Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism / Nicole SPARAPANI in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299 Titre : Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Vanessa P. REINHARDT, Auteur ; Jessica L. HOOKER, Auteur ; Lindee MORGAN, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.2284-2299 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Education, Special/methods  Humans  Language  Students  Autism  Measurement invariance  Student characteristics  Teacher language  Brookes Publishing. She receives royalties from this manual but not from this  study. Index. décimale : PER Périodiques Résumé : This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05115-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Vanessa P. REINHARDT, Auteur ; Jessica L. HOOKER, Auteur ; Lindee MORGAN, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur . - p.2284-2299. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Education, Special/methods  Humans  Language  Students  Autism  Measurement invariance  Student characteristics  Teacher language  Brookes Publishing. She receives royalties from this manual but not from this  study. Index. décimale : PER Périodiques Résumé : This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05115-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

The influence of loss to follow-up in autism screening research: Taking stock and moving forward / R. Christopher SHELDRICK in Journal of Child Psychology and Psychiatry, 65-5 (May 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-5 (May 2024) . - p.656-667 Titre : The influence of loss to follow-up in autism screening research: Taking stock and moving forward Type de document : Texte imprimé et/ou numérique Auteurs : R. Christopher SHELDRICK, Auteur ; Jessica L. HOOKER, Auteur ; Alice S. CARTER, Auteur ; Emily FEINBERG, Auteur ; Lisa A. CROEN, Auteur ; Jocelyn KUHN, Auteur ; Elizabeth SLATE, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.656-667 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background How best to improve the early detection of autism spectrum disorder (ASD) is the subject of significant controversy. Some argue that universal ASD screeners are highly accurate, whereas others argue that evidence for this claim is insufficient. Relatedly, there is no clear consensus as to the optimal role of screening for making referral decisions for evaluation and treatment. Published screening research can meaningfully inform these questions-but only through careful consideration of children who do not complete diagnostic follow-up. Methods We developed two simulation models that re-analyze the results of a large-scale validation study of the M-CHAT-R/F by Robins et al. (2014, Pediatrics, 133, 37). Model #1 re-analyzes screener accuracy across six scenarios, each reflecting different assumptions regarding loss to follow-up. Model #2 builds on this by closely examining differential attrition at each point of the multi-step detection process. Results Estimates of sensitivity ranged from 40% to 94% across scenarios, demonstrating that estimates of accuracy depend on assumptions regarding the diagnostic status of children who were lost to follow-up. Across a range of plausible assumptions, data also suggest that children with undiagnosed ASD may be more likely to complete follow-up than children without ASD, highlighting the role of clinicians and caregivers in the detection process. Conclusions Using simulation modeling as a quantitative method to examine potential bias in screening studies, analyses suggest that ASD screening tools may be less accurate than is often reported. Models also demonstrate the critical importance of every step in a detection process-including steps that determine whether children should complete an additional evaluation. We conclude that parent and clinician decision-making regarding follow-up may contribute more to detection than is widely assumed. En ligne : https://doi.org/10.1111/jcpp.13867 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] The influence of loss to follow-up in autism screening research: Taking stock and moving forward [Texte imprimé et/ou numérique] / R. Christopher SHELDRICK, Auteur ; Jessica L. HOOKER, Auteur ; Alice S. CARTER, Auteur ; Emily FEINBERG, Auteur ; Lisa A. CROEN, Auteur ; Jocelyn KUHN, Auteur ; Elizabeth SLATE, Auteur ; Amy M. WETHERBY, Auteur . - p.656-667. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-5 (May 2024) . - p.656-667 Index. décimale : PER Périodiques Résumé : Background How best to improve the early detection of autism spectrum disorder (ASD) is the subject of significant controversy. Some argue that universal ASD screeners are highly accurate, whereas others argue that evidence for this claim is insufficient. Relatedly, there is no clear consensus as to the optimal role of screening for making referral decisions for evaluation and treatment. Published screening research can meaningfully inform these questions-but only through careful consideration of children who do not complete diagnostic follow-up. Methods We developed two simulation models that re-analyze the results of a large-scale validation study of the M-CHAT-R/F by Robins et al. (2014, Pediatrics, 133, 37). Model #1 re-analyzes screener accuracy across six scenarios, each reflecting different assumptions regarding loss to follow-up. Model #2 builds on this by closely examining differential attrition at each point of the multi-step detection process. Results Estimates of sensitivity ranged from 40% to 94% across scenarios, demonstrating that estimates of accuracy depend on assumptions regarding the diagnostic status of children who were lost to follow-up. Across a range of plausible assumptions, data also suggest that children with undiagnosed ASD may be more likely to complete follow-up than children without ASD, highlighting the role of clinicians and caregivers in the detection process. Conclusions Using simulation modeling as a quantitative method to examine potential bias in screening studies, analyses suggest that ASD screening tools may be less accurate than is often reported. Models also demonstrate the critical importance of every step in a detection process-including steps that determine whether children should complete an additional evaluation. We conclude that parent and clinician decision-making regarding follow-up may contribute more to detection than is widely assumed. En ligne : https://doi.org/10.1111/jcpp.13867 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

