Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism / Rebecca A. DOGGETT in Journal of Autism and Developmental Disorders, 43-9 (September 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2015-2025 Titre : Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism Type de document : texte imprimé Auteurs : Rebecca A. DOGGETT, Auteur ; Anna M. KRASNO, Auteur ; Lynn Kern KOEGEL, Auteur ; Robert L. KOEGEL, Auteur Article en page(s) : p.2015-2025 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Conversation  Question-asking  Communication  Self-management Index. décimale : PER Périodiques Résumé : Verbal initiations, such as questions, are essential components of social conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three social questions in the context of conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based. En ligne : http://dx.doi.org/10.1007/s10803-012-1749-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism [texte imprimé] / Rebecca A. DOGGETT, Auteur ; Anna M. KRASNO, Auteur ; Lynn Kern KOEGEL, Auteur ; Robert L. KOEGEL, Auteur . - p.2015-2025. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2015-2025 Mots-clés : Autism  Intervention  Conversation  Question-asking  Communication  Self-management Index. décimale : PER Périodiques Résumé : Verbal initiations, such as questions, are essential components of social conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three social questions in the context of conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based. En ligne : http://dx.doi.org/10.1007/s10803-012-1749-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

The utility of parent-report screening tools in differentiating autism versus attention-deficit/hyperactivity disorder in school-age children / Sara GUTTENTAG in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.473-487 Titre : The utility of parent-report screening tools in differentiating autism versus attention-deficit/hyperactivity disorder in school-age children Type de document : texte imprimé Auteurs : Sara GUTTENTAG, Auteur ; Somer L. BISHOP, Auteur ; Rebecca DOGGETT, Auteur ; Rebecca SHALEV, Auteur ; Megan KAPLAN, Auteur ; Margaret DYSON, Auteur ; Morgan COHEN, Auteur ; Catherine LORD, Auteur ; Adriana DI MARTINO, Auteur Article en page(s) : p.473-487 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder  Autism Symptom Interview  Social Communication Questionnaire  Social Responsiveness Scale – 2nd Edition  autism spectrum disorders  parent screening Index. décimale : PER Périodiques Résumé : We tested the ability of a short, recently developed parent interview and two widely used parent-report questionnaires to discriminate school-age verbal children with autism spectrum disorder from those with attention-deficit/hyperactivity disorder without autism spectrum disorder (ADHD(w/oASD)). These measures included the Autism Symptom Interview - School-Age, the Social Responsiveness Scale - 2nd Edition, and the Social Communication Questionnaire - Lifetime. The classification accuracy of all three parent screeners fell in the moderate range. Accuracy varied by instrument, and the Social Communication Questionnaire - Lifetime questionniare showed the highest accuracy. Children with autism spectrum disorder who were incorrectly classified by all parent screeners did not differ from those correctly classified in regard to demographics, intellectual abilities, nor in any specific clinical area beyond general parent concerns. These findings showed that there are valid screening options for assessing school-age verbal children with autism spectrum disorder versus ADHD(w/oASD). They also underscore the need to assess multiple sources of information for increased accuracy. En ligne : http://dx.doi.org/10.1177/13623613211030071 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] The utility of parent-report screening tools in differentiating autism versus attention-deficit/hyperactivity disorder in school-age children [texte imprimé] / Sara GUTTENTAG, Auteur ; Somer L. BISHOP, Auteur ; Rebecca DOGGETT, Auteur ; Rebecca SHALEV, Auteur ; Megan KAPLAN, Auteur ; Margaret DYSON, Auteur ; Morgan COHEN, Auteur ; Catherine LORD, Auteur ; Adriana DI MARTINO, Auteur . - p.473-487. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.473-487 Mots-clés : Attention-deficit/hyperactivity disorder  Autism Symptom Interview  Social Communication Questionnaire  Social Responsiveness Scale – 2nd Edition  autism spectrum disorders  parent screening Index. décimale : PER Périodiques Résumé : We tested the ability of a short, recently developed parent interview and two widely used parent-report questionnaires to discriminate school-age verbal children with autism spectrum disorder from those with attention-deficit/hyperactivity disorder without autism spectrum disorder (ADHD(w/oASD)). These measures included the Autism Symptom Interview - School-Age, the Social Responsiveness Scale - 2nd Edition, and the Social Communication Questionnaire - Lifetime. The classification accuracy of all three parent screeners fell in the moderate range. Accuracy varied by instrument, and the Social Communication Questionnaire - Lifetime questionniare showed the highest accuracy. Children with autism spectrum disorder who were incorrectly classified by all parent screeners did not differ from those correctly classified in regard to demographics, intellectual abilities, nor in any specific clinical area beyond general parent concerns. These findings showed that there are valid screening options for assessing school-age verbal children with autism spectrum disorder versus ADHD(w/oASD). They also underscore the need to assess multiple sources of information for increased accuracy. En ligne : http://dx.doi.org/10.1177/13623613211030071 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

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