Correction to: Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions / David TREMBATH ; Matt STAINER ; Teena CAITHNESS ; Cheryl DISSANAYAKE ; Valsamma EAPEN ; Kathryn FORDYCE ; Veronica FREWER ; Grace FROST ; Kristelle HUDRY ; Teresa IACONO ; Nicole MAHLER ; Anne MASI ; Jessica PAYNTER ; Katherine PYE ; Shannon QUAN ; Leanne SHELLSHEAR ; Rebecca SUTHERLAND ; Stephanie SIEVERS ; Abirami THIRUMANICKAM ; Marleen F. WESTERVELD ; Madonna TUCKER in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2548-2548 Titre : Correction to: Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : David TREMBATH, Auteur ; Matt STAINER, Auteur ; Teena CAITHNESS, Auteur ; Cheryl DISSANAYAKE, Auteur ; Valsamma EAPEN, Auteur ; Kathryn FORDYCE, Auteur ; Veronica FREWER, Auteur ; Grace FROST, Auteur ; Kristelle HUDRY, Auteur ; Teresa IACONO, Auteur ; Nicole MAHLER, Auteur ; Anne MASI, Auteur ; Jessica PAYNTER, Auteur ; Katherine PYE, Auteur ; Shannon QUAN, Auteur ; Leanne SHELLSHEAR, Auteur ; Rebecca SUTHERLAND, Auteur ; Stephanie SIEVERS, Auteur ; Abirami THIRUMANICKAM, Auteur ; Marleen F. WESTERVELD, Auteur ; Madonna TUCKER, Auteur Article en page(s) : p.2548-2548 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05633-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Correction to: Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions : Journal of Autism and Developmental Disorders [texte imprimé] / David TREMBATH, Auteur ; Matt STAINER, Auteur ; Teena CAITHNESS, Auteur ; Cheryl DISSANAYAKE, Auteur ; Valsamma EAPEN, Auteur ; Kathryn FORDYCE, Auteur ; Veronica FREWER, Auteur ; Grace FROST, Auteur ; Kristelle HUDRY, Auteur ; Teresa IACONO, Auteur ; Nicole MAHLER, Auteur ; Anne MASI, Auteur ; Jessica PAYNTER, Auteur ; Katherine PYE, Auteur ; Shannon QUAN, Auteur ; Leanne SHELLSHEAR, Auteur ; Rebecca SUTHERLAND, Auteur ; Stephanie SIEVERS, Auteur ; Abirami THIRUMANICKAM, Auteur ; Marleen F. WESTERVELD, Auteur ; Madonna TUCKER, Auteur . - p.2548-2548. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2548-2548 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05633-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

Profiles and Longitudinal Growth Trajectories of Teacher-Rated Academic Skills and Enablers in Autistic Children and Adolescents / Dawn ADAMS ; Matt STAINER ; Kate SIMPSON ; Jessica PAYNTER ; Marleen WESTERVELD in Journal of Autism and Developmental Disorders, 55-1 (January 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.267-283 Titre : Profiles and Longitudinal Growth Trajectories of Teacher-Rated Academic Skills and Enablers in Autistic Children and Adolescents : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Dawn ADAMS, Auteur ; Matt STAINER, Auteur ; Kate SIMPSON, Auteur ; Jessica PAYNTER, Auteur ; Marleen WESTERVELD, Auteur Article en page(s) : p.267-283 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In non-autistic children, academic skills are associated with academic enablers (motivation, engagement, study/interpersonal skills), but few studies have explored these in autistic children. This study identified profiles of academic skills and enablers in autistic students and explored the trajectory of each profile over time. Teachers completed the Academic Competences Evaluation Scales for autistic children in primary and secondary educational settings annually for 5 years. Latent profile analysis identified six profiles in the primary/younger cohort and seven in the secondary/older cohort. Whilst some profiles showed relative stability across skills and enablers, others profiles were more variable. The profiles remained stable and significantly different from each other over time, with no profile * time interactions identified. Autistic children may show variability across their academic skills and enablers. This highlights the importance of understanding each individual student and their profile of strengths and challenges when planning supports. En ligne : https://doi.org/10.1007/s10803-023-06186-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Profiles and Longitudinal Growth Trajectories of Teacher-Rated Academic Skills and Enablers in Autistic Children and Adolescents : Journal of Autism and Developmental Disorders [texte imprimé] / Dawn ADAMS, Auteur ; Matt STAINER, Auteur ; Kate SIMPSON, Auteur ; Jessica PAYNTER, Auteur ; Marleen WESTERVELD, Auteur . - p.267-283. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.267-283 Index. décimale : PER Périodiques Résumé : In non-autistic children, academic skills are associated with academic enablers (motivation, engagement, study/interpersonal skills), but few studies have explored these in autistic children. This study identified profiles of academic skills and enablers in autistic students and explored the trajectory of each profile over time. Teachers completed the Academic Competences Evaluation Scales for autistic children in primary and secondary educational settings annually for 5 years. Latent profile analysis identified six profiles in the primary/younger cohort and seven in the secondary/older cohort. Whilst some profiles showed relative stability across skills and enablers, others profiles were more variable. The profiles remained stable and significantly different from each other over time, with no profile * time interactions identified. Autistic children may show variability across their academic skills and enablers. This highlights the importance of understanding each individual student and their profile of strengths and challenges when planning supports. En ligne : https://doi.org/10.1007/s10803-023-06186-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with ASD compared to TD peers / Rachelle WICKS in Autism Research, 15-2 (February 2022)  

