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 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] / 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

Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder / Abbey J. MCCLEMONT in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1781-1788 Titre : Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder Type de document : texte imprimé Auteurs : Abbey J. MCCLEMONT, Auteur ; Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.1781-1788 Langues : Anglais (eng) Mots-clés : Attention-Deficit/Hyperactivity Disorder  Autism Spectrum Disorder  Bullying  School refusal  Victimization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD + ADHD, other diagnoses, or no diagnosis. Children with ASD + ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. En ligne : http://dx.doi.org/10.1007/s10803-020-04640-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder [texte imprimé] / Abbey J. MCCLEMONT, Auteur ; Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.1781-1788. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1781-1788 Mots-clés : Attention-Deficit/Hyperactivity Disorder  Autism Spectrum Disorder  Bullying  School refusal  Victimization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD + ADHD, other diagnoses, or no diagnosis. Children with ASD + ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. En ligne : http://dx.doi.org/10.1007/s10803-020-04640-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

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 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] / 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

Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students / Kayden M. STOCKWELL in Journal of Autism and Developmental Disorders, 51-9 (September 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3356-3364 Titre : Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students Type de document : texte imprimé Auteurs : Kayden M. STOCKWELL, Auteur ; Summer BOTTINI, Auteur ; Vikram K. JASWAL, Auteur ; Jennifer M. GILLIS, Auteur Article en page(s) : p.3356-3364 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Social Behavior  Stereotyping  Students  Autism  Circumscribed interests  College students  Special interests  Stigmatization Index. décimale : PER Périodiques Résumé : Autistic people, by definition, differ in social behavior from non-autistic individuals. One characteristic common to many autistic people is a special interest in a particular topic-something spoken about with such frequency and intensity that it may be stigmatized by non-autistic peers. We investigated college students' interest in interacting with peers described as behaving in ways characteristic of autism (or not), and additionally described as having a special interest (or not). As expected, autistic characters were more stigmatized, but autistic characters with a special interest were not more stigmatized than those without. Only among non-autistic characters was having a special interest associated with greater stigmatization. Findings give further insight into factors influencing the stigmatization of autistic college students. En ligne : http://dx.doi.org/10.1007/s10803-020-04769-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students [texte imprimé] / Kayden M. STOCKWELL, Auteur ; Summer BOTTINI, Auteur ; Vikram K. JASWAL, Auteur ; Jennifer M. GILLIS, Auteur . - p.3356-3364. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3356-3364 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Social Behavior  Stereotyping  Students  Autism  Circumscribed interests  College students  Special interests  Stigmatization Index. décimale : PER Périodiques Résumé : Autistic people, by definition, differ in social behavior from non-autistic individuals. One characteristic common to many autistic people is a special interest in a particular topic-something spoken about with such frequency and intensity that it may be stigmatized by non-autistic peers. We investigated college students' interest in interacting with peers described as behaving in ways characteristic of autism (or not), and additionally described as having a special interest (or not). As expected, autistic characters were more stigmatized, but autistic characters with a special interest were not more stigmatized than those without. Only among non-autistic characters was having a special interest associated with greater stigmatization. Findings give further insight into factors influencing the stigmatization of autistic college students. En ligne : http://dx.doi.org/10.1007/s10803-020-04769-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

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 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] / 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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Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors / Hannah E. MORTON in Autism, 23-7 (October 2019)  

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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)  

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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)  

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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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Using the PDD Behavior Inventory as a Level 2 Screener: A Classification and Regression Trees Analysis / Ira L. COHEN in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

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