Applying a Parent Training Program in a Naturalistic Behavior Analytic Context to Improve Attachment in Children with ASD / Areti STEFANAKI in Journal of Autism and Developmental Disorders, 53-11 (November 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4164-4184 Titre : Applying a Parent Training Program in a Naturalistic Behavior Analytic Context to Improve Attachment in Children with ASD Type de document : texte imprimé Auteurs : Areti STEFANAKI, Auteur ; Georgios GKOGKOS, Auteur ; Spyridoula VARLOKOSTA, Auteur ; Angeliki GENA, Auteur Article en page(s) : p.4164-4184 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Infants develop attachment to their caregivers very early on. The quality of attachment is considered to be crucial for the emotional development of humans and animals alike. Despite its importance, very little is known about how attachment develops between children with Autism Spectrum Disorder (ASD) and their caregivers. The purpose of the present study was to assess the attachment patterns of two young children with ASD with their parents and to identify the means for promoting parent, child, and parent-child relational characteristics that may contribute to the development of secure attachment. The results replicated prior findings pertaining to attachment quality of children with ASD and demonstrated the effectiveness of a naturalistic, behavior-analytic intervention in improving the quality of their attachment. En ligne : https://doi.org/10.1007/s10803-022-05719-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Applying a Parent Training Program in a Naturalistic Behavior Analytic Context to Improve Attachment in Children with ASD [texte imprimé] / Areti STEFANAKI, Auteur ; Georgios GKOGKOS, Auteur ; Spyridoula VARLOKOSTA, Auteur ; Angeliki GENA, Auteur . - p.4164-4184. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4164-4184 Index. décimale : PER Périodiques Résumé : Infants develop attachment to their caregivers very early on. The quality of attachment is considered to be crucial for the emotional development of humans and animals alike. Despite its importance, very little is known about how attachment develops between children with Autism Spectrum Disorder (ASD) and their caregivers. The purpose of the present study was to assess the attachment patterns of two young children with ASD with their parents and to identify the means for promoting parent, child, and parent-child relational characteristics that may contribute to the development of secure attachment. The results replicated prior findings pertaining to attachment quality of children with ASD and demonstrated the effectiveness of a naturalistic, behavior-analytic intervention in improving the quality of their attachment. En ligne : https://doi.org/10.1007/s10803-022-05719-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

