Applying a Parent Training Program in a Naturalistic Behavior Analytic Context to Improve Attachment in Children with ASD / Areti STEFANAKI in Journal of Autism and Developmental Disorders, 53-11 (November 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4164-4184 Titre : Applying a Parent Training Program in a Naturalistic Behavior Analytic Context to Improve Attachment in Children with ASD Type de document : texte imprimé Auteurs : Areti STEFANAKI, Auteur ; Georgios GKOGKOS, Auteur ; Spyridoula VARLOKOSTA, Auteur ; Angeliki GENA, Auteur Article en page(s) : p.4164-4184 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Infants develop attachment to their caregivers very early on. The quality of attachment is considered to be crucial for the emotional development of humans and animals alike. Despite its importance, very little is known about how attachment develops between children with Autism Spectrum Disorder (ASD) and their caregivers. The purpose of the present study was to assess the attachment patterns of two young children with ASD with their parents and to identify the means for promoting parent, child, and parent-child relational characteristics that may contribute to the development of secure attachment. The results replicated prior findings pertaining to attachment quality of children with ASD and demonstrated the effectiveness of a naturalistic, behavior-analytic intervention in improving the quality of their attachment. En ligne : https://doi.org/10.1007/s10803-022-05719-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Applying a Parent Training Program in a Naturalistic Behavior Analytic Context to Improve Attachment in Children with ASD [texte imprimé] / Areti STEFANAKI, Auteur ; Georgios GKOGKOS, Auteur ; Spyridoula VARLOKOSTA, Auteur ; Angeliki GENA, Auteur . - p.4164-4184. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4164-4184 Index. décimale : PER Périodiques Résumé : Infants develop attachment to their caregivers very early on. The quality of attachment is considered to be crucial for the emotional development of humans and animals alike. Despite its importance, very little is known about how attachment develops between children with Autism Spectrum Disorder (ASD) and their caregivers. The purpose of the present study was to assess the attachment patterns of two young children with ASD with their parents and to identify the means for promoting parent, child, and parent-child relational characteristics that may contribute to the development of secure attachment. The results replicated prior findings pertaining to attachment quality of children with ASD and demonstrated the effectiveness of a naturalistic, behavior-analytic intervention in improving the quality of their attachment. En ligne : https://doi.org/10.1007/s10803-022-05719-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

The effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study / Maria K. MAKRYGIANNI in Research in Autism Spectrum Disorders, 51 (July 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 51 (July 2018) . - p.18-31 Titre : The effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study Type de document : texte imprimé Auteurs : Maria K. MAKRYGIANNI, Auteur ; Angeliki GENA, Auteur ; Sofia KATOUDI, Auteur ; Petros GALANIS, Auteur Article en page(s) : p.18-31 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Effectiveness  Applied behavior analysis  Meta-analysis Index. décimale : PER Périodiques Résumé : Background Behavior Analytic interventions are interventions based on the principles of Applied Behavior Analysis (ABA). They are widely used with children with Autism Spectrum Disorder (ASD), they are highly effective, and are the most-widely studied types of interventions for children with ASD. Nevertheless, findings are not consistent regarding the degree of its effectiveness. The purpose of this meta-analysis was to provide an up-to-date and thorough evaluation of ABA programs for children with ASD using state of the art meta-analytic methodology. Method For the purposes of the present analysis, 29 studies met the inclusion criteria and were consequently analyzed. Effectiveness was evaluated in terms of three domains pertaining to child-related variables: a) IQ scores provided by verbal and non-verbal standardized tests, b) receptive and expressive language, and c) adaptive behavior. This evaluation included comparisons of pre- and post-intervention outcomes rather than comparisons between experimental and control groups. Results and conclusions The findings indicated that ABA programs are moderately to highly effective bringing significant benefits for children with ASD in the aforementioned areas. Specifically, they were very effective in improving intellectual abilities (g = 0.740); moderately to very effective in improving communication skills (g = 0.650), expressive-language skills (g = 0.742) and receptive- language skills (g = 0.597); moderately effective in improving IQ provided by non-verbal tests (g = 0.463), adaptive behavior (in total) (g = 0.422), socialization (g = 0.444); and had low effectiveness in improving daily living skills (g = 0.138). En ligne : https://doi.org/10.1016/j.rasd.2018.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 [article] The effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study [texte imprimé] / Maria K. MAKRYGIANNI, Auteur ; Angeliki GENA, Auteur ; Sofia KATOUDI, Auteur ; Petros GALANIS, Auteur . - p.18-31. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 51 (July 2018) . - p.18-31 Mots-clés : Autism Spectrum Disorder  Effectiveness  Applied behavior analysis  Meta-analysis Index. décimale : PER Périodiques Résumé : Background Behavior Analytic interventions are interventions based on the principles of Applied Behavior Analysis (ABA). They are widely used with children with Autism Spectrum Disorder (ASD), they are highly effective, and are the most-widely studied types of interventions for children with ASD. Nevertheless, findings are not consistent regarding the degree of its effectiveness. The purpose of this meta-analysis was to provide an up-to-date and thorough evaluation of ABA programs for children with ASD using state of the art meta-analytic methodology. Method For the purposes of the present analysis, 29 studies met the inclusion criteria and were consequently analyzed. Effectiveness was evaluated in terms of three domains pertaining to child-related variables: a) IQ scores provided by verbal and non-verbal standardized tests, b) receptive and expressive language, and c) adaptive behavior. This evaluation included comparisons of pre- and post-intervention outcomes rather than comparisons between experimental and control groups. Results and conclusions The findings indicated that ABA programs are moderately to highly effective bringing significant benefits for children with ASD in the aforementioned areas. Specifically, they were very effective in improving intellectual abilities (g = 0.740); moderately to very effective in improving communication skills (g = 0.650), expressive-language skills (g = 0.742) and receptive- language skills (g = 0.597); moderately effective in improving IQ provided by non-verbal tests (g = 0.463), adaptive behavior (in total) (g = 0.422), socialization (g = 0.444); and had low effectiveness in improving daily living skills (g = 0.138). En ligne : https://doi.org/10.1016/j.rasd.2018.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362