Verbal Responsiveness in Parents of Toddlers With and Without Autism During a Home Observation / Jessica L. HOOKER ; Amy M. WETHERBY in Journal of Autism and Developmental Disorders, 54-7 (July 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-7 (July 2024) . - p.2440-2453 Titre : Verbal Responsiveness in Parents of Toddlers With and Without Autism During a Home Observation Type de document : Texte imprimé et/ou numérique Auteurs : Jessica L. HOOKER, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.2440-2453 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined patterns of verbal responsiveness in parents of toddlers (Mage = 20 months) later identified with autism (n = 121), developmental delay (n = 46), or typical development (n = 44) during an hourlong home observation. Parent verbal responsiveness (PVR) was compared using MANOVA across groups and by child expressive language phase. Multiple regression analyses controlling for child age and maternal education were employed to examine the extent to which PVR predicted variance in concurrent child social communication and prospective language skills. Parents provided synchronous responses approximately 90% of the time. Parents of children with autism and developmental delay used smaller proportions of responses that added linguistic information (i.e., expansions and follow-in directives for language) than those of children with typical development. Parents of children in the preverbal phase were more likely, on average, to affirm their children?s acts of intentional communication or provide a follow-in directive for action that did not necessitate a verbal response than to expand or elicit language. Regression results indicated that parental use of expansions and follow-in directives for language made significant contributions to child language outcomes. The patterns we observed may reflect parents' attunement to their child?s developmental level. Responsiveness to a child?s focus of attention is vital in the earlier stages of language learning; however, results point to the potential importance of parental expansions and follow-in directives for promoting language development across groups in this sample. Directions for intervention research targeting PVR and language skills in toddlers with autism and developmental delays are discussed. En ligne : https://doi.org/10.1007/s10803-023-05935-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Verbal Responsiveness in Parents of Toddlers With and Without Autism During a Home Observation [Texte imprimé et/ou numérique] / Jessica L. HOOKER, Auteur ; Amy M. WETHERBY, Auteur . - p.2440-2453. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-7 (July 2024) . - p.2440-2453 Index. décimale : PER Périodiques Résumé : This study examined patterns of verbal responsiveness in parents of toddlers (Mage = 20 months) later identified with autism (n = 121), developmental delay (n = 46), or typical development (n = 44) during an hourlong home observation. Parent verbal responsiveness (PVR) was compared using MANOVA across groups and by child expressive language phase. Multiple regression analyses controlling for child age and maternal education were employed to examine the extent to which PVR predicted variance in concurrent child social communication and prospective language skills. Parents provided synchronous responses approximately 90% of the time. Parents of children with autism and developmental delay used smaller proportions of responses that added linguistic information (i.e., expansions and follow-in directives for language) than those of children with typical development. Parents of children in the preverbal phase were more likely, on average, to affirm their children?s acts of intentional communication or provide a follow-in directive for action that did not necessitate a verbal response than to expand or elicit language. Regression results indicated that parental use of expansions and follow-in directives for language made significant contributions to child language outcomes. The patterns we observed may reflect parents' attunement to their child?s developmental level. Responsiveness to a child?s focus of attention is vital in the earlier stages of language learning; however, results point to the potential importance of parental expansions and follow-in directives for promoting language development across groups in this sample. Directions for intervention research targeting PVR and language skills in toddlers with autism and developmental delays are discussed. En ligne : https://doi.org/10.1007/s10803-023-05935-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

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