Brief Report: Mealtime Behaviors of Chinese American Children with Autism Spectrum Disorder / Heewon Lee GRAY in Journal of Autism and Developmental Disorders, 47-3 (March 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.892-897 Titre : Brief Report: Mealtime Behaviors of Chinese American Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Heewon Lee GRAY, Auteur ; Hsu-Min CHIANG, Auteur Article en page(s) : p.892-897 Langues : Anglais (eng) Mots-clés : Mealtime behaviors  Chinese-American  Autism spectrum disorder  Eating/feeding behaviors Index. décimale : PER Périodiques Résumé : This study investigated mealtime behaviors of Chinese-American children with autism spectrum disorder (ASD). Thirty-one parents of Chinese-American children with ASD participated in this study and the Brief Autism Mealtime Behavior Inventory (BAMBI) was used. The top problematic mealtime behaviors reported by parents were prefers “crunchy” food (54.2%); not willing to try new foods (48%); and does not remain seated at the table until the meal is finished (46%). This study found that the majority of the Chinese-American children with ASD seldom or never were aggressive (96%) or disruptive during mealtimes (92.3%). Compared to their white counterparts, Chinese-American children with ASD showed slightly lower scores on problematic mealtime behaviors. These findings may provide significant information to practitioners. En ligne : http://dx.doi.org/10.1007/s10803-016-2993-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Brief Report: Mealtime Behaviors of Chinese American Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Heewon Lee GRAY, Auteur ; Hsu-Min CHIANG, Auteur . - p.892-897. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.892-897 Mots-clés : Mealtime behaviors  Chinese-American  Autism spectrum disorder  Eating/feeding behaviors Index. décimale : PER Périodiques Résumé : This study investigated mealtime behaviors of Chinese-American children with autism spectrum disorder (ASD). Thirty-one parents of Chinese-American children with ASD participated in this study and the Brief Autism Mealtime Behavior Inventory (BAMBI) was used. The top problematic mealtime behaviors reported by parents were prefers “crunchy” food (54.2%); not willing to try new foods (48%); and does not remain seated at the table until the meal is finished (46%). This study found that the majority of the Chinese-American children with ASD seldom or never were aggressive (96%) or disruptive during mealtimes (92.3%). Compared to their white counterparts, Chinese-American children with ASD showed slightly lower scores on problematic mealtime behaviors. These findings may provide significant information to practitioners. En ligne : http://dx.doi.org/10.1007/s10803-016-2993-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Communicative spontaneity of children with autism / Hsu-Min CHIANG in Autism, 12-1 (January 2008)  

Public ISBD [article]  inAutism > 12-1 (January 2008) . - p.9-21 Titre : Communicative spontaneity of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur Année de publication : 2008 Article en page(s) : p.9-21 Langues : Anglais (eng) Mots-clés : Autism Communication Communicative-spontaneity Index. décimale : PER Périodiques Résumé : The communicative spontaneity of children with autism who had limited spoken language in their natural environment was investigated. This naturalistic observation is a preliminary study using a continuum model to describe the nature of communicative spontaneity. The results indicate that the level of communicative spontaneity in the natural environment varied (1) along a continuum, (2) across communicative forms, functions, activities, partners and consequences, and (3) across the effectiveness of requesting and rejecting functions. The findings from this study may provide some directions for future study. En ligne : http://dx.doi.org/10.1177/1362361307085264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Communicative spontaneity of children with autism [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur . - 2008 . - p.9-21. Langues : Anglais (eng) in Autism > 12-1 (January 2008) . - p.9-21 Mots-clés : Autism Communication Communicative-spontaneity Index. décimale : PER Périodiques Résumé : The communicative spontaneity of children with autism who had limited spoken language in their natural environment was investigated. This naturalistic observation is a preliminary study using a continuum model to describe the nature of communicative spontaneity. The results indicate that the level of communicative spontaneity in the natural environment varied (1) along a continuum, (2) across communicative forms, functions, activities, partners and consequences, and (3) across the effectiveness of requesting and rejecting functions. The findings from this study may provide some directions for future study. En ligne : http://dx.doi.org/10.1177/1362361307085264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

Differences between spontaneous and elicited expressive communication in children with autism / Hsu-Min CHIANG in Research in Autism Spectrum Disorders, 3-1 (January 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-1 (January 2009) . - p.214-222 Titre : Differences between spontaneous and elicited expressive communication in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur Année de publication : 2009 Article en page(s) : p.214-222 Langues : Anglais (eng) Mots-clés : Autism Spontaneous-communication Elicited-communication Expressive-communication Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the differences between spontaneous and elicited expressive communication in Australian and Taiwanese children with autism who were nonverbal or had limited speech. Thirty-four children with autism (17 Australian and 17 Taiwanese children) participated in this study. Each participant was observed for 2 h in naturalistic settings (i.e., school and home). Results indicated that children with autism with limited speech produced more spontaneous communication than elicited communication. These children were more likely to use unaided augmentative and alternative communication (AAC) and communicate for requesting purpose during spontaneous communication. Acknowledge was the most common communication partner's response during spontaneous and elicited communication. Spontaneous communication was more likely than elicited communication to occur during academic activities. Taiwanese children with autism produced more spontaneous communication than did Australian children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649 [article] Differences between spontaneous and elicited expressive communication in children with autism [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur . - 2009 . - p.214-222. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.214-222 Mots-clés : Autism Spontaneous-communication Elicited-communication Expressive-communication Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the differences between spontaneous and elicited expressive communication in Australian and Taiwanese children with autism who were nonverbal or had limited speech. Thirty-four children with autism (17 Australian and 17 Taiwanese children) participated in this study. Each participant was observed for 2 h in naturalistic settings (i.e., school and home). Results indicated that children with autism with limited speech produced more spontaneous communication than elicited communication. These children were more likely to use unaided augmentative and alternative communication (AAC) and communicate for requesting purpose during spontaneous communication. Acknowledge was the most common communication partner's response during spontaneous and elicited communication. Spontaneous communication was more likely than elicited communication to occur during academic activities. Taiwanese children with autism produced more spontaneous communication than did Australian children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649

