Characterizing Social Functioning in School-Age Children with Sensory Processing Abnormalities / T. S. JOHN in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1361-1373 Titre : Characterizing Social Functioning in School-Age Children with Sensory Processing Abnormalities Type de document : Texte imprimé et/ou numérique Auteurs : T. S. JOHN, Auteur ; A. ESTES, Auteur ; K. K. BEGAY, Auteur ; J. MUNSON, Auteur ; M. A. REITER, Auteur ; Stephen R. DAGER, Auteur ; N. KLEINHANS, Auteur Article en page(s) : p.1361-1373 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Humans  Perception  Problem Behavior  Sensation  Social Interaction  Autism spectrum disorder  Sensory abnormalities  Social functioning Index. décimale : PER Périodiques Résumé : Children with sensory abnormalities (SAs) have a variety of social problems resulting in poorer social functioning than children with typical development (TD). We describe the relationship between SAs and social functioning in school-age children with SAs, children with TD and a clinical comparison sample of children with autism spectrum disorder (ASD). Children with SAs demonstrated impaired social functioning on standardized measures. Children with SAs demonstrated worse social functioning than children with TD and equivalent social functioning to children with ASD. Increased SAs were associated with poorer social functioning across all groups. The results suggest that children with SAs experience clinically significant problems with social functioning and future research is needed to develop interventions to support social functioning in this population. En ligne : http://dx.doi.org/10.1007/s10803-021-05050-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Characterizing Social Functioning in School-Age Children with Sensory Processing Abnormalities [Texte imprimé et/ou numérique] / T. S. JOHN, Auteur ; A. ESTES, Auteur ; K. K. BEGAY, Auteur ; J. MUNSON, Auteur ; M. A. REITER, Auteur ; Stephen R. DAGER, Auteur ; N. KLEINHANS, Auteur . - p.1361-1373. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1361-1373 Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Humans  Perception  Problem Behavior  Sensation  Social Interaction  Autism spectrum disorder  Sensory abnormalities  Social functioning Index. décimale : PER Périodiques Résumé : Children with sensory abnormalities (SAs) have a variety of social problems resulting in poorer social functioning than children with typical development (TD). We describe the relationship between SAs and social functioning in school-age children with SAs, children with TD and a clinical comparison sample of children with autism spectrum disorder (ASD). Children with SAs demonstrated impaired social functioning on standardized measures. Children with SAs demonstrated worse social functioning than children with TD and equivalent social functioning to children with ASD. Increased SAs were associated with poorer social functioning across all groups. The results suggest that children with SAs experience clinically significant problems with social functioning and future research is needed to develop interventions to support social functioning in this population. En ligne : http://dx.doi.org/10.1007/s10803-021-05050-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial / Sally J ROGERS in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.632-646 Titre : Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial Type de document : Texte imprimé et/ou numérique Auteurs : Sally J ROGERS, Auteur ; A. ESTES, Auteur ; L. VISMARA, Auteur ; J. MUNSON, Auteur ; C. ZIERHUT, Auteur ; J. GREENSON, Auteur ; G. DAWSON, Auteur ; M. ROCHA, Auteur ; C. SUGAR, Auteur ; D. SENTURK, Auteur ; F. WHELAN, Auteur ; M. TALBOTT, Auteur Article en page(s) : p.632-646 Langues : Anglais (eng) Mots-clés : Autism  Esdm  Early intervention  Parent-implemented intervention  Toddlers Index. décimale : PER Périodiques Résumé : Short-term low intensity parent implemented intervention studies for toddlers with autism spectrum disorder (ASD) have found it difficult to demonstrate significantly improved developmental scores or autism severity compared to community treatment. We conducted a randomized comparative intent-to-treat study of a parent implemented intervention to (1) test the effects of an enhanced version on parent and child learning, and (2) evaluate the sensitivity to change of proximal versus distal measures of child behavior. We randomized 45 children with ASD, 12-30 months of age, into one of two versions of parent-implemented Early Start Denver Model (P-ESDM), the basic model, in which we delivered 1.5 h of clinic-based parent coaching weekly, and an enhanced version that contained three additions: motivational interviewing, multimodal learning tools, and a weekly 1.5-h home visit. We delivered the intervention for 12 weeks and measured child and parent change frequently in multiple settings. We found a time-by-group interaction: parents in the enhanced group demonstrated significantly greater gains in interaction skills than did parents in the non-enhanced group. Both interventions were associated with significant developmental acceleration; however, child outcomes did not differ by group. We found a significant relationship between degree of change in parental interaction skill and rate of children's improvement on our proximal measure. Parents in both groups reported satisfaction with the intervention. These findings suggest that parent skills improved more in the enhanced group than the comparison group. Children in the two groups showed similar improvements. Rate of individual parent learning was associated with greater individual child progress on a measure quite proximal to the treatment, though not on standardized assessments. En ligne : http://dx.doi.org/10.1007/s10803-018-3740-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 [article] Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial [Texte imprimé et/ou numérique] / Sally J ROGERS, Auteur ; A. ESTES, Auteur ; L. VISMARA, Auteur ; J. MUNSON, Auteur ; C. ZIERHUT, Auteur ; J. GREENSON, Auteur ; G. DAWSON, Auteur ; M. ROCHA, Auteur ; C. SUGAR, Auteur ; D. SENTURK, Auteur ; F. WHELAN, Auteur ; M. TALBOTT, Auteur . - p.632-646. