A community-based early intervention program for toddlers with autism spectrum disorders / Pamela Rosenthal ROLLINS in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.219-232 Titre : A community-based early intervention program for toddlers with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Pamela Rosenthal ROLLINS, Auteur ; Michelle CAMPBELL, Auteur ; Renee Thibodeau HOFFMAN, Auteur ; Kayli SELF, Auteur Article en page(s) : p.219-232 Langues : Anglais (eng) Mots-clés : autism spectrum disorder intervention  autism spectrum disorder  early intervention  parent-mediated intervention  Part C services Index. décimale : PER Périodiques Résumé : This study examined Pathways Early Autism Intervention, a community-based, parent-mediated, intensive behavioral and developmental intervention program for children with autism spectrum disorders that could be used as a model for state-funded early intervention programs. A single-subject, multiple-baseline, across-participants design was used. Four boys with autism spectrum disorder and their mothers participated. Interventionists made weekly home visits and worked with caregivers to establish and maintain face-to-face reciprocal social interaction and eye contact. Each session included a 10-min video of parent–child interaction. Evidence of intervention effectiveness was measured by percentage of nonoverlapping data points. Social validity was measured using questionnaire items in regard to parents’ perception of the intervention. The intervention was effective for the measures of eye contact, social engagement, and verbal reciprocity but not for nonverbal turn taking. Parents perceived the intervention as beneficial and easy to learn and incorporate into daily life. En ligne : http://dx.doi.org/10.1177/1362361315577217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] A community-based early intervention program for toddlers with autism spectrum disorders [Texte imprimé et/ou numérique] / Pamela Rosenthal ROLLINS, Auteur ; Michelle CAMPBELL, Auteur ; Renee Thibodeau HOFFMAN, Auteur ; Kayli SELF, Auteur . - p.219-232. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.219-232 Mots-clés : autism spectrum disorder intervention  autism spectrum disorder  early intervention  parent-mediated intervention  Part C services Index. décimale : PER Périodiques Résumé : This study examined Pathways Early Autism Intervention, a community-based, parent-mediated, intensive behavioral and developmental intervention program for children with autism spectrum disorders that could be used as a model for state-funded early intervention programs. A single-subject, multiple-baseline, across-participants design was used. Four boys with autism spectrum disorder and their mothers participated. Interventionists made weekly home visits and worked with caregivers to establish and maintain face-to-face reciprocal social interaction and eye contact. Each session included a 10-min video of parent–child interaction. Evidence of intervention effectiveness was measured by percentage of nonoverlapping data points. Social validity was measured using questionnaire items in regard to parents’ perception of the intervention. The intervention was effective for the measures of eye contact, social engagement, and verbal reciprocity but not for nonverbal turn taking. Parents perceived the intervention as beneficial and easy to learn and incorporate into daily life. En ligne : http://dx.doi.org/10.1177/1362361315577217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Differential responses to child communicative behavior of parents of toddlers with ASD / Adrienne M DE FROY in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941520984892 Titre : Differential responses to child communicative behavior of parents of toddlers with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Adrienne M DE FROY, Auteur ; Megan E SIMS, Auteur ; Benjamin M SLOAN, Auteur ; Sebastian A GAJARDO, Auteur ; Pamela Rosenthal ROLLINS, Auteur Article en page(s) : 2396941520984892 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  parental interactional style  parent responsiveness Index. décimale : PER Périodiques Résumé : Background and aimsThe quality of parent verbal input—diverse vocabulary that is well-matched to the child’s developmental level within interactions that are responsive to their interests—has been found to positively impact child language skills. For typically developing (TD) children, there is evidence that more advanced linguistic and social development differentially elicits higher quality parent input, suggesting a bidirectional relationship between parent and child. The purpose of this study was to evaluate if toddlers with ASD also differentially elicit parental verbal input by (1) analyzing the quality of parent input to the communicative behavior of their toddlers with ASD, (2) examining if parents respond differentially to more advanced toddler communicative behavior, as measured by the coordination of multiple communicative behaviors, and (3) exploring the relationship between parental responsiveness to child communicative behaviors and change in child communication and social skills.MethodsParticipants were 77 toddlers with ASD age 18-39 months and a parent who participated in a larger RCT. Ten-minute parent–toddler interactions were recorded