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Détail de l'auteur
Auteur Connie KASARI |
Documents disponibles écrits par cet auteur (87)
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Sex differences in friendships and loneliness in autistic and non-autistic children across development / Azia KNOX ; Selin ENGIN ; Daniel GESCHWIND ; Julia PARISH-MORRIS ; Connie KASARI in Molecular Autism, 14 (2023)
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Titre : Sex differences in friendships and loneliness in autistic and non-autistic children across development Type de document : Texte imprimé et/ou numérique Auteurs : Azia KNOX, Auteur ; Selin ENGIN, Auteur ; Daniel GESCHWIND, Auteur ; Julia PARISH-MORRIS, Auteur ; Connie KASARI, Auteur Article en page(s) : 9 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BACKGROUND: Autistic children have been shown to have less complete definitions of friendships and higher levels of loneliness than their non-autistic peers. However, no known studies have explored sex differences in autistic children's understanding of friendships and reported loneliness across development. Autistic girls demonstrate higher levels of social motivation than autistic boys and appear to "fit in" with their peers, but they often have difficulty recognizing reciprocal friendships during middle childhood. As autistic girls develop a more complex understanding of friendship during adolescence, they may begin to redefine their friendships and experience heightened loneliness. Here, we explored how autistic and non-autistic boys and girls define the meaning of friendship and report feelings of loneliness across development. We also examined their perceptions of friendships and loneliness. METHODS: This mixed-methods study analyzed the transcribed clinical evaluations of 58 autistic children (29 girls) matched to 42 non-autistic children (21 girls) on age and IQ. Transcripts were coded for four categories that children used to define friendships-personality, companionship, dependability, and intimacy-and for reported loneliness. We then compared these codes across diagnosis, sex, and age. Content analyses were further implemented to gain a more holistic understanding of children's perceptions of friendships and loneliness. RESULTS: Girls, regardless of diagnosis, were more likely than boys to refer to personality when defining the meaning of friendship, and the likelihood of referring to dependability and intimacy increased with age. Most children reported having at least one friend, though some autistic adolescents reported not having friends or were uncertain whether they had friends. While autistic and non-autistic boys and girls were equally likely to report feeling lonely at times, several autistic girls and boys reported being frequently lonely. LIMITATIONS: This study was a secondary data analysis. The standardized set of questions on the ADOS limited the amount of information that children provided about their friendships and perceptions of loneliness. CONCLUSION: As with non-autistic children, autistic children acquire a more complex understanding of friendship throughout development. However, as children begin to prioritize dependability and intimacy in friendships, autistic adolescents may have difficulty developing friendships characterized by these constructs. Furthermore, the quantity and/or quality of autistic children's friendships may not be sufficient to alleviate loneliness. En ligne : http://dx.doi.org/10.1186/s13229-023-00542-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513
in Molecular Autism > 14 (2023) . - 9 p.[article] Sex differences in friendships and loneliness in autistic and non-autistic children across development [Texte imprimé et/ou numérique] / Azia KNOX, Auteur ; Selin ENGIN, Auteur ; Daniel GESCHWIND, Auteur ; Julia PARISH-MORRIS, Auteur ; Connie KASARI, Auteur . - 9 p.
Langues : Anglais (eng)
in Molecular Autism > 14 (2023) . - 9 p.
Index. décimale : PER Périodiques Résumé : BACKGROUND: Autistic children have been shown to have less complete definitions of friendships and higher levels of loneliness than their non-autistic peers. However, no known studies have explored sex differences in autistic children's understanding of friendships and reported loneliness across development. Autistic girls demonstrate higher levels of social motivation than autistic boys and appear to "fit in" with their peers, but they often have difficulty recognizing reciprocal friendships during middle childhood. As autistic girls develop a more complex understanding of friendship during adolescence, they may begin to redefine their friendships and experience heightened loneliness. Here, we explored how autistic and non-autistic boys and girls define the meaning of friendship and report feelings of loneliness across development. We also examined their perceptions of friendships and loneliness. METHODS: This mixed-methods study analyzed the transcribed clinical evaluations of 58 autistic children (29 girls) matched to 42 non-autistic children (21 girls) on age and IQ. Transcripts were coded for four categories that children used to define friendships-personality, companionship, dependability, and intimacy-and for reported loneliness. We then compared these codes across diagnosis, sex, and age. Content analyses were further implemented to gain a more holistic understanding of children's perceptions of friendships and loneliness. RESULTS: Girls, regardless of diagnosis, were more likely than boys to refer to personality when defining the meaning of friendship, and the likelihood of referring to dependability and intimacy increased with age. Most children reported having at least one friend, though some autistic adolescents reported not having friends or were uncertain whether they had friends. While autistic and non-autistic boys and girls were equally likely to report feeling lonely at times, several autistic girls and boys reported being frequently lonely. LIMITATIONS: This study was a secondary data analysis. The standardized set of questions on the ADOS limited the amount of information that children provided about their friendships and perceptions of loneliness. CONCLUSION: As with non-autistic children, autistic children acquire a more complex understanding of friendship throughout development. However, as children begin to prioritize dependability and intimacy in friendships, autistic adolescents may have difficulty developing friendships characterized by these constructs. Furthermore, the quantity and/or quality of autistic children's friendships may not be sufficient to alleviate loneliness. En ligne : http://dx.doi.org/10.1186/s13229-023-00542-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 Short Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism / Stephanie Y. SHIRE in Autism, 22-3 (April 2018)
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Titre : Short Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur Article en page(s) : p.299-310 Langues : Anglais (eng) Mots-clés : assessment autism joint attention paraprofessionals play schools social communication Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience delays in the development of nonverbal social communication gestures to request and to share (joint attention) as well as play skills such that intervention is required. Although such tools exist in research settings, community stakeholders also require access to brief, simple, and reliable tools to assess students' skills and set appropriate intervention targets. This study includes a sequence of two trials to examine implementation outcomes including adoption, fidelity, and feasibility of The Short Play and Communication Evaluation by educational professionals who work with preschoolers and toddlers with autism spectrum disorder in low-resource community classrooms. Findings demonstrate that classroom staff can deliver the Short Play and Communication Evaluation with high fidelity, collect live data, and set appropriate social communication and play skill targets for use in intervention. Furthermore, study 2 demonstrates that modifications to the study protocol resolved differences in children's skill profile obtained from the established research measures. En ligne : http://dx.doi.org/10.1177/1362361316674092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358
in Autism > 22-3 (April 2018) . - p.299-310[article] Short Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur . - p.299-310.
