Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors / Hannah E. MORTON in Autism, 23-7 (October 2019)  

Public ISBD [article]  inAutism > 23-7 (October 2019) . - p.1853-1864 Titre : Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors Type de document : texte imprimé Auteurs : Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Richard E. MATTSON, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.1853-1864 Langues : Anglais (eng) Mots-clés : assessment  autism spectrum disorders  bullying  methodology  parents  teachers  victimization  vignette Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience bullying more frequently than their typical peers. Inconsistent definitions for and imprecise measurement of bullying in the literature impede a better understanding of this difference, and multiple types of bullying topographies create additional dimensions for analysis. In this study, participants rated the severity of bullying depicted in written vignettes of child-dyadic interactions. The vignettes varied across child age (4-15 years old) and described either one of four different types of bullying or non-bullying behavior. Participants included teachers and parents of children with autism spectrum disorder and community members without an autism spectrum disorder child. Participants' severity ratings of vignettes that described bullying differed by bullying type (i.e. verbal, physical, cyber, and interpersonal). Multilevel modeling revealed that bullying severity ratings are impacted by the age of children in the vignette, being a community member without children, and other demographic variables. These findings have implications for research methodology, assessment, and conceptualization of bullying in typical children as well as those with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318813997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors [texte imprimé] / Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Richard E. MATTSON, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.1853-1864. Langues : Anglais (eng) in Autism > 23-7 (October 2019) . - p.1853-1864 Mots-clés : assessment  autism spectrum disorders  bullying  methodology  parents  teachers  victimization  vignette Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience bullying more frequently than their typical peers. Inconsistent definitions for and imprecise measurement of bullying in the literature impede a better understanding of this difference, and multiple types of bullying topographies create additional dimensions for analysis. In this study, participants rated the severity of bullying depicted in written vignettes of child-dyadic interactions. The vignettes varied across child age (4-15 years old) and described either one of four different types of bullying or non-bullying behavior. Participants included teachers and parents of children with autism spectrum disorder and community members without an autism spectrum disorder child. Participants' severity ratings of vignettes that described bullying differed by bullying type (i.e. verbal, physical, cyber, and interpersonal). Multilevel modeling revealed that bullying severity ratings are impacted by the age of children in the vignette, being a community member without children, and other demographic variables. These findings have implications for research methodology, assessment, and conceptualization of bullying in typical children as well as those with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318813997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

The Behavioral Assessment of Social Interactions in Young Children: An examination of convergent and incremental validity / Emily H. CALLAHAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.768-774 Titre : The Behavioral Assessment of Social Interactions in Young Children: An examination of convergent and incremental validity Type de document : texte imprimé Auteurs : Emily H. CALLAHAN, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur ; Richard E. MATTSON, Auteur Année de publication : 2011 Article en page(s) : p.768-774 Langues : Anglais (eng) Mots-clés : Autism  Social interactions  Behavioral assessment Index. décimale : PER Périodiques Résumé : Many treatment programs for individuals with an autism spectrum disorder (ASD) target social skills, and there is growing attention directed toward the development of specific interventions to improve social skills and social interactions in this population ([Hestenes and Carroll, 2000] and [Strain and Hoyson, 2000]). However, there are limited tools available to assess social skills in children with ASD. Furthermore, there are even fewer designed to assess response to intervention. The focus of the current study was to examine the convergent, criterion, and incremental validity of a new measure designed to assess the development of social interaction skills in individuals with ASD; namely, the Behavioral Assessment of Social Interactions in Young Children (BASYC; Gillis, Callahan, & Romanczyk, 2010). A total of 44 individuals with ASD participated in this study (mean age was 7 years 11 months; range was 2–12 years old). The BASYC demonstrated convergent validity with the Social Approach subscale of the Pervasive Developmental Disorders Behavior Inventory (PDDBI; Cohen & Sudhalter, 2005) and criterion-related validity with the Socialization domain of the Vineland Adaptive Behavior Scales-II (VABS-II; Sparrow, Cicchetti, & Balla, 2005). One of the two BASYC subscales demonstrated incremental validity over the PDDBI in predicting variability in the VABS-II Socialization domain. The results of this research provide further support for the clinical utility of the BASYC as a measure of social interaction skills in individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] The Behavioral Assessment of Social Interactions in Young Children: An examination of convergent and incremental validity [texte imprimé] / Emily H. CALLAHAN, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur ; Richard E. MATTSON, Auteur . - 2011 . - p.768-774. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.768-774 Mots-clés : Autism  Social interactions  Behavioral assessment Index. décimale : PER Périodiques Résumé : Many treatment programs for individuals with an autism spectrum disorder (ASD) target social skills, and there is growing attention directed toward the development of specific interventions to improve social skills and social interactions in this population ([Hestenes and Carroll, 2000] and [Strain and Hoyson, 2000]). However, there are limited tools available to assess social skills in children with ASD. Furthermore, there are even fewer designed to assess response to intervention. The focus of the current study was to examine the convergent, criterion, and incremental validity of a new measure designed to assess the development of social interaction skills in individuals with ASD; namely, the Behavioral Assessment of Social Interactions in Young Children (BASYC; Gillis, Callahan, & Romanczyk, 2010). A total of 44 individuals with ASD participated in this study (mean age was 7 years 11 months; range was 2–12 years old). The BASYC demonstrated convergent validity with the Social Approach subscale of the Pervasive Developmental Disorders Behavior Inventory (PDDBI; Cohen & Sudhalter, 2005) and criterion-related validity with the Socialization domain of the Vineland Adaptive Behavior Scales-II (VABS-II; Sparrow, Cicchetti, & Balla, 2005). One of the two BASYC subscales demonstrated incremental validity over the PDDBI in predicting variability in the VABS-II Socialization domain. The results of this research provide further support for the clinical utility of the BASYC as a measure of social interaction skills in individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

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