Brief Report: Analysis of the Relationship Between Turn Taking and Joint Attention for Toddlers with Autism / Kwangwon LEE in Journal of Autism and Developmental Disorders, 50-7 (July 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2633-2640 Titre : Brief Report: Analysis of the Relationship Between Turn Taking and Joint Attention for Toddlers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kwangwon LEE, Auteur ; Hannah H. SCHERTZ, Auteur Article en page(s) : p.2633-2640 Langues : Anglais (eng) Mots-clés : Autism  Correlation  Joint attention  Social communication  Turn taking Index. décimale : PER Périodiques Résumé : The relationship between turn taking (i.e., back-and-forth preverbal communicative exchanges) and joint attention has not been studied in interactions between children with autism and caregivers. In joint attention, a form of preverbal social communication, young children socially share attention with a partner about objects, a competency that is difficult for toddlers with autism. Video data of interactions between caregivers and 61 toddlers with autism who received joint attention-focused intervention were analyzed to determine associations between turn taking and joint attention. Results indicate a positive relationship between the two forms of social communication. Further study is needed to determine the extent to which turn taking may play a foundational role in supporting joint attention development for toddlers with autism. En ligne : http://dx.doi.org/10.1007/s10803-019-03979-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Brief Report: Analysis of the Relationship Between Turn Taking and Joint Attention for Toddlers with Autism [Texte imprimé et/ou numérique] / Kwangwon LEE, Auteur ; Hannah H. SCHERTZ, Auteur . - p.2633-2640. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2633-2640 Mots-clés : Autism  Correlation  Joint attention  Social communication  Turn taking Index. décimale : PER Périodiques Résumé : The relationship between turn taking (i.e., back-and-forth preverbal communicative exchanges) and joint attention has not been studied in interactions between children with autism and caregivers. In joint attention, a form of preverbal social communication, young children socially share attention with a partner about objects, a competency that is difficult for toddlers with autism. Video data of interactions between caregivers and 61 toddlers with autism who received joint attention-focused intervention were analyzed to determine associations between turn taking and joint attention. Results indicate a positive relationship between the two forms of social communication. Further study is needed to determine the extent to which turn taking may play a foundational role in supporting joint attention development for toddlers with autism. En ligne : http://dx.doi.org/10.1007/s10803-019-03979-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Challenges and contributors to self-efficacy for caregivers of toddlers with autism / Hannah H. SCHERTZ in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1260-1272 Titre : Challenges and contributors to self-efficacy for caregivers of toddlers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Hannah H. SCHERTZ, Auteur ; Jessica Nina LESTER, Auteur ; Emine ERDEN, Auteur ; Selin SAFRAN, Auteur ; Penny GITHENS, Auteur Article en page(s) : p.1260-1272 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  family functioning and support  pre-school children  qualitative research  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Parent-participatory early intervention practices are linked to parents' positive views of their own and their children's capabilities, beliefs that are associated with a range of parent and child outcomes. A qualitative study was conducted with 11 mothers of toddlers with autism who had experience with both professionally directed and parent-mediated early intervention. Participants were interviewed to explore their perspectives on their roles in relation to professionals and on how they viewed their ability to support their toddlers' social learning. An in-depth analysis of the transcribed interviews resulted in four themes. First, in the early stages, participants experienced challenges to their self-efficacy as they adjusted to the diagnosis and reached to connect with their child when social challenges emerged. Second, participants' views of their capability were stronger when they were provided with background knowledge enabling them to take the lead in guiding their children's learning than when professionals modeled predetermined intervention strategies for them to copy. Third, participants provided specific examples of their expertise to support their toddlers' social learning and viewed their close parent-child relationship and intimate knowledge of their children as valuable to the intervention. Fourth, participants voiced respect for their toddlers' natures and preferences, positioning them to build on their toddlers' strengths in everyday interactions. The results support the need for early intervention providers to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. En ligne : http://dx.doi.org/10.1177/1362361319899761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427 [article] Challenges and contributors to self-efficacy for caregivers of toddlers with autism [Texte imprimé et/ou numérique] / Hannah H. SCHERTZ, Auteur ; Jessica Nina LESTER, Auteur ; Emine ERDEN, Auteur ; Selin SAFRAN, Auteur ; Penny GITHENS, Auteur . - p.1260-1272. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1260-1272 Mots-clés : autism spectrum disorders  family functioning and support  pre-school children  qualitative research  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Parent-participatory early intervention practices are linked to parents' positive views of their own and their children's capabilities, beliefs that are associated with a range of parent and child outcomes. A qualitative study was conducted with 11 mothers of toddlers with autism who had experience with both professionally directed and parent-mediated early intervention. Participants were interviewed to explore their perspectives on their roles in relation to professionals and on how they viewed their ability to support their toddlers' social learning. An in-depth analysis of the transcribed interviews resulted in four themes. First, in the early stages, participants experienced challenges to their self-efficacy as they adjusted to the diagnosis and reached to connect with their child when social challenges emerged. Second, participants' views of their capability were stronger when they were provided with background knowledge enabling them to take the lead in guiding their children's learning than when professionals modeled predetermined intervention strategies for them to copy. Third, participants provided specific examples of their expertise to support their toddlers' social learning and viewed their close parent-child relationship and intimate knowledge of their children as valuable to the intervention. Fourth, participants voiced respect for their toddlers' natures and preferences, positioning them to build on their toddlers' strengths in everyday interactions. The results support the need for early intervention providers to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. En ligne : http://dx.doi.org/10.1177/1362361319899761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427

Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial / Hannah H. SCHERTZ in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.853-867 Titre : Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Hannah H. SCHERTZ, Auteur ; Samuel L ODOM, Auteur ; Kathleen M. BAGGETT, Auteur ; J. H. SIDERIS, Auteur Année de publication : 2018 Article en page(s) : p.853-867 Langues : Anglais (eng) Mots-clés : Joint attention  Parent-mediated intervention  Social communication  Toddlers Index. décimale : PER Périodiques Résumé : A randomized controlled trial was conducted to evaluate effects of the Joint Attention Mediated Learning (JAML) intervention. Toddlers with autism spectrum disorders (ASD) aged 16-30 months (n = 144) were randomized to intervention and community control conditions. Parents, who participated in 32 weekly home-based sessions, followed a mediated learning process to target preverbal social communication outcomes (social visual synchrony, reciprocity, and responding and initiating forms of joint attention) throughout daily interactions. The analysis found post-intervention effects for all outcomes, with all except initiating joint attention sustaining 6 months post-intervention. Findings support the value of very early intervention targeting explicitly social functions of preverbal communication and of promoting active engagement in the learning process for both toddlers and parents. En ligne : https://doi.org/10.1007/s10803-017-3386-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial [Texte imprimé et/ou numérique] / Hannah H. SCHERTZ, Auteur ; Samuel L ODOM, Auteur ; Kathleen M. BAGGETT, Auteur ; J. H. SIDERIS, Auteur . - 2018 . - p.853-867. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.853-867 Mots-clés : Joint attention  Parent-mediated intervention  Social communication  Toddlers Index. décimale : PER Périodiques Résumé : A randomized controlled trial was conducted to evaluate effects of the Joint Attention Mediated Learning (JAML) intervention. Toddlers with autism spectrum disorders (ASD) aged 16-30 months (n = 144) were randomized to intervention and community control conditions. Parents, who participated in 32 weekly home-based sessions, followed a mediated learning process to target preverbal social communication outcomes (social visual synchrony, reciprocity, and responding and initiating forms of joint attention) throughout daily interactions. The analysis found post-intervention effects for all outcomes, with all except initiating joint attention sustaining 6 months post-intervention. Findings support the value of very early intervention targeting explicitly social functions of preverbal communication and of promoting active engagement in the learning process for both toddlers and parents. En ligne : https://doi.org/10.1007/s10803-017-3386-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Parent-Reported Repetitive Behavior in Toddlers on the Autism Spectrum / Hannah H. SCHERTZ in Journal of Autism and Developmental Disorders, 46-10 (October 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3308-3316 Titre : Parent-Reported Repetitive Behavior in Toddlers on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Hannah H. SCHERTZ, Auteur ; Samuel L ODOM, Auteur ; Kathleen M. BAGGETT, Auteur ; John H. SIDERIS, Auteur Article en page(s) : p.3308-3316 Langues : Anglais (eng) Mots-clés : Repetitive and restrictive behavior  Repetitive Behavior Scale-Revised  Toddlers with autism Index. décimale : PER Périodiques Résumé : Toddlers with autism spectrum disorder (ASD) were assessed on the Repetitive Behavior Scale-Revised (RBS-R), which we found to have acceptable internal consistency. Stereotypical subscale scores showed a negligible association with cognitive level, but correlated more strongly with adaptive and social indicators. Relative to earlier reported RBS-R scores for older age groups, toddlers’ scores trended toward higher stereotyped behavior and lower ritualistic/sameness behavior. Our findings on associations with developmental indicators align with those of researchers who used more resource-intensive repetitive behavior measures. The convergence of these findings with those derived from other measurement methods suggests that the RBS-R, a cost effective parent-report measure, is a viable means of assessing repetitive behavior in toddlers with autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2870-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] Parent-Reported Repetitive Behavior in Toddlers on the Autism Spectrum [Texte imprimé et/ou numérique] / Hannah H. SCHERTZ, Auteur ; Samuel L ODOM, Auteur ; Kathleen M. BAGGETT, Auteur ; John H. SIDERIS, Auteur . - p.3308-3316. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3308-3316 Mots-clés : Repetitive and restrictive behavior  Repetitive Behavior Scale-Revised  Toddlers with autism Index. décimale : PER Périodiques Résumé : Toddlers with autism spectrum disorder (ASD) were assessed on the Repetitive Behavior Scale-Revised (RBS-R), which we found to have acceptable internal consistency. Stereotypical subscale scores showed a negligible association with cognitive level, but correlated more strongly with adaptive and social indicators. Relative to earlier reported RBS-R scores for older age groups, toddlers’ scores trended toward higher stereotyped behavior and lower ritualistic/sameness behavior. Our findings on associations with developmental indicators align with those of researchers who used more resource-intensive repetitive behavior measures. The convergence of these findings with those derived from other measurement methods suggests that the RBS-R, a cost effective parent-report measure, is a viable means of assessing repetitive behavior in toddlers with autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2870-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

Promoting Joint Attention in Toddlers with Autism: A Parent-Mediated Developmental Model / Hannah H. SCHERTZ 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.1562-1575 Titre : Promoting Joint Attention in Toddlers with Autism: A Parent-Mediated Developmental Model Type de document : Texte imprimé et/ou numérique Auteurs : Hannah H. SCHERTZ, Auteur ; Samuel L ODOM, Auteur Année de publication : 2007 Article en page(s) : p.1562-1575 Langues : Anglais (eng) Mots-clés : Joint-attention Early-intervention Toddlers Parent-mediation Autism Index. décimale : PER Périodiques Résumé : Joint attention, a foundational nonverbal social-communicative milestone that fails to develop naturally in autism, was promoted for three toddlers with early-identified autism through a parent-mediated, developmentally grounded, researcher-guided intervention model. A multiple baseline design compared child performance across four phases of intervention: focusing on faces, turn-taking, responding to joint attention, and initiating joint attention. All toddlers improved performance and two showed repeated engagement in joint attention, supporting the effectiveness of developmentally appropriate methods that build on the parent–child relationship. A complementary qualitative analysis explored family challenges, parent resilience, and variables that may have influenced outcomes. Intervention models appropriate for toddlers with autism are needed as improved early identification efforts bring younger children into early intervention services. En ligne : http://dx.doi.org/10.1007/s10803-006-0290-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Promoting Joint Attention in Toddlers with Autism: A Parent-Mediated Developmental Model [Texte imprimé et/ou numérique] / Hannah H. SCHERTZ, Auteur ; Samuel L ODOM, Auteur . - 2007 . - p.1562-1575. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1562-1575 Mots-clés : Joint-attention Early-intervention Toddlers Parent-mediation Autism Index. décimale : PER Périodiques Résumé : Joint attention, a foundational nonverbal social-communicative milestone that fails to develop naturally in autism, was promoted for three toddlers with early-identified autism through a parent-mediated, developmentally grounded, researcher-guided intervention model. A multiple baseline design compared child performance across four phases of intervention: focusing on faces, turn-taking, responding to joint attention, and initiating joint attention. All toddlers improved performance and two showed repeated engagement in joint attention, supporting the effectiveness of developmentally appropriate methods that build on the parent–child relationship. A complementary qualitative analysis explored family challenges, parent resilience, and variables that may have influenced outcomes. Intervention models appropriate for toddlers with autism are needed as improved early identification efforts bring younger children into early intervention services. En ligne : http://dx.doi.org/10.1007/s10803-006-0290-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

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