An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder / Justin B. LEAF in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.243-259 Titre : An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Christine MILNE, Auteur ; Mitchell TAUBMAN, Auteur ; Misty OPPENHEIM-LEAF, Auteur ; Norma TORRES, Auteur ; Donna TOWNLEY-COCHRAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.243-259 Langues : Anglais (eng) Mots-clés : Autism  Applied behavior analysis  Progressive ABA  Social skills  Social skills groups Index. décimale : PER Périodiques Résumé : In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The social skills group consisted of 32, 2 h sessions. Teachers implemented a variety of behaviorally based procedures. A blind evaluator measured participants’ behavior immediately prior to intervention, immediately following intervention, and during 16 and 32-week maintenance probes. Results of the study demonstrated that participants made significant improvements with their social behavior (p? En ligne : http://dx.doi.org/10.1007/s10803-016-2949-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Christine MILNE, Auteur ; Mitchell TAUBMAN, Auteur ; Misty OPPENHEIM-LEAF, Auteur ; Norma TORRES, Auteur ; Donna TOWNLEY-COCHRAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Paul J. YODER, Auteur . - p.243-259. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.243-259 Mots-clés : Autism  Applied behavior analysis  Progressive ABA  Social skills  Social skills groups Index. décimale : PER Périodiques Résumé : In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The social skills group consisted of 32, 2 h sessions. Teachers implemented a variety of behaviorally based procedures. A blind evaluator measured participants’ behavior immediately prior to intervention, immediately following intervention, and during 16 and 32-week maintenance probes. Results of the study demonstrated that participants made significant improvements with their social behavior (p? En ligne : http://dx.doi.org/10.1007/s10803-016-2949-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

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 et/ou numérique 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 et/ou numérique] / 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

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 et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Blair 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 et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Blair 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: Parental Child-Directed Speech as a Predictor of Receptive Language in Children with Autism Symptomatology / Twyla Y. PERRYMAN in Journal of Autism and Developmental Disorders, 43-8 (August 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1983-1987 Titre : Brief Report: Parental Child-Directed Speech as a Predictor of Receptive Language in Children with Autism Symptomatology Type de document : Texte imprimé et/ou numérique Auteurs : Twyla Y. PERRYMAN, Auteur ; Alice S. CARTER, Auteur ; Daniel S. MESSINGER, Auteur ; Wendy L. STONE, Auteur ; Andrada E. IVANESCU, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.1983-1987 Langues : Anglais (eng) Mots-clés : Autism  Parent responsiveness  Receptive language  Parent–child interaction Index. décimale : PER Périodiques Résumé : Facilitative linguistic input directly connected to children’s interest and focus of attention has become a recommended component of interventions for young children with autism spectrum disorder (ASD). This longitudinal correlational study used two assessment time points and examined the association between parental undemanding topic-continuing talk related to the child’s attentional focus (i.e., follow-in comments) and later receptive language for 37 parent–child dyads with their young (mean = 21 months, range 15–24 months) children with autism symptomology. The frequency of parental follow-in comments positively predicted later receptive language after considering children’s joint attention skills and previous receptive language abilities. En ligne : http://dx.doi.org/10.1007/s10803-012-1725-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206 [article] Brief Report: Parental Child-Directed Speech as a Predictor of Receptive Language in Children with Autism Symptomatology [Texte imprimé et/ou numérique] / Twyla Y. PERRYMAN, Auteur ; Alice S. CARTER, Auteur ; Daniel S. MESSINGER, Auteur ; Wendy L. STONE, Auteur ; Andrada E. IVANESCU, Auteur ; Paul J. YODER, Auteur . - p.1983-1987. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1983-1987 Mots-clés : Autism  Parent responsiveness  Receptive language  Parent–child interaction Index. décimale : PER Périodiques Résumé : Facilitative linguistic input directly connected to children’s interest and focus of attention has become a recommended component of interventions for young children with autism spectrum disorder (ASD). This longitudinal correlational study used two assessment time points and examined the association between parental undemanding topic-continuing talk related to the child’s attentional focus (i.e., follow-in comments) and later receptive language for 37 parent–child dyads with their young (mean = 21 months, range 15–24 months) children with autism symptomology. The frequency of parental follow-in comments positively predicted later receptive language after considering children’s joint attention skills and previous receptive language abilities. En ligne : http://dx.doi.org/10.1007/s10803-012-1725-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206