Public ISBD [article]  inAutism Research > 15-2 (February 2022) . - p.254-269 Titre : Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with ASD compared to TD peers Type de document : texte imprimé Auteurs : Rachelle WICKS, Auteur ; Marleen F. WESTERVELD, Auteur ; Matthew STAINER, Auteur ; Jessica PAYNTER, Auteur Article en page(s) : p.254-269 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  eye gaze  eye tracking  prompting  shared book reading Index. décimale : PER Périodiques Résumé : Prompting children to look at print and picture content during shared book reading (SBR) facilitates joint attention and early language and literacy learning opportunities for typically developing (TD) children. Whether preschoolers with autism spectrum disorder (ASD) respond similarly to bids for joint attention during SBR and how autism characteristics impact upon their responsiveness is currently unclear. This is important given these children are at risk of persistent language and literacy challenges. To address this, we examined the effects of prompts that were solely verbal versus verbal with pointing on visual attention to print and picture targets during SBR with digital storybooks for 34 children with ASD and 27 TD peers. Children with ASD looked as frequently at print targets, but less frequently at picture targets, when prompted compared to TD peers. Both prompt types showed similar effects in shifting children's visual attention to print and picture targets at group level. When groups were combined, autism characteristics influenced children's responsiveness to verbal versus verbal with pointing prompts to print targets, but not to picture targets; children looked more frequently at print targets as autism characteristics increased when verbal prompts were used, with a large effect shown (d = 0.91). Overall, findings suggest that prompting children with ASD to look at print and pictures during SBR with digital storybooks may be helpful in facilitating joint attention to storybook content. Implications for the development of effective early interventions aimed at providing emergent literacy support for children with ASD are discussed. LAY SUMMARY: We looked at how prompting impacted upon where children with autism look during shared book reading with digital storybooks compared to children without autism using eye-tracking. We found the target (pictures or print) was what mattered and number of autism characteristics impacted how responsive children were to different types of prompts. This helps us to understand how prompting may help children with autism to look at print or pictures during shared book reading which could support language or reading interventions. En ligne : http://dx.doi.org/10.1002/aur.2623 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with ASD compared to TD peers [texte imprimé] / Rachelle WICKS, Auteur ; Marleen F. WESTERVELD, Auteur ; Matthew STAINER, Auteur ; Jessica PAYNTER, Auteur . - p.254-269. Langues : Anglais (eng) in Autism Research > 15-2 (February 2022) . - p.254-269 Mots-clés : autism spectrum disorder  eye gaze  eye tracking  prompting  shared book reading Index. décimale : PER Périodiques Résumé : Prompting children to look at print and picture content during shared book reading (SBR) facilitates joint attention and early language and literacy learning opportunities for typically developing (TD) children. Whether preschoolers with autism spectrum disorder (ASD) respond similarly to bids for joint attention during SBR and how autism characteristics impact upon their responsiveness is currently unclear. This is important given these children are at risk of persistent language and literacy challenges. To address this, we examined the effects of prompts that were solely verbal versus verbal with pointing on visual attention to print and picture targets during SBR with digital storybooks for 34 children with ASD and 27 TD peers. Children with ASD looked as frequently at print targets, but less frequently at picture targets, when prompted compared to TD peers. Both prompt types showed similar effects in shifting children's visual attention to print and picture targets at group level. When groups were combined, autism characteristics influenced children's responsiveness to verbal versus