Adapting measures of motor imitation for use by caregivers in virtual contexts: Reliability, validity, and sensitivity to change / Brooke R. INGERSOLL ; Mya HOWARD ; Devon OOSTING ; Alice S. CARTER ; Wendy L. STONE ; Natalie I. BERGER ; Allison L. WAINER ; Emily Roemer BRITSCH ; Rise Research NETWORK in Autism Research, 18-1 (January 2025)  

Public ISBD [article]  inAutism Research > 18-1 (January 2025) . - p.122-132 Titre : Adapting measures of motor imitation for use by caregivers in virtual contexts: Reliability, validity, and sensitivity to change : Autism Research Type de document : texte imprimé Auteurs : Brooke R. INGERSOLL, Auteur ; Mya HOWARD, Auteur ; Devon OOSTING, Auteur ; Alice S. CARTER, Auteur ; Wendy L. STONE, Auteur ; Natalie I. BERGER, Auteur ; Allison L. WAINER, Auteur ; Emily Roemer BRITSCH, Auteur ; Rise Research NETWORK, Auteur Article en page(s) : p.122-132 Langues : Anglais (eng) Mots-clés : assessment  autism  caregiver-implemented  imitation  virtual Index. décimale : PER Périodiques Résumé : Abstract Early imitation challenges for children with autism are thought to contribute to broader delays in their social communication development. As such, imitation is an important intervention target for young children with and showing early signs of autism, and efforts are underway to disseminate evidence-based imitation interventions into community settings. To our knowledge, there are currently no established imitation assessments that have been validated for use in virtual contexts. This study was designed to examine the reliability and validity of two caregiver-implemented imitation measures delivered with support from a remote virtual assessor. Study participants (177 caregiver-child dyads) were enrolled in a large, multisite study that is examining the effectiveness of a caregiver-implemented intervention delivered through the Part C early intervention (EI) system across four states. Results indicate that the assessments can be administered remotely with strong fidelity, internal reliability, predictive validity, discriminant validity, convergent validity, and sensitivity to change. Stability over time was adequate. These findings suggest that imitation skills can be measured effectively using a remote caregiver-implemented assessment, which provides greater opportunity for virtual clinical trials targeting social communication in young children. Clinical Trial Registration The trial protocol was registered at ClinicalTrials.gov (NCT05114538). En ligne : https://doi.org/10.1002/aur.3267 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Adapting measures of motor imitation for use by caregivers in virtual contexts: Reliability, validity, and sensitivity to change : Autism Research [texte imprimé] / Brooke R. INGERSOLL, Auteur ; Mya HOWARD, Auteur ; Devon OOSTING, Auteur ; Alice S. CARTER, Auteur ; Wendy L. STONE, Auteur ; Natalie I. BERGER, Auteur ; Allison L. WAINER, Auteur ; Emily Roemer BRITSCH, Auteur ; Rise Research NETWORK, Auteur . - p.122-132. Langues : Anglais (eng) in Autism Research > 18-1 (January 2025) . - p.122-132 Mots-clés : assessment  autism  caregiver-implemented  imitation  virtual Index. décimale : PER Périodiques Résumé : Abstract Early imitation challenges for children with autism are thought to contribute to broader delays in their social communication development. As such, imitation is an important intervention target for young children with and showing early signs of autism, and efforts are underway to disseminate evidence-based imitation interventions into community settings. To our knowledge, there are currently no established imitation assessments that have been validated for use in virtual contexts. This study was designed to examine the reliability and validity of two caregiver-implemented imitation measures delivered with support from a remote virtual assessor. Study participants (177 caregiver-child dyads) were enrolled in a large, multisite study that is examining the effectiveness of a caregiver-implemented intervention delivered through the Part C early intervention (EI) system across four states. Results indicate that the assessments can be administered remotely with strong fidelity, internal reliability, predictive validity, discriminant validity, convergent validity, and sensitivity to change. Stability over time was adequate. These findings suggest that imitation skills can be measured effectively using a remote caregiver-implemented assessment, which provides greater opportunity for virtual clinical trials targeting social communication in young children. Clinical Trial Registration The trial protocol was registered at ClinicalTrials.gov (NCT05114538). En ligne : https://doi.org/10.1002/aur.3267 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Cultivating the imagination: Caregiver input during pretend play with toddlers at elevated likelihood for autism / Kathryn B. ALTMAN in Autism Research, 17-12 (December 2024)  

