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

Peer Acceptance, Social Engagement, and Friendship: Critical Social Goals for Children with Autism Spectrum Disorders / Connie KASARI

Public ISBD in Social Skills and Adaptive Behavior in Learners with Autism Spectrum Disorders / Peter F. GERHARDT Titre : Peer Acceptance, Social Engagement, and Friendship: Critical Social Goals for Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Jill LOCKE, Auteur ; Eric ISHIJIMA, Auteur ; Mark KRETZMANN, Auteur Année de publication : 2013 Importance : p.171-184 Langues : Anglais (eng) Mots-clés : Trouble du spectre autistique (TSA) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=189 in Social Skills and Adaptive Behavior in Learners with Autism Spectrum Disorders / Peter F. GERHARDT Peer Acceptance, Social Engagement, and Friendship: Critical Social Goals for Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Jill LOCKE, Auteur ; Eric ISHIJIMA, Auteur ; Mark KRETZMANN, Auteur . - 2013 . - p.171-184. Langues : Anglais (eng) Mots-clés : Trouble du spectre autistique (TSA) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=189

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Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT / Kelly STICKLES GOODS in Journal of Autism and Developmental Disorders, 43-5 (May 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1050-1056 Titre : Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT Type de document : Texte imprimé et/ou numérique Auteurs : Kelly STICKLES GOODS, Auteur ; Eric ISHIJIMA, Auteur ; Ya-Chih CHANG, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1050-1056 Langues : Anglais (eng) Mots-clés : Autism  Minimally verbal  Intervention Index. décimale : PER Périodiques Résumé : In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a treatment group (substitution of 30 min of JASPER treatment, twice weekly during their regular program). A baseline of 12 weeks in which no changes were noted in core deficits was followed by 12 weeks of intervention for children randomized to the JASPER treatment. Participants in the treatment group demonstrated greater play diversity on a standardized assessment. Effects also generalized to the classroom, where participants in the treatment group initiated more gestures and spent less time unengaged. These results provide further support that even brief, targeted interventions on joint attention and play can improve core deficits in minimally verbal children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1644-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195 [article] Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT [Texte imprimé et/ou numérique] / Kelly STICKLES GOODS, Auteur ; Eric ISHIJIMA, Auteur ; Ya-Chih CHANG, Auteur ; Connie KASARI, Auteur . - p.1050-1056. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1050-1056 Mots-clés : Autism  Minimally verbal  Intervention Index. décimale : PER Périodiques Résumé : In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a treatment group (substitution of 30 min of JASPER treatment, twice weekly during their regular program). A baseline of 12 weeks in which no changes were noted in core deficits was followed by 12 weeks of intervention for children randomized to the JASPER treatment. Participants in the treatment group demonstrated greater play diversity on a standardized assessment. Effects also generalized to the classroom, where participants in the treatment group initiated more gestures and spent less time unengaged. These results provide further support that even brief, targeted interventions on joint attention and play can improve core deficits in minimally verbal children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1644-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195

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