An Initial Psychometric Evaluation of the Joint Attention Protocol / Sallie W. NOWELL in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.1932-1944 Titre : An Initial Psychometric Evaluation of the Joint Attention Protocol Type de document : texte imprimé Auteurs : Sallie W. NOWELL, Auteur ; Linda R. WATSON, Auteur ; Richard A. FALDOWSKI, Auteur ; Grace T. BARANEK, Auteur Article en page(s) : p.1932-1944 Langues : Anglais (eng) Mots-clés : Asd  Autism  Joint attention  Measurement  Psychometric Index. décimale : PER Périodiques Résumé : The goal of this paper is to examine the psychometric properties of a live-coded behavioral measure of joint attention, the Attention-Following and Initiating Joint Attention Protocol (JA Protocol), in order to assist researchers and clinicians in identifying when this measure may meet their joint attention assessment needs. Data from 260 children with autism spectrum disorder, developmental delay, or typical development between the ages of 2 and 12 years were used to evaluate this measure using quality standards for measurement. Overall, the JA Protocol demonstrated good psychometric properties. Recommendations and limitations for use of this measure based on psychometric analysis results are reported. En ligne : http://dx.doi.org/10.1007/s10803-017-3458-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361 [article] An Initial Psychometric Evaluation of the Joint Attention Protocol [texte imprimé] / Sallie W. NOWELL, Auteur ; Linda R. WATSON, Auteur ; Richard A. FALDOWSKI, Auteur ; Grace T. BARANEK, Auteur . - p.1932-1944. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.1932-1944 Mots-clés : Asd  Autism  Joint attention  Measurement  Psychometric Index. décimale : PER Périodiques Résumé : The goal of this paper is to examine the psychometric properties of a live-coded behavioral measure of joint attention, the Attention-Following and Initiating Joint Attention Protocol (JA Protocol), in order to assist researchers and clinicians in identifying when this measure may meet their joint attention assessment needs. Data from 260 children with autism spectrum disorder, developmental delay, or typical development between the ages of 2 and 12 years were used to evaluate this measure using quality standards for measurement. Overall, the JA Protocol demonstrated good psychometric properties. Recommendations and limitations for use of this measure based on psychometric analysis results are reported. En ligne : http://dx.doi.org/10.1007/s10803-017-3458-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361

Atypical Cross-Modal Profiles and Longitudinal Associations Between Vocabulary Scores in Initially Minimally Verbal Children With ASD / Tiffany G. WOYNAROSKI in Autism Research, 9-2 (February 2016)  

Public ISBD [article]  inAutism Research > 9-2 (February 2016) . - p.301-310 Titre : Atypical Cross-Modal Profiles and Longitudinal Associations Between Vocabulary Scores in Initially Minimally Verbal Children With ASD Type de document : texte imprimé Auteurs : Tiffany G. WOYNAROSKI, Auteur ; Paul J. YODER, Auteur ; Linda R. WATSON, Auteur Article en page(s) : p.301-310 Langues : Anglais (eng) Mots-clés : autism  spoken language  vocabulary  useful speech  minimally verbal  longitudinal Index. décimale : PER Périodiques Résumé : We tested the relative levels (i.e., age equivalencies) of concurrent cross-modality (receptive and expressive) vocabulary and the relative strength of the longitudinal, cross-modality associations between early and later vocabulary sizes in minimally verbal preschoolers with ASD. Eighty-seven children participated. Parent-reported vocabulary was assessed at four periods separated by 4 months each. Expressive age equivalent scores were higher than receptive age equivalent scores at all four periods. Cross-lagged panel analysis was used to rule out common, but trivial, explanations for differences between the longitudinal associations of interest. Key associations were tested across intervals that varied from 8 to 12 months. In two of the three tested panels, the associations between early expressive vocabulary size and later receptive vocabulary size were stronger than the associations between early receptive vocabulary size and later expressive vocabulary size, providing evidence that is consistent with the hypothesis that expressive vocabulary size drives receptive vocabulary size in minimally verbal preschoolers with ASD. En ligne : http://dx.doi.org/10.1002/aur.1516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Atypical Cross-Modal Profiles and Longitudinal Associations Between Vocabulary Scores in Initially Minimally Verbal Children With ASD [texte imprimé] / Tiffany G. WOYNAROSKI, Auteur ; Paul J. YODER, Auteur ; Linda R. WATSON, Auteur . - p.301-310. Langues : Anglais (eng) in Autism Research > 9-2 (February 2016) . - p.301-310 Mots-clés : autism  spoken language  vocabulary  useful speech  minimally verbal  longitudinal Index. décimale : PER Périodiques Résumé : We tested the relative levels (i.e., age equivalencies) of concurrent cross-modality (receptive and expressive) vocabulary and the relative strength of the longitudinal, cross-modality associations between early and later vocabulary sizes in minimally verbal preschoolers with ASD. Eighty-seven children participated. Parent-reported vocabulary was assessed at four periods separated by 4 months each. Expressive age equivalent scores were higher than receptive age equivalent scores at all four periods. Cross-lagged panel analysis was used to rule out common, but trivial, explanations for differences between the longitudinal associations of interest. Key associations were tested across intervals that varied from 8 to 12 months. In two of the three tested panels, the associations between early expressive vocabulary size and later receptive vocabulary size were stronger than the associations between early receptive vocabulary size and later expressive vocabulary size, providing evidence that is consistent with the hypothesis that expressive vocabulary size drives receptive vocabulary size in minimally verbal preschoolers with ASD. En ligne : http://dx.doi.org/10.1002/aur.1516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Autistic and autism community perspectives on infant and family support in the first two years of life: Findings from a community consultation survey / Catherine A. BENT in Autism, 29-9 (September 2025)  

