Brief Report: High and Low Level Initiations of Joint Attention, and Response to Joint Attention: Differential Relationships with Language and Imitation / Katherine E. PICKARD in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.262-268 Titre : Brief Report: High and Low Level Initiations of Joint Attention, and Response to Joint Attention: Differential Relationships with Language and Imitation Type de document : Texte imprimé et/ou numérique Auteurs : Katherine E. PICKARD, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.262-268 Langues : Anglais (eng) Mots-clés : Joint attention  Autism spectrum disorder  Imitation  Language  ESCS Index. décimale : PER Périodiques Résumé : Frequency of high-level (showing/pointing) and low-level (coordinated gaze shifts) behaviors on the Early Social Communication Scales are often used as a measure of joint attention initiations (IJA). This study examined the degree to which these skills and response to joint attention (RJA; e.g. gaze following) were differentially related to measures of language and imitation in 53 children with autism spectrum disorder between the ages of 22 and 93 months. High-level and low-level IJA were not associated with each other, and only high-level IJA was associated with RJA, and language and imitation measures. High-level IJA and RJA were unique predictors of imitation, while RJA was a unique predictor of language. Findings indicate that IJA involves distinct skills, with high-level behaviors more closely related to social-communication skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2193-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Brief Report: High and Low Level Initiations of Joint Attention, and Response to Joint Attention: Differential Relationships with Language and Imitation [Texte imprimé et/ou numérique] / Katherine E. PICKARD, Auteur ; Brooke R. INGERSOLL, Auteur . - p.262-268. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.262-268 Mots-clés : Joint attention  Autism spectrum disorder  Imitation  Language  ESCS Index. décimale : PER Périodiques Résumé : Frequency of high-level (showing/pointing) and low-level (coordinated gaze shifts) behaviors on the Early Social Communication Scales are often used as a measure of joint attention initiations (IJA). This study examined the degree to which these skills and response to joint attention (RJA; e.g. gaze following) were differentially related to measures of language and imitation in 53 children with autism spectrum disorder between the ages of 22 and 93 months. High-level and low-level IJA were not associated with each other, and only high-level IJA was associated with RJA, and language and imitation measures. High-level IJA and RJA were unique predictors of imitation, while RJA was a unique predictor of language. Findings indicate that IJA involves distinct skills, with high-level behaviors more closely related to social-communication skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2193-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2275-2284 Titre : Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Natalie I. BERGER, Auteur ; Katherine E. PICKARD, Auteur ; Nicole BONTER, Auteur Article en page(s) : p.2275-2284 Langues : Anglais (eng) Mots-clés : Autism  Parent training  Telehealth Index. décimale : PER Périodiques Résumé : This pilot RCT compared the effect of a self-directed and therapist-assisted telehealth-based parent-mediated intervention for young children with ASD. Families were randomly assigned to a self-directed or therapist-assisted program. Parents in both groups improved their intervention fidelity, self-efficacy, stress, and positive perceptions of their child; however, the therapist-assisted group had greater gains in parent fidelity and positive perceptions of child. Children in both groups improved on language measures, with a trend towards greater gains during a parent–child interaction for the therapist-assisted group. Only the children in the therapist-assisted group improved in social skills. Both models show promise for delivering parent-mediated intervention; however, therapist assistance provided an added benefit for some outcomes. A full-scale comparative efficacy trial is warranted. En ligne : http://dx.doi.org/10.1007/s10803-016-2755-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Natalie I. BERGER, Auteur ; Katherine E. PICKARD, Auteur ; Nicole BONTER, Auteur . - p.2275-2284. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2275-2284 Mots-clés : Autism  Parent training  Telehealth Index. décimale : PER Périodiques Résumé : This pilot RCT compared the effect of a self-directed and therapist-assisted telehealth-based parent-mediated intervention for young children with ASD. Families were randomly assigned to a self-directed or therapist-assisted program. Parents in both groups improved their intervention fidelity, self-efficacy, stress, and positive perceptions of their child; however, the therapist-assisted group had greater gains in parent fidelity and positive perceptions of child. Children in both groups improved on language measures, with a trend towards greater gains during a parent–child interaction for the therapist-assisted group. Only the children in the therapist-assisted group improved in social skills. Both models show promise for delivering parent-mediated intervention; however, therapist assistance provided an added benefit for some outcomes. A full-scale comparative efficacy trial is warranted. En ligne : http://dx.doi.org/10.1007/s10803-016-2755-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Quality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use / Katherine E. PICKARD in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.106-115 Titre : Quality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use Type de document : Texte imprimé et/ou numérique Auteurs : Katherine E. PICKARD, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.106-115 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  barriers  disparities  service access  unmet needs Index. décimale : PER Périodiques Résumé : Research within the autism spectrum disorder field has emphasized the role of socioeconomic status in shaping parents’ ability to access services for their child with autism spectrum disorder. However, research has yet to explore the possible mechanisms underlying this relationship. This study sought to address this research gap by examining the following questions: (1) Does parents’ service knowledge mediate the relationship between parent socioeconomic status and parents’ autism spectrum disorder service use? (2) What are parents’ reported service needs and service barriers, and do these needs vary across higher and lower socioeconomic status groups? Quantitative results from 244 parents of a child with autism spectrum disorder indicate that parents’ autism spectrum disorder service knowledge partially mediates the relationship between parent socioeconomic status and parents’ autism spectrum disorder service use. Qualitative findings helped to clarify this relationship by suggesting that both high and low socioeconomic status parents are aware of their child’s basic autism spectrum disorder needs. However, low socioeconomic status parents more often report needing more information about services and more in-home services and emphasize that a number of structural barriers impede their ability to meet their child’s autism spectrum disorder needs. On the other hand, high socioeconomic status parents more often report a need for “higher quality services,” possibly reflecting their better recognition of best practice guidelines. These results highlight the need for a multi-pronged approach to tackling unmet service needs within the autism spectrum disorder field. En ligne : http://dx.doi.org/10.1177/1362361315569745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Quality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use [Texte imprimé et/ou numérique] / Katherine E. PICKARD, Auteur ; Brooke R. INGERSOLL, Auteur . - p.106-115. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.106-115 Mots-clés : autism spectrum disorder  barriers  disparities  service access  unmet needs Index. décimale : PER Périodiques Résumé : Research within the autism spectrum disorder field has emphasized the role of socioeconomic status in shaping parents’ ability to access services for their child with autism spectrum disorder. However, research has yet to explore the possible mechanisms underlying this relationship. This study sought to address this research gap by examining the following questions: (1) Does parents’ service knowledge mediate the relationship between parent socioeconomic status and parents’ autism spectrum disorder service use? (2) What are parents’ reported service needs and service barriers, and do these needs vary across higher and lower socioeconomic status groups? Quantitative results from 244 parents of a child with autism spectrum disorder indicate that parents’ autism spectrum disorder service knowledge partially mediates the relationship between parent socioeconomic status and parents’ autism spectrum disorder service use. Qualitative findings helped to clarify this relationship by suggesting that both high and low socioeconomic status parents are aware of their child’s basic autism spectrum disorder needs. However, low socioeconomic status parents more often report needing more information about services and more in-home services and emphasize that a number of structural barriers impede their ability to meet their child’s autism spectrum disorder needs. On the other hand, high socioeconomic status parents more often report a need for “higher quality services,” possibly reflecting their better recognition of best practice guidelines. These results highlight the need for a multi-pronged approach to tackling unmet service needs within the autism spectrum disorder field. En ligne : http://dx.doi.org/10.1177/1362361315569745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

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