What Silent Pauses Can 'Tell' Us About the Storytelling Skills of Autistic Children: Relations Between Pausing, Language Skills and Executive Functions / Eleni PERISTERI in Journal of Autism and Developmental Disorders, 55-12 (December 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-12 (December 2025) . - p.4171-4184 Titre : What Silent Pauses Can 'Tell' Us About the Storytelling Skills of Autistic Children: Relations Between Pausing, Language Skills and Executive Functions Type de document : texte imprimé Auteurs : Eleni PERISTERI, Auteur ; Katerina DRAKOULAKI, Auteur ; Antonia BOZNOU, Auteur ; Michaela NERANTZINI, Auteur ; Angeliki GENA, Auteur ; Angelos LENGERIS, Auteur ; Spyridoula VARLOKOSTA, Auteur Article en page(s) : p.4171-4184 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Silent pauses may serve communicative purposes such as demarcating boundaries between discourse units in language production. Previous research has shown that autistic children differ in their pausing behavior from typically-developing (TD) peers, however, the factors behind this difference remain underexplored. The current study was aimed at comparing the use of silent pauses in the narrative production of autistic children and age-matched TD children, and also to identify possible relations between pausing behavior and the children’s language and executive function abilities. According to the study’s findings, the autistic children did not differ from their TD peers in the use of grammatical pauses, however, the former tended to produce significantly less syntactically complex narratives than the TD group, which increased the likelihood that the autistic group would pause appropriately at phrasal boundaries. Though we have found low rates of ungrammatical silent pauses and omitted pauses in obligatory discourse contexts across both groups, autistic children with lower cognitive flexibility tended to use more ungrammatical pauses than their peers with higher cognitive flexibility scores. Also, the autistic group tended to omit obligatory silent pauses more often as their narration became more complex. The results demonstrate that syntactic complexity in narrative production modulated autistic children’s pausing behavior, and that structurally simple narrations boosted the autistic group’s appropriate use of grammatical pauses. The overall findings also demonstrate the importance of studying silent pauses in the narrative discourse of autistic children, and also highlight the links between silent pauses and the children’s syntactic and cognitive skills. En ligne : https://doi.org/10.1007/s10803-024-06523-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] What Silent Pauses Can 'Tell' Us About the Storytelling Skills of Autistic Children: Relations Between Pausing, Language Skills and Executive Functions [texte imprimé] / Eleni PERISTERI, Auteur ; Katerina DRAKOULAKI, Auteur ; Antonia BOZNOU, Auteur ; Michaela NERANTZINI, Auteur ; Angeliki GENA, Auteur ; Angelos LENGERIS, Auteur ; Spyridoula VARLOKOSTA, Auteur . - p.4171-4184. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-12 (December 2025) . - p.4171-4184 Index. décimale : PER Périodiques Résumé : Silent pauses may serve communicative purposes such as demarcating boundaries between discourse units in language production. Previous research has shown that autistic children differ in their pausing behavior from typically-developing (TD) peers, however, the factors behind this difference remain underexplored. The current study was aimed at comparing the use of silent pauses in the narrative production of autistic children and age-matched TD children, and also to identify possible relations between pausing behavior and the children’s language and executive function abilities. According to the study’s findings, the autistic children did not differ from their TD peers in the use of grammatical pauses, however, the former tended to produce significantly less syntactically complex narratives than the TD group, which increased the likelihood that the autistic group would pause appropriately at phrasal boundaries. Though we have found low rates of ungrammatical silent pauses and omitted pauses in obligatory discourse contexts across both groups, autistic children with lower cognitive flexibility tended to use more ungrammatical pauses than their peers with higher cognitive flexibility scores. Also, the autistic group tended to omit obligatory silent pauses more often as their narration became more complex. The results demonstrate that syntactic complexity in narrative production modulated autistic children’s pausing behavior, and that structurally simple narrations boosted the autistic group’s appropriate use of grammatical pauses. The overall findings also demonstrate the importance of studying silent pauses in the narrative discourse of autistic children, and also highlight the links between silent pauses and the children’s syntactic and cognitive skills. En ligne : https://doi.org/10.1007/s10803-024-06523-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

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