Best practices for teaching joint attention: A systematic review of the intervention literature / Pamela J. WHITE in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1283-1295 Titre : Best practices for teaching joint attention: A systematic review of the intervention literature Type de document : Texte imprimé et/ou numérique Auteurs : Pamela J. WHITE, Auteur ; Mark O'REILLY, Auteur ; William STREUSAND, Auteur ; Ann LEVINE, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Christina FRAGALE, Auteur ; Nigel PIERCE, Auteur ; Jeannie M. AGUILAR, Auteur Année de publication : 2011 Article en page(s) : p.1283-1295 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Joint attention  Systematic review Index. décimale : PER Périodiques Résumé : Joint attention is the act of sharing an experience of an object or event with another person. Individuals with autism often have deficits in this area. This review synthesizes 27 articles, involving interventions for individuals with autism, that measured joint attention as an outcome variable. Studies were analyzed and summarized in terms of: (a) joint attention as a collateral versus direct outcome, (b) participant characteristics, (c) study design, (d) intervention techniques, (e) types of joint attention measured, and (f) results. Interventions either directly targeted joint attention or measured joint attention as a collateral outcome. Most interventions used a combination of behavioral and developmental strategies. The results of these studies suggest that using play as a context, and training with natural communication partners may benefit generalization. Future research should address the relation between type of intervention and child characteristics, ensure that joint attention behaviors meet natural contingencies that serve the purpose of sharing attention, and continue to examine collateral outcomes of joint attention. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Best practices for teaching joint attention: A systematic review of the intervention literature [Texte imprimé et/ou numérique] / Pamela J. WHITE, Auteur ; Mark O'REILLY, Auteur ; William STREUSAND, Auteur ; Ann LEVINE, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Christina FRAGALE, Auteur ; Nigel PIERCE, Auteur ; Jeannie M. AGUILAR, Auteur . - 2011 . - p.1283-1295. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1283-1295 Mots-clés : Autism  Intervention  Joint attention  Systematic review Index. décimale : PER Périodiques Résumé : Joint attention is the act of sharing an experience of an object or event with another person. Individuals with autism often have deficits in this area. This review synthesizes 27 articles, involving interventions for individuals with autism, that measured joint attention as an outcome variable. Studies were analyzed and summarized in terms of: (a) joint attention as a collateral versus direct outcome, (b) participant characteristics, (c) study design, (d) intervention techniques, (e) types of joint attention measured, and (f) results. Interventions either directly targeted joint attention or measured joint attention as a collateral outcome. Most interventions used a combination of behavioral and developmental strategies. The results of these studies suggest that using play as a context, and training with natural communication partners may benefit generalization. Future research should address the relation between type of intervention and child characteristics, ensure that joint attention behaviors meet natural contingencies that serve the purpose of sharing attention, and continue to examine collateral outcomes of joint attention. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Measuring intelligence in Autism and ADHD: Measurement invariance of the-Binet 5th edition and impact of subtest scatter on abbreviated IQ accuracy / Ann LEVINE ; Nicholas C. C. RUSSELL ; John HORACK ; Eric M. BUTTER in Autism Research, 16-12 (December 2023)  

Public ISBD [article]  inAutism Research > 16-12 (December 2023) . - p.2350-2363 Titre : Measuring intelligence in Autism and ADHD: Measurement invariance of the-Binet 5th edition and impact of subtest scatter on abbreviated IQ accuracy Type de document : Texte imprimé et/ou numérique Auteurs : Ann LEVINE, Auteur ; Nicholas C. C. RUSSELL, Auteur ; John HORACK, Auteur ; Eric M. BUTTER, Auteur Article en page(s) : p.2350-2363 Index. décimale : PER Périodiques Résumé : Abstract Scatter and heterogeneity in cognitive profiles is thought to be common in autism spectrum disorder (ASD), which may indicate differences in the construct of IQ. However, less research has investigated IQ scatter in attention-deficit/hyperactivity disorder (ADHD). Scatter is also thought to negatively impact the predictive validity of IQ summary scores, although there is research refuting this notion. Abbreviated IQ tests, such as the Stanford-Binet fifth edition (SB-5) abbreviated battery IQ (ABIQ), may be especially susceptible to the influence of scatter. We tested the measurement invariance of the SB-5 as well as the predictive validity of the ABIQ in predicting FSIQ in 1679 youth (21% female) ages 2-16?years with a clinical diagnosis of ASD or ADHD. Results indicated the SB-5 is measuring IQ the same way in ASD and ADHD. There were no differences between diagnostic groups in scatter between ABIQ (i.e., routing) subtests. Additionally, scatter was not related to dimensional autistic traits. Higher degree of scatter was associated with poorer predictive validity of the ABIQ and a higher likelihood of overestimating FSIQ, regardless of diagnosis. Overall, we found more similarities than differences between the ASD and ADHD groups. Our results show that the SB-5 ABIQ is generally a strong predictor of FSIQ in youth with neurodevelopmental disorders. However, the use of the SB-5 ABIQ in research and clinical applications, without consideration of scatter on routing subtests, is potentially problematic. En ligne : https://doi.org/10.1002/aur.3034 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] Measuring intelligence in Autism and ADHD: Measurement invariance of the-Binet 5th edition and impact of subtest scatter on abbreviated IQ accuracy [Texte imprimé et/ou numérique] / Ann LEVINE, Auteur ; Nicholas C. C. RUSSELL, Auteur ; John HORACK, Auteur ; Eric M. BUTTER, Auteur . - p.2350-2363. in Autism Research > 16-12 (December 2023) . - p.2350-2363 Index. décimale : PER Périodiques Résumé : Abstract Scatter and heterogeneity in cognitive profiles is thought to be common in autism spectrum disorder (ASD), which may indicate differences in the construct of IQ. However, less research has investigated IQ scatter in attention-deficit/hyperactivity disorder (ADHD). Scatter is also thought to negatively impact the predictive validity of IQ summary scores, although there is research refuting this notion. Abbreviated IQ tests, such as the Stanford-Binet fifth edition (SB-5) abbreviated battery IQ (ABIQ), may be especially susceptible to the influence of scatter. We tested the measurement invariance of the SB-5 as well as the predictive validity of the ABIQ in predicting FSIQ in 1679 youth (21% female) ages 2-16?years with a clinical diagnosis of ASD or ADHD. Results indicated the SB-5 is measuring IQ the same way in ASD and ADHD. There were no differences between diagnostic groups in scatter between ABIQ (i.e., routing) subtests. Additionally, scatter was not related to dimensional autistic traits. Higher degree of scatter was associated with poorer predictive validity of the ABIQ and a higher likelihood of overestimating FSIQ, regardless of diagnosis. Overall, we found more similarities than differences between the ASD and ADHD groups. Our results show that the SB-5 ABIQ is generally a strong predictor of FSIQ in youth with neurodevelopmental disorders. However, the use of the SB-5 ABIQ in research and clinical applications, without consideration of scatter on routing subtests, is potentially problematic. En ligne : https://doi.org/10.1002/aur.3034 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

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