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

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

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