Increasing social responsiveness in a child with autism: A comparison of music and non-music interventions / Emily FINNIGAN in Autism, 14-4 (July 2010)  

Public ISBD [article]  inAutism > 14-4 (July 2010) . - p.321-348 Titre : Increasing social responsiveness in a child with autism: A comparison of music and non-music interventions Type de document : texte imprimé Auteurs : Emily FINNIGAN, Auteur ; Elizabeth STARR, Auteur Année de publication : 2010 Article en page(s) : p.321-348 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study sought to determine the effects of using music and non-music interventions on the social responsive and avoidant behaviours of a preschool child with autism. A single-subject alternating treatment design was used in which two interventions were presented in a similar fashion except for the addition of music during the music condition. Four phases took place: baseline (Phase A), alternating treatments (Phase B), a second treatment phase (Phase C) using the condition that proved to be more effective in Phase B, and follow-up (Phase D). Data were collected over a total of 12 treatment sessions for various social responsive and avoidant behaviours. Results indicated that the music intervention was more effective than the non-music intervention in increasing all three social responsive behaviours in both Phases B and C. Furthermore, no avoidant behaviours were observed during the music condition. It is suggested that the music condition was more motivating for the participant than the non-music condition, resulting in more social responsive behaviours. En ligne : http://dx.doi.org/10.1177/1362361309357747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Increasing social responsiveness in a child with autism: A comparison of music and non-music interventions [texte imprimé] / Emily FINNIGAN, Auteur ; Elizabeth STARR, Auteur . - 2010 . - p.321-348. Langues : Anglais (eng) in Autism > 14-4 (July 2010) . - p.321-348 Index. décimale : PER Périodiques Résumé : This study sought to determine the effects of using music and non-music interventions on the social responsive and avoidant behaviours of a preschool child with autism. A single-subject alternating treatment design was used in which two interventions were presented in a similar fashion except for the addition of music during the music condition. Four phases took place: baseline (Phase A), alternating treatments (Phase B), a second treatment phase (Phase C) using the condition that proved to be more effective in Phase B, and follow-up (Phase D). Data were collected over a total of 12 treatment sessions for various social responsive and avoidant behaviours. Results indicated that the music intervention was more effective than the non-music intervention in increasing all three social responsive behaviours in both Phases B and C. Furthermore, no avoidant behaviours were observed during the music condition. It is suggested that the music condition was more motivating for the participant than the non-music condition, resulting in more social responsive behaviours. En ligne : http://dx.doi.org/10.1177/1362361309357747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Lorraine Wolf, Jane Thierfeld Brown and G. Ruth Kukiela Bork: Students with Asperger Syndrome: A Guide for College Personnel / Elizabeth STARR in Journal of Autism and Developmental Disorders, 41-9 (September 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-9 (September 2011) . - p.1289-1290 Titre : Lorraine Wolf, Jane Thierfeld Brown and G. Ruth Kukiela Bork: Students with Asperger Syndrome: A Guide for College Personnel : Autism Asperger Publishing Co, Shawnee Mission, KN, 2009, 337 pp., ISBN: 978-1-934575-39-0, $23.95 (paper) Type de document : texte imprimé Auteurs : Elizabeth STARR, Auteur Année de publication : 2011 Article en page(s) : p.1289-1290 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-1122-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 [article] Lorraine Wolf, Jane Thierfeld Brown and G. Ruth Kukiela Bork: Students with Asperger Syndrome: A Guide for College Personnel : Autism Asperger Publishing Co, Shawnee Mission, KN, 2009, 337 pp., ISBN: 978-1-934575-39-0, $23.95 (paper) [texte imprimé] / Elizabeth STARR, Auteur . - 2011 . - p.1289-1290. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-9 (September 2011) . - p.1289-1290 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-1122-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142

