Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism / Kathy LAWTON in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.307-312 Titre : Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kathy LAWTON, Auteur ; Connie KASARI, Auteur Année de publication : 2012 Article en page(s) : p.307-312 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Joint attention  Shared positive affect  Preschool Index. décimale : PER Périodiques Résumé : Children with autism exhibit deficits in their quantity and quality of joint attention. Early autism intervention studies rarely document improvement in joint attention quality. The purpose of this study was to determine whether there was a change in joint attention quality for preschoolers with autism who were randomized to a joint attention intervention, symbolic play intervention, or a control group. Quality was defined as shared positive affect during joint attention as well as shared positive affect and utterances during joint attention. Interactions of group and time were found for both types of joint attention quality. During the follow up visits, the joint attention and symbolic play intervention groups produced more of these two types of joint attention quality than the control group. En ligne : http://dx.doi.org/10.1007/s10803-011-1231-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism [Texte imprimé et/ou numérique] / Kathy LAWTON, Auteur ; Connie KASARI, Auteur . - 2012 . - p.307-312. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.307-312 Mots-clés : Autism  Intervention  Joint attention  Shared positive affect  Preschool Index. décimale : PER Périodiques Résumé : Children with autism exhibit deficits in their quantity and quality of joint attention. Early autism intervention studies rarely document improvement in joint attention quality. The purpose of this study was to determine whether there was a change in joint attention quality for preschoolers with autism who were randomized to a joint attention intervention, symbolic play intervention, or a control group. Quality was defined as shared positive affect during joint attention as well as shared positive affect and utterances during joint attention. Interactions of group and time were found for both types of joint attention quality. During the follow up visits, the joint attention and symbolic play intervention groups produced more of these two types of joint attention quality than the control group. En ligne : http://dx.doi.org/10.1007/s10803-011-1231-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD / Clare HARROP in Journal of Autism and Developmental Disorders, 45-3 (March 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.766-777 Titre : Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Clare HARROP, Auteur ; Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Ya-Chih CHANG, Auteur ; Eric ISHIJIMA, Auteur ; Kathy LAWTON, Auteur ; Connie KASARI, Auteur Article en page(s) : p.766-777 Langues : Anglais (eng) Mots-clés : Autism  Gender  Social-communication  Joint attention  Play Index. décimale : PER Périodiques Résumé : Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood relative to boys, using two measures focused on the specific quantification of these variables. We also examined whether the associations between developmental variables and social-communication and play differed by gender. Forty girls with ASD were individually matched to 40 boys based on ASD severity. Our results suggest that girls and boys were more similar than different, however they also raise questions about the potential differential associations between development and requesting ability in girls and boys with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2234-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Ya-Chih CHANG, Auteur ; Eric ISHIJIMA, Auteur ; Kathy LAWTON, Auteur ; Connie KASARI, Auteur . - p.766-777. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.766-777 Mots-clés : Autism  Gender  Social-communication  Joint attention  Play Index. décimale : PER Périodiques Résumé : Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood relative to boys, using two measures focused on the specific quantification of these variables. We also examined whether the associations between developmental variables and social-communication and play differed by gender. Forty girls with ASD were individually matched to 40 boys based on ASD severity. Our results suggest that girls and boys were more similar than different, however they also raise questions about the potential differential associations between development and requesting ability in girls and boys with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2234-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Teacher Implementation of Joint Attention Intervention in Preschool Classrooms: Fidelity and Context / Kathy LAWTON in Autism - Open Access, 3-1 (March 2013)  