Public ISBD [article]  inAutism Research > 17-12 (December 2024) . - p.2588-2601 Titre : Cultivating the imagination: Caregiver input during pretend play with toddlers at elevated likelihood for autism Type de document : texte imprimé Auteurs : Kathryn B. ALTMAN, Auteur ; Samantha N. PLATE, Auteur ; Emily Roemer BRITSCH, Auteur ; Jana M. IVERSON, Auteur Article en page(s) : p.2588-2601 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  caregiver input  language delay  parent-child interaction  pretend play  toddlers Index. décimale : PER Périodiques Résumé : Abstract Toddlers with autism spectrum disorder (ASD) may exhibit less pretend play than their neurotypical counterparts. Previous research suggests that caregivers' input during play influences children's play behavior, and children's behavior may in turn prompt caregivers of differently developing children to talk about play in different ways. Caregiver input about pretend play during toy play at home was examined at 18- and 36-months in toddlers with an older sibling with ASD, who are at elevated likelihood (EL) for ASD (n 40), and toddlers with typical likelihood (TL) for ASD (n 12). EL toddlers were classified into three outcome groups: EL-ASD (n 10), EL-no diagnosis (EL-ND; n 14), or EL-language delays (EL-LD, n 16). Caregiver utterances were categorized according to the types of pretend and non-pretend play suggested (e.g., pretending with inanimate objects vs. using objects for their intended function). Pretend utterances were further categorized as related or unrelated to the child's own actions. All caregivers produced proportionately more utterances about complex types of pretend play over time. At 36 months, caregivers of autistic toddlers produced proportionately fewer pretend play utterances, and proportionately fewer pretend play utterances were related to EL-ASD toddlers' actions compared to their neurotypical peers. These findings highlight bidirectional effects between caregivers and toddlers during play. While EL-ASD toddlers may provide less frequent opportunities for caregivers to talk about complex types of pretend play, the current study highlights caregivers' high levels of attunement to their toddlers' play skills. En ligne : https://dx.doi.org/10.1002/aur.3244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Cultivating the imagination: Caregiver input during pretend play with toddlers at elevated likelihood for autism [texte imprimé] / Kathryn B. ALTMAN, Auteur ; Samantha N. PLATE, Auteur ; Emily Roemer BRITSCH, Auteur ; Jana M. IVERSON, Auteur . - p.2588-2601. Langues : Anglais (eng) in Autism Research > 17-12 (December 2024) . - p.2588-2601 Mots-clés : autism spectrum disorder  caregiver input  language delay  parent-child interaction  pretend play  toddlers Index. décimale : PER Périodiques Résumé : Abstract Toddlers with autism spectrum disorder (ASD) may exhibit less pretend play than their neurotypical counterparts. Previous research suggests that caregivers' input during play influences children's play behavior, and children's behavior may in turn prompt caregivers of differently developing children to talk about play in different ways. Caregiver input about pretend play during toy play at home was examined at 18- and 36-months in toddlers with an older sibling with ASD, who are at elevated likelihood (EL) for ASD (n 40), and toddlers with typical likelihood (TL) for ASD (n 12). EL toddlers were classified into three outcome groups: EL-ASD (n 10), EL-no diagnosis (EL-ND; n 14), or EL-language delays (EL-LD, n 16). Caregiver utterances were categorized according to the types of pretend and non-pretend play suggested (e.g., pretending with inanimate objects vs. using objects for their intended function). Pretend utterances were further categorized as related or unrelated to the child's own actions. All caregivers produced proportionately more utterances about complex types of pretend play over time. At 36 months, caregivers of autistic toddlers produced proportionately fewer pretend play utterances, and proportionately fewer pretend play utterances were related to EL-ASD toddlers' actions compared to their neurotypical peers. These findings highlight bidirectional effects between caregivers and toddlers during play. While EL-ASD toddlers may provide less frequent opportunities for caregivers to talk about complex types of pretend play, the current study highlights caregivers' high levels of attunement to their toddlers' play skills. En ligne : https://dx.doi.org/10.1002/aur.3244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Infant Communication Across the Transition to Walking: Developmental Cascades Among Infant Siblings of Children with Autism / Sarah E. STEWARD ; Emily Roemer BRITSCH ; Jana M. IVERSON in Journal of Autism and Developmental Disorders, 54-8 (August 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2847-2859 Titre : Infant Communication Across the Transition to Walking: Developmental Cascades Among Infant Siblings of Children with Autism Type de document : texte imprimé Auteurs : Sarah E. STEWARD, Auteur ; Emily Roemer BRITSCH, Auteur ; Jana M. IVERSON, Auteur Article en page(s) : p.2847-2859 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : New motor skills can shape how infants communicate with their caregivers. For example, learning to walk allows infants to move faster and farther than they previously could, in turn allowing them to approach their caregivers more frequently to gesture or vocalize. Does the link between walking and communication differ for infants later diagnosed with autism spectrum disorder (ASD), whose communicative and motor development differs from their neurotypically developing peers? We prospectively followed two groups of infants longitudinally during the transition from crawling to walking: (1) N = 25 infants with no family history of ASD; and (2) N = 91 infants with an older sibling with ASD. Fifteen infants were later diagnosed with ASD, and 26 infants showed a language delay (but did not receive an ASD diagnosis). After learning to walk, infants without ASD or language delay showed considerable changes in their communication: They gestured more frequently, and increasingly coordinated their gestures and vocalizations with locomotion (e.g., by approaching a caregiver and showing a toy). Infants with language delay showed similar but attenuated growth in their communication. However, infants later diagnosed with ASD did not display enhanced communication after they began to walk. En ligne : https://doi.org/10.1007/s10803-023-06030-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Infant Communication Across the Transition to Walking: Developmental Cascades Among Infant Siblings of Children with Autism [texte imprimé] / Sarah E. STEWARD, Auteur ; Emily Roemer BRITSCH, Auteur ; Jana M. IVERSON, Auteur . - p.2847-2859. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2847-2859 Index. décimale : PER Périodiques Résumé : New motor skills can shape how infants communicate with their caregivers. For example, learning to walk allows infants to move faster and farther than they previously could, in turn allowing them to approach their caregivers more frequently to gesture or vocalize. Does the link between walking and communication differ for infants later diagnosed with autism spectrum disorder (ASD), whose communicative and motor development differs from their neurotypically developing peers? We prospectively followed two groups of infants longitudinally during the transition from crawling to walking: (1) N = 25 infants with no family history of ASD; and (2) N = 91 infants with an older sibling with ASD. Fifteen infants were later diagnosed with ASD, and 26 infants showed a language delay (but did not receive an ASD diagnosis). After learning to walk, infants without ASD or language delay showed considerable changes in their communication: They gestured more frequently, and increasingly coordinated their gestures and vocalizations with locomotion (e.g., by approaching a caregiver and showing a toy). Infants with language delay showed similar but attenuated growth in their communication. However, infants later diagnosed with ASD did not display enhanced communication after they began to walk. En ligne : https://doi.org/10.1007/s10803-023-06030-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

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