Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism / Nicole SPARAPANI in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299 Titre : Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Vanessa P. REINHARDT, Auteur ; Jessica L. HOOKER, Auteur ; Lindee MORGAN, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.2284-2299 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Education, Special/methods  Humans  Language  Students  Autism  Measurement invariance  Student characteristics  Teacher language  Brookes Publishing. She receives royalties from this manual but not from this  study. Index. décimale : PER Périodiques Résumé : This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05115-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Vanessa P. REINHARDT, Auteur ; Jessica L. HOOKER, Auteur ; Lindee MORGAN, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur . - p.2284-2299. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Education, Special/methods  Humans  Language  Students  Autism  Measurement invariance  Student characteristics  Teacher language  Brookes Publishing. She receives royalties from this manual but not from this  study. Index. décimale : PER Périodiques Résumé : This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05115-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder / Nicole SPARAPANI in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.782-796 Titre : Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Lindee MORGAN, Auteur ; Vanessa P. REINHARDT, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.782-796 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Active engagement  Emotional regulation  Classroom participation  Social connectedness  Initiating communication Index. décimale : PER Périodiques Résumé : This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2615-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 [article] Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Lindee MORGAN, Auteur ; Vanessa P. REINHARDT, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur . - p.782-796. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.782-796 Mots-clés : Autism spectrum disorder  Active engagement  Emotional regulation  Classroom participation  Social connectedness  Initiating communication Index. décimale : PER Périodiques Résumé : This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2615-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281

Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings / Michael SILLER in Autism, 28-3 (March 2024)  

Public ISBD [article]  inAutism > 28-3 (March 2024) . - p.587-599 Titre : Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings Type de document : Texte imprimé et/ou numérique Auteurs : Michael SILLER, Auteur ; Lindee MORGAN, Auteur ; Sally FUHRMEISTER, Auteur ; Quentin WEDDERBURN, Auteur ; Brooke SCHIRMER, Auteur ; Emma CHATSON, Auteur ; Scott GILLESPIE, Auteur Article en page(s) : p.587-599 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  feasibility trial  interventions-psychosocial/behavioral  preschool  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study is an uncontrolled clinical trial of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with social-communication challenges and consists of four asynchronous online modules and three synchronous coaching sessions. The current research evaluated the feasibility and acceptability of intervention and research procedures, implemented in authentic early childhood education settings. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms, sampled to maximize variability. Overall, the current research revealed high levels of feasibility, with 9 out of 10 benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student teacher relationship, social-communication competencies). Implications for the design of a subsequent, larger effectiveness-implementation hybrid trial (Type 1) are discussed. Lay Abstract Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study evaluates the feasibility and acceptability of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with a broad range of social-communication challenges in authentic preschool classrooms. The intervention consists of four asynchronous online modules and three synchronous coaching sessions. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms from private childcare, Head Start, and public Pre-K programs. Results reveal high levels of Social Emotional Engagement-Knowledge & Skills-Early Childhood feasibility, with 9 out of 10 feasibility benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student-teacher relationship, social-communication competencies). This research prepares a subsequent, larger effectiveness-implementation hybrid trial (Type 1) that investigates the effectiveness of Social Emotional Engagement-Knowledge & Skills-Early Childhood for improving child outcomes and explores facilitators and barriers of program implementation and sustainability. En ligne : https://dx.doi.org/10.1177/13623613231179289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings [Texte imprimé et/ou numérique] / Michael SILLER, Auteur ; Lindee MORGAN, Auteur ; Sally FUHRMEISTER, Auteur ; Quentin WEDDERBURN, Auteur ; Brooke SCHIRMER, Auteur ; Emma CHATSON, Auteur ; Scott GILLESPIE, Auteur . - p.587-599. Langues : Anglais (eng) in Autism > 28-3 (March 2024) . - p.587-599 Mots-clés : autism spectrum disorder  feasibility trial  interventions-psychosocial/behavioral  preschool  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study is an uncontrolled clinical trial of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with social-communication challenges and consists of four asynchronous online modules and three synchronous coaching sessions. The current research evaluated the feasibility and acceptability of intervention and research procedures, implemented in authentic early childhood education settings. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms, sampled to maximize variability. Overall, the current research revealed high levels of feasibility, with 9 out of 10 benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student teacher relationship, social-communication competencies). Implications for the design of a subsequent, larger effectiveness-implementation hybrid trial (Type 1) are discussed. Lay Abstract Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study evaluates the feasibility and acceptability of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with a broad range of social-communication challenges in authentic preschool classrooms. The intervention consists of four asynchronous online modules and three synchronous coaching sessions. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms from private childcare, Head Start, and public Pre-K programs. Results reveal high levels of Social Emotional Engagement-Knowledge & Skills-Early Childhood feasibility, with 9 out of 10 feasibility benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student-teacher relationship, social-communication competencies). This research prepares a subsequent, larger effectiveness-implementation hybrid trial (Type 1) that investigates the effectiveness of Social Emotional Engagement-Knowledge & Skills-Early Childhood for improving child outcomes and explores facilitators and barriers of program implementation and sustainability. En ligne : https://dx.doi.org/10.1177/13623613231179289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

