CABAS® Contributions to Identifying, Inducing, and Sequencing Verbal Development / R. Douglas GREER

Public ISBD contenu dans Behavioral Theories and Interventions for Autism / Phil REED Titre : CABAS® Contributions to Identifying, Inducing, and Sequencing Verbal Development Type de document : texte imprimé Auteurs : R. Douglas GREER, Auteur ; Dolleen-Day KEOHANE, Auteur Année de publication : 2009 Importance : p.169-203 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=975 contenu dans Behavioral Theories and Interventions for Autism / Phil REED CABAS® Contributions to Identifying, Inducing, and Sequencing Verbal Development [texte imprimé] / R. Douglas GREER, Auteur ; Dolleen-Day KEOHANE, Auteur . - 2009 . - p.169-203. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=975

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Joint attention and maternal attention across varying dyadic interactions for autistic children / Laudan B. JAHROMI ; Marla R. BRASSARD ; Douglas GREER in Research in Autism Spectrum Disorders, 117 (September 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 117 (September 2024) . - p.102452 Titre : Joint attention and maternal attention across varying dyadic interactions for autistic children Type de document : texte imprimé Auteurs : Laudan B. JAHROMI, Auteur ; Marla R. BRASSARD, Auteur ; Douglas GREER, Auteur Article en page(s) : p.102452 Langues : Anglais (eng) Mots-clés : Autism  ASD  Engagement  Joint attention  Social attention  Social communication Index. décimale : PER Périodiques Résumé : Background Joint attention (JA) is an area of delay associated with autism. Individual differences in JA are shown to relate to language development. The present study examined JA initiations (IJA) and responses to JA (RJA) of autistic children in structured and unstructured contexts with their mothers to examine the relation between mother attention and JA. Method Forty-two autistic children (ages 2.5 to 5.5 years) and their mothers engaged in 15 m interactions in three social contexts (competing demands, teaching, free play). Children were categorized by language level into limited language (N = 20) and verbal (N = 21) groups based on ADOS-2 module to assess group and contextual differences. Contingency analyses assessed bi-directional temporal relations between observed child JA and mother attention in lagged intervals. Results Rate of children s IJA and maternal attention differed depending on the context of their interaction. Child IJA and mother attention showed a bi-directional temporally contingent association such that child IJA predicted subsequent maternal attention, and maternal attention predicted subsequent child IJA. RJA was unrelated to maternal attention in contingency analyses. Post-hoc analyses indicated a language level group by receptive communication, and group by expressive communication interaction on the contingency between child IJA and subsequent mother attention such that a stronger contingency emerged for dyads wherein children had limited language. Conclusions The present study illustrates the important role that children s social communication behaviors may have within mother-child social interactions, and how children s verbal ability, as well as the context of the social interaction may influence bi-directional social attention. En ligne : https://doi.org/10.1016/j.rasd.2024.102452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Joint attention and maternal attention across varying dyadic interactions for autistic children [texte imprimé] / Laudan B. JAHROMI, Auteur ; Marla R. BRASSARD, Auteur ; Douglas GREER, Auteur . - p.102452. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 117 (September 2024) . - p.102452 Mots-clés : Autism  ASD  Engagement  Joint attention  Social attention  Social communication Index. décimale : PER Périodiques Résumé : Background Joint attention (JA) is an area of delay associated with autism. Individual differences in JA are shown to relate to language development. The present study examined JA initiations (IJA) and responses to JA (RJA) of autistic children in structured and unstructured contexts with their mothers to examine the relation between mother attention and JA. Method Forty-two autistic children (ages 2.5 to 5.5 years) and their mothers engaged in 15 m interactions in three social contexts (competing demands, teaching, free play). Children were categorized by language level into limited language (N = 20) and verbal (N = 21) groups based on ADOS-2 module to assess group and contextual differences. Contingency analyses assessed bi-directional temporal relations between observed child JA and mother attention in lagged intervals. Results Rate of children s IJA and maternal attention differed depending on the context of their interaction. Child IJA and mother attention showed a bi-directional temporally contingent association such that child IJA predicted subsequent maternal attention, and maternal attention predicted subsequent child IJA. RJA was unrelated to maternal attention in contingency analyses. Post-hoc analyses indicated a language level group by receptive communication, and group by expressive communication interaction on the contingency between child IJA and subsequent mother attention such that a stronger contingency emerged for dyads wherein children had limited language. Conclusions The present study illustrates the important role that children s social communication behaviors may have within mother-child social interactions, and how children s verbal ability, as well as the context of the social interaction may influence bi-directional social attention. En ligne : https://doi.org/10.1016/j.rasd.2024.102452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

Preschoolers With ASD With and Without Elevated Attention Problems: Observed Parenting Differences / Marla R. BRASSARD ; Laudan B. JAHROMI ; R. Douglas GREER in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.45?55 Titre : Preschoolers With ASD With and Without Elevated Attention Problems: Observed Parenting Differences Type de document : texte imprimé Auteurs : Marla R. BRASSARD, Auteur ; Laudan B. JAHROMI, Auteur ; R. Douglas GREER, Auteur Article en page(s) : p.45?55 Mots-clés : ASD  ADHD  attention problems  observed parenting  parenting stress  ABA Index. décimale : PER Périodiques Résumé : Few studies have examined the relationship between attention problems (AP) and observed parenting in families of children with autism spectrum disorder (ASD). Participants were 41 mother?child dyads with ASD recruited from an Applied Behavior Analysis (ABA) U.S. preschool and whose behaviors were observed during parent?child interactions. Children with ASD and elevated AP (n = 19) on the Child Behavior Checklist had significantly lower verbal ability, and mothers reported significantly more stress than children with ASD only (n = 22). Causal modeling was used to examine the directionality of the expected relationship between AP and parenting behavior as partially or wholly mediated by parenting stress. Mothers who exhibited less positive parenting experienced higher parenting stress and their children demonstrated increased AP and decreased engagement during dyadic interactions. The strength of this relationship varied according to child verbal ability. These findings have practical implications for identifying and implementing appropriate intervention. En ligne : https://dx.doi.org/10.1177/10883576231182896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Preschoolers With ASD With and Without Elevated Attention Problems: Observed Parenting Differences [texte imprimé] / Marla R. BRASSARD, Auteur ; Laudan B. JAHROMI, Auteur ; R. Douglas GREER, Auteur . - p.45?55. in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.45?55 Mots-clés : ASD  ADHD  attention problems  observed parenting  parenting stress  ABA Index. décimale : PER Périodiques Résumé : Few studies have examined the relationship between attention problems (AP) and observed parenting in families of children with autism spectrum disorder (ASD). Participants were 41 mother?child dyads with ASD recruited from an Applied Behavior Analysis (ABA) U.S. preschool and whose behaviors were observed during parent?child interactions. Children with ASD and elevated AP (n = 19) on the Child Behavior Checklist had significantly lower verbal ability, and mothers reported significantly more stress than children with ASD only (n = 22). Causal modeling was used to examine the directionality of the expected relationship between AP and parenting behavior as partially or wholly mediated by parenting stress. Mothers who exhibited less positive parenting experienced higher parenting stress and their children demonstrated increased AP and decreased engagement during dyadic interactions. The strength of this relationship varied according to child verbal ability. These findings have practical implications for identifying and implementing appropriate intervention. En ligne : https://dx.doi.org/10.1177/10883576231182896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

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