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Détail de l'auteur
Auteur Pat MIRENDA |
Documents disponibles écrits par cet auteur (33)
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The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum / Stefano REZZONICO ; Terry BENNETT ; Eric DUKU ; Stelios GEORGIADES ; Connor KERNS ; Pat MIRENDA ; Annie RICHARD ; Isabel M. SMITH ; Peter SZATMARI ; Tracy VAILLANCOURT ; Charlotte WADDELL ; Anat ZAIDMAN-ZAIT ; Lonnie ZWAIGENBAUM ; Mayada ELSABBAGH in Journal of Autism and Developmental Disorders, 53-12 (December 2023)
[article]
Titre : The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Stefano REZZONICO, Auteur ; Terry BENNETT, Auteur ; Eric DUKU, Auteur ; Stelios GEORGIADES, Auteur ; Connor KERNS, Auteur ; Pat MIRENDA, Auteur ; Annie RICHARD, Auteur ; Isabel M. SMITH, Auteur ; Peter SZATMARI, Auteur ; Tracy VAILLANCOURT, Auteur ; Charlotte WADDELL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.4577-4590 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We examined the narrative abilities of bilingual and monolingual children on the autism spectrum (AS), whether bilinguals presented stronger social and pragmatic language abilities compared to monolinguals, and the link between narrative, social, and pragmatic language abilities. En ligne : https://doi.org/10.1007/s10803-022-05678-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515
in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4577-4590[article] The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Stefano REZZONICO, Auteur ; Terry BENNETT, Auteur ; Eric DUKU, Auteur ; Stelios GEORGIADES, Auteur ; Connor KERNS, Auteur ; Pat MIRENDA, Auteur ; Annie RICHARD, Auteur ; Isabel M. SMITH, Auteur ; Peter SZATMARI, Auteur ; Tracy VAILLANCOURT, Auteur ; Charlotte WADDELL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur . - p.4577-4590.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4577-4590
Index. décimale : PER Périodiques Résumé : We examined the narrative abilities of bilingual and monolingual children on the autism spectrum (AS), whether bilinguals presented stronger social and pragmatic language abilities compared to monolinguals, and the link between narrative, social, and pragmatic language abilities. En ligne : https://doi.org/10.1007/s10803-022-05678-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 Training Coaches in Community Agencies to Support Parents of Children with Suspected Autism: Outcomes, Facilitators, and Barriers / Pat MIRENDA in Journal of Autism and Developmental Disorders, 52-11 (November 2022)
[article]
Titre : Training Coaches in Community Agencies to Support Parents of Children with Suspected Autism: Outcomes, Facilitators, and Barriers Type de document : Texte imprimé et/ou numérique Auteurs : Pat MIRENDA, Auteur ; Veronica SMITH, Auteur ; Paola COLOZZO, Auteur ; Laurie A. VISMARA, Auteur ; Wendy J. UNGAR, Auteur ; Karen KALYNCHUK, Auteur Article en page(s) : p.4931-4948 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder Canada Early Intervention, Educational/methods Humans Parents Autism spectrum disorder Coach training Community-based Implementation Parent coaching Index. décimale : PER Périodiques Résumé : This study evaluated the fidelity and effectiveness of a parent coach training program for toddlers at risk for autism spectrum disorder and identified factors required for successful training implementation under real-world conditions. Training addressed four tiers of clinical competence and was delivered to early intervention providers across 23 partner agencies in a large Canadian province. Results indicated that mean trainee fidelity scores were within the range reported in previous community-based training studies but there was considerable variability across trainees. Implementation facilitators included agency learning climate, leadership support, and trainee readiness for change. Implementation barriers included time/caseload demands and challenges related to technology learning and infrastructure. Results have implications for parent coach training in community settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05363-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4931-4948[article] Training Coaches in Community Agencies to Support Parents of Children with Suspected Autism: Outcomes, Facilitators, and Barriers [Texte imprimé et/ou numérique] / Pat MIRENDA, Auteur ; Veronica SMITH, Auteur ; Paola COLOZZO, Auteur ; Laurie A. VISMARA, Auteur ; Wendy J. UNGAR, Auteur ; Karen KALYNCHUK, Auteur . - p.4931-4948.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4931-4948
Mots-clés : Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder Canada Early Intervention, Educational/methods Humans Parents Autism spectrum disorder Coach training Community-based Implementation Parent coaching Index. décimale : PER Périodiques Résumé : This study evaluated the fidelity and effectiveness of a parent coach training program for toddlers at risk for autism spectrum disorder and identified factors required for successful training implementation under real-world conditions. Training addressed four tiers of clinical competence and was delivered to early intervention providers across 23 partner agencies in a large Canadian province. Results indicated that mean trainee fidelity scores were within the range reported in previous community-based training studies but there was considerable variability across trainees. Implementation facilitators included agency learning climate, leadership support, and trainee readiness for change. Implementation barriers included time/caseload demands and challenges related to technology learning and infrastructure. Results have implications for parent coach training in community settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05363-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 Validating the Repetitive Behavior Scale-Revised in Young Children with Autism Spectrum Disorder / Pat MIRENDA in Journal of Autism and Developmental Disorders, 40-12 (December 2010)
[article]
Titre : Validating the Repetitive Behavior Scale-Revised in Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Pat MIRENDA, Auteur ; Isabel M. SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Peter SZATMARI, Auteur ; Susan E. BRYSON, Auteur ; Eric FOMBONNE, Auteur ; Wendy ROBERTS, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; THE PATHWAYS IN ASD STUDY TEAM, Auteur Année de publication : 2010 Article en page(s) : p.1521-1530 Langues : Anglais (eng) Mots-clés : Repetitive behavior Autism spectrum disorder Factor analysis Internal validity External validity Preschool Index. décimale : PER Périodiques Résumé : This study examined the factor structure of the Repetitive Behavior Scale-Revised (RBS-R) in a sample of 287 preschool-aged children with autism spectrum disorder (ASD). A confirmatory factor analysis was used to examine six competing structural models. Spearman’s rank order correlations were calculated to examine the associations between factor scores and variables of interest. The 3- and 5-factor models were selected as preferable on the basis of fit statistics and parsimony. For both models, the strongest correlations were with problem behavior scores on the Child Behavior Checklist and repetitive behavior scores on the ADI-R. Developmental index standard scores were not correlated with factors in either model. The results confirm the utility of the RBS-R as a measure of repetitive behaviors in young children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-010-1012-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114
in Journal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1521-1530[article] Validating the Repetitive Behavior Scale-Revised in Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Pat MIRENDA, Auteur ; Isabel M. SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Peter SZATMARI, Auteur ; Susan E. BRYSON, Auteur ; Eric FOMBONNE, Auteur ; Wendy ROBERTS, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; THE PATHWAYS IN ASD STUDY TEAM, Auteur . - 2010 . - p.1521-1530.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1521-1530
Mots-clés : Repetitive behavior Autism spectrum disorder Factor analysis Internal validity External validity Preschool Index. décimale : PER Périodiques Résumé : This study examined the factor structure of the Repetitive Behavior Scale-Revised (RBS-R) in a sample of 287 preschool-aged children with autism spectrum disorder (ASD). A confirmatory factor analysis was used to examine six competing structural models. Spearman’s rank order correlations were calculated to examine the associations between factor scores and variables of interest. The 3- and 5-factor models were selected as preferable on the basis of fit statistics and parsimony. For both models, the strongest correlations were with problem behavior scores on the Child Behavior Checklist and repetitive behavior scores on the ADI-R. Developmental index standard scores were not correlated with factors in either model. The results confirm the utility of the RBS-R as a measure of repetitive behaviors in young children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-010-1012-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114