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.632-646 Mots-clés : Autism  Esdm  Early intervention  Parent-implemented intervention  Toddlers Index. décimale : PER Périodiques Résumé : Short-term low intensity parent implemented intervention studies for toddlers with autism spectrum disorder (ASD) have found it difficult to demonstrate significantly improved developmental scores or autism severity compared to community treatment. We conducted a randomized comparative intent-to-treat study of a parent implemented intervention to (1) test the effects of an enhanced version on parent and child learning, and (2) evaluate the sensitivity to change of proximal versus distal measures of child behavior. We randomized 45 children with ASD, 12-30 months of age, into one of two versions of parent-implemented Early Start Denver Model (P-ESDM), the basic model, in which we delivered 1.5 h of clinic-based parent coaching weekly, and an enhanced version that contained three additions: motivational interviewing, multimodal learning tools, and a weekly 1.5-h home visit. We delivered the intervention for 12 weeks and measured child and parent change frequently in multiple settings. We found a time-by-group interaction: parents in the enhanced group demonstrated significantly greater gains in interaction skills than did parents in the non-enhanced group. Both interventions were associated with significant developmental acceleration; however, child outcomes did not differ by group. We found a significant relationship between degree of change in parental interaction skill and rate of children's improvement on our proximal measure. Parents in both groups reported satisfaction with the intervention. These findings suggest that parent skills improved more in the enhanced group than the comparison group. Children in the two groups showed similar improvements. Rate of individual parent learning was associated with greater individual child progress on a measure quite proximal to the treatment, though not on standardized assessments. En ligne : http://dx.doi.org/10.1007/s10803-018-3740-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382

Parent Support of Preschool Peer Relationships in Younger Siblings of Children with Autism Spectrum Disorder / A. ESTES in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1122-1132 Titre : Parent Support of Preschool Peer Relationships in Younger Siblings of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. ESTES, Auteur ; J. MUNSON, Auteur ; T. S. JOHN, Auteur ; Stephen R. DAGER, Auteur ; A. RODDA, Auteur ; Kelly N. BOTTERON, Auteur ; Heather C. HAZLETT, Auteur ; Robert T. SCHULTZ, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; J. PIVEN, Auteur ; M. J. GURALNICK, Auteur Article en page(s) : p.1122-1132 Langues : Anglais (eng) Mots-clés : Autism  High risk  Parent  Peer relations  Preschool  Sibling Index. décimale : PER Périodiques Résumé : Preschool-aged siblings of children with ASD are at high-risk (HR) for ASD and related challenges, but little is known about their emerging peer competence and friendships. Parents are the main providers of peer-relationship opportunities during preschool. Understanding parental challenges supporting early peer relationships is needed for optimal peer competence and friendships in children with ASD. We describe differences in peer relationships among three groups of preschool-aged children (15 HR-ASD, 53 HR-NonASD, 40 low-risk, LR), and examine parent support activities at home and arranging community-based peer activities. Children with ASD demonstrated precursors to poor peer competence and friendship outcomes. Parents in the HR group showed resilience in many areas, but providing peer opportunities for preschool-age children with ASD demanded significant adaptations. En ligne : http://dx.doi.org/10.1007/s10803-017-3202-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351 [article] Parent Support of Preschool Peer Relationships in Younger Siblings of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. ESTES, Auteur ; J. MUNSON, Auteur ; T. S. JOHN, Auteur ; Stephen R. DAGER, Auteur ; A. RODDA, Auteur ; Kelly N. BOTTERON, Auteur ; Heather C. HAZLETT, Auteur ; Robert T. SCHULTZ, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; J. PIVEN, Auteur ; M. J. GURALNICK, Auteur . - p.1122-1132. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1122-1132 Mots-clés : Autism  High risk  Parent  Peer relations  Preschool  Sibling Index. décimale : PER Périodiques Résumé : Preschool-aged siblings of children with ASD are at high-risk (HR) for ASD and related challenges, but little is known about their emerging peer competence and friendships. Parents are the main providers of peer-relationship opportunities during preschool. Understanding parental challenges supporting early peer relationships is needed for optimal peer competence and friendships in children with ASD. We describe differences in peer relationships among three groups of preschool-aged children (15 HR-ASD, 53 HR-NonASD, 40 low-risk, LR), and examine parent support activities at home and arranging community-based peer activities. Children with ASD demonstrated precursors to poor peer competence and friendship outcomes. Parents in the HR group showed resilience in many areas, but providing peer opportunities for preschool-age children with ASD demanded significant adaptations. En ligne : http://dx.doi.org/10.1007/s10803-017-3202-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351