Empowering Families Transitioning into High School / Hsu-Min CHIANG

Public ISBD in Systemically Treating Autism / Brie TURNS Titre : Empowering Families Transitioning into High School Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur ; Lauren ANDERSEN, Auteur Année de publication : 2019 Importance : p.139-145 Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : Transitioning from middle school to high school can be one of the most difficult transitions for students with ASD. Building and classroom changes, changes in peers and teachers, and the grading system are only a few of the transitions parents and their children must face. In light of these challenges, children with autism may display challenging behaviors and experience negative emotions during this transition period. Parents can assist their child to have a successful transition into high school. This chapter will first discuss the differences between middle schools and high schools. In addition, the chapter will present strategies and tips for parents to implement both in the school and at home in order to prepare their child for transitioning into high school. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in Systemically Treating Autism / Brie TURNS Empowering Families Transitioning into High School [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur ; Lauren ANDERSEN, Auteur . - 2019 . - p.139-145. Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : Transitioning from middle school to high school can be one of the most difficult transitions for students with ASD. Building and classroom changes, changes in peers and teachers, and the grading system are only a few of the transitions parents and their children must face. In light of these challenges, children with autism may display challenging behaviors and experience negative emotions during this transition period. Parents can assist their child to have a successful transition into high school. This chapter will first discuss the differences between middle schools and high schools. In addition, the chapter will present strategies and tips for parents to implement both in the school and at home in order to prepare their child for transitioning into high school. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

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Expressive Communication of Children with Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 38-3 (March 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-3 (March 2008) . - p.538-545 Titre : Expressive Communication of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur Année de publication : 2008 Article en page(s) : p.538-545 Langues : Anglais (eng) Mots-clés : Autism Expressive-communication AAC Index. décimale : PER Périodiques Résumé : Expressive communication of Australian and Taiwanese children with autism who had limited spoken language was observed in naturalistic settings. Communicative forms, functions, and partners were investigated. No significant differences existed in the characteristics of expressive communication between children with speech and those without speech. No significant differences existed in characteristics of expressive communication between children who used aided augmentative and alternative communication (AAC) and those who did not use aided AAC. Children with autism who were observed at regular schools communicated with their peers more often than did those who were observed at special schools. En ligne : http://dx.doi.org/10.1007/s10803-007-0423-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 [article] Expressive Communication of Children with Autism [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur . - 2008 . - p.538-545. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-3 (March 2008) . - p.538-545 Mots-clés : Autism Expressive-communication AAC Index. décimale : PER Périodiques Résumé : Expressive communication of Australian and Taiwanese children with autism who had limited spoken language was observed in naturalistic settings. Communicative forms, functions, and partners were investigated. No significant differences existed in the characteristics of expressive communication between children with speech and those without speech. No significant differences existed in characteristics of expressive communication between children who used aided augmentative and alternative communication (AAC) and those who did not use aided AAC. Children with autism who were observed at regular schools communicated with their peers more often than did those who were observed at special schools. En ligne : http://dx.doi.org/10.1007/s10803-007-0423-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335

Factors Associated with Participation in Employment for High School Leavers with Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 43-8 (August 2013)  

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Factors associated with quality of life in individuals with autism spectrum disorders: A review of literature / Hsu-Min CHIANG in Research in Autism Spectrum Disorders, 8-8 (August 2014)  

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Language comprehension of children with Asperger's disorder and children with autistic disorder / Yueh-Hsien LIN in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

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Life Skills Training for Middle and High School Students with Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

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Mathematical ability of students with Asperger syndrome and high-functioning autism / Hsu-Min CHIANG in Autism, 11-6 (November 2007)  

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Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers / Young Seh BAE in Journal of Autism and Developmental Disorders, 45-7 (July 2015)  

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A Meta-Analysis of Differences in IQ Profiles Between Individuals with Asperger’s Disorder and High-Functioning Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

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Naturalistic observations of elicited expressive communication of children with autism: An analysis of teacher instructions / Hsu-Min CHIANG in Autism, 13-2 (March 2009)  

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A Parent Education Program for Parents of Chinese American Children With Autism Spectrum Disorders (ASDs): A Pilot Study / Hsu-Min CHIANG in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)  

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Predictive Factors of Participation in Postsecondary Education for High School Leavers with Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 42-5 (May 2012)  

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