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Auteur Kristen BOTTEMA-BEUTEL |
Documents disponibles écrits par cet auteur (34)
Faire une suggestion Affiner la rechercheAdolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
Titre : Adolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Zhushan LI, Auteur Article en page(s) : p.1873-1886 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Inclusion Moral reasoning Domain theory Adolescents Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2348-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1873-1886[article] Adolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Zhushan LI, Auteur . - p.1873-1886.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1873-1886
Mots-clés : Autism spectrum disorder Inclusion Moral reasoning Domain theory Adolescents Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2348-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
Titre : Adverse event reporting in intervention research for young autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Shannon CROWLEY, Auteur ; Micheal SANDBANK, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.322-335 Langues : Anglais (eng) Mots-clés : adverse effects adverse events autism harms intervention young children Index. décimale : PER Périodiques Résumé : In this study, we looked at published research on interventions for young autistic children that did not involve administering medication. We were interested in determining how often studies reported on whether adverse events (i.e. physical or psychological distress to the participants) or adverse effects (i.e. adverse events that are thought to be caused by the intervention) had occurred. We found that of the 150 reports we examined, only 11 mentioned adverse events. One of these studies reported adverse events occurred, and three reported that adverse effects occurred. We also reviewed the studies to examine the reasons that were given to explain why any participants dropped out of the intervention (termed "withdrawal"), to determine if any of these reasons could be considered adverse events or adverse effects. Fifty-four studies described reasons for withdrawal, and 10 of these studies had reasons that could be categorized as an adverse event, 8 studies had reasons that could be categorized as an adverse effect, and an additional 12 studies had reasons that were too vaguely described to determine whether they were adverse events or not. We recommend that autism intervention researchers develop more systematic methods of looking for and reporting adverse events and effects, so that professionals and families can be better informed when choosing to enroll their autistic children in interventions. En ligne : http://dx.doi.org/10.1177/1362361320965331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441
in Autism > 25-2 (February 2021) . - p.322-335[article] Adverse event reporting in intervention research for young autistic children [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Shannon CROWLEY, Auteur ; Micheal SANDBANK, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.322-335.
Langues : Anglais (eng)
in Autism > 25-2 (February 2021) . - p.322-335
Mots-clés : adverse effects adverse events autism harms intervention young children Index. décimale : PER Périodiques Résumé : In this study, we looked at published research on interventions for young autistic children that did not involve administering medication. We were interested in determining how often studies reported on whether adverse events (i.e. physical or psychological distress to the participants) or adverse effects (i.e. adverse events that are thought to be caused by the intervention) had occurred. We found that of the 150 reports we examined, only 11 mentioned adverse events. One of these studies reported adverse events occurred, and three reported that adverse effects occurred. We also reviewed the studies to examine the reasons that were given to explain why any participants dropped out of the intervention (termed "withdrawal"), to determine if any of these reasons could be considered adverse events or adverse effects. Fifty-four studies described reasons for withdrawal, and 10 of these studies had reasons that could be categorized as an adverse event, 8 studies had reasons that could be categorized as an adverse effect, and an additional 12 studies had reasons that were too vaguely described to determine whether they were adverse events or not. We recommend that autism intervention researchers develop more systematic methods of looking for and reporting adverse events and effects, so that professionals and families can be better informed when choosing to enroll their autistic children in interventions. En ligne : http://dx.doi.org/10.1177/1362361320965331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441
Titre : An evaluation of intervention research for transition-age autistic youth Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Shannon Crowley LAPOINT, Auteur ; So Yoon KIM, Auteur ; Sarah MOHIUDDIN, Auteur ; Qun YU, Auteur ; Rachael MCKINNON, Auteur Article en page(s) : p.890-904 Langues : Anglais (eng) Mots-clés : adverse events,autism,intervention,risks of bias,systematic review,transition Index. décimale : PER Périodiques Résumé : In this systematic evaluation of intervention research for transition-age autistic youth, we examined quality indicators in 193 group and single-case design intervention studies, which tested effects on 1258 outcomes. Behaviorally based interventions were the most common intervention type. We found significant threats to internal validity for the majority of studies, including inadequate randomization, unmasked assessors, and too few data points to infer functional relations. The majority of outcomes were measured in contexts similar to the intervention and were conceptualized as behaviors directly addressed by intervention procedures. As such, they are of unclear long-term utility for autistic people entering adulthood. Adverse events were rarely reported. We suggest several avenues for improving intervention research for this age group.Lay abstractIn this study, we assess the quality of intervention research that focuses on autistic youth who are 14-22 years old. We found 193 different studies on this topic, and carefully reviewed them. Most of these studies tested strategies that were behavioral. This means that they used procedures like prompting and rewards to change participants' behavior. We found that the majority of studies had problems that make it hard to determine whether or not the intervention worked. The problems related to how researchers designed their studies, and how they measured the study outcomes. We also found that researchers rarely tried to find out if the strategies they studied had unintended negative effects for participants. Because of these issues, we make suggestions for how researchers might design better studies that will let people know how well the strategies worked. En ligne : https://doi.org/10.1177/13623613221128761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499
in Autism > 27-4 (May 2023) . - p.890-904[article] An evaluation of intervention research for transition-age autistic youth [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Shannon Crowley LAPOINT, Auteur ; So Yoon KIM, Auteur ; Sarah MOHIUDDIN, Auteur ; Qun YU, Auteur ; Rachael MCKINNON, Auteur . - p.890-904.