prior to a 12-week intervention. Parent response to child communicative behaviors was coded following each child communicative behavior as no acknowledgment, responsive, directive, or nonverbal acknowledgment. Parent number of different words and difference between parent and child MLU in words were calculated separately for responsive and directive parent utterances. Child growth in language and social skills was measured using the Vineland II Communication and Socialization domain scores, respectively.Results(1) Parents were largely responsive to their toddler’s communication. When being responsive (as opposed to directive), parents used a greater number of different words within utterances that were well-matched to child language; (2) when toddlers coordinated communicative behaviors (versus producing an isolated communicative behavior), parents were more likely to respond and their replies were more likely to be responsive; and (3) parent responsiveness to child coordinated communication was significantly correlated with change in Vineland II Socialization but not Communication. A unique role of gaze coordinated child communication in eliciting responsive parental behaviors and improving growth in child social skills emerged.ConclusionsOur results support a bidirectional process between responsive parent verbal input and the social development of toddlers with ASD, with less sophisticated child communicative behaviors eliciting lower quality parent input.Implications: Our findings highlight the critical role of early parent-mediated intervention for children with ASD generally, and to enhance eye gaze through parent responsivity more specifically. En ligne : http://dx.doi.org/10.1177/2396941520984892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Differential responses to child communicative behavior of parents of toddlers with ASD [Texte imprimé et/ou numérique] / Adrienne M DE FROY, Auteur ; Megan E SIMS, Auteur ; Benjamin M SLOAN, Auteur ; Sebastian A GAJARDO, Auteur ; Pamela Rosenthal ROLLINS, Auteur . - 2396941520984892. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941520984892 Mots-clés : Autism spectrum disorder  parental interactional style  parent responsiveness Index. décimale : PER Périodiques Résumé : Background and aimsThe quality of parent verbal input—diverse vocabulary that is well-matched to the child’s developmental level within interactions that are responsive to their interests—has been found to positively impact child language skills. For typically developing (TD) children, there is evidence that more advanced linguistic and social development differentially elicits higher quality parent input, suggesting a bidirectional relationship between parent and child. The purpose of this study was to evaluate if toddlers with ASD also differentially elicit parental verbal input by (1) analyzing the quality of parent input to the communicative behavior of their toddlers with ASD, (2) examining if parents respond differentially to more advanced toddler communicative behavior, as measured by the coordination of multiple communicative behaviors, and (3) exploring the relationship between parental responsiveness to child communicative behaviors and change in child communication and social skills.MethodsParticipants were 77 toddlers with ASD age 18-39 months and a parent who participated in a larger RCT. Ten-minute parent–toddler interactions were recorded prior to a 12-week intervention. Parent response to child communicative behaviors was coded following each child communicative behavior as no acknowledgment, responsive, directive, or nonverbal acknowledgment. Parent number of different words and difference between parent and child MLU in words were calculated separately for responsive and directive parent utterances. Child growth in language and social skills was measured using the Vineland II Communication and Socialization domain scores, respectively.Results(1) Parents were largely responsive to their toddler’s communication. When being responsive (as opposed to directive), parents used a greater number of different words within utterances that were well-matched to child language; (2) when toddlers coordinated communicative behaviors (versus producing an isolated communicative behavior), parents were more likely to respond and their replies were more likely to be responsive; and (3) parent responsiveness to child coordinated communication was significantly correlated with change in Vineland II Socialization but not Communication. A unique role of gaze coordinated child communication in eliciting responsive parental behaviors and improving growth in child social skills emerged.ConclusionsOur results support a bidirectional process between responsive parent verbal input and the social development of toddlers with ASD, with less sophisticated child communicative behaviors eliciting lower quality parent input.Implications: Our findings highlight the critical role of early parent-mediated intervention for children with ASD generally, and to enhance eye gaze through parent responsivity more specifically. En ligne : http://dx.doi.org/10.1177/2396941520984892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Reexamining Pathways Early Autism Intervention in Children Before and After the Third Birthday: A Randomized Control Trial / Pamela