Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition / Connie KASARI in Journal of Child Psychology and Psychiatry, 57-2 (February 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179 Titre : Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur Article en page(s) : p.171-179 Langues : Anglais (eng) Mots-clés : Social skills groups  autism spectrum disorders  inclusion  peer relationships  teacher child relationship  social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 [article] Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur . - p.171-179. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179 Mots-clés : Social skills groups  autism spectrum disorders  inclusion  peer relationships  teacher child relationship  social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280

Examining playground engagement between elementary school children with and without autism spectrum disorder / Jill LOCKE in Autism, 20-6 (August 2016)  

Public ISBD [article]  inAutism > 20-6 (August 2016) . - p.653-662 Titre : Examining playground engagement between elementary school children with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Wendy SHIH, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.653-662 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  peers  playground engagement  social communication Index. décimale : PER Périodiques Résumé : Little is known about the social behavior of children with and without autism spectrum disorder during recess. This study documented the naturally occurring recess engagement and peer interaction behaviors of children with and without autism spectrum disorder in inclusive school settings. Participants included 51 children with autism spectrum disorder and 51 classmates without autism spectrum disorder who served as peer models matched on gender, classroom, grade, age, and ethnicity. Using a timed-interval behavior-coding system, children with autism spectrum disorder spent approximately 30% of their recess time engaged in solitary activities, whereas their classmates only spent approximately 9% of recess unengaged. In addition, children with autism spectrum disorder spent about 40% of the recess period jointly engaged with peers in a reciprocal activity, conversation, or game as compared to 70% for matched classmates. These findings provide a context for which to interpret intervention outcomes and gains for children with autism spectrum disorder in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361315599468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Examining playground engagement between elementary school children with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Wendy SHIH, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur . - p.653-662. Langues : Anglais (eng) in Autism > 20-6 (August 2016) . - p.653-662 Mots-clés : autism spectrum disorder  peers  playground engagement  social communication Index. décimale : PER Périodiques Résumé : Little is known about the social behavior of children with and without autism spectrum disorder during recess. This study documented the naturally occurring recess engagement and peer interaction behaviors of children with and without autism spectrum disorder in inclusive school settings. Participants included 51 children with autism spectrum disorder and 51 classmates without autism spectrum disorder who served as peer models matched on gender, classroom, grade, age, and ethnicity. Using a timed-interval behavior-coding system, children with autism spectrum disorder spent approximately 30% of their recess time engaged in solitary activities, whereas their classmates only spent approximately 9% of recess unengaged. In addition, children with autism spectrum disorder spent about 40% of the recess period jointly engaged with peers in a reciprocal activity, conversation, or game as compared to 70% for matched classmates. These findings provide a context for which to interpret intervention outcomes and gains for children with autism spectrum disorder in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361315599468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

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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Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms / Ariana ANDERSON in Autism, 20-6 (August 2016)  

Public ISBD [article]  inAutism > 20-6 (August 2016) . - p.700-709 Titre : Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Ariana ANDERSON, Auteur ; Jill LOCKE, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur ; AIR-B NETWORK, Auteur Article en page(s) : p.700-709 Langues : Anglais (eng) Mots-clés : autism  elementary schools  peer relationships  social networks Index. décimale : PER Périodiques Résumé : Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5–12?years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools. En ligne : http://dx.doi.org/10.1177/1362361315603568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms [Texte imprimé et/ou numérique] / Ariana ANDERSON, Auteur ; Jill LOCKE, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur ; AIR-B NETWORK, Auteur . - p.700-709. Langues : Anglais (eng) in Autism > 20-6 (August 2016) . - p.700-709 Mots-clés : autism  elementary schools  peer relationships  social networks Index. décimale : PER Périodiques Résumé : Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5–12?years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools. En ligne : http://dx.doi.org/10.1177/1362361315603568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

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