Abstract Reasoning and Friendship in High Functioning Preadolescents with Autism Spectrum Disorders / Marjorie SOLOMON in Journal of Autism and Developmental Disorders, 41-1 (January 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-1 (January 2011) . - p.32-43 Titre : Abstract Reasoning and Friendship in High Functioning Preadolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Marjorie SOLOMON, Auteur ; Nirit BAUMINGER, Auteur ; Sally J ROGERS, Auteur Année de publication : 2011 Article en page(s) : p.32-43 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Asperger Syndrome  Friendship  Abstract reasoning  Intimacy  Responsiveness Index. décimale : PER Périodiques Résumé : To investigate the relationship between cognitive and social functioning, 20 Israeli individuals with HFASD aged 8–12 and 22 age, maternal education, and receptive vocabulary–matched preadolescents with typical development (TYP) came to the lab with a close friend. Measures of abstract reasoning, friendship quality, and dyadic interaction during a play session were obtained. As hypothesized, individuals with HFASD were significantly impaired in abstract reasoning, and there were significant group differences in friend and observer reports of friendship quality. There also was consistency in reports between friends. Two factors—“relationship appearance” and “relationship quality” described positive aspects of the relationships. Disability status and age related to relationship appearance. Proband abstract reasoning was related to relationship quality. En ligne : http://dx.doi.org/10.1007/s10803-010-1017-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Abstract Reasoning and Friendship in High Functioning Preadolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Marjorie SOLOMON, Auteur ; Nirit BAUMINGER, Auteur ; Sally J ROGERS, Auteur . - 2011 . - p.32-43. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-1 (January 2011) . - p.32-43 Mots-clés : Autism spectrum disorder  Asperger Syndrome  Friendship  Abstract reasoning  Intimacy  Responsiveness Index. décimale : PER Périodiques Résumé : To investigate the relationship between cognitive and social functioning, 20 Israeli individuals with HFASD aged 8–12 and 22 age, maternal education, and receptive vocabulary–matched preadolescents with typical development (TYP) came to the lab with a close friend. Measures of abstract reasoning, friendship quality, and dyadic interaction during a play session were obtained. As hypothesized, individuals with HFASD were significantly impaired in abstract reasoning, and there were significant group differences in friend and observer reports of friendship quality. There also was consistency in reports between friends. Two factors—“relationship appearance” and “relationship quality” described positive aspects of the relationships. Disability status and age related to relationship appearance. Proband abstract reasoning was related to relationship quality. En ligne : http://dx.doi.org/10.1007/s10803-010-1017-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Brief Report: Group Social-Multimodal Intervention for HFASD / Nirit BAUMINGER in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1605-1615 Titre : Brief Report: Group Social-Multimodal Intervention for HFASD Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER, Auteur Année de publication : 2007 Article en page(s) : p.1605-1615 Langues : Anglais (eng) Mots-clés : High-functioning-children-with-autism Asperger-syndrome Social-skill-intervention Cognitive-behavior-therapy Group-intervention Index. décimale : PER Périodiques Résumé : Current study is the second part of a 2-year cognitive-behavioral-ecological (CB-E) intervention for high-functioning (HF) children with autism spectrum disorder (ASD). We examined the utility of a group-centered intervention on children’s ability to interact cooperatively with peers during structured and non-structured social situations. Direct (e.g., social problem solving) and indirect (theory of mind; executive function) treatment effects on social cognitive capabilities were also examined. Participants were 26 preadolescent HF children with ASD. Study results demonstrated direct and indirect treatment effects on social cognition and mixed results regarding children’s social interaction capabilities. Although children’s cooperative capabilities within the intervention group improved, dyadic, and group social interactions during school recess did not. Discussion focused on the utility of such group-intervention in increasing social functioning. En ligne : http://dx.doi.org/10.1007/s10803-006-0246-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Brief Report: Group Social-Multimodal Intervention for HFASD [Texte imprimé et/ou numérique] / Nirit BAUMINGER, Auteur . - 2007 . - p.1605-1615. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1605-1615 Mots-clés : High-functioning-children-with-autism Asperger-syndrome Social-skill-intervention Cognitive-behavior-therapy Group-intervention Index. décimale : PER Périodiques Résumé : Current study is the second part of a 2-year cognitive-behavioral-ecological (CB-E) intervention for high-functioning (HF) children with autism spectrum disorder (ASD). We examined the utility of a group-centered intervention on children’s ability to interact cooperatively with peers during structured and non-structured social situations. Direct (e.g., social problem solving) and indirect (theory of mind; executive function) treatment effects on social cognitive capabilities were also examined. Participants were 26 preadolescent HF children with ASD. Study results demonstrated direct and indirect treatment effects on social cognition and mixed results regarding children’s social interaction capabilities. Although children’s cooperative capabilities within the intervention group improved, dyadic, and group social interactions during school recess did not. Discussion focused on the utility of such group-intervention in increasing social functioning. En ligne : http://dx.doi.org/10.1007/s10803-006-0246-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Brief Report: Individual Social-Multi-Modal Intervention for HFASD / Nirit BAUMINGER in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1593-1604 Titre : Brief Report: Individual Social-Multi-Modal Intervention for HFASD Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER, Auteur Année de publication : 2007 Article en page(s) : p.1593-1604 Langues : Anglais (eng) Mots-clés : High-functioning-children-with-autism asperger-syndrome social-skill-intervention cognitive-behavioral-therapy Index. décimale : PER Périodiques Résumé : This research is the first part of a 2-year cognitive-behavioral-ecological (CB-E) social skills training for high-functioning children with autism spectrum disorder (HFASD). Current study examined efficacy of an individual CB-E intervention in facilitating children’s dyadic interactions (immediately after treatment and 4 months later) and their social cognition capabilities (e.g., emotion understanding and recognition, social problem solving). Participants were 19 HFASD children aged 7 years and 7 months to 11 years and 6 months. Results demonstrated improvement in children’s social cognition and positive dyadic interaction and decrease in children’s low-level social interaction behavior. Long-term evaluation revealed maintenance of improvement. Progress in children’s cooperation, self-control, and assertiveness was reported by their teachers. Discussion focused on CB-E intervention efficacy in promoting integral social functioning for HF children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-006-0245-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Brief Report: Individual Social-Multi-Modal Intervention for HFASD [Texte imprimé et/ou numérique] / Nirit BAUMINGER, Auteur . - 2007 . - p.1593-1604. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1593-1604 Mots-clés : High-functioning-children-with-autism asperger-syndrome social-skill-intervention cognitive-behavioral-therapy Index. décimale : PER Périodiques Résumé : This research is the first part of a 2-year cognitive-behavioral-ecological (CB-E) social skills training for high-functioning children with autism spectrum disorder (HFASD). Current study examined efficacy of an individual CB-E intervention in facilitating children’s dyadic interactions (immediately after treatment and 4 months later) and their social cognition capabilities (e.g., emotion understanding and recognition, social problem solving). Participants were 19 HFASD children aged 7 years and 7 months to 11 years and 6 months. Results demonstrated improvement in children’s social cognition and positive dyadic interaction and decrease in children’s low-level social interaction behavior. Long-term evaluation revealed maintenance of improvement. Progress in children’s cooperation, self-control, and assertiveness was reported by their teachers. Discussion focused on CB-E intervention efficacy in promoting integral social functioning for HF children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-006-0245-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Cognitive-Behavioral-Ecological Intervention to Facilitate Social-Emotional Understanding and Social Interaction in Youth with High-Functioning ASD / Nirit BAUMINGER-ZVIELY

