Brief Report: An Independent Replication and Extension of Psychometric Evidence Supporting the Theory of Mind Inventory / Kathryn J. GREENSLADE in Journal of Autism and Developmental Disorders, 46-8 (August 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2785-2790 Titre : Brief Report: An Independent Replication and Extension of Psychometric Evidence Supporting the Theory of Mind Inventory Type de document : texte imprimé Auteurs : Kathryn J. GREENSLADE, Auteur ; Truman E. COGGINS, Auteur Article en page(s) : p.2785-2790 Langues : Anglais (eng) Mots-clés : Theory of mind  Assessment  Reliability  Validity Index. décimale : PER Périodiques Résumé : This study presents an independent replication and extension of psychometric evidence supporting the Theory of Mind Inventory (ToMI). Parents of 20 children with ASD (4; 1–6; 7 years; months) and 20 with typical development (3; 1–6; 5), rated their child’s theory of mind abilities in everyday situations. Other parent report and child behavioral assessments included the Social Responsiveness Scale-2, Vineland Adaptive Behavior Scales-2, Peabody Picture Vocabulary Test-4, and Clinical Evaluation of Language Fundamentals-Preschool, 2. Results revealed high internal consistency, expected developmental changes in children with typical development, expected group differences between children with and without ASD, and strong correlations with other measures of social and communication abilities. The ToMI demonstrates strong psychometrics, suggesting considerable utility in identifying theory of mind deficits in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2784-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291 [article] Brief Report: An Independent Replication and Extension of Psychometric Evidence Supporting the Theory of Mind Inventory [texte imprimé] / Kathryn J. GREENSLADE, Auteur ; Truman E. COGGINS, Auteur . - p.2785-2790. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2785-2790 Mots-clés : Theory of mind  Assessment  Reliability  Validity Index. décimale : PER Périodiques Résumé : This study presents an independent replication and extension of psychometric evidence supporting the Theory of Mind Inventory (ToMI). Parents of 20 children with ASD (4; 1–6; 7 years; months) and 20 with typical development (3; 1–6; 5), rated their child’s theory of mind abilities in everyday situations. Other parent report and child behavioral assessments included the Social Responsiveness Scale-2, Vineland Adaptive Behavior Scales-2, Peabody Picture Vocabulary Test-4, and Clinical Evaluation of Language Fundamentals-Preschool, 2. Results revealed high internal consistency, expected developmental changes in children with typical development, expected group differences between children with and without ASD, and strong correlations with other measures of social and communication abilities. The ToMI demonstrates strong psychometrics, suggesting considerable utility in identifying theory of mind deficits in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2784-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291

Predictors of Pragmatic Communication in School-Age Siblings of Children with ASD and Low-Risk Controls / Kathryn J. GREENSLADE in Journal of Autism and Developmental Disorders, 49-4 (April 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1352-1365 Titre : Predictors of Pragmatic Communication in School-Age Siblings of Children with ASD and Low-Risk Controls Type de document : texte imprimé Auteurs : Kathryn J. GREENSLADE, Auteur ; Elizabeth A. UTTER, Auteur ; Rebecca LANDA, Auteur Article en page(s) : p.1352-1365 Langues : Anglais (eng) Mots-clés : Autism  Broad autism phenotype  High risk siblings  Joint attention  Pragmatic language  Social-communication Index. décimale : PER Périodiques Résumé : Little empirical evidence exists about school-age pragmatic communication or predictors in siblings at heightened familial risk for ASD (HR) and low-risk (LR) controls. The Pragmatic Rating Scale-School-Age (Landa unpublished) was scored for 49 HR siblings and 18 LR controls at 8-12 years. Social-communication and language measures were collected between 14 and 36 months. At 36-months, siblings were classified as ASD (HR-ASD, n = 15), broad autism phenotype (HR-BAP, n = 19), or typically developing (HR-TD, n = 15). Results revealed a pragmatic continuum with significantly better scores for HR-TD than HR-BAP or HR-ASD, and HR-BAP than HR-ASD. Per regression models including all participants, 14-month joint attention initiations predicted school-age pragmatic communication, as did 24-month social-communication and expressive language scores. Early joint attention, social-communication, and language abilities contribute to later pragmatic functioning. En ligne : https://dx.doi.org/10.1007/s10803-018-3837-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Predictors of Pragmatic Communication in School-Age Siblings of Children with ASD and Low-Risk Controls [texte imprimé] / Kathryn J. GREENSLADE, Auteur ; Elizabeth A. UTTER, Auteur ; Rebecca LANDA, Auteur . - p.1352-1365. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1352-1365 Mots-clés : Autism  Broad autism phenotype  High risk siblings  Joint attention  Pragmatic language  Social-communication Index. décimale : PER Périodiques Résumé : Little empirical evidence exists about school-age pragmatic communication or predictors in siblings at heightened familial risk for ASD (HR) and low-risk (LR) controls. The Pragmatic Rating Scale-School-Age (Landa unpublished) was scored for 49 HR siblings and 18 LR controls at 8-12 years. Social-communication and language measures were collected between 14 and 36 months. At 36-months, siblings were classified as ASD (HR-ASD, n = 15), broad autism phenotype (HR-BAP, n = 19), or typically developing (HR-TD, n = 15). Results revealed a pragmatic continuum with significantly better scores for HR-TD than HR-BAP or HR-ASD, and HR-BAP than HR-ASD. Per regression models including all participants, 14-month joint attention initiations predicted school-age pragmatic communication, as did 24-month social-communication and expressive language scores. Early joint attention, social-communication, and language abilities contribute to later pragmatic functioning. En ligne : https://dx.doi.org/10.1007/s10803-018-3837-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

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