorder: The role of depressed mood, rumination, working memory and theory of mind Type de document : Texte imprimé et/ou numérique Auteurs : Laura CRANE, Auteur ; Lorna GODDARD, Auteur ; Linda PRING, Auteur Article en page(s) : p.205-219 Mots-clés : autism  autobiographical memory  depressed mood  rumination  working memory  theory of mind Index. décimale : PER Périodiques Résumé : Autobiographical memory difficulties have been widely reported in adults with autism spectrum disorder (ASD). The aim of the current study was to explore the potential correlates of autobiographical memory performance (including depressed mood, rumination, working memory and theory of mind) in adults with ASD, relative to a group of typical adults matched for age, gender and IQ. Results demonstrated that the adults with ASD reported higher levels of depressed mood and rumination than the typical adults, and also received lower scores on measures of theory of mind and working memory. Correlational analysis suggested that theory of mind and working memory were associated with autobiographical memory performance in the adults with ASD, but no significant relationships were observed between autobiographical memory, depressed mood and rumination in this group. To explore these patterns further, two cases of adults with a dual diagnosis of ASD and depression are discussed. These participants present a profile in line with the idea that depressed mood and rumination do not have the same influence on autobiographical memory in adults with ASD as they do in typical adults. En ligne : http://dx.doi.org/10.1177/1362361311418690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Autobiographical memory in adults with autism spectrum disorder: The role of depressed mood, rumination, working memory and theory of mind [Texte imprimé et/ou numérique] / Laura CRANE, Auteur ; Lorna GODDARD, Auteur ; Linda PRING, Auteur . - p.205-219. in Autism > 17-2 (March 2013) . - p.205-219 Mots-clés : autism  autobiographical memory  depressed mood  rumination  working memory  theory of mind Index. décimale : PER Périodiques Résumé : Autobiographical memory difficulties have been widely reported in adults with autism spectrum disorder (ASD). The aim of the current study was to explore the potential correlates of autobiographical memory performance (including depressed mood, rumination, working memory and theory of mind) in adults with ASD, relative to a group of typical adults matched for age, gender and IQ. Results demonstrated that the adults with ASD reported higher levels of depressed mood and rumination than the typical adults, and also received lower scores on measures of theory of mind and working memory. Correlational analysis suggested that theory of mind and working memory were associated with autobiographical memory performance in the adults with ASD, but no significant relationships were observed between autobiographical memory, depressed mood and rumination in this group. To explore these patterns further, two cases of adults with a dual diagnosis of ASD and depression are discussed. These participants present a profile in line with the idea that depressed mood and rumination do not have the same influence on autobiographical memory in adults with ASD as they do in typical adults. En ligne : http://dx.doi.org/10.1177/1362361311418690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193

Learning through interaction in children with autism: Preliminary data from asocial-communication-based intervention / Devin M. CASENHISER in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.220-241 Titre : Learning through interaction in children with autism: Preliminary data from asocial-communication-based intervention Type de document : Texte imprimé et/ou numérique Auteurs : Devin M. CASENHISER, Auteur ; Stuart G. SHANKER, Auteur ; Jim STIEBEN, Auteur Article en page(s) : p.220-241 Index. décimale : PER Périodiques Résumé : The study evaluates a social-communication-based approach to autism intervention aimed at improving the social interaction skills of children with autism spectrum disorder. We report preliminary results from an ongoing randomized controlled trial of 51 children aged 2 years 0 months to 4 years 11 months. Participants were assigned to either a target treatment or community treatment group. Families in the target treatment group were given 2 hours of therapy and coaching each week in an intervention emphasizing social-interaction and the parent-child relationship. Children in the community treatment group received a variety of services averaging 3.9?hours per week. After 12 months, outcomes were measured to determine changes in the groups in social interaction and communication. In addition, a regression analysis was conducted to determine whether changes in social interaction skills were associated with language development. Results suggest that children in the treatment group made significantly greater gains in social interaction skills in comparison to the community treatment group, but no between-group differences were found for standard language assessments. Initiation of joint attention, involvement, and severity of language delay were found to be significantly associated with improvement of language skills in children with autism. Finally caregiver skills targeted by the intervention were found to be significantly associated with changes in children’s interaction skills. En ligne : http://dx.doi.org/10.1177/1362361311422052 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Learning through interaction in children with autism: Preliminary data from asocial-communication-based intervention [Texte imprimé et/ou numérique] / Devin M. CASENHISER, Auteur ; Stuart G. SHANKER, Auteur ; Jim STIEBEN, Auteur . - p.220-241. in Autism > 17-2 (March 2013) . - p.220-241 Index. décimale : PER Périodiques Résumé : The study evaluates a social-communication-based approach to autism intervention aimed at improving the social interaction skills of children with autism spectrum disorder. We report preliminary results from an ongoing randomized controlled trial of 51 children aged 2 years 0 months to 4 years 11 months. Participants were assigned to either a target treatment or community treatment group. Families in the target treatment group were given 2 hours of therapy and coaching each week in an intervention emphasizing social-interaction and the parent-child relationship. Children in the community treatment group received a variety of services averaging 3.9?hours per week. After 12 months, outcomes were measured to determine changes in the groups in social interaction and communication. In addition, a regression analysis was conducted to determine whether changes in social interaction skills were associated with language development. Results suggest that children in the treatment group made significantly greater gains in social interaction skills in comparison to the community treatment group, but no between-group differences were found for standard language assessments. Initiation of joint attention, involvement, and severity of language delay were found to be significantly associated with improvement of language skills in children with autism. Finally caregiver skills targeted by the intervention were found to be significantly associated with changes in children’s interaction skills. En ligne : http://dx.doi.org/10.1177/1362361311422052 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193