Langues : Anglais (eng)
in Autism > 22-3 (April 2018) . - p.299-310
Mots-clés : assessment autism joint attention paraprofessionals play schools social communication Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience delays in the development of nonverbal social communication gestures to request and to share (joint attention) as well as play skills such that intervention is required. Although such tools exist in research settings, community stakeholders also require access to brief, simple, and reliable tools to assess students' skills and set appropriate intervention targets. This study includes a sequence of two trials to examine implementation outcomes including adoption, fidelity, and feasibility of The Short Play and Communication Evaluation by educational professionals who work with preschoolers and toddlers with autism spectrum disorder in low-resource community classrooms. Findings demonstrate that classroom staff can deliver the Short Play and Communication Evaluation with high fidelity, collect live data, and set appropriate social communication and play skill targets for use in intervention. Furthermore, study 2 demonstrates that modifications to the study protocol resolved differences in children's skill profile obtained from the established research measures. En ligne : http://dx.doi.org/10.1177/1362361316674092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 Short-term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder / C. HARROP in Autism Research, 14-8 (August 2021)
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Titre : Short-term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. HARROP, Auteur ; K. STERRETT, Auteur ; W. SHIH, Auteur ; R. LANDA, Auteur ; A. KAISER, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1789-1799 Langues : Anglais (eng) Mots-clés : Aged Autism Spectrum Disorder/complications/epidemiology Child Child, Preschool Cognition Humans language minimally verbal repetitive behaviors Index. décimale : PER Périodiques Résumé : Very little is known about the 30% of children with Autism Spectrum Disorder (ASD) who remain minimally verbal when they enter school. Restricted and repetitive behaviors (RRBs) are well-characterized in younger, preschool, and toddler samples. However, the prevalence and impact of RRBs has not been characterized in older, minimally verbal children. The goal of this study was to characterize this core diagnostic feature in minimally verbal children with ASD ages 5-8?years over a 9-month period to better understand how these behaviors manifest in this crucially understudied population. RRBs were coded from caregiver-child interactions (CCX) at four timepoints. Upon entry into the study, children demonstrated an average of 17 RRBs during a 10-min CCX. The most common category was Verbal. RRBs remained constant over 6?months; however, a slight reduction was observed at the final timepoint. Compared to prior literature on younger samples, minimally verbal children with ASD demonstrated higher rates of RRBs and higher rates of verbal RRBs. Further work is required to understand the function and impact of RRBs in minimally verbal children. LAY ABSTRACT: Approximately one-third of children with autism spectrum disorder (ASD) remain minimally verbal at the time of school entry. In this study, we sought to characterize the presence of restricted and repetitive behaviors (RRBs) in school-aged children (5-8) who were minimally verbal. Compared to prior studies, minimally verbal children with ASD had higher frequencies of RRBs and demonstrated a different profile of behaviors, including more verbal RRBs. En ligne : http://dx.doi.org/10.1002/aur.2528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-8 (August 2021) . - p.1789-1799[article] Short-term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder [Texte imprimé et/ou numérique] / C. HARROP, Auteur ; K. STERRETT, Auteur ; W. SHIH, Auteur ; R. LANDA, Auteur ; A. KAISER, Auteur ; Connie KASARI, Auteur . - p.1789-1799.
Langues : Anglais (eng)
in Autism Research > 14-8 (August 2021) . - p.1789-1799
Mots-clés : Aged Autism Spectrum Disorder/complications/epidemiology Child Child, Preschool Cognition Humans language minimally verbal repetitive behaviors Index. décimale : PER Périodiques Résumé : Very little is known about the 30% of children with Autism Spectrum Disorder (ASD) who remain minimally verbal when they enter school. Restricted and repetitive behaviors (RRBs) are well-characterized in younger, preschool, and toddler samples. However, the prevalence and impact of RