Brief Report: Linking Early Joint Attention and Play Abilities to Later Reports of Friendships for Children with ASD / Stephanny FREEMAN in Journal of Autism and Developmental Disorders, 45-7 (July 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2259-2266 Titre : Brief Report: Linking Early Joint Attention and Play Abilities to Later Reports of Friendships for Children with ASD Type de document : texte imprimé Auteurs : Stephanny FREEMAN, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur Année de publication : 2015 Article en page(s) : p.2259-2266 Langues : Anglais (eng) Mots-clés : Autism  Friendship  Joint attention  Play Index. décimale : PER Périodiques Résumé : This study examined the influence of early joint attention and play in children with autism on child- and parent-reported friendship quality 5 years later. Initially, children participated in developmental, joint attention, and play measures. At follow-up (age 8–9), parents and children completed the Friendship Qualities Scale (Bukowski et al. in J Soc Personal Relatsh 11:471–484, 1994) rating the child’s friendship on companionship, help, security, closeness, and conflict. Parents and children described their children’s friendships similarly except children’s ratings were significantly higher than their parents on companionship. Children with better joint attention at age three reported their friendships to have higher closeness and lower conflict. Children with better initial play reported greater helpfulness. This study provides preliminary evidence linking early core abilities to later friendship qualities. En ligne : http://dx.doi.org/10.1007/s10803-015-2369-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 [article] Brief Report: Linking Early Joint Attention and Play Abilities to Later Reports of Friendships for Children with ASD [texte imprimé] / Stephanny FREEMAN, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur . - 2015 . - p.2259-2266. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2259-2266 Mots-clés : Autism  Friendship  Joint attention  Play Index. décimale : PER Périodiques Résumé : This study examined the influence of early joint attention and play in children with autism on child- and parent-reported friendship quality 5 years later. Initially, children participated in developmental, joint attention, and play measures. At follow-up (age 8–9), parents and children completed the Friendship Qualities Scale (Bukowski et al. in J Soc Personal Relatsh 11:471–484, 1994) rating the child’s friendship on companionship, help, security, closeness, and conflict. Parents and children described their children’s friendships similarly except children’s ratings were significantly higher than their parents on companionship. Children with better joint attention at age three reported their friendships to have higher closeness and lower conflict. Children with better initial play reported greater helpfulness. This study provides preliminary evidence linking early core abilities to later friendship qualities. En ligne : http://dx.doi.org/10.1007/s10803-015-2369-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261

Children with autism's response to novel stimuli while participating in interventions targeting joint attention or symbolic play skills / Amanda C. GULSRUD in Autism, 11-6 (November 2007)  