Public ISBD [article]  inAutism > 29-9 (September 2025) . - p.2282-2296 Titre : Autistic and autism community perspectives on infant and family support in the first two years of life: Findings from a community consultation survey Type de document : texte imprimé Auteurs : Catherine A. BENT, Auteur ; Alexandra AULICH, Auteur ; Christos CONSTANTINE, Auteur ; Esther FIDOCK, Auteur ; Patrick DWYER, Auteur ; Cherie C. GREEN, Auteur ; Jodie SMITH, Auteur ; Ava GURBA, Auteur ; Lucas T HARRINGTON, Auteur ; Katherine E. GORE, Auteur ; Aspasia Stacey RABBA, Auteur ; Lauren N AYTON, Auteur ; Kathryn FORDYCE, Auteur ; Jonathan GREEN, Auteur ; Rachel JELLETT, Auteur ; Lyndel KENNEDY, Auteur ; Katherine E. MACDUFFIE, Auteur ; Shoba S. MEERA, Auteur ; Linda R. WATSON, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.2282-2296 Langues : Anglais (eng) Mots-clés : autism  autistic  infancy  intervention  neurodiversity  parenting  participatory research  support Index. décimale : PER Périodiques Résumé : Emerging evidence suggests parenting supports implemented in the first 2 years of life may influence developmental outcomes for infants more likely to be Autistic. Yet questions remain about acceptability of these supports to the Autistic and autism communities. Through mixed-methods participatory research - co-designed and produced by Autistic and non-Autistic researchers - we sought diverse community perspectives on this topic, including to understand the relative acceptability of different support options. A total of 238 participants completed our online survey: 128 Autistic and 110 non-Autistic respondents, some of whom also self-identified as parents of Autistic, otherwise neurodivergent, and/or neurotypical children, and/or as health/education professionals and/or researchers. Most participants agreed that very-early-in-life approaches should help parents understand and support their children, and disagreed that these should seek to suppress autistic behaviour. Most agreed with the goal of respecting infant autonomy, and that parent education towards creating sensitive, accommodating environments could be appropriate, albeit with nuanced differences-of-opinion regarding the acceptability of specific therapeutic approaches. Participants generally endorsed the terms 'support' (vs 'intervention') and 'early-in-life' (vs 'at-risk'/'pre-emptive'). Engaging equal-power partnerships for the development, delivery of, and discourse around early-in-life autism supports will ensure end-user community values and needs are respected.Lay abstract Most support programmes for Autistic children are available only after they are diagnosed. Research suggests that parenting supports may be helpful for parents and their infants, when provided in the first 2 years of life - before a formal diagnosis is given, but when information suggests an infant is more likely to be Autistic. However, we do not know how acceptable these types of supports might be to the Autistic and autism communities. We asked 238 Autistic and non-autistic people - some of whom were parents, and some of whom were professionals working in research, health and education - about their perspectives on very-early supports. People generally agreed that it could be acceptable to work with parents to help them understand and support their child?s specific needs and unique ways of communicating. People suggested a variety of support strategies could be acceptable, including parent education, changing the environment to meet an infant?s needs, and creating opportunities for infants' to make choices and exercise control. People preferred respectful and accurate language - including the term 'support' (rather than 'intervention') and 'early-in-life' (rather than 'at-risk' of autism, or 'pre-emptive' when describing developmental stage). Continuing to work with community members will help to make sure autism support programmes are relevant and helpful. En ligne : https://dx.doi.org/10.1177/13623613241262077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Autistic and autism community perspectives on infant and family support in the first two years of life: Findings from a community consultation survey [texte imprimé] / Catherine A. BENT, Auteur ; Alexandra AULICH, Auteur ; Christos CONSTANTINE, Auteur ; Esther FIDOCK, Auteur ; Patrick DWYER, Auteur ; Cherie C. GREEN, Auteur ; Jodie SMITH, Auteur ; Ava GURBA, Auteur ; Lucas T HARRINGTON, Auteur ; Katherine E. GORE, Auteur ; Aspasia Stacey RABBA, Auteur ; Lauren N AYTON, Auteur ; Kathryn FORDYCE, Auteur ; Jonathan GREEN, Auteur ; Rachel JELLETT, Auteur ; Lyndel KENNEDY, Auteur ; Katherine E. MACDUFFIE, Auteur ; Shoba S. MEERA, Auteur ; Linda R. WATSON, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Kristelle HUDRY, Auteur . - p.2282-2296. Langues : Anglais (eng) in Autism > 29-9 (September 2025) . - p.2282-2296 Mots-clés : autism  autistic  infancy  intervention  neurodiversity  parenting  participatory research  support Index. décimale : PER Périodiques Résumé : Emerging evidence suggests parenting supports implemented in the first 2 years of life may influence developmental outcomes for infants more likely to be Autistic. Yet questions remain about acceptability of these supports to the Autistic and autism communities. Through mixed-methods participatory research - co-designed and produced by Autistic and non-Autistic researchers - we sought diverse community perspectives on this topic, including to understand the relative acceptability of different support options. A total of 238 participants completed our online survey: 128 Autistic and 110 non-Autistic respondents, some of whom also