Emotion Regulation in Young Children with Autism Spectrum Disorders / Lauren D. BERKOVITS in Journal of Autism and Developmental Disorders, 47-1 (January 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.68-79 Titre : Emotion Regulation in Young Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lauren D. BERKOVITS, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.68-79 Langues : Anglais (eng) Mots-clés : Emotion regulation  Emotional development  Social development  Self-regulation Index. décimale : PER Périodiques Résumé : There has been little research connecting underlying emotion processes (e.g., emotion regulation) to frequent behavior problems in young children with autism spectrum disorder (ASD). This study examined the stability of emotion regulation and its relationship with other aspects of child functioning. Participants included 108 children with ASD, ages 4–7, and their primary caregivers. ASD symptoms and cognitive/language abilities were assessed upon study entry. Parents reported on children’s emotion regulation, social skills and behavior problems at two time points, 10 months apart. Emotion dysregulation was stable and related strongly to social and behavioral functioning but was largely independent of IQ. Further analyses suggested that emotion dysregulation predicts increases in social and behavioral difficulties across time. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2922-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Emotion Regulation in Young Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lauren D. BERKOVITS, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.68-79. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.68-79 Mots-clés : Emotion regulation  Emotional development  Social development  Self-regulation Index. décimale : PER Périodiques Résumé : There has been little research connecting underlying emotion processes (e.g., emotion regulation) to frequent behavior problems in young children with autism spectrum disorder (ASD). This study examined the stability of emotion regulation and its relationship with other aspects of child functioning. Participants included 108 children with ASD, ages 4–7, and their primary caregivers. ASD symptoms and cognitive/language abilities were assessed upon study entry. Parents reported on children’s emotion regulation, social skills and behavior problems at two time points, 10 months apart. Emotion dysregulation was stable and related strongly to social and behavioral functioning but was largely independent of IQ. Further analyses suggested that emotion dysregulation predicts increases in social and behavioral difficulties across time. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2922-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

"I don't feel different. But then again, I wouldn't know what it feels like to be normal": Perspectives of Adolescents with Autism Spectrum Disorder / Lauren D. BERKOVITS in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.831-843 Titre : "I don't feel different. But then again, I wouldn't know what it feels like to be normal": Perspectives of Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lauren D. BERKOVITS, Auteur ; Christine T. MOODY, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.831-843 Langues : Anglais (eng) Mots-clés : ASD diagnosis  Adolescence  Self-perceptions  Well-being Index. décimale : PER Périodiques Résumé : There is minimal research regarding the personal experiences and perceptions of youth with autism spectrum disorder (ASD). Yet, the positive and negative perceptions that youth internalize about their diagnoses are crucial, as they may have a strong impact on individuals' self-concept and well-being. This paper utilizes mixed methods to describe the perceptions of 38 adolescents with ASD about their diagnoses, as elicited via semi-structured interviews. Quantitative analyses explore links between youths' perceptions and other aspects of their social-emotional well-being. Implications are highlighted regarding the importance of shifting the narrative that individuals with ASD develop about themselves and their diagnoses. En ligne : http://dx.doi.org/10.1007/s10803-019-04309-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 [article] "I don't feel different. But then again, I wouldn't know what it feels like to be normal": Perspectives of Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lauren D. BERKOVITS, Auteur ; Christine T. MOODY, Auteur ; Jan BLACHER, Auteur . - p.831-843. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.831-843 Mots-clés : ASD diagnosis  Adolescence  Self-perceptions  Well-being Index. décimale : PER Périodiques Résumé : There is minimal research regarding the personal experiences and perceptions of youth with autism spectrum disorder (ASD). Yet, the positive and negative perceptions that youth internalize about their diagnoses are crucial, as they may have a strong impact on individuals' self-concept and well-being. This paper utilizes mixed methods to describe the perceptions of 38 adolescents with ASD about their diagnoses, as elicited via semi-structured interviews. Quantitative analyses explore links between youths' perceptions and other aspects of their social-emotional well-being. Implications are highlighted regarding the importance of shifting the narrative that individuals with ASD develop about themselves and their diagnoses. En ligne : http://dx.doi.org/10.1007/s10803-019-04309-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419

Social Robots as Embedded Reinforcers of Social Behavior in Children with Autism / Elizabeth S. KIM in Journal of Autism and Developmental Disorders, 43-5 (May 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1038-1049 Titre : Social Robots as Embedded Reinforcers of Social Behavior in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth S. KIM, Auteur ; Lauren D. BERKOVITS, Auteur ; Emily P. BERNIER, Auteur ; Dan LEYZBERG, Auteur ; Frederick SHIC, Auteur ; Rhea PAUL, Auteur ; Brian SCASSELLATI, Auteur Article en page(s) : p.1038-1049 Langues : Anglais (eng) Mots-clés : Social robots  Assistive robots  Intervention  Embedded reinforcers Index. décimale : PER Périodiques Résumé : In this study we examined the social behaviors of 4- to 12-year-old children with autism spectrum disorders (ASD; N = 24) during three tradic interactions with an adult confederate and an interaction partner, where the interaction partner varied randomly among (1) another adult human, (2) a touchscreen computer game, and (3) a social dinosaur robot. Children spoke more in general, and directed more speech to the adult confederate, when the interaction partner was a robot, as compared to a human or computer game interaction partner. Children spoke as much to the robot as to the adult interaction partner. This study provides the largest demonstration of social human-robot interaction in children with autism to date. Our findings suggest that social robots may be developed into useful tools for social skills and communication therapies, specifically by embedding social interaction into intrinsic reinforcers and motivators. En ligne : http://dx.doi.org/10.1007/s10803-012-1645-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195 [article] Social Robots as Embedded Reinforcers of Social Behavior in Children with Autism [Texte imprimé et/ou numérique] / Elizabeth S. KIM, Auteur ; Lauren D. BERKOVITS, Auteur ; Emily P. BERNIER, Auteur ; Dan LEYZBERG, Auteur ; Frederick SHIC, Auteur ; Rhea PAUL, Auteur ; Brian SCASSELLATI, Auteur . - p.1038-1049. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1038-1049 Mots-clés : Social robots  Assistive robots  Intervention  Embedded reinforcers Index. décimale : PER Périodiques Résumé : In this study we examined the social behaviors of 4- to 12-year-old children with autism spectrum disorders (ASD; N = 24) during three tradic interactions with an adult confederate and an interaction partner, where the interaction partner varied randomly among (1) another adult human, (2) a touchscreen computer game, and (3) a social dinosaur robot. Children spoke more in general, and directed more speech to the adult confederate, when the interaction partner was a robot, as compared to a human or computer game interaction partner. Children spoke as much to the robot as to the adult interaction partner. This study provides the largest demonstration of social human-robot interaction in children with autism to date. Our findings suggest that social robots may be developed into useful tools for social skills and communication therapies, specifically by embedding social interaction into intrinsic reinforcers and motivators. En ligne : http://dx.doi.org/10.1007/s10803-012-1645-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195

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