M. Calinescu: Matthew’s Enigma / Elizabeth STARR in Journal of Autism and Developmental Disorders, 40-7 (July 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.914-915 Titre : M. Calinescu: Matthew’s Enigma : Indiana University Press, Bloomington, IN, 208 pp., ISBN 978-0-253-22066. $19.95 (paper) Type de document : texte imprimé Auteurs : Elizabeth STARR, Auteur Année de publication : 2010 Article en page(s) : p.914-915 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0850-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] M. Calinescu: Matthew’s Enigma : Indiana University Press, Bloomington, IN, 208 pp., ISBN 978-0-253-22066. $19.95 (paper) [texte imprimé] / Elizabeth STARR, Auteur . - 2010 . - p.914-915. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.914-915 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0850-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Teaching Initiated Question Asking to Children with Autism Spectrum Disorder Through a Short-Term Parent-Mediated Program / Svetlana C. POPOVIC in Journal of Autism and Developmental Disorders, 50-10 (October 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3728-3738 Titre : Teaching Initiated Question Asking to Children with Autism Spectrum Disorder Through a Short-Term Parent-Mediated Program Type de document : texte imprimé Auteurs : Svetlana C. POPOVIC, Auteur ; Elizabeth M. STARR, Auteur ; Lynn K. KOEGEL, Auteur Article en page(s) : p.3728-3738 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parent training  Pivotal response treatment  Question asking  Social initiations Index. décimale : PER Périodiques Résumé : This study investigated whether a brief parent-mediated intervention would increase the frequency of question asking in children with ASD. Mothers participated in a 3-week training consisting of 2-h sessions twice weekly. Data were collected in the context of concurrent multiple baseline design. Results demonstrate all three children increased frequency of question asking with two children maintaining gains. All three children demonstrated generalization of question asking to novel items, family members, and/or settings. Affect improved for two of the three children. Overall, mothers were able to reach Fidelity of Implementation during most sessions and rated the intervention as highly acceptable. Results are discussed in regard to the feasibility of providing a short-term parent-implemented intervention to increase social initiations through question asking. En ligne : http://dx.doi.org/10.1007/s10803-020-04426-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Teaching Initiated Question Asking to Children with Autism Spectrum Disorder Through a Short-Term Parent-Mediated Program [texte imprimé] / Svetlana C. POPOVIC, Auteur ; Elizabeth M. STARR, Auteur ; Lynn K. KOEGEL, Auteur . - p.3728-3738. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3728-3738 Mots-clés : Autism spectrum disorder  Parent training  Pivotal response treatment  Question asking  Social initiations Index. décimale : PER Périodiques Résumé : This study investigated whether a brief parent-mediated intervention would increase the frequency of question asking in children with ASD. Mothers participated in a 3-week training consisting of 2-h sessions twice weekly. Data were collected in the context of concurrent multiple baseline design. Results demonstrate all three children increased frequency of question asking with two children maintaining gains. All three children demonstrated generalization of question asking to novel items, family members, and/or settings. Affect improved for two of the three children. Overall, mothers were able to reach Fidelity of Implementation during most sessions and rated the intervention as highly acceptable. Results are discussed in regard to the feasibility of providing a short-term parent-implemented intervention to increase social initiations through question asking. En ligne : http://dx.doi.org/10.1007/s10803-020-04426-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Transition to Kindergarten for Children With Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers / Elizabeth M. STARR in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.115-128 Titre : Transition to Kindergarten for Children With Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers Type de document : texte imprimé Auteurs : Elizabeth M. STARR, Auteur ; Tanya S. MARTINI, Auteur ; Ben C.H. KUO, Auteur Article en page(s) : p.115-128 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  parent  transition  special education  multicultural issues Index. décimale : PER Périodiques Résumé : Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten teachers, and one each with early childhood resource teachers and early intervention providers) were conducted to elicit the experiences of these stakeholders regarding TTK for children with ASD generally, and the TTK experience for ethnically diverse families specifically. Four major themes relating to TTK emerged from the focus groups: Relationship Building, Communication, Knowledge, and Support. While these themes were relevant for all groups, parents who were relatively recent immigrants and for whom English was not a first language identified unique difficulties. Results are discussed within the context of Bronfenbrenner’s Ecological Systems Theory. Recommendations to improve the experience for ethnically diverse families are explored. En ligne : http://dx.doi.org/10.1177/1088357614532497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Transition to Kindergarten for Children With Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers [texte imprimé] / Elizabeth M. STARR, Auteur ; Tanya S. MARTINI, Auteur ; Ben C.H. KUO, Auteur . - p.115-128. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.115-128 Mots-clés : autism spectrum disorders  parent  transition  special education  multicultural issues Index. décimale : PER Périodiques Résumé : Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten teachers, and one each with early childhood resource teachers and early intervention providers) were conducted to elicit the experiences of these stakeholders regarding TTK for children with ASD generally, and the TTK experience for ethnically diverse families specifically. Four major themes relating to TTK emerged from the focus groups: Relationship Building, Communication, Knowledge, and Support. While these themes were relevant for all groups, parents who were relatively recent immigrants and for whom English was not a first language identified unique difficulties. Results are discussed within the context of Bronfenbrenner’s Ecological Systems Theory. Recommendations to improve the experience for ethnically diverse families are explored. En ligne : http://dx.doi.org/10.1177/1088357614532497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

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