self-identified as parents of Autistic, otherwise neurodivergent, and/or neurotypical children, and/or as health/education professionals and/or researchers. Most participants agreed that very-early-in-life approaches should help parents understand and support their children, and disagreed that these should seek to suppress autistic behaviour. Most agreed with the goal of respecting infant autonomy, and that parent education towards creating sensitive, accommodating environments could be appropriate, albeit with nuanced differences-of-opinion regarding the acceptability of specific therapeutic approaches. Participants generally endorsed the terms 'support' (vs 'intervention') and 'early-in-life' (vs 'at-risk'/'pre-emptive'). Engaging equal-power partnerships for the development, delivery of, and discourse around early-in-life autism supports will ensure end-user community values and needs are respected.Lay abstract Most support programmes for Autistic children are available only after they are diagnosed. Research suggests that parenting supports may be helpful for parents and their infants, when provided in the first 2 years of life - before a formal diagnosis is given, but when information suggests an infant is more likely to be Autistic. However, we do not know how acceptable these types of supports might be to the Autistic and autism communities. We asked 238 Autistic and non-autistic people - some of whom were parents, and some of whom were professionals working in research, health and education - about their perspectives on very-early supports. People generally agreed that it could be acceptable to work with parents to help them understand and support their child?s specific needs and unique ways of communicating. People suggested a variety of support strategies could be acceptable, including parent education, changing the environment to meet an infant?s needs, and creating opportunities for infants' to make choices and exercise control. People preferred respectful and accurate language - including the term 'support' (rather than 'intervention') and 'early-in-life' (rather than 'at-risk' of autism, or 'pre-emptive' when describing developmental stage). Continuing to work with community members will help to make sure autism support programmes are relevant and helpful. En ligne : https://dx.doi.org/10.1177/13623613241262077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Behavioral and Physiological Responses to Child-Directed Speech of Children with Autism Spectrum Disorders or Typical Development / Linda R. WATSON in Journal of Autism and Developmental Disorders, 42-8 (August 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1616-1629 Titre : Behavioral and Physiological Responses to Child-Directed Speech of Children with Autism Spectrum Disorders or Typical Development Type de document : texte imprimé Auteurs : Linda R. WATSON, Auteur ; Jane E. ROBERTS, Auteur ; Grace T. BARANEK, Auteur ; Kerry C. MANDULAK, Auteur ; Jennifer C. DALTON, Auteur Année de publication : 2012 Article en page(s) : p.1616-1629 Langues : Anglais (eng) Mots-clés : Autism  Language  Child-directed speech  Attention  Respiratory sinus arrhythmia  Heart rate Index. décimale : PER Périodiques Résumé : Young boys with autism were compared to typically developing boys on responses to nonsocial and child-directed speech (CDS) stimuli. Behavioral (looking) and physiological (heart rate and respiratory sinus arrhythmia) measures were collected. Boys with autism looked equally as much as chronological age-matched peers at nonsocial stimuli, but less at CDS stimuli. Boys with autism and language age-matched peers differed in patterns of looking at live versus videotaped CDS stimuli. Boys with autism demonstrated faster heart rates than chronological age-matched peers, but did not differ significantly on respiratory sinus arrhythmia. Reduced attention during CDS may restrict language-learning opportunities for children with autism. The heart rate findings suggest that young children with autism have a nonspecific elevated arousal level. En ligne : http://dx.doi.org/10.1007/s10803-011-1401-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178 [article] Behavioral and Physiological Responses to Child-Directed Speech of Children with Autism Spectrum Disorders or Typical Development [texte imprimé] / Linda R. WATSON, Auteur ; Jane E. ROBERTS, Auteur ; Grace T. BARANEK, Auteur ; Kerry C. MANDULAK, Auteur ; Jennifer C. DALTON, Auteur . - 2012 . - p.1616-1629. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1616-1629 Mots-clés : Autism  Language  Child-directed speech  Attention  Respiratory sinus arrhythmia  Heart rate Index. décimale : PER Périodiques Résumé : Young boys with autism were compared to typically developing boys on responses to nonsocial and child-directed speech (CDS) stimuli. Behavioral (looking) and physiological (heart rate and respiratory sinus arrhythmia) measures were collected. Boys with autism looked equally as much as chronological age-matched peers at nonsocial stimuli, but less at CDS stimuli. Boys with autism and language age-matched peers differed in patterns of looking at live versus videotaped CDS stimuli. Boys with autism demonstrated faster heart rates than chronological age-matched peers, but did not differ significantly on respiratory sinus arrhythmia. Reduced attention during CDS may restrict language-learning opportunities for children with autism. The heart rate findings suggest that young children with autism have a nonspecific elevated arousal level. En ligne : http://dx.doi.org/10.1007/s10803-011-1401-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178

