General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies / Yasamin BOLOURIAN in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990 Titre : General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies Type de document : Texte imprimé et/ou numérique Auteurs : Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3977-3990 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  School Teachers  Students  Teacher Training  Autism spectrum disorder  General education  Inclusion  Pedagogical practices  Student–teacher relationships  Teacher perceptions Index. décimale : PER Périodiques Résumé : To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05266-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies [Texte imprimé et/ou numérique] / Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3977-3990. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  School Teachers  Students  Teacher Training  Autism spectrum disorder  General education  Inclusion  Pedagogical practices  Student–teacher relationships  Teacher perceptions Index. décimale : PER Périodiques Résumé : To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05266-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Impact of student-teacher relationship quality on classroom behavioral engagement for young students on the autism spectrum / Ainsley LOSH in Research in Autism Spectrum Disorders, 98 (October 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 98 (October 2022) . - 102027 Titre : Impact of student-teacher relationship quality on classroom behavioral engagement for young students on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Ainsley LOSH, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : 102027 Langues : Anglais (eng) Mots-clés : Autism  ASD  Academic engagement  Behavioral engagement  Student-teacher relationships  Elementary Index. décimale : PER Périodiques Résumé : Background Student academic behavioral engagement (BE) contributes to learning and school success. Student-teacher relationships (STRs) may promote BE, although previous findings regarding how these constructs are associated over time are mixed. For young autistic students who face barriers to early school success, a high-quality STR may serve as a key protective factor to promote classroom engagement. Methods The present study investigated connections between teacher-rated STR quality and student BE over two school years for 146 young autistic children (grade PK-2) using cross-lagged structural equation modeling. A full model with cross-lagged paths from BE to STR quality and from STR quality to BE was first examined. Potential confounding variables (i.e., externalizing behaviors, cognitive skills, and language skills) were included. The model was then trimmed by removing all non-significant paths. It was hypothesized that the final model would highlight the unidirectional influence of STR quality on BE. Results Results supported the unidirectional influence of STR quality on BE across one school year. STR quality at the beginning of the first school year predicted behavioral engagement at the end of the year (Î2=.26, p<.01) BE outcomes persisted into the following school year (Î2=.45, p<.001). Conclusions Findings suggest that STR quality significantly contributes to engagement for young autistic students, potentially serving as a critical protective factor for classroom success. This highlights the importance of developing quality STRs with high levels of closeness and low levels of conflict for students on the spectrum in early schooling. En ligne : https://doi.org/10.1016/j.rasd.2022.102027 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 [article] Impact of student-teacher relationship quality on classroom behavioral engagement for young students on the autism spectrum [Texte imprimé et/ou numérique] / Ainsley LOSH, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - 102027. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102027 Mots-clés : Autism  ASD  Academic engagement  Behavioral engagement  Student-teacher relationships  Elementary Index. décimale : PER Périodiques Résumé : Background Student academic behavioral engagement (BE) contributes to learning and school success. Student-teacher relationships (STRs) may promote BE, although previous findings regarding how these constructs are associated over time are mixed. For young autistic students who face barriers to early school success, a high-quality STR may serve as a key protective factor to promote classroom engagement. Methods The present study investigated connections between teacher-rated STR quality and student BE over two school years for 146 young autistic children (grade PK-2) using cross-lagged structural equation modeling. A full model with cross-lagged paths from BE to STR quality and from STR quality to BE was first examined. Potential confounding variables (i.e., externalizing behaviors, cognitive skills, and language skills) were included. The model was then trimmed by removing all non-significant paths. It was hypothesized that the final model would highlight the unidirectional influence of STR quality on BE. Results Results supported the unidirectional influence of STR quality on BE across one school year. STR quality at the beginning of the first school year predicted behavioral engagement at the end of the year (Î2=.26, p<.01) BE outcomes persisted into the following school year (Î2=.45, p<.001). Conclusions Findings suggest that STR quality significantly contributes to engagement for young autistic students, potentially serving as a critical protective factor for classroom success. This highlights the importance of developing quality STRs with high levels of closeness and low levels of conflict for students on the spectrum in early schooling. En ligne : https://doi.org/10.1016/j.rasd.2022.102027 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490

Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation / Ainsley LOSH in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101511 Titre : Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation Type de document : Texte imprimé et/ou numérique Auteurs : Ainsley LOSH, Auteur ; Laura Alicia ALBA, Auteur ; Jan BLACHER, Auteur ; Katherine K. M. STAVROPOULOS, Auteur Article en page(s) : p.101511 Langues : Anglais (eng) Mots-clés : Autism  ASD  Neuroimaging  EEG  Social stories  Informed consent Index. décimale : PER Périodiques Résumé : Background The successful inclusion of youth with autism spectrum disorder (ASD) in neuroimaging research is imperative for advancing our understanding of the neurobiological underpinnings of ASD. In order to generate knowledge that is representative of all affected youth, it is essential to include participants who are culturally and linguistically diverse. However, these families often face barriers to participation in neuroimaging research, including distrust and limited knowledge about research, above and beyond any challenges associated with ASD (e.g., behaviors, sensory hypersensitivities). Method This study included a diverse group of Spanish- and English-speaking parents of children with ASD (N?=?79) to examine the impact of a social story on (a) their understanding of EEG study procedures and (b) their likelihood to enroll in a neuroimaging study. Results Both English- and Spanish-speaking parents who viewed a social story demonstrated better understanding of EEG procedures than parents who read a written explanation, with Spanish-speaking parents also perceiving their understanding to be better in the social story condition. Although parents who viewed a social story were not more likely to participate in neuroimaging research than parents who read a written description, they were less likely to indicate needing more information and more likely to cite their child’s specific behavior problems as the rationale for unlikelihood to participate. Conclusion These results suggest that social stories may be effective tools in the informed consent process for promoting parent understanding of neuroimaging procedures, and useful during recruitment to aid parents in determining whether their child with ASD will be successful in a neuroimaging study. En ligne : https://doi.org/10.1016/j.rasd.2020.101511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation [Texte imprimé et/ou numérique] / Ainsley LOSH, Auteur ; Laura Alicia ALBA, Auteur ; Jan BLACHER, Auteur ; Katherine K. M. STAVROPOULOS, Auteur . - p.101511. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101511 Mots-clés : Autism  ASD  Neuroimaging  EEG  Social stories  Informed consent Index. décimale : PER Périodiques Résumé : Background The successful inclusion of youth with autism spectrum disorder (ASD) in neuroimaging research is imperative for advancing our understanding of the neurobiological underpinnings of ASD. In order to generate knowledge that is representative of all affected youth, it is essential to include participants who are culturally and linguistically diverse. However, these families often face barriers to participation in neuroimaging research, including distrust and limited knowledge about research, above and beyond any challenges associated with ASD (e.g., behaviors, sensory hypersensitivities). Method This study included a diverse group of Spanish- and English-speaking parents of children with ASD (N?=?79) to examine the impact of a social story on (a) their understanding of EEG study procedures and (b) their likelihood to enroll in a neuroimaging study. Results Both English- and Spanish-speaking parents who viewed a social story demonstrated better understanding of EEG procedures than parents who read a written explanation, with Spanish-speaking parents also perceiving their understanding to be better in the social story condition. Although parents who viewed a social story were not more likely to participate in neuroimaging research than parents who read a written description, they were less likely to indicate needing more information and more likely to cite their child’s specific behavior problems as the rationale for unlikelihood to participate. Conclusion These results suggest that social stories may be effective tools in the informed consent process for promoting parent understanding of neuroimaging procedures, and useful during recruitment to aid parents in determining whether their child with ASD will be successful in a neuroimaging study. En ligne : https://doi.org/10.1016/j.rasd.2020.101511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

No Differences in Auditory Steady-State Responses in Children with Autism Spectrum Disorder and Typically Developing Children / Seppo P. AHLFORS in Journal of Autism and Developmental Disorders, 54-5 (May 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.1947-1960 Titre : No Differences in Auditory Steady-State Responses in Children with Autism Spectrum Disorder and Typically Developing Children Type de document : Texte imprimé et/ou numérique Auteurs : Seppo P. AHLFORS, Auteur ; Steven GRAHAM, Auteur ; Hari BHARADWAJ, Auteur ; Fahimeh MAMASHLI, Auteur ; Sheraz KHAN, Auteur ; Robert M. JOSEPH, Auteur ; Ainsley LOSH, Auteur ; Stephanie PAWLYSZYN, Auteur ; Nicole M. MCGUIGGAN, Auteur ; Mark VANGEL, Auteur ; Matti S. HÄMÄLÄINEN, Auteur ; Tal KENET, Auteur Article en page(s) : p.1947-1960 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Auditory steady-state response (ASSR) has been studied as a potential biomarker for abnormal auditory sensory processing in autism spectrum disorder (ASD), with mixed results. Motivated by prior somatosensory findings of group differences in inter-trial coherence (ITC) between ASD and typically developing (TD) individuals at twice the steady-state stimulation frequency, we examined ASSR at 25 and 50 as well as 43 and 86 Hz in response to 25-Hz and 43-Hz auditory stimuli, respectively, using magnetoencephalography. Data were recorded from 22 ASD and 31 TD children, ages 6-17 years. ITC measures showed prominent ASSRs at the stimulation and double frequencies, without significant group differences. These results do not support ASSR as a robust ASD biomarker of abnormal auditory processing in ASD. Furthermore, the previously observed atypical double-frequency somatosensory response in ASD did not generalize to the auditory modality. Thus, the hypothesis about modality-independent abnormal local connectivity in ASD was not supported. En ligne : https://doi.org/10.1007/s10803-023-05907-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] No Differences in Auditory Steady-State Responses in Children with Autism Spectrum Disorder and Typically Developing Children [Texte imprimé et/ou numérique] / Seppo P. AHLFORS, Auteur ; Steven GRAHAM, Auteur ; Hari BHARADWAJ, Auteur ; Fahimeh MAMASHLI, Auteur ; Sheraz KHAN, Auteur ; Robert M. JOSEPH, Auteur ; Ainsley LOSH, Auteur ; Stephanie PAWLYSZYN, Auteur ; Nicole M. MCGUIGGAN, Auteur ; Mark VANGEL, Auteur ; Matti S. HÄMÄLÄINEN, Auteur ; Tal KENET, Auteur . - p.1947-1960. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.1947-1960 Index. décimale : PER Périodiques Résumé : Auditory steady-state response (ASSR) has been studied as a potential biomarker for abnormal auditory sensory processing in autism spectrum disorder (ASD), with mixed results. Motivated by prior somatosensory findings of group differences in inter-trial coherence (ITC) between ASD and typically developing (TD) individuals at twice the steady-state stimulation frequency, we examined ASSR at 25 and 50 as well as 43 and 86 Hz in response to 25-Hz and 43-Hz auditory stimuli, respectively, using magnetoencephalography. Data were recorded from 22 ASD and 31 TD children, ages 6-17 years. ITC measures showed prominent ASSRs at the stimulation and double frequencies, without significant group differences. These results do not support ASSR as a robust ASD biomarker of abnormal auditory processing in ASD. Furthermore, the previously observed atypical double-frequency somatosensory response in ASD did not generalize to the auditory modality. Thus, the hypothesis about modality-independent abnormal local connectivity in ASD was not supported. En ligne : https://doi.org/10.1007/s10803-023-05907-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships / Ainsley LOSH in Research in Autism Spectrum Disorders, 107 (September 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 107 (September 2023) . - p.102225 Titre : Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships Type de document : Texte imprimé et/ou numérique Auteurs : Ainsley LOSH, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.102225 Langues : Anglais (eng) Mots-clés : Autism  Education  Student-teacher relationships  Classroom management  Inclusion  Praise Index. décimale : PER Périodiques Résumé : Background Classrooms can create barriers to young autistic students' social and behavioral success at school. Better quality student-teacher relationships (STRs) have been associated with improved student social and behavioral outcomes. When teachers use more positive response strategies (e.g., praise), they create more opportunities for positive interactions with students, likely developing closer STRs. Method The present study uses SEM to investigate a path by which teachers' use of positive response strategies is associated with closer STRs, which lead to improved social functioning and classroom engagement for N = 145 young autistic students (age 4-7 years). Factors contributing to teachers' reported frequency of using positive response strategies were also explored using multiple linear regression. Results The model was a close fit to the data (?2 (18, N = 145) = 18.4, p = .43, TLI = 1.0, CFI = 1.0, RMSEA = .01). Teachers who reported using positive response strategies more frequently had significantly closer STRs, which were associated with lasting improvements in students' social functioning and engagement in the classroom. Positive response strategies that teachers reported using most frequently were praise, positive comments, and incentives. Teachers' perceived usefulness of positive response strategies and regular trainings in autism were significantly associated with frequency of positive response strategy use. Conclusions Positive, supportive classrooms in which teachers utilized more positive response strategies and developed closer STRs were associated with young autistic students' academic engagement and social functioning. Regular autism trainings and perceived usefulness of positive response strategies emerged as significant factors for teachers' use of strategies. En ligne : https://doi.org/10.1016/j.rasd.2023.102225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 [article] Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships [Texte imprimé et/ou numérique] / Ainsley LOSH, Auteur ; Jan BLACHER, Auteur . - p.102225. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 107 (September 2023) . - p.102225 Mots-clés : Autism  Education  Student-teacher relationships  Classroom management  Inclusion  Praise Index. décimale : PER Périodiques Résumé : Background Classrooms can create barriers to young autistic students' social and behavioral success at school. Better quality student-teacher relationships (STRs) have been associated with improved student social and behavioral outcomes. When teachers use more positive response strategies (e.g., praise), they create more opportunities for positive interactions with students, likely developing closer STRs. Method The present study uses SEM to investigate a path by which teachers' use of positive response strategies is associated with closer STRs, which lead to improved social functioning and classroom engagement for N = 145 young autistic students (age 4-7 years). Factors contributing to teachers' reported frequency of using positive response strategies were also explored using multiple linear regression. Results The model was a close fit to the data (?2 (18, N = 145) = 18.4, p = .43, TLI = 1.0, CFI = 1.0, RMSEA = .01). Teachers who reported using positive response strategies more frequently had significantly closer STRs, which were associated with lasting improvements in students' social functioning and engagement in the classroom. Positive response strategies that teachers reported using most frequently were praise, positive comments, and incentives. Teachers' perceived usefulness of positive response strategies and regular trainings in autism were significantly associated with frequency of positive response strategy use. Conclusions Positive, supportive classrooms in which teachers utilized more positive response strategies and developed closer STRs were associated with young autistic students' academic engagement and social functioning. Regular autism trainings and perceived usefulness of positive response strategies emerged as significant factors for teachers' use of strategies. En ligne : https://doi.org/10.1016/j.rasd.2023.102225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512

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