Public ISBD in CBT for Children and Adolescents with High-Functioning Autism Spectrum Disorders / Angela SCARPA Titre : Cognitive-Behavioral-Ecological Intervention to Facilitate Social-Emotional Understanding and Social Interaction in Youth with High-Functioning ASD Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur Année de publication : 2013 Importance : p.226-225 Langues : Anglais (eng) Index. décimale : ASP-D ASP-D - Asperger - Approches Educatives et Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217 in CBT for Children and Adolescents with High-Functioning Autism Spectrum Disorders / Angela SCARPA Cognitive-Behavioral-Ecological Intervention to Facilitate Social-Emotional Understanding and Social Interaction in Youth with High-Functioning ASD [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur . - 2013 . - p.226-225. Langues : Anglais (eng) Index. décimale : ASP-D ASP-D - Asperger - Approches Educatives et Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217

Exemplaires

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Collaborative Problem Solving in Young Typical Development and HFASD / Yael KIMHI in Journal of Autism and Developmental Disorders, 42-9 (September 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1984-1997 Titre : Collaborative Problem Solving in Young Typical Development and HFASD Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Année de publication : 2012 Article en page(s) : p.1984-1997 Langues : Anglais (eng) Mots-clés : HFASD  Collaborative problem solving  Peer relations  Preschool Index. décimale : PER Périodiques Résumé : Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1447-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] Collaborative Problem Solving in Young Typical Development and HFASD [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - 2012 . - p.1984-1997. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1984-1997 Mots-clés : HFASD  Collaborative problem solving  Peer relations  Preschool Index. décimale : PER Périodiques Résumé : Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1447-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180

Externalizing and internalizing behaviors in ASD / Nirit BAUMINGER in Autism Research, 3-3 (June 2010)  

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Friendship in High-functioning Children with Autism Spectrum Disorder: Mixed and Non-mixed Dyads / Nirit BAUMINGER in Journal of Autism and Developmental Disorders, 38-7 (August 2008)  

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Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment / Nirit BAUMINGER-ZVIELY in Autism, 17-3 (May 2013)  

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Moral and Social Reasoning in Autism Spectrum Disorders / Cory SHULMAN in Journal of Autism and Developmental Disorders, 42-7 (July 2012)  

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Motor, cognitive, and socio-cognitive mechanisms explaining social skills in autism and typical development / Yael ESTRUGO in Autism Research, 17-11 (November 2024)  

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Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale / Nirit BAUMINGER in Autism, 25-6 (August 2021)  

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Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale / Nirit BAUMINGER-ZVIELY in Autism, 26-6 (August 2022)  

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Predicting Friendship Quality in Autism Spectrum Disorders and Typical Development / Nirit BAUMINGER in Journal of Autism and Developmental Disorders, 40-6 (June 2010)  

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Predictors of individual differences in minimally verbal peer communication exchanges following peer-oriented social intervention / Nirit BAUMINGER-ZVIELY in Autism Research, 16-1 (January 2023)  

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Preschool Peer Social Intervention (PPSI) to Enhance Social Play, Interaction, and Conversation: Study Outcomes / Nirit BAUMINGER-ZVIELY in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

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