Interview Skills for Adults with Autism Spectrum Disorder: A Pilot Randomized Controlled Trial / Lindee MORGAN in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2290-2300 Titre : Interview Skills for Adults with Autism Spectrum Disorder: A Pilot Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Lindee MORGAN, Auteur ; Allison LEATZOW, Auteur ; Sarah CLARK, Auteur ; Michael SILLER, Auteur Article en page(s) : p.2290-2300 Langues : Anglais (eng) Mots-clés : ASD  Autism  Adults  Randomized controlled trial  Social skills  Intervention Index. décimale : PER Périodiques Résumé : The purpose of this pilot study was to evaluate the efficacy of the interview skills curriculum (ISC), a manualized 12-week group-delivered intervention for young adults with autism spectrum disorder (ASD). This intervention aims to increase social–pragmatic skills essential to a successful job interview. Twenty-eight adults (18–36 years) were randomly assigned to one of two groups: ISC or waitlist control. Results revealed that the experimental group showed larger gains in social–pragmatic skills observed during a mock job interview than the control group. Treatment effects on distal outcomes, including social adaptive behaviors and depressive symptoms were not significant, although the respective effect sizes were medium/large. Results indicate that a brief, low-intensity treatment can improve the job-interview performance of young adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2100-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Interview Skills for Adults with Autism Spectrum Disorder: A Pilot Randomized Controlled Trial [Texte imprimé et/ou numérique] / Lindee MORGAN, Auteur ; Allison LEATZOW, Auteur ; Sarah CLARK, Auteur ; Michael SILLER, Auteur . - p.2290-2300. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2290-2300 Mots-clés : ASD  Autism  Adults  Randomized controlled trial  Social skills  Intervention Index. décimale : PER Périodiques Résumé : The purpose of this pilot study was to evaluate the efficacy of the interview skills curriculum (ISC), a manualized 12-week group-delivered intervention for young adults with autism spectrum disorder (ASD). This intervention aims to increase social–pragmatic skills essential to a successful job interview. Twenty-eight adults (18–36 years) were randomly assigned to one of two groups: ISC or waitlist control. Results revealed that the experimental group showed larger gains in social–pragmatic skills observed during a mock job interview than the control group. Treatment effects on distal outcomes, including social adaptive behaviors and depressive symptoms were not significant, although the respective effect sizes were medium/large. Results indicate that a brief, low-intensity treatment can improve the job-interview performance of young adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2100-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Repetitive and Stereotyped Behaviors in Children with Autism Spectrum Disorders in the Second Year of Life / Nola WATT in Journal of Autism and Developmental Disorders, 38-8 (September 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-8 (September 2008) . - p.1518-1533 Titre : Repetitive and Stereotyped Behaviors in Children with Autism Spectrum Disorders in the Second Year of Life Type de document : Texte imprimé et/ou numérique Auteurs : Nola WATT, Auteur ; Amy M. WETHERBY, Auteur ; Lindee MORGAN, Auteur ; Angie BARBER, Auteur Année de publication : 2008 Article en page(s) : p.1518-1533 Langues : Anglais (eng) Mots-clés : Repetitive-stereotyped-behavior Autism-spectrum-disorder Second-year Index. décimale : PER Périodiques Résumé : This study examined repetitive and stereotyped behaviors (RSB) in children with autism spectrum disorders (ASD, n = 50), developmental delays without ASD (DD; n = 25) and typical development (TD, n = 50) between 18 and 24 months of age. Children with ASD demonstrated significantly higher frequency and longer duration of RSB with objects, body, and sensory behaviors during a systematic behavior sample than both the DD and TD groups. RSB with objects were related to concurrent measures of symbolic capacity and social competence in the second year and predicted developmental outcomes as well as severity of autism symptoms at 3 years in children with communication delays. RSB in the second year appear to be important for early identification and prediction of developmental outcomes. En ligne : http://dx.doi.org/10.1007/s10803-007-0532-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] Repetitive and Stereotyped Behaviors in Children with Autism Spectrum Disorders in the Second Year of Life [Texte imprimé et/ou numérique] / Nola WATT, Auteur ; Amy M. WETHERBY, Auteur ; Lindee MORGAN, Auteur ; Angie BARBER, Auteur . - 2008 . - p.1518-1533. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-8 (September 2008) . - p.1518-1533 Mots-clés : Repetitive-stereotyped-behavior Autism-spectrum-disorder Second-year Index. décimale : PER Périodiques Résumé : This study examined repetitive and stereotyped behaviors (RSB) in children with autism spectrum disorders (ASD, n = 50), developmental delays without ASD (DD; n = 25) and typical development (TD, n = 50) between 18 and 24 months of age. Children with ASD demonstrated significantly higher frequency and longer duration of RSB with objects, body, and sensory behaviors during a systematic behavior sample than both the DD and TD groups. RSB with objects were related to concurrent measures of symbolic capacity and social competence in the second year and predicted developmental outcomes as well as severity of autism symptoms at 3 years in children with communication delays. RSB in the second year appear to be important for early identification and prediction of developmental outcomes. En ligne : http://dx.doi.org/10.1007/s10803-007-0532-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Repetitive and stereotyped movements in children with autism spectrum disorders late in the second year of life / Lindee MORGAN in Journal of Child Psychology and Psychiatry, 49-8 (August 2008)  

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Social Communication Profiles of Children with Autism Spectrum Disorders Late in the Second Year of Life / Amy M. WETHERBY in Journal of Autism and Developmental Disorders, 37-5 (May 2007)  

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The earlier the better: An RCT of treatment timing effects for toddlers on the autism spectrum / Whitney GUTHRIE in Autism, 27-8 (November 2023)  

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