Rosenthal ROLLINS in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1189-1201 Titre : Reexamining Pathways Early Autism Intervention in Children Before and After the Third Birthday: A Randomized Control Trial Type de document : Texte imprimé et/ou numérique Auteurs : Pamela Rosenthal ROLLINS, Auteur ; Adrienne M. DE FROY, Auteur Article en page(s) : p.1189-1201 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We reexamined the efficacy of Pathways early autism intervention using generalized measures of social communication and language skills administered by an unfamiliar adult in a novel environment. Generalized measures improve on sources of measurement bias. Sixty-seven autistic children blocked on age (under versus over 3 years) were randomly assigned to 15 weeks of Pathways or services-as-usual. Age moderated the effects of Pathways for social communication. Specifically, Pathways had a significantly large effect for children under 3 and a small effect that approached significance for children over 3. Pathways also had a small effect on expressive speech/language skills. Results replicate previous findings of the efficacy of Pathways on proximal and distal skills and support the importance of early intervention. En ligne : https://doi.org/10.1007/s10803-022-05599-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Reexamining Pathways Early Autism Intervention in Children Before and After the Third Birthday: A Randomized Control Trial [Texte imprimé et/ou numérique] / Pamela Rosenthal ROLLINS, Auteur ; Adrienne M. DE FROY, Auteur . - p.1189-1201. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1189-1201 Index. décimale : PER Périodiques Résumé : We reexamined the efficacy of Pathways early autism intervention using generalized measures of social communication and language skills administered by an unfamiliar adult in a novel environment. Generalized measures improve on sources of measurement bias. Sixty-seven autistic children blocked on age (under versus over 3 years) were randomly assigned to 15 weeks of Pathways or services-as-usual. Age moderated the effects of Pathways for social communication. Specifically, Pathways had a significantly large effect for children under 3 and a small effect that approached significance for children over 3. Pathways also had a small effect on expressive speech/language skills. Results replicate previous findings of the efficacy of Pathways on proximal and distal skills and support the importance of early intervention. En ligne : https://doi.org/10.1007/s10803-022-05599-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

The cross-racial/ethnic gesture production of young autistic children and their parents / Pamela Rosenthal ROLLINS in Autism & Developmental Language Impairments, 8 (January-December 2023)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 8 (January-December 2023) Titre : The cross-racial/ethnic gesture production of young autistic children and their parents Type de document : Texte imprimé et/ou numérique Auteurs : Pamela Rosenthal ROLLINS, Auteur Langues : Anglais (eng) Mots-clés : Autism  gesture  race/ethnicity  parent-child interaction Index. décimale : PER Périodiques Résumé : Background & AimsEarly gesture plays an important role in prelinguistic/emerging linguistic communication and may provide insight into a child's social communication skills before the emergence of spoken language. Social interactionist theories suggest children learn to gesture through daily interactions with their social environment (e.g., their parents). As such, it is important to understand how parents gesture within interactions with their children when studying child gesture. Parents of typically developing (TD) children exhibit cross-racial/ethnic differences in gesture rate. Correlations between parent and child gesture rates arise prior to the first birthday, although TD children at this developmental level do not yet consistently exhibit the same cross-racial/ethnic differences as their parents. While these relationships have been explored in TD children, less is known about the gesture production of young autistic children and their parents. Further, studies of autistic children have historically been conducted with predominantly White, English-speaking participants. As a result, there is little data regarding the gesture production of young autistic children and their parents from diverse racial/ethnic backgrounds. In the present study, we examined the gesture rates of racially/ethnically diverse autistic children and their parents. Specifically, we explored (1) cross-racial/ethnic differences in the gesture rate of parents of autistic children, (2) the correlation between parent and child gesture rates, and (3) cross-racial/ethnic differences in the gesture rates of autistic children.MethodsParticipants were 77 racially/ethnically diverse cognitively and linguistically impaired autistic children (age 18 to 57 months) and a parent who participated in one of two larger intervention studies. Naturalistic parent-child and structured clinician-child interactions were video recorded at baseline. Parent and child gesture rate (number of gestures produced per 10 min) were extracted from these recordings.Results(1) Parents exhibited cross-racial/ethnic differences in gesture rate such that Hispanic parents gestured