Autistic children’s reading comprehension revisited through eye-tracking: Evidence from bridging inferencing / Eleni PERISTERI in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202721 Titre : Autistic children’s reading comprehension revisited through eye-tracking: Evidence from bridging inferencing Type de document : texte imprimé Auteurs : Eleni PERISTERI, Auteur ; Michaela NERANTZINI, Auteur ; Timothy C. PAPADOPOULOS, Auteur ; Spyridoula VARLOKOSTA, Auteur Article en page(s) : p.202721 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Bridging inferencing  Reading  Eye-tracking  Executive functions Index. décimale : PER Périodiques Résumé : Pragmatic language impairments are universally observed in Autism Spectrum Disorders. Inferencing, i.e., combining information within text and using background knowledge to go beyond what is explicitly stated in the text to make a conjecture, has been a challenging pragmatic domain for autistic children. Most studies that have investigated inferencing in autism have used behavioral measurements. The objective of the current study was to assess inferencing in autistic and age-matched typically-developing children by employing eye-tracking to capture children’s ‘in-the-moment’ eye gaze behaviors while reading short passages. We also investigated links between children’s inferencing and executive function skills. The study included 19 autistic children and 19 age-matched typically-developing children. Groups were administered an eye-tracking task that assessed children’s inferencing skills while reading short vignettes that differed in a critical word that supported inferencing or not. Children were asked to read the vignettes and then answer questions that were either primed or not by the inference. The two groups were also assessed on executive functions, including working memory and attention. We found that autistic children exhibited lower comprehension accuracy in passages not primed by inferencing as compared to those that were primed, and also spent more looking time on primed passages than the typically-developing children. Moreover, while inferencing in typically-developing children was significantly related to their executive function skills, no such relations were observed for the autistic group. The overall findings show that reading comprehension for the autistic children was reduced when questions did not anchor to previous discourse through bridging inferencing. Finally, inferencing in the autistic group did not rely on executive functions to the same extent as in typically-developing children. En ligne : https://doi.org/10.1016/j.reia.2025.202721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Autistic children’s reading comprehension revisited through eye-tracking: Evidence from bridging inferencing [texte imprimé] / Eleni PERISTERI, Auteur ; Michaela NERANTZINI, Auteur ; Timothy C. PAPADOPOULOS, Auteur ; Spyridoula VARLOKOSTA, Auteur . - p.202721. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202721 Mots-clés : Autism spectrum disorders  Bridging inferencing  Reading  Eye-tracking  Executive functions Index. décimale : PER Périodiques Résumé : Pragmatic language impairments are universally observed in Autism Spectrum Disorders. Inferencing, i.e., combining information within text and using background knowledge to go beyond what is explicitly stated in the text to make a conjecture, has been a challenging pragmatic domain for autistic children. Most studies that have investigated inferencing in autism have used behavioral measurements. The objective of the current study was to assess inferencing in autistic and age-matched typically-developing children by employing eye-tracking to capture children’s ‘in-the-moment’ eye gaze behaviors while reading short passages. We also investigated links between children’s inferencing and executive function skills. The study included 19 autistic children and 19 age-matched typically-developing children. Groups were administered an eye-tracking task that assessed children’s inferencing skills while reading short vignettes that differed in a critical word that supported inferencing or not. Children were asked to read the vignettes and then answer questions that were either primed or not by the inference. The two groups were also assessed on executive functions, including working memory and attention. We found that autistic children exhibited lower comprehension accuracy in passages not primed by inferencing as compared to those that were primed, and also spent more looking time on primed passages than the typically-developing children. Moreover, while inferencing in typically-developing children was significantly related to their executive function skills, no such relations were observed for the autistic group. The overall findings show that reading comprehension for the autistic children was reduced when questions did not anchor to previous discourse through bridging inferencing. Finally, inferencing in the autistic group did not rely on executive functions to the same extent as in typically-developing children. En ligne : https://doi.org/10.1016/j.reia.2025.202721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

The Acquisition of Relative Clauses in Autism: The Role of Executive Functions and Language / Eleni PERISTERI in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4394-4407 Titre : The Acquisition of Relative Clauses in Autism: The Role of Executive Functions and Language Type de document : texte imprimé Auteurs : Eleni PERISTERI, Auteur ; Xanthi KAMONA, Auteur ; Spyridoula VARLOKOSTA, Auteur Article en page(s) : p.4394-4407 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Relative clauses present a well-known processing asymmetry between object-extracted and subject-extracted dependencies across both typical and atypical populations. The present study aimed at exploring the comprehension of object and subject relative clauses as conceptualized by the Relativized Minimality framework in autistic children and in a group of age- and IQ-matched typically-developing children. The study also explored the way performance in relative clauses would be affected by the children s language and executive function skills. En ligne : https://doi.org/10.1007/s10803-023-06159-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] The Acquisition of Relative Clauses in Autism: The Role of Executive Functions and Language [texte imprimé] / Eleni PERISTERI, Auteur ; Xanthi KAMONA, Auteur ; Spyridoula VARLOKOSTA, Auteur . - p.4394-4407. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4394-4407 Index. décimale : PER Périodiques Résumé : Relative clauses present a well-known processing asymmetry between object-extracted and subject-extracted dependencies across both typical and atypical populations. The present study aimed at exploring the comprehension of object and subject relative clauses as conceptualized by the Relativized Minimality framework in autistic children and in a group of age- and IQ-matched typically-developing children. The study also explored the way performance in relative clauses would be affected by the children s language and executive function skills. En ligne : https://doi.org/10.1007/s10803-023-06159-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

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