Bidirectional influences of caregiver utterances and supported joint engagement in children with and without autism spectrum disorder / Kristen BOTTEMA-BEUTEL in Autism Research, 11-5 (May 2018)  

Public ISBD [article]  inAutism Research > 11-5 (May 2018) . - p.755-765 Titre : Bidirectional influences of caregiver utterances and supported joint engagement in children with and without autism spectrum disorder Type de document : texte imprimé Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Blair P. LLOYD, Auteur ; Linda R. WATSON, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.755-765 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  supported joint engagement  caregiver talk  sequential analysis  responsivity Index. décimale : PER Périodiques Résumé : This study examined sequential associations between pairs of caregiver talk and caregiver?child joint engagement categories. Sequential associations quantify the extent to which one event (such as a particular type of caregiver talk) follows another event (such as a particular type of joint engagement) in a pre?specified time window, while controlling for the chance occurrence of the sequence. Although unable to support strong conclusions about causality, the requirement of sequential analysis that key events occur within a close temporal sequence rules out alternative explanation for associations that summary?level correlations cannot. We applied sequential analysis to observational data on 98 caregiver?child dyads, fifty of which included a child with autism spectrum disorder (ASD). Groups were matched on mental age, and all were just beginning to develop spoken vocabulary. Sequential associations between supported joint engagement and caregiver follow?in utterances were stronger in ASD dyads as compared to dyads with typically developing children. Further, sequential associations between utterances related to the child's focus of attention followed by higher order supported joint engagement (HSJE) were stronger than between utterances that related to the caregiver's focus of attention and HSJE, across both groups. Finally, sequential associations between follow?in directives followed by HSJE were stronger than between follow?in comments followed by HSJE, again across both groups of children. Autism Res 2018, 11: 755 765. ? 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Our findings suggest that caregivers of children with autism spectrum disorder (ASD) may be particularly adept at timing their talk to follow moments of high?level joint engagement, and that follow?in directives are particularly facilitative of high?level joint engagement. Future intervention work can capitalize on these findings to support high level caregiver?child engagement around toys, which may promote development in children with ASD. En ligne : https://doi.org/10.1002/aur.1928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 [article] Bidirectional influences of caregiver utterances and supported joint engagement in children with and without autism spectrum disorder [texte imprimé] / Kristen BOTTEMA-BEUTEL, Auteur ; Blair P. LLOYD, Auteur ; Linda R. WATSON, Auteur ; Paul J. YODER, Auteur . - p.755-765. Langues : Anglais (eng) in Autism Research > 11-5 (May 2018) . - p.755-765 Mots-clés : autism spectrum disorder  supported joint engagement  caregiver talk  sequential analysis  responsivity Index. décimale : PER Périodiques Résumé : This study examined sequential associations between pairs of caregiver talk and caregiver?child joint engagement categories. Sequential associations quantify the extent to which one event (such as a particular type of caregiver talk) follows another event (such as a particular type of joint engagement) in a pre?specified time window, while controlling for the chance occurrence of the sequence. Although unable to support strong conclusions about causality, the requirement of sequential analysis that key events occur within a close temporal sequence rules out alternative explanation for associations that summary?level correlations cannot. We applied sequential analysis to observational data on 98 caregiver?child dyads, fifty of which included a child with autism spectrum disorder (ASD). Groups were matched on mental age, and all were just beginning to develop spoken vocabulary. Sequential associations between supported joint engagement and caregiver follow?in utterances were stronger in ASD dyads as compared to dyads with typically developing children. Further, sequential associations between utterances related to the child's focus of attention followed by higher order supported joint engagement (HSJE) were stronger than between utterances that related to the caregiver's focus of attention and HSJE, across both groups. Finally, sequential associations between follow?in directives followed by HSJE were stronger than between follow?in comments followed by HSJE, again across both groups of children. Autism Res 2018, 11: 755 765. ? 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Our findings suggest that caregivers of children with autism spectrum disorder (ASD) may be particularly adept at timing their talk to follow moments of high?level joint engagement, and that follow?in directives are particularly facilitative of high?level joint engagement. Future intervention work can capitalize on these findings to support high level caregiver?child engagement around toys, which may promote development in children with ASD. En ligne : https://doi.org/10.1002/aur.1928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363