more frequently than Black/African American parents, replicating previous findings in parents of TD children. Further, South Asian parents gestured more than Black/African American parents. (2) The gesture rate of autistic children was not correlated with parent gesture, a finding that differs from TD children of a similar developmental level. (3) Autistic children did not exhibit the same cross-racial/ethnic differences in gesture rate as their parents, a result consistent with findings from TD children.ConclusionsParents of autistic children-like parents of TD children-exhibit cross-racial/ethnic differences in gesture rate. However, parent and child gesture rates were not related in the present study. Thus, while parents of autistic children from different ethnic/racial backgrounds appear to be conveying differences in gestural communication to their children, these differences are not yet evident in child gesture.ImplicationsOur findings enhance our understanding of the early gesture production of racially/ethnically diverse autistic children in the prelinguistic/emerging linguistic stage of development, as well as the role of parent gesture. More research is needed with developmentally more advanced autistic children, as these relationships may change with development. En ligne : https://dx.doi.org/10.1177/23969415231159548 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] The cross-racial/ethnic gesture production of young autistic children and their parents [Texte imprimé et/ou numérique] / Pamela Rosenthal ROLLINS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 8 (January-December 2023) Mots-clés : Autism  gesture  race/ethnicity  parent-child interaction Index. décimale : PER Périodiques Résumé : Background & AimsEarly gesture plays an important role in prelinguistic/emerging linguistic communication and may provide insight into a child's social communication skills before the emergence of spoken language. Social interactionist theories suggest children learn to gesture through daily interactions with their social environment (e.g., their parents). As such, it is important to understand how parents gesture within interactions with their children when studying child gesture. Parents of typically developing (TD) children exhibit cross-racial/ethnic differences in gesture rate. Correlations between parent and child gesture rates arise prior to the first birthday, although TD children at this developmental level do not yet consistently exhibit the same cross-racial/ethnic differences as their parents. While these relationships have been explored in TD children, less is known about the gesture production of young autistic children and their parents. Further, studies of autistic children have historically been conducted with predominantly White, English-speaking participants. As a result, there is little data regarding the gesture production of young autistic children and their parents from diverse racial/ethnic backgrounds. In the present study, we examined the gesture rates of racially/ethnically diverse autistic children and their parents. Specifically, we explored (1) cross-racial/ethnic differences in the gesture rate of parents of autistic children, (2) the correlation between parent and child gesture rates, and (3) cross-racial/ethnic differences in the gesture rates of autistic children.MethodsParticipants were 77 racially/ethnically diverse cognitively and linguistically impaired autistic children (age 18 to 57 months) and a parent who participated in one of two larger intervention studies. Naturalistic parent-child and structured clinician-child interactions were video recorded at baseline. Parent and child gesture rate (number of gestures produced per 10 min) were extracted from these recordings.Results(1) Parents exhibited cross-racial/ethnic differences in gesture rate such that Hispanic parents gestured more frequently than Black/African American parents, replicating previous findings in parents of TD children. Further, South Asian parents gestured more than Black/African American parents. (2) The gesture rate of autistic children was not correlated with parent gesture, a finding that differs from TD children of a similar developmental level. (3) Autistic children did not exhibit the same cross-racial/ethnic differences in gesture rate as their parents, a result consistent with findings from TD children.ConclusionsParents of autistic children-like parents of TD children-exhibit cross-racial/ethnic differences in gesture rate. However, parent and child gesture rates were not related in the present study. Thus, while parents of autistic children from different ethnic/racial backgrounds appear to be conveying differences in gestural communication to their children, these differences are not yet evident in child gesture.ImplicationsOur findings enhance our understanding of the early gesture production of racially/ethnically diverse autistic children in the prelinguistic/emerging linguistic stage of development, as well as the role of parent gesture. More research is needed with developmentally more advanced autistic children, as these relationships may change with development. En ligne : https://dx.doi.org/10.1177/23969415231159548 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

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