verbal with pointing prompts to print targets, but not to picture targets; children looked more frequently at print targets as autism characteristics increased when verbal prompts were used, with a large effect shown (d = 0.91). Overall, findings suggest that prompting children with ASD to look at print and pictures during SBR with digital storybooks may be helpful in facilitating joint attention to storybook content. Implications for the development of effective early interventions aimed at providing emergent literacy support for children with ASD are discussed. LAY SUMMARY: We looked at how prompting impacted upon where children with autism look during shared book reading with digital storybooks compared to children without autism using eye-tracking. We found the target (pictures or print) was what mattered and number of autism characteristics impacted how responsive children were to different types of prompts. This helps us to understand how prompting may help children with autism to look at print or pictures during shared book reading which could support language or reading interventions. En ligne : http://dx.doi.org/10.1002/aur.2623 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions / David TREMBATH ; Matt STAINER ; Teena CAITHNESS ; Cheryl DISSANAYAKE ; Valsamma EAPEN ; Kathryn FORDYCE ; Veronica FREWER ; Grace FROST ; Kristelle HUDRY ; Teresa IACONO ; Nicole MAHLER ; Anne MASI ; Jessica PAYNTER ; Katherine PYE ; Shannon QUAN ; Leanne SHELLSHEAR ; Rebecca SUTHERLAND ; Stephanie SIEVERS ; Abirami THIRUMANICKAM ; Marleen F. WESTERVELD ; Madonna TUCKER in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2232-2245 Titre : Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : David TREMBATH, Auteur ; Matt STAINER, Auteur ; Teena CAITHNESS, Auteur ; Cheryl DISSANAYAKE, Auteur ; Valsamma EAPEN, Auteur ; Kathryn FORDYCE, Auteur ; Veronica FREWER, Auteur ; Grace FROST, Auteur ; Kristelle HUDRY, Auteur ; Teresa IACONO, Auteur ; Nicole MAHLER, Auteur ; Anne MASI, Auteur ; Jessica PAYNTER, Auteur ; Katherine PYE, Auteur ; Shannon QUAN, Auteur ; Leanne SHELLSHEAR, Auteur ; Rebecca SUTHERLAND, Auteur ; Stephanie SIEVERS, Auteur ; Abirami THIRUMANICKAM, Auteur ; Marleen F. WESTERVELD, Auteur ; Madonna TUCKER, Auteur Article en page(s) : p.2232-2245 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We assessed the spoken language of 73 preschool aged children on the autism spectrum receiving community-based early intervention at two time points, approximately 7 months apart. Using the Spoken Language Benchmarks, there was a small non-significant change in the proportion of children transitioning from below, to at or above, Phase 3 (word combinations). Using binomial regression, a model comprising seven of nine clinician-proposed child-related predictors explained 64% of the variance. None of the predictors were individually significant, although a large effect size (OR=16.71) was observed for children s baseline rate of communicative acts. The findings point to substantial unmet clinical need in children with minimal verbal language, but also the relevance of clinician-proposed predictors of their spoken language outcomes. En ligne : https://doi.org/10.1007/s10803-022-05511-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions : Journal of Autism and Developmental Disorders [texte imprimé] / David TREMBATH, Auteur ; Matt STAINER, Auteur ; Teena CAITHNESS, Auteur ; Cheryl DISSANAYAKE, Auteur ; Valsamma EAPEN, Auteur ; Kathryn FORDYCE, Auteur ; Veronica FREWER, Auteur ; Grace FROST, Auteur ; Kristelle HUDRY, Auteur ; Teresa IACONO, Auteur ; Nicole MAHLER, Auteur ; Anne MASI, Auteur ; Jessica PAYNTER, Auteur ; Katherine PYE, Auteur ; Shannon QUAN, Auteur ; Leanne SHELLSHEAR, Auteur ; Rebecca SUTHERLAND, Auteur ; Stephanie SIEVERS, Auteur ; Abirami THIRUMANICKAM, Auteur ; Marleen F. WESTERVELD, Auteur ; Madonna TUCKER, Auteur . - p.2232-2245. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2232-2245 Index. décimale : PER Périodiques Résumé : We assessed the spoken language of 73 preschool aged children on the autism spectrum receiving community-based early intervention at two time points, approximately 7 months apart. Using the Spoken Language Benchmarks, there was a small non-significant change in the proportion of children transitioning from below, to at or above, Phase 3 (word combinations). Using binomial regression, a model comprising seven of nine clinician-proposed child-related predictors explained 64% of the variance. None of the predictors were individually significant, although a large effect size (OR=16.71) was observed for children s baseline rate of communicative acts. The findings point to substantial unmet clinical need in children with minimal verbal language, but also the relevance of clinician-proposed predictors of their spoken language outcomes. En ligne : https://doi.org/10.1007/s10803-022-05511-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

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