Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills / Ingrid HASTEDT ; Abbey EISENHOWER ; R. Christopher SHELDRICK ; Alice S. CARTER in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2185-2202 Titre : Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Ingrid HASTEDT, Auteur ; Abbey EISENHOWER, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice S. CARTER, Auteur Article en page(s) : p.2185-2202 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parents of children diagnosed with autism spectrum disorders (ASD) express concern about raising their children bilingually, and often hear advice from professionals against the use of bilingualism. The current study examined the relation between bilingualism and the language and social communication skills of toddlers diagnosed with ASD (N=353) in the US, while controlling for socioeconomic risk factors. Structural equation modeling showed no differences in language skills between bilingual Spanish-English speaking children and monolingual English-speaking (p=.596) or monolingual Spanish-speaking (p=.963) children and showed a bilingual advantage on socialization skills when comparing bilingual and monolingual English-speaking children (p=.001). Parents of autistic children exposed to Spanish and English should be encouraged to raise their child bilingually if it best suits familial needs. En ligne : https://doi.org/10.1007/s10803-022-05504-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills : Journal of Autism and Developmental Disorders [texte imprimé] / Ingrid HASTEDT, Auteur ; Abbey EISENHOWER, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice S. CARTER, Auteur . - p.2185-2202. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2185-2202 Index. décimale : PER Périodiques Résumé : Parents of children diagnosed with autism spectrum disorders (ASD) express concern about raising their children bilingually, and often hear advice from professionals against the use of bilingualism. The current study examined the relation between bilingualism and the language and social communication skills of toddlers diagnosed with ASD (N=353) in the US, while controlling for socioeconomic risk factors. Structural equation modeling showed no differences in language skills between bilingual Spanish-English speaking children and monolingual English-speaking (p=.596) or monolingual Spanish-speaking (p=.963) children and showed a bilingual advantage on socialization skills when comparing bilingual and monolingual English-speaking children (p=.001). Parents of autistic children exposed to Spanish and English should be encouraged to raise their child bilingually if it best suits familial needs. En ligne : https://doi.org/10.1007/s10803-022-05504-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder / Sarah LEVINSON in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4165-4175 Titre : Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur ; Hillary H. BUSH, Auteur ; Alice S. CARTER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.4165-4175 Langues : Anglais (eng) Mots-clés : Asd  Autism spectrum disorder  Grammar  Language skills  Pragmatic  Semantic  Social skills  Syntax  Vocabulary  Young children Index. décimale : PER Périodiques Résumé : The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. En ligne : http://dx.doi.org/10.1007/s10803-020-04445-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder [texte imprimé] / Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur ; Hillary H. BUSH, Auteur ; Alice S. CARTER, Auteur ; Jan BLACHER, Auteur . - p.4165-4175. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4165-4175 Mots-clés : Asd  Autism spectrum disorder  Grammar  Language skills  Pragmatic  Semantic  Social skills  Syntax  Vocabulary  Young children Index. décimale : PER Périodiques Résumé : The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. En ligne : http://dx.doi.org/10.1007/s10803-020-04445-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Disparities in Receipt of Early Intervention Services by Toddlers with Autism Diagnoses: an Intersectional Latent Class Analysis of Demographic Factors / Nora L. PORTILLO in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1098-1114 Titre : Disparities in Receipt of Early Intervention Services by Toddlers with Autism Diagnoses: an Intersectional Latent Class Analysis of Demographic Factors Type de document : texte imprimé Auteurs : Nora L. PORTILLO, Auteur ; Looknoo Patcharapon THAMMATHORN, Auteur ; Luisa María BUITRAGO, Auteur ; Alice S. CARTER, Auteur ; Radley Christopher SHELDRICK, Auteur ; Abbey EISENHOWER, Auteur Article en page(s) : p.1098-1114 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We examined receipt of general early intervention services and autism-specific specialized services across demographic groups among toddlers with autism diagnoses who were receiving Part C Early Intervention (EI). Latent class analysis (n = 508) identified five demographically distinct subgroups associated with intersecting marginalization and privilege. Analyses of longitudinal parent interviews (n = 225) revealed service receipt disparities across these demographically distinct latent classes; children from White, U.S. born, English-proficient parents with incomes above poverty level received more EI services (M = 12.0 h/week) than other subgroups, with children from Latiné immigrant families receiving the fewest hours (M = 6.9 h/week). Across all groups, average intervention hours were 8.8 h/week. Despite early identification, racial, ethnic, and other sociodemographic disparities were evident in receipt of Part C Early Intervention services, indicating the need to address barriers to equitable care. En ligne : https://doi.org/10.1007/s10803-024-06613-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Disparities in Receipt of Early Intervention Services by Toddlers with Autism Diagnoses: an Intersectional Latent Class Analysis of Demographic Factors [texte imprimé] / Nora L. PORTILLO, Auteur ; Looknoo Patcharapon THAMMATHORN, Auteur ; Luisa María BUITRAGO, Auteur ; Alice S. CARTER, Auteur ; Radley Christopher SHELDRICK, Auteur ; Abbey EISENHOWER, Auteur . - p.1098-1114. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1098-1114 Index. décimale : PER Périodiques Résumé : We examined receipt of general early intervention services and autism-specific specialized services across demographic groups among toddlers with autism diagnoses who were receiving Part C Early Intervention (EI). Latent class analysis (n = 508) identified five demographically distinct subgroups associated with intersecting marginalization and privilege. Analyses of longitudinal parent interviews (n = 225) revealed service receipt disparities across these demographically distinct latent classes; children from White, U.S. born, English-proficient parents with incomes above poverty level received more EI services (M = 12.0 h/week) than other subgroups, with children from Latiné immigrant families receiving the fewest hours (M = 6.9 h/week). Across all groups, average intervention hours were 8.8 h/week. Despite early identification, racial, ethnic, and other sociodemographic disparities were evident in receipt of Part C Early Intervention services, indicating the need to address barriers to equitable care. En ligne : https://doi.org/10.1007/s10803-024-06613-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Emotion Regulation in Young Children with Autism Spectrum Disorders / Lauren D. BERKOVITS in Journal of Autism and Developmental Disorders, 47-1 (January 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.68-79 Titre : Emotion Regulation in Young Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Lauren D. BERKOVITS, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.68-79 Langues : Anglais (eng) Mots-clés : Emotion regulation  Emotional development  Social development  Self-regulation Index. décimale : PER Périodiques Résumé : There has been little research connecting underlying emotion processes (e.g., emotion regulation) to frequent behavior problems in young children with autism spectrum disorder (ASD). This study examined the stability of emotion regulation and its relationship with other aspects of child functioning. Participants included 108 children with ASD, ages 4–7, and their primary caregivers. ASD symptoms and cognitive/language abilities were assessed upon study entry. Parents reported on children’s emotion regulation, social skills and behavior problems at two time points, 10 months apart. Emotion dysregulation was stable and related strongly to social and behavioral functioning but was largely independent of IQ. Further analyses suggested that emotion dysregulation predicts increases in social and behavioral difficulties across time. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2922-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Emotion Regulation in Young Children with Autism Spectrum Disorders [texte imprimé] / Lauren D. BERKOVITS, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.68-79. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.68-79 Mots-clés : Emotion regulation  Emotional development  Social development  Self-regulation Index. décimale : PER Périodiques Résumé : There has been little research connecting underlying emotion processes (e.g., emotion regulation) to frequent behavior problems in young children with autism spectrum disorder (ASD). This study examined the stability of emotion regulation and its relationship with other aspects of child functioning. Participants included 108 children with ASD, ages 4–7, and their primary caregivers. ASD symptoms and cognitive/language abilities were assessed upon study entry. Parents reported on children’s emotion regulation, social skills and behavior problems at two time points, 10 months apart. Emotion dysregulation was stable and related strongly to social and behavioral functioning but was largely independent of IQ. Further analyses suggested that emotion dysregulation predicts increases in social and behavioral difficulties across time. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2922-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies / Yasamin BOLOURIAN in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990 Titre : General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies Type de document : texte imprimé Auteurs : Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3977-3990 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  School Teachers  Students  Teacher Training  Autism spectrum disorder  General education  Inclusion  Pedagogical practices  Student–teacher relationships  Teacher perceptions Index. décimale : PER Périodiques Résumé : To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05266-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies [texte imprimé] / Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3977-3990. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  School Teachers  Students  Teacher Training  Autism spectrum disorder  General education  Inclusion  Pedagogical practices  Student–teacher relationships  Teacher perceptions Index. décimale : PER Périodiques Résumé : To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05266-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Good intentions are not enough: Autistic perspectives on structural ableism within the walls of our classrooms / Nicole NADWODNY in Autism, 30-5 (May 2026)  

