Assessment of social behavior in children with autism: The development of the Behavioral Assessment of Social Interactions in Young Children / Jennifer M. GILLIS in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.351-360 Titre : Assessment of social behavior in children with autism: The development of the Behavioral Assessment of Social Interactions in Young Children Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur ; Emily H. CALLAHAN, Auteur Année de publication : 2011 Article en page(s) : p.351-360 Langues : Anglais (eng) Mots-clés : Autism Social-interactions Behavioral-Assessment Index. décimale : PER Périodiques Résumé : There are a limited number of assessments available to examine social skills deficits in young children with Autism Spectrum Disorders (ASDs). The Behavioral Assessment of Social Interactions in Young Children (BASYC) was developed as a direct assessment of social deficits in young children with ASD relative to children without ASD. The BASYC is a semi-structured assessment designed to be administered by clinicians and teachers working with children with a possible ASD. The purpose of this study was to determine whether the BASYC discriminates social behaviors between children with and without ASD. There were 77 participants (n = 48 children with ASD; n = 29 children without ASD) in this study. Scores on the BASYC significantly predict group membership. Sensitivity and specificity of the BASYC was .977 and .871, respectively. Item discrimination indices revealed that the majority of items on the Social Responsivity scale discriminated well between groups; however, this was not the case for the Social Initiation scale. Although additional research is required, the BASYC is currently an instrument that is easy to administer, discriminates well between children with and without ASD based on social behaviors and may assist in goal planning and monitoring of social skills treatment progress. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Assessment of social behavior in children with autism: The development of the Behavioral Assessment of Social Interactions in Young Children [Texte imprimé et/ou numérique] / Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur ; Emily H. CALLAHAN, Auteur . - 2011 . - p.351-360. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.351-360 Mots-clés : Autism Social-interactions Behavioral-Assessment Index. décimale : PER Périodiques Résumé : There are a limited number of assessments available to examine social skills deficits in young children with Autism Spectrum Disorders (ASDs). The Behavioral Assessment of Social Interactions in Young Children (BASYC) was developed as a direct assessment of social deficits in young children with ASD relative to children without ASD. The BASYC is a semi-structured assessment designed to be administered by clinicians and teachers working with children with a possible ASD. The purpose of this study was to determine whether the BASYC discriminates social behaviors between children with and without ASD. There were 77 participants (n = 48 children with ASD; n = 29 children without ASD) in this study. Scores on the BASYC significantly predict group membership. Sensitivity and specificity of the BASYC was .977 and .871, respectively. Item discrimination indices revealed that the majority of items on the Social Responsivity scale discriminated well between groups; however, this was not the case for the Social Initiation scale. Although additional research is required, the BASYC is currently an instrument that is easy to administer, discriminates well between children with and without ASD based on social behaviors and may assist in goal planning and monitoring of social skills treatment progress. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders / Ashley L. JOHNSON in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1053-1060 Titre : A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ashley L. JOHNSON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur Année de publication : 2012 Article en page(s) : p.1053-1060 Langues : Anglais (eng) Mots-clés : Autism  Joint attention  Social orienting  Imitation  Eye-tracking Index. décimale : PER Périodiques Résumé : The current study investigated social behaviors, including initiating joint attention (IJA), responding to joint attention (RJA), social orienting, and imitation in 14 children with an autism spectrum disorder (ASD) compared to 12 typically developing children (TD). Results indicated that IJA and RJA were positively correlated with social orienting in both groups, replicating previous results with greater precision through the use of eye-tracking technology. Additionally, results supported the novel hypothesis that social orienting and imitation would be positively correlated in the ASD group, but not in the TD group. Joint attention and imitation were not significantly correlated in either group. Through the use of objective and automated eye gaze measurement more precise information is provided concerning the relation among commonly impaired social behaviors in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Ashley L. JOHNSON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur . - 2012 . - p.1053-1060. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1053-1060 Mots-clés : Autism  Joint attention  Social orienting  Imitation  Eye-tracking Index. décimale : PER Périodiques Résumé : The current study investigated social behaviors, including initiating joint attention (IJA), responding to joint attention (RJA), social orienting, and imitation in 14 children with an autism spectrum disorder (ASD) compared to 12 typically developing children (TD). Results indicated that IJA and RJA were positively correlated with social orienting in both groups, replicating previous results with greater precision through the use of eye-tracking technology. Additionally, results supported the novel hypothesis that social orienting and imitation would be positively correlated in the ASD group, but not in the TD group. Joint attention and imitation were not significantly correlated in either group. Through the use of objective and automated eye gaze measurement more precise information is provided concerning the relation among commonly impaired social behaviors in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Comprehensive Treatment Packages for ASD: Perceived vs. Proven Effectiveness / Raymond G. ROMANCZYK

Public ISBD contenu dans Clinical Assessment and Intervention for Autism Spectrum Disorders / Johnny L. MATSON Titre : Comprehensive Treatment Packages for ASD: Perceived vs. Proven Effectiveness Type de document : Texte imprimé et/ou numérique Auteurs : Raymond G. ROMANCZYK, Auteur ; Florence DIGENNARO, Auteur ; Sara WHITE, Auteur ; Jennifer M. GILLIS, Auteur Année de publication : 2008 Importance : p.351-381 Langues : Anglais (eng) Index. décimale : AUT-E AUT-E - L'Autisme - Accompagnement et Qualité de Vie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 contenu dans Clinical Assessment and Intervention for Autism Spectrum Disorders / Johnny L. MATSON Comprehensive Treatment Packages for ASD: Perceived vs. Proven Effectiveness [Texte imprimé et/ou numérique] / Raymond G. ROMANCZYK, Auteur ; Florence DIGENNARO, Auteur ; Sara WHITE, Auteur ; Jennifer M. GILLIS, Auteur . - 2008 . - p.351-381. Langues : Anglais (eng) Index. décimale : AUT-E AUT-E - L'Autisme - Accompagnement et Qualité de Vie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

