Brief parent training in pivotal response treatment for preschoolers with autism / Jamesie COOLICAN in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1321-1330 Titre : Brief parent training in pivotal response treatment for preschoolers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jamesie COOLICAN, Auteur ; Isabel M. SMITH, Auteur ; Susan E. BRYSON, Auteur Année de publication : 2010 Article en page(s) : p.1321-1330 Langues : Anglais (eng) Mots-clés : Autism  pivotal response treatment  parent training  communication Index. décimale : PER Périodiques Résumé : Background:  Evidence of improved outcomes with early behavioural intervention has placed the early treatment of autism as a health priority. However, long waiting lists for treatment often preclude timely access, raising the question of whether parents could be trained in the interim. Parent training in pivotal response treatment (PRT) has been shown to enhance the communication skills of children with autism. This is typically provided within a 25-hour programme, although less intensive parent training may also be effective. The main objective of the present study was to evaluate the efficacy of brief training in PRT for parents of preschoolers with autism, who were awaiting, or unable to access, more comprehensive treatment. Method:  Eight preschoolers with autism and their parents participated in the study. A non-concurrent multiple (across-participants) baseline design was used, in which parents were seen individually for three 2-hour training sessions on PRT. Child and parent outcomes were assessed before, immediately after, and 2 to 4 months following training using standardised tests, questionnaires and behaviour coded directly from video recordings. Results:  Overall, children’s communication skills, namely functional utterances, increased following training. Parents’ fidelity in implementing PRT techniques also improved after training, and generally these changes were maintained at follow-up. A moderate to strong relationship was found between parents’ increased ability to implement PRT techniques and improvement in the children’s communication skills. Conclusion:  Our findings suggest that brief parent training in PRT promises to provide an immediate, cost-effective intervention that could be adopted widely. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02326.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Brief parent training in pivotal response treatment for preschoolers with autism [Texte imprimé et/ou numérique] / Jamesie COOLICAN, Auteur ; Isabel M. SMITH, Auteur ; Susan E. BRYSON, Auteur . - 2010 . - p.1321-1330. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1321-1330 Mots-clés : Autism  pivotal response treatment  parent training  communication Index. décimale : PER Périodiques Résumé : Background:  Evidence of improved outcomes with early behavioural intervention has placed the early treatment of autism as a health priority. However, long waiting lists for treatment often preclude timely access, raising the question of whether parents could be trained in the interim. Parent training in pivotal response treatment (PRT) has been shown to enhance the communication skills of children with autism. This is typically provided within a 25-hour programme, although less intensive parent training may also be effective. The main objective of the present study was to evaluate the efficacy of brief training in PRT for parents of preschoolers with autism, who were awaiting, or unable to access, more comprehensive treatment. Method:  Eight preschoolers with autism and their parents participated in the study. A non-concurrent multiple (across-participants) baseline design was used, in which parents were seen individually for three 2-hour training sessions on PRT. Child and parent outcomes were assessed before, immediately after, and 2 to 4 months following training using standardised tests, questionnaires and behaviour coded directly from video recordings. Results:  Overall, children’s communication skills, namely functional utterances, increased following training. Parents’ fidelity in implementing PRT techniques also improved after training, and generally these changes were maintained at follow-up. A moderate to strong relationship was found between parents’ increased ability to implement PRT techniques and improvement in the children’s communication skills. Conclusion:  Our findings suggest that brief parent training in PRT promises to provide an immediate, cost-effective intervention that could be adopted widely. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02326.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Brief Report: Data on the Stanford–Binet Intelligence Scales (5th ed.) in Children with Autism Spectrum Disorder / Jamesie COOLICAN in Journal of Autism and Developmental Disorders, 38-1 (January 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.190-197 Titre : Brief Report: Data on the Stanford–Binet Intelligence Scales (5th ed.) in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jamesie COOLICAN, Auteur ; Susan E. BRYSON, Auteur ; Lonnie ZWAIGENBAUM, Auteur Année de publication : 2008 Article en page(s) : p.190-197 Langues : Anglais (eng) Mots-clés : Autism IQ Short-forms Cognitive-profile Assessment Stanford–Binet Index. décimale : PER Périodiques Résumé : The Fifth Edition of the Stanford–Binet Intelligence Scales (SB5; Roid, G. H. (2003). Stanford Binet intelligence scales (5th ed.). Itasca, IL: Riverside Publishing) is relatively new, with minimal published research on general populations and none with special populations. The present study provides information on the cognitive profiles of children with ASD (N = 63) and on the whether the abbreviated battery is representative of the full scale. A high percentage of the children had significantly stronger nonverbal (vs. verbal) skills. This pattern was not related to Full Scale IQ, age or diagnostic subgroup. IQs derived from the abbreviated battery accounted for a large proportion of the variance in FSIQ relative to comparable abbreviated batteries. However, caution is warranted when using the abbreviated battery, as it misrepresents actual ability in a small percentage of cases. En ligne : http://dx.doi.org/10.1007/s10803-007-0368-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=317 [article] Brief Report: Data on the Stanford–Binet Intelligence Scales (5th ed.) in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jamesie COOLICAN, Auteur ; Susan E. BRYSON, Auteur ; Lonnie ZWAIGENBAUM, Auteur . - 2008 . - p.190-197. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.190-197 Mots-clés : Autism IQ Short-forms Cognitive-profile Assessment Stanford–Binet Index. décimale : PER Périodiques Résumé : The Fifth Edition of the Stanford–Binet Intelligence Scales (SB5; Roid, G. H. (2003). Stanford Binet intelligence scales (5th ed.). Itasca, IL: Riverside Publishing) is relatively new, with minimal published research on general populations and none with special populations. The present study provides information on the cognitive profiles of children with ASD (N = 63) and on the whether the abbreviated battery is representative of the full scale. A high percentage of the children had significantly stronger nonverbal (vs. verbal) skills. This pattern was not related to Full Scale IQ, age or diagnostic subgroup. IQs derived from the abbreviated battery accounted for a large proportion of the variance in FSIQ relative to comparable abbreviated batteries. However, caution is warranted when using the abbreviated battery, as it misrepresents actual ability in a small percentage of cases. En ligne : http://dx.doi.org/10.1007/s10803-007-0368-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=317

Brief Report: Pragmatic Language in Autism Spectrum Disorder: Relationships to Measures of Ability and Disability / Joanne VOLDEN in Journal of Autism and Developmental Disorders, 39-2 (February 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.388-393 Titre : Brief Report: Pragmatic Language in Autism Spectrum Disorder: Relationships to Measures of Ability and Disability Type de document : Texte imprimé et/ou numérique Auteurs : Joanne VOLDEN, Auteur ; Susan E. BRYSON, Auteur ; Jamesie COOLICAN, Auteur ; Nancy GARON, Auteur ; Julie WHITE, Auteur Année de publication : 2009 Article en page(s) : p.388-393 Langues : Anglais (eng) Mots-clés : Pragmatic-language Structural-language Adaptive-function Severity-of-symptoms Index. décimale : PER Périodiques Résumé : Pragmatic language skill is regarded as an area of universal deficit in Autism Spectrum Disorder (ASD), but little is known about factors related to its development and how it in turn might contribute to skills needed to function in everyday contexts or to the expression of ASD-related symptoms. This study investigated these relationships in 37 high-functioning children with ASD. Multiple regression analyses revealed that structural language skills significantly predicted pragmatic language performance, but also that a significant portion of variance in pragmatic scores could not be accounted for by structural language or nonverbal cognition. Pragmatic language scores, in turn, accounted for significant variance in ADOS Communication and Socialization performance, but did not uniquely predict level of communicative or social adaptive functioning on the Vineland. These findings support the notion of pragmatic language impairment as integral to ASD but also highlight the need to measure pragmatic skills in everyday situations, to target adaptive skills in intervention and to intervene in functional, community-based contexts. En ligne : http://dx.doi.org/10.1007/s10803-008-0618-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=685 [article] Brief Report: Pragmatic Language in Autism Spectrum Disorder: Relationships to Measures of Ability and Disability [Texte imprimé et/ou numérique] / Joanne VOLDEN, Auteur ; Susan E. BRYSON, Auteur ; Jamesie COOLICAN, Auteur ; Nancy GARON, Auteur ; Julie WHITE, Auteur . - 2009 . - p.388-393. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.388-393 Mots-clés : Pragmatic-language Structural-language Adaptive-function Severity-of-symptoms Index. décimale : PER Périodiques Résumé : Pragmatic language skill is regarded as an area of universal deficit in Autism Spectrum Disorder (ASD), but little is known about factors related to its development and how it in turn might contribute to skills needed to function in everyday contexts or to the expression of ASD-related symptoms. This study investigated these relationships in 37 high-functioning children with ASD. Multiple regression analyses revealed that structural language skills significantly predicted pragmatic language performance, but also that a significant portion of variance in pragmatic scores could not be accounted for by structural language or nonverbal cognition. Pragmatic language scores, in turn, accounted for significant variance in ADOS Communication and Socialization performance, but did not uniquely predict level of communicative or social adaptive functioning on the Vineland. These findings support the notion of pragmatic language impairment as integral to ASD but also highlight the need to measure pragmatic skills in everyday situations, to target adaptive skills in intervention and to intervene in functional, community-based contexts. En ligne : http://dx.doi.org/10.1007/s10803-008-0618-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=685

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