Public ISBD [article]  inAutism > 11-6 (November 2007) . - p.535-546 Titre : Children with autism's response to novel stimuli while participating in interventions targeting joint attention or symbolic play skills Type de document : texte imprimé Auteurs : Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur ; Stephanny FREEMAN, Auteur ; Tanya PAPARELLA, Auteur Année de publication : 2007 Article en page(s) : p.535-546 Langues : Anglais (eng) Mots-clés : Autism Generalization Intervention Joint-attention Index. décimale : PER Périodiques Résumé : Thirty-five children diagnosed with autism were randomly assigned to either a joint attention or a symbolic play intervention. During the 5—8 week treatment, three novel probes were administered to determine mastery of joint attention skills. The probes consisted of auditory and visual stimuli, such as a loud spider crawling or a musical ball bouncing. The current study examined affect, gaze, joint attention behaviors, and verbalizations at three different time points of intervention. Results revealed that children randomized to the joint attention group were more likely to acknowledge the probe and engage in shared interactions between intervener and probe upon termination of intervention. Additionally, the joint attention group improved in the proportion of time spent sharing coordinated joint looks between intervener and probe. These results suggest that generalization of joint attention skills to a novel probe did occur for the group targeting joint attention and provides further evidence of the effectiveness of the joint attention intervention. En ligne : http://dx.doi.org/10.1177/1362361307083255 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Children with autism's response to novel stimuli while participating in interventions targeting joint attention or symbolic play skills [texte imprimé] / Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur ; Stephanny FREEMAN, Auteur ; Tanya PAPARELLA, Auteur . - 2007 . - p.535-546. Langues : Anglais (eng) in Autism > 11-6 (November 2007) . - p.535-546 Mots-clés : Autism Generalization Intervention Joint-attention Index. décimale : PER Périodiques Résumé : Thirty-five children diagnosed with autism were randomly assigned to either a joint attention or a symbolic play intervention. During the 5—8 week treatment, three novel probes were administered to determine mastery of joint attention skills. The probes consisted of auditory and visual stimuli, such as a loud spider crawling or a musical ball bouncing. The current study examined affect, gaze, joint attention behaviors, and verbalizations at three different time points of intervention. Results revealed that children randomized to the joint attention group were more likely to acknowledge the probe and engage in shared interactions between intervener and probe upon termination of intervention. Additionally, the joint attention group improved in the proportion of time spent sharing coordinated joint looks between intervener and probe. These results suggest that generalization of joint attention skills to a novel probe did occur for the group targeting joint attention and provides further evidence of the effectiveness of the joint attention intervention. En ligne : http://dx.doi.org/10.1177/1362361307083255 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Joint attention and symbolic play in young children with autism: a randomized controlled intervention study / Connie KASARI in Journal of Child Psychology and Psychiatry, 47-6 (June 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-6 (June 2006) . - p.611–620 Titre : Joint attention and symbolic play in young children with autism: a randomized controlled intervention study Type de document : texte imprimé Auteurs : Connie KASARI, Auteur ; Stephanny FREEMAN, Auteur ; Tanya PAPARELLA, Auteur Année de publication : 2006 Article en page(s) : p.611–620 Langues : Anglais (eng) Mots-clés : Intervention joint-attention symbolic-play autism Index. décimale : PER Périodiques Résumé : Background: Delays and deficits in joint attention and symbolic play constitute two important developmental problems in young children with autism. These areas of deficit have been well studied in autism but have rarely been the focus of treatment efforts (see Kasari, Freeman, & Paparella, 2001). In this study, we examine the efficacy of targeted interventions of joint attention and symbolic play. Methods: Participants were 58 children with autism aged 3 and 4 years (46 boys). Children were randomized to a joint attention intervention, a symbolic play intervention, or control group. Interventions were conducted 30 minutes daily for 5–6 weeks. Both structured assessments of joint attention and play skills and mother–child interactions were collected pre and post intervention by independent assessors. Results: Results indicate that both intervention groups improved significantly over the control group on certain behaviors. Children in the joint attention intervention initiated significantly more showing and responsiveness to joint attention on the structured joint attention assessment and more child-initiated joint attention in the mother–child interaction. The children in the play group showed more diverse types of symbolic play in interaction with their mothers and higher play levels on both the play assessment and in interaction with their mothers. Conclusions: This randomized controlled trial provides promising data on the specificity and generalizability of joint attention and play interventions for young children with autism. Future studies need to examine the long-term effects of these early interventions on children's development. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01567.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=746 [article] Joint attention and symbolic play in young children with autism: a randomized controlled intervention study [texte imprimé] / Connie KASARI, Auteur ; Stephanny FREEMAN, Auteur ; Tanya PAPARELLA, Auteur . - 2006 . - p.611–620. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-6 (June 2006) . - p.611–620 Mots-clés : Intervention joint-attention symbolic-play autism Index. décimale : PER Périodiques Résumé : Background: Delays and deficits in joint attention and symbolic play constitute two important developmental problems in young children with autism. These areas of deficit have been well studied in autism but have rarely been the focus of treatment efforts (see Kasari, Freeman, & Paparella, 2001). In this study, we examine the efficacy of targeted interventions of joint attention and symbolic play. Methods: Participants were 58 children with autism aged 3 and 4 years (46 boys). Children were randomized to a joint attention intervention, a symbolic play intervention, or control group. Interventions were conducted 30 minutes daily for 5–6 weeks. Both structured assessments of joint attention and play skills and mother–child interactions were collected pre and post intervention by independent assessors. Results: Results indicate that both intervention groups improved significantly over the control group on certain behaviors. Children in the joint attention intervention initiated significantly more showing and responsiveness to joint attention on the structured joint attention assessment and more child-initiated joint attention in the mother–child interaction. The children in the play group showed more diverse types of symbolic play in interaction with their mothers and higher play levels on both the play assessment and in interaction with their mothers. Conclusions: This randomized controlled trial provides promising data on the specificity and generalizability of joint attention and play interventions for young children with autism. Future studies need to examine the long-term effects of these early interventions on children's development. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01567.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=746

Melinda J. Smith: Teaching Playskills to Children with Autism Spectrum / Stephanny FREEMAN in Journal of Autism and Developmental Disorders, 39-11 (November 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-11 (November 2009) . - p.1622-1623 Titre : Melinda J. Smith: Teaching Playskills to Children with Autism Spectrum : DRL Books, New York, NY, 2001, 174 pp Type de document : texte imprimé Auteurs : Stephanny FREEMAN, Auteur Année de publication : 2009 Article en page(s) : p.1622-1623 Note générale : Open Access Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0783-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=851 [article] Melinda J. Smith: Teaching Playskills to Children with Autism Spectrum : DRL Books, New York, NY, 2001, 174 pp [texte imprimé] / Stephanny FREEMAN, Auteur . - 2009 . - p.1622-1623. Open Access Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-11 (November 2009) . - p.1622-1623 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0783-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=851

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 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] / 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

Two to Ten Years: Developmental Trajectories of Joint Attention in Children With ASD Who Received Targeted Social Communication Interventions / Amanda C. GULSRUD in Autism Research, 7-2 (April 2014)  

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