Public ISBD [article]  inAutism - Open Access > 3-1 (March 2013) . - 6 p. Titre : Teacher Implementation of Joint Attention Intervention in Preschool Classrooms: Fidelity and Context Type de document : Texte imprimé et/ou numérique Auteurs : Kathy LAWTON, Auteur ; Connie KASARI, Auteur Année de publication : 2013 Article en page(s) : 6 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Recent studies suggest that preschool teachers can improve core autism deficits. Implementation fidelity, however, has not been a focus. This study examined the ability of sixteen preschool teachers to implement strategies of a manualized communication intervention targeting the core deficit of joint attention. Before treatment, teachers in both groups used few strategies, but they demonstrated more intervention strategies during individual child and teacher play interactions than in their classrooms. After treatment, teachers in the immediate treatment group used significantly more strategies than the control group with notable differences in their use of strategies in their classrooms. Results also suggest that some strategies may be easier than others for teachers to adopt. En ligne : http://dx.doi.org/10.4172/2165-7890.1000108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Teacher Implementation of Joint Attention Intervention in Preschool Classrooms: Fidelity and Context [Texte imprimé et/ou numérique] / Kathy LAWTON, Auteur ; Connie KASARI, Auteur . - 2013 . - 6 p. Langues : Anglais (eng) in Autism - Open Access > 3-1 (March 2013) . - 6 p. Index. décimale : PER Périodiques Résumé : Recent studies suggest that preschool teachers can improve core autism deficits. Implementation fidelity, however, has not been a focus. This study examined the ability of sixteen preschool teachers to implement strategies of a manualized communication intervention targeting the core deficit of joint attention. Before treatment, teachers in both groups used few strategies, but they demonstrated more intervention strategies during individual child and teacher play interactions than in their classrooms. After treatment, teachers in the immediate treatment group used significantly more strategies than the control group with notable differences in their use of strategies in their classrooms. Results also suggest that some strategies may be easier than others for teachers to adopt. En ligne : http://dx.doi.org/10.4172/2165-7890.1000108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

The relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder / Themba CARR in Autism, 20-6 (August 2016)  

Public ISBD [article]  inAutism > 20-6 (August 2016) . - p.643-652 Titre : The relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Themba CARR, Auteur ; Wendy SHIH, Auteur ; Kathy LAWTON, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur ; Connie KASARI, Auteur Article en page(s) : p.643-652 Langues : Anglais (eng) Mots-clés : adherence  attendance  autism  caregiver-mediated intervention  under-resourced families Index. décimale : PER Périodiques Résumé : Rates of participation in intervention research have not been extensively studied within autism spectrum disorder. Such research is important given the benefit of early intervention on long-term prognosis for children with autism spectrum disorder. The goals of this study were to examine how family demographic factors predicted treatment attendance and adherence in a caregiver-mediated randomized controlled trial targeting core deficits of autism spectrum disorder, and whether treatment attendance and adherence predicted outcome. In all, 147 caregiver–child dyads from a low-resourced population were randomized to in-home caregiver-mediated module or group-based caregiver education module treatment. Treatment attendance, adherence, and outcome (time spent in joint engagement) were the primary outcome variables. The majority of families who entered treatment (N?=?87) maintained good attendance. Attendance was significantly predicted by socioeconomic status, site, and treatment condition. Families in caregiver-mediated module reported lower levels of treatment adherence, which was significantly predicted by site, condition, caregiver stress, and child nonverbal intelligence quotient. Dyads in caregiver-mediated module had significantly longer interactions of joint engagement, which was significantly predicted by an interaction between treatment attendance and condition. Overall, the results from this study stress the importance of considering demographic variables in research design when considering barriers to treatment attendance and adherence. En ligne : http://dx.doi.org/10.1177/1362361315598634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] The relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Themba CARR, Auteur ; Wendy SHIH, Auteur ; Kathy LAWTON, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur ; Connie KASARI, Auteur . - p.643-652. Langues : Anglais (eng) in Autism > 20-6 (August 2016) . - p.643-652 Mots-clés : adherence  attendance  autism  caregiver-mediated intervention  under-resourced families Index. décimale : PER Périodiques Résumé : Rates of participation in intervention research have not been extensively studied within autism spectrum disorder. Such research is important given the benefit of early intervention on long-term prognosis for children with autism spectrum disorder. The goals of this study were to examine how family demographic factors predicted treatment attendance and adherence in a caregiver-mediated randomized controlled trial targeting core deficits of autism spectrum disorder, and whether treatment attendance and adherence predicted outcome. In all, 147 caregiver–child dyads from a low-resourced population were randomized to in-home caregiver-mediated module or group-based caregiver education module treatment. Treatment attendance, adherence, and outcome (time spent in joint engagement) were the primary outcome variables. The majority of families who entered treatment (N?=?87) maintained good attendance. Attendance was significantly predicted by socioeconomic status, site, and treatment condition. Families in caregiver-mediated module reported lower levels of treatment adherence, which was significantly predicted by site, condition, caregiver stress, and child nonverbal intelligence quotient. Dyads in caregiver-mediated module had significantly longer interactions of joint engagement, which was significantly predicted by an interaction between treatment attendance and condition. Overall, the results from this study stress the importance of considering demographic variables in research design when considering barriers to treatment attendance and adherence. En ligne : http://dx.doi.org/10.1177/1362361315598634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

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