Developing Autism Screening Criteria for the Brief Infant Toddler Social Emotional Assessment (BITSEA) / Ivy GISERMAN-KISS in Journal of Autism and Developmental Disorders, 47-5 (May 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1269-1277 Titre : Developing Autism Screening Criteria for the Brief Infant Toddler Social Emotional Assessment (BITSEA) Type de document : texte imprimé Auteurs : Ivy GISERMAN-KISS, Auteur ; Melanie FELDMAN, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice S. CARTER, Auteur Article en page(s) : p.1269-1277 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Autism  Screening  BITSEA  Early detection Index. décimale : PER Périodiques Résumé : There is a critical need for evidence-based, broadband behavioral, and ASD screening measures for use in pediatric and early educational settings to ensure that young children at risk for developing social-emotional disorders and/or ASD are provided with early intervention services to optimize long-term outcomes. The BITSEA is a 42-item screener designed to identify social-emotional/behavioral problems and delays/deficits in social-emotional competence among 11–48-month-olds; 19 items describe behaviors consistent with ASD. Secondary data analysis was employed to develop cut-scores for ASD subscales using Receiver Operating Curves, discriminating children with (n = 223) and without (n = 289) ASD. Cut-scores demonstrated moderate-to-high discriminative power, sensitivity, specificity, and PPV. Findings highlight feasibility of using a broadband social-emotional competence and behavior problem screener to improve early detection of ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3044-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Developing Autism Screening Criteria for the Brief Infant Toddler Social Emotional Assessment (BITSEA) [texte imprimé] / Ivy GISERMAN-KISS, Auteur ; Melanie FELDMAN, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice S. CARTER, Auteur . - p.1269-1277. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1269-1277 Mots-clés : Autism spectrum disorder  Autism  Screening  BITSEA  Early detection Index. décimale : PER Périodiques Résumé : There is a critical need for evidence-based, broadband behavioral, and ASD screening measures for use in pediatric and early educational settings to ensure that young children at risk for developing social-emotional disorders and/or ASD are provided with early intervention services to optimize long-term outcomes. The BITSEA is a 42-item screener designed to identify social-emotional/behavioral problems and delays/deficits in social-emotional competence among 11–48-month-olds; 19 items describe behaviors consistent with ASD. Secondary data analysis was employed to develop cut-scores for ASD subscales using Receiver Operating Curves, discriminating children with (n = 223) and without (n = 289) ASD. Cut-scores demonstrated moderate-to-high discriminative power, sensitivity, specificity, and PPV. Findings highlight feasibility of using a broadband social-emotional competence and behavior problem screener to improve early detection of ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3044-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors / Barbara CAPLAN in Journal of Autism and Developmental Disorders, 46-12 (December 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3653-3666 Titre : Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors Type de document : texte imprimé Auteurs : Barbara CAPLAN, Auteur ; Melanie FELDMAN, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3653-3666 Langues : Anglais (eng) Mots-clés : Autism  Student–teacher relationships  Behavior problems  Psychopathology  Social skills Index. décimale : PER Périodiques Résumé : The quality of early student–teacher relationships (STRs) has been shown to predict children’s school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4–7) and their teachers to evaluate student, teacher, and classroom characteristics that predicted concurrent and prospective STR quality across one school year. Child oppositional behavior, autism severity and teacher degree predicted changes in student–teacher conflict over a 1-year period, while child social skills and IQ positively predicted change in student–teacher closeness. Teacher preparedness, trainings in ASD, and classroom setting were unrelated to STR quality. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2915-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors [texte imprimé] / Barbara CAPLAN, Auteur ; Melanie FELDMAN, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3653-3666. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3653-3666 Mots-clés : Autism  Student–teacher relationships  Behavior problems  Psychopathology  Social skills Index. décimale : PER Périodiques Résumé : The quality of early student–teacher relationships (STRs) has been shown to predict children’s school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4–7) and their teachers to evaluate student, teacher, and classroom characteristics that predicted concurrent and prospective STR quality across one school year. Child oppositional behavior, autism severity and teacher degree predicted changes in student–teacher conflict over a 1-year period, while child social skills and IQ positively predicted change in student–teacher closeness. Teacher preparedness, trainings in ASD, and classroom setting were unrelated to STR quality. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2915-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

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