Langues : Anglais (eng)
in Autism > 27-4 (May 2023) . - p.890-904
Mots-clés : adverse events,autism,intervention,risks of bias,systematic review,transition Index. décimale : PER Périodiques Résumé : In this systematic evaluation of intervention research for transition-age autistic youth, we examined quality indicators in 193 group and single-case design intervention studies, which tested effects on 1258 outcomes. Behaviorally based interventions were the most common intervention type. We found significant threats to internal validity for the majority of studies, including inadequate randomization, unmasked assessors, and too few data points to infer functional relations. The majority of outcomes were measured in contexts similar to the intervention and were conceptualized as behaviors directly addressed by intervention procedures. As such, they are of unclear long-term utility for autistic people entering adulthood. Adverse events were rarely reported. We suggest several avenues for improving intervention research for this age group.Lay abstractIn this study, we assess the quality of intervention research that focuses on autistic youth who are 14-22 years old. We found 193 different studies on this topic, and carefully reviewed them. Most of these studies tested strategies that were behavioral. This means that they used procedures like prompting and rewards to change participants' behavior. We found that the majority of studies had problems that make it hard to determine whether or not the intervention worked. The problems related to how researchers designed their studies, and how they measured the study outcomes. We also found that researchers rarely tried to find out if the strategies they studied had unintended negative effects for participants. Because of these issues, we make suggestions for how researchers might design better studies that will let people know how well the strategies worked. En ligne : https://doi.org/10.1177/13623613221128761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499
Titre : Associations between joint attention and language in autism spectrum disorder and typical development: A systematic review and meta-regression analysis Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur Article en page(s) : p.1021-1035 Langues : Anglais (eng) Mots-clés : autism spectrum disorder joint attention language meta-analysis Index. décimale : PER Périodiques Résumé : Using a structured literature search and meta-regression procedures, this study sought to determine whether associations between joint attention and language are moderated by group (autism spectrum disorder [ASD] vs. typical development [TD]), joint attention type (responding to joint attention [RJA] vs. other), and other study design features and participant characteristics. Studies were located using database searches, hand searches, and electronic requests for data from experts in the field. This resulted in 71 reports or datasets and 605 effect sizes, representing 1,859 participants with ASD and 1,835 TD participants. Meta-regression was used to answer research questions regarding potential moderators of the effect sizes of interest, which were Pearson's r values quantifying the association between joint attention and language variables. In the final models, conducted separately for each language variable, effect sizes were significantly higher for the ASD group as compared to the TD group, and for RJA as compared to non-RJA joint attention types. Approximate mental age trended toward significance for the expressive language model. Joint attention may be more tightly tied to language in children with ASD as compared to TD children because TD children exhibit joint attention at sufficient thresholds so that language development becomes untethered to variations in joint attention. Conversely, children with ASD who exhibit deficits in joint attention develop language contingent upon their joint attention abilities. Because RJA was more strongly related to language than other types of joint attention, future research should involve careful consideration of the operationalization and measurement of joint attention constructs. En ligne : http://dx.doi.org/10.1002/aur.1624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294
in Autism Research > 9-10 (October 2016) . - p.1021-1035[article] Associations between joint attention and language in autism spectrum disorder and typical development: A systematic review and meta-regression analysis [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur . - p.1021-1035.
Langues : Anglais (eng)
in Autism Research > 9-10 (October 2016) . - p.1021-1035
Mots-clés : autism spectrum disorder joint attention language meta-analysis Index. décimale : PER Périodiques Résumé : Using a structured literature search and meta-regression procedures, this study sought to determine whether associations between joint attention and language are moderated by group (autism spectrum disorder [ASD] vs. typical development [TD]), joint attention type (responding to joint attention [RJA] vs. other), and other study design features and participant characteristics. Studies were located using database searches, hand searches, and electronic requests for data from experts in the field. This resulted in 71 reports or datasets and 605 effect sizes, representing 1,859 participants with ASD and 1,835 TD participants. Meta-regression was used to answer research questions regarding potential moderators of the effect sizes of interest, which were Pearson's r values quantifying the association between joint attention and language variables. In the final models, conducted separately for each language variable, effect sizes were significantly higher for the ASD group as compared to the TD group, and for RJA as compared to non-RJA joint attention types. Approximate mental age trended toward significance for the expressive language model. Joint attention may be more tightly tied to language in children with ASD as compared to TD children because TD children exhibit joint attention at sufficient thresholds so that language development becomes untethered to variations in joint attention. Conversely, children with ASD who exhibit deficits in joint attention develop language contingent upon their joint attention abilities. Because RJA was more strongly related to language than other types of joint attention, future research should involve careful consideration of the operationalization and measurement of joint attention constructs. En ligne : http://dx.doi.org/10.1002/aur.1624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294
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