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Impact of student-teacher relationship quality on classroom behavioral engagement for young students on the autism spectrum / Ainsley LOSH in Research in Autism Spectrum Disorders, 98 (October 2022)  

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Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD / Abbey EISENHOWER in Research in Autism Spectrum Disorders, 9 (January 2015)  

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Multi-stage Screening in Early Intervention: A Critical Strategy for Improving ASD Identification and Addressing Disparities / Abbey EISENHOWER in Journal of Autism and Developmental Disorders, 51-3 (March 2021)  

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Parent and Teacher Reports of Comorbid Anxiety and ADHD Symptoms in Children with ASD / Elizabeth LLANES in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

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Parent-Teacher Disagreement on Ratings of Behavior Problems in Children with ASD: Associations with Parental School Involvement Over Time / Sarah LEVINSON in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

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Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD / Ainsley LOSH in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

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Perceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports / Sasha M. ZEEDYK in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

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Responsive Parenting and Prospective Social Skills Development in Early School-Aged Children with Autism Spectrum Disorder / Barbara CAPLAN in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

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Structural and Pragmatic Language in Children with ASD: Longitudinal Impact on Anxiety and Externalizing Behaviors / Naomi V. RODAS in Journal of Autism and Developmental Disorders, 47-11 (November 2017)  

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