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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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 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

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)  

Public ISBD [article]  inAutism Research > 7-2 (April 2014) . - p.207-215 Titre : Two to Ten Years: Developmental Trajectories of Joint Attention in Children With ASD Who Received Targeted Social Communication Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Amanda C. GULSRUD, Auteur ; Gerhard S. HELLEMANN, Auteur ; Stephanny FREEMAN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.207-215 Mots-clés : early intervention  social communication  joint attention  longitudinal Index. décimale : PER Périodiques Résumé : This study follows 40 children who were participants in a randomized controlled early intervention trial (Kasari et?al.) from early childhood (2–5 years of age) to elementary school age (8–10 years). To fully utilize the available longitudinal data, the general linear mixed model was the primary analytical approach. The growth trajectories of joint attention skills (pointing, coordinated joint looking, and showing) and expressive language outcomes in these children were estimated based on five time points during the measurement period. The children were grouped by diagnosis at the last follow-up (autism, autism spectrum disorder (ASD), no diagnosis) and by their original treatment group assignment (joint attention, symbolic play, control), and differences between these groups were evaluated. Results showed that joint attention skills of coordinated joint looking and showing increased over time, and pointing to share interest increased over the first year measured and decreased thereafter. These trajectories were influenced by both original treatment assignment and diagnostic status at follow-up. In addition, a cross-lagged panel analysis revealed a causal relationship between early pointing and later language development. This study highlights the longitudinal and developmental importance of measures of early core deficits in autism, and suggests that both treatment and ASD symptomatology may influence growth in these skills over time. En ligne : http://dx.doi.org/10.1002/aur.1360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230 [article] Two to Ten Years: Developmental Trajectories of Joint Attention in Children With ASD Who Received Targeted Social Communication Interventions [Texte imprimé et/ou numérique] / Amanda C. GULSRUD, Auteur ; Gerhard S. HELLEMANN, Auteur ; Stephanny FREEMAN, Auteur ; Connie KASARI, Auteur . - p.207-215. in Autism Research > 7-2 (April 2014) . - p.207-215 Mots-clés : early intervention  social communication  joint attention  longitudinal Index. décimale : PER Périodiques Résumé : This study follows 40 children who were participants in a randomized controlled early intervention trial (Kasari et?al.) from early childhood (2–5 years of age) to elementary school age (8–10 years). To fully utilize the available longitudinal data, the general linear mixed model was the primary analytical approach. The growth trajectories of joint attention skills (pointing, coordinated joint looking, and showing) and expressive language outcomes in these children were estimated based on five time points during the measurement period. The children were grouped by diagnosis at the last follow-up (autism, autism spectrum disorder (ASD), no diagnosis) and by their original treatment group assignment (joint attention, symbolic play, control), and differences between these groups were evaluated. Results showed that joint attention skills of coordinated joint looking and showing increased over time, and pointing to share interest increased over the first year measured and decreased thereafter. These trajectories were influenced by both original treatment assignment and diagnostic status at follow-up. In addition, a cross-lagged panel analysis revealed a causal relationship between early pointing and later language development. This study highlights the longitudinal and developmental importance of measures of early core deficits in autism, and suggests that both treatment and ASD symptomatology may influence growth in these skills over time. En ligne : http://dx.doi.org/10.1002/aur.1360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230

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