Brief Report: Gestures in Children at Risk for Autism Spectrum Disorders / Rupa Gupta GORDON in Journal of Autism and Developmental Disorders, 45-7 (July 2015)  

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Caregiver-Mediated Early Support Program Delivered Online Versus Care-as-Usual for Infants at Elevated Familial Likelihood for Autism: A Parallel, Assessor Masked, Feasibility Randomized Controlled Trial in India / Shoba S. MEERA in Autism Research, 18-11 (November 2025)  

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Caregiver responsiveness as a mechanism to improve social communication in toddlers: Secondary analysis of a randomized controlled trial / Paige Huguely DAVIS in Autism Research, 15-2 (February 2022)  

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Child and Family Characteristics Influencing Intervention Choices in Autism Spectrum Disorders / Elena PATTEN in Focus on Autism and Other Developmental Disabilities, 28-3 (September 2013)  

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Children with Autism Spectrum Disorder May Learn from Caregiver Verb Input Better in Certain Engagement States / Madison Cloud CRANDALL in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

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Cognitive Ability is Associated with Different Outcome Trajectories in Autism Spectrum Disorders / Esther BEN-ITZCHAK in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

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Construct validity of the First-Year Inventory (FYI Version 2.0) in 12-month-olds at high-risk for Autism Spectrum Disorder / Helen LEE in Autism, 25-1 (January 2021)  

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Developmental Impacts of Early Sensory Patterns on School-Age Adaptive, Maladaptive, and Participation Outcomes in Autistic and Non-autistic Children / Yun-Ju CHEN in Journal of Autism and Developmental Disorders, 55-11 (November 2025)  

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Early developmental profiles of sensory features and links to school-age adaptive and maladaptive outcomes: A birth cohort investigation / Yun-Ju CHEN in Development and Psychopathology, 36-1 (February 2024)  

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Early language exposure supports later language skills in infants with and without autism / Meghan R. SWANSON in Autism Research, 12-12 (December)  

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