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Development and Validation of the Assessment of Bullying Experiences Questionnaire for Neurodivergent Youth / Hannah E. MORTON in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4651-4664 Titre : Development and Validation of the Assessment of Bullying Experiences Questionnaire for Neurodivergent Youth Type de document : Texte imprimé et/ou numérique Auteurs : Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Emily L. ZALE, Auteur ; Kim C. BRIMHALL, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.4651-4664 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Bullying  Crime Victims  Humans  Peer Group  Schools  Assessment  Attention-Deficit/Hyperactivity Disorder  Autism  Questionnaire Index. décimale : PER Périodiques Résumé : Bullying victimization is a prevalent concern for neurodivergent (e.g., autistic, ADHD) youth. Bullying assessment methods vary widely and there is currently no questionnaire specific to neurodivergent youth. The Assessment of Bullying Experiences (ABE) was created to fill this gap. The ABE questionnaire was completed by 335 parents of school-age youth characterized as autistic, having ADHD, or community comparison. Exploratory and Confirmatory Factor Analysis identified a four-factor solution, aligning with verbal, physical, relational, and cyber victimization. Construct validity analyses indicate the ABE converges with an existing bullying questionnaire and diverges from disruptive behavior or internalizing symptoms. The ABE questionnaire is a valid measure of bullying that furthers understanding of nuance in peer victimization for neurodivergent youth and informs group-specific intervention. En ligne : http://dx.doi.org/10.1007/s10803-021-05330-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Development and Validation of the Assessment of Bullying Experiences Questionnaire for Neurodivergent Youth [Texte imprimé et/ou numérique] / Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Emily L. ZALE, Auteur ; Kim C. BRIMHALL, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.4651-4664. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4651-4664 Mots-clés : Adolescent  Autism Spectrum Disorder  Bullying  Crime Victims  Humans  Peer Group  Schools  Assessment  Attention-Deficit/Hyperactivity Disorder  Autism  Questionnaire Index. décimale : PER Périodiques Résumé : Bullying victimization is a prevalent concern for neurodivergent (e.g., autistic, ADHD) youth. Bullying assessment methods vary widely and there is currently no questionnaire specific to neurodivergent youth. The Assessment of Bullying Experiences (ABE) was created to fill this gap. The ABE questionnaire was completed by 335 parents of school-age youth characterized as autistic, having ADHD, or community comparison. Exploratory and Confirmatory Factor Analysis identified a four-factor solution, aligning with verbal, physical, relational, and cyber victimization. Construct validity analyses indicate the ABE converges with an existing bullying questionnaire and diverges from disruptive behavior or internalizing symptoms. The ABE questionnaire is a valid measure of bullying that furthers understanding of nuance in peer victimization for neurodivergent youth and informs group-specific intervention. En ligne : http://dx.doi.org/10.1007/s10803-021-05330-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Fear of Routine Physical Exams in Children With Autism Spectrum Disorders: Prevalence and Intervention Effectiveness / Jennifer M. GILLIS in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.156-168 Titre : Fear of Routine Physical Exams in Children With Autism Spectrum Disorders: Prevalence and Intervention Effectiveness Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur ; Tammy HAMMOND NATOF, Auteur ; Stephanie B. LOCKSHIN, Auteur Année de publication : 2009 Article en page(s) : p.156-168 Langues : Anglais (eng) Mots-clés : anxiety autism-spectrum-disorders intervention medical-procedures Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) have a high prevalence of specific fears, including fear of general medical procedures, but research on the treatment of medical fears has been limited. Two studies are described in this article. The first study involved an assessment of the prevalence of fears associated with physical exams. Caregivers reported that a large proportion of children with ASD demonstrated obvious medical fears. An evaluation of a behavioral intervention designed to address these fears constituted the second study. Graduated in vivo exposure accompanied by reinforced practice and modeling decreased fear-related avoidance behavior in all participants, with 83% of participants completing the intervention successfully. En ligne : http://dx.doi.org/10.1177/1088357609338477 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815 [article] Fear of Routine Physical Exams in Children With Autism Spectrum Disorders: Prevalence and Intervention Effectiveness [Texte imprimé et/ou numérique] / Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur ; Tammy HAMMOND NATOF, Auteur ; Stephanie B. LOCKSHIN, Auteur . - 2009 . - p.156-168. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.156-168 Mots-clés : anxiety autism-spectrum-disorders intervention medical-procedures Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) have a high prevalence of specific fears, including fear of general medical procedures, but research on the treatment of medical fears has been limited. Two studies are described in this article. The first study involved an assessment of the prevalence of fears associated with physical exams. Caregivers reported that a large proportion of children with ASD demonstrated obvious medical fears. An evaluation of a behavioral intervention designed to address these fears constituted the second study. Graduated in vivo exposure accompanied by reinforced practice and modeling decreased fear-related avoidance behavior in all participants, with 83% of participants completing the intervention successfully. En ligne : http://dx.doi.org/10.1177/1088357609338477 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815

The Behavioral Assessment of Social Interactions in Young Children: An examination of convergent and incremental validity / Emily H. CALLAHAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

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The Impact of Labels and Behaviors on the Stigmatization of Adults with Asperger’s Disorder / Robert C. BUTLER in Journal of Autism and Developmental Disorders, 41-6 (June 2011)

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Toilet Training / Jennifer M. GILLIS

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