The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress / A. ESTES in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.1924-1934 Titre : The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress Type de document : Texte imprimé et/ou numérique Auteurs : A. ESTES, Auteur ; Paul J. YODER, Auteur ; J. MCEACHIN, Auteur ; G. HELLEMANN, Auteur ; J. MUNSON, Auteur ; J. GREENSON, Auteur ; M. ROCHA, Auteur ; E. GARDNER, Auteur ; S. J. ROGERS, Auteur Article en page(s) : p.1924-1934 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder/therapy  Child, Preschool  Early Intervention, Educational  Humans  Infant  Parenting  Parents  autism spectrum disorders  efficacy  interventions—psychosocial/behavioral  parent  stress Index. décimale : PER Périodiques Résumé : This is a study of the secondary effects of interventions for young children with autism on their parents. Specifically, we were interested in the impact on parent's sense of efficacy, or how confident and competent a parent feels about themselves as a parent. We tested three ideas: (1) that the style of the intervention, whether it was more or less structured and whether the parent had a more or less formal role, would impact a parent's sense of efficacy; (2) that the intensity of the intervention, how many hours per week the intervention was delivered, would impact parental efficacy; and (3) that the parent's level of stress prior to intervention would impact how intensity and style effected efficacy. We randomly assigned 87 children with autism, age 13-30?months, into one of four conditions: 15 versus 25 intervention hours crossed with two different styles of intervention. We used statistical tests to examine these ideas. We found that parental efficacy was related to intervention intensity but not style. Parents with higher stress at the beginning of a 1-year, home-based, comprehensive intervention program had a higher sense of parenting efficacy if their child received lower intensity intervention; parents with lower stress at baseline had a higher sense of efficacy if their child received higher intensity intervention. If a parent can emerge from the process of diagnosis and early intervention with an increased sense that they can make a difference in their child's life (i.e. increased sense of efficacy), it may set the stage for meeting the long-term demands of parenting a child with autism. En ligne : http://dx.doi.org/10.1177/13623613211005613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress [Texte imprimé et/ou numérique] / A. ESTES, Auteur ; Paul J. YODER, Auteur ; J. MCEACHIN, Auteur ; G. HELLEMANN, Auteur ; J. MUNSON, Auteur ; J. GREENSON, Auteur ; M. ROCHA, Auteur ; E. GARDNER, Auteur ; S. J. ROGERS, Auteur . - p.1924-1934. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.1924-1934 Mots-clés : Autism Spectrum Disorder  Autistic Disorder/therapy  Child, Preschool  Early Intervention, Educational  Humans  Infant  Parenting  Parents  autism spectrum disorders  efficacy  interventions—psychosocial/behavioral  parent  stress Index. décimale : PER Périodiques Résumé : This is a study of the secondary effects of interventions for young children with autism on their parents. Specifically, we were interested in the impact on parent's sense of efficacy, or how confident and competent a parent feels about themselves as a parent. We tested three ideas: (1) that the style of the intervention, whether it was more or less structured and whether the parent had a more or less formal role, would impact a parent's sense of efficacy; (2) that the intensity of the intervention, how many hours per week the intervention was delivered, would impact parental efficacy; and (3) that the parent's level of stress prior to intervention would impact how intensity and style effected efficacy. We randomly assigned 87 children with autism, age 13-30?months, into one of four conditions: 15 versus 25 intervention hours crossed with two different styles of intervention. We used statistical tests to examine these ideas. We found that parental efficacy was related to intervention intensity but not style. Parents with higher stress at the beginning of a 1-year, home-based, comprehensive intervention program had a higher sense of parenting efficacy if their child received lower intensity intervention; parents with lower stress at baseline had a higher sense of efficacy if their child received higher intensity intervention. If a parent can emerge from the process of diagnosis and early intervention with an increased sense that they can make a difference in their child's life (i.e. increased sense of efficacy), it may set the stage for meeting the long-term demands of parenting a child with autism. En ligne : http://dx.doi.org/10.1177/13623613211005613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

---

1 (1 - 4 / 4)