Brief Report: Randomized Test of the Efficacy of Picture Exchange Communication System on Highly Generalized Picture Exchanges in Children with ASD / Paul J. YODER in Journal of Autism and Developmental Disorders, 40-5 (May 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-5 (May 2010) . - p.629-632 Titre : Brief Report: Randomized Test of the Efficacy of Picture Exchange Communication System on Highly Generalized Picture Exchanges in Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Paul J. YODER, Auteur ; Rebecca G. LIEBERMAN, Auteur Année de publication : 2010 Article en page(s) : p.629-632 Langues : Anglais (eng) Mots-clés : Autism Communication PECS Intervention Generalization Generality Index. décimale : PER Périodiques Résumé : A randomized control trial comparing two social-communication interventions in young children with autism examined far-transfer of the use of picture exchange to communicate. Thirty-six children were randomly assigned to one of two treatment conditions, one of which was the Picture Exchange Communication System (PECS). All children had access to picture symbols during assessments. Post-treatment measurement of the number of picture exchanges in a far-transfer, assessment context favored the PECS intervention. These findings were interpreted as support for the hypothesis that the PECS curriculum can successfully teach a generalized means of showing coordinated attention to object and person without requiring eye contact to children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-009-0897-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 [article] Brief Report: Randomized Test of the Efficacy of Picture Exchange Communication System on Highly Generalized Picture Exchanges in Children with ASD [Texte imprimé et/ou numérique] / Paul J. YODER, Auteur ; Rebecca G. LIEBERMAN, Auteur . - 2010 . - p.629-632. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-5 (May 2010) . - p.629-632 Mots-clés : Autism Communication PECS Intervention Generalization Generality Index. décimale : PER Périodiques Résumé : A randomized control trial comparing two social-communication interventions in young children with autism examined far-transfer of the use of picture exchange to communicate. Thirty-six children were randomly assigned to one of two treatment conditions, one of which was the Picture Exchange Communication System (PECS). All children had access to picture symbols during assessments. Post-treatment measurement of the number of picture exchanges in a far-transfer, assessment context favored the PECS intervention. These findings were interpreted as support for the hypothesis that the PECS curriculum can successfully teach a generalized means of showing coordinated attention to object and person without requiring eye contact to children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-009-0897-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101

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

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Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis / Kristen BOTTEMA-BEUTEL in Autism, 25-2 (February 2021)  

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Developmental Correlates of Different Types of Motor Imitation in Young Children with Autism Spectrum Disorders / Andrea MCDUFFIE in Journal of Autism and Developmental Disorders, 37-3 (March 2007)  

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Early Predictors of Growth in Diversity of Key Consonants Used in Communication in Initially Preverbal Children with Autism Spectrum Disorder / Tiffany G. WOYNAROSKI in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

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Effects of Different Attentional Cues on Responding to Joint Attention in Younger Siblings of Children with Autism Spectrum Disorders / Alison G. PRESMANES in Journal of Autism and Developmental Disorders, 37-1 (January 2007)  

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Effects of pivotal response treatment on reciprocal vocal contingency in a randomized controlled trial of children with autism spectrum disorder / Jena MCDANIEL in Autism, 24-6 (August 2020)  

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For which younger siblings of children with autism spectrum disorder does parent-mediated intervention work? / Paul J. YODER in Autism, 25-1 (January 2021)  

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Improvement in Social Competence Using a Randomized Trial of a Theatre Intervention for Children with Autism Spectrum Disorder / Blythe A. CORBETT in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

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Interaction of Treatment Intensity and Autism Severity on Frequency and Maturity of Spontaneous Communication in Toddlers with Autism Spectrum Disorder / Paul J. YODER in Autism Research, 13-11 (November 2020)  

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Longitudinal associations across vocabulary modalities in children with autism and typical development / Kristen BOTTEMA-BEUTEL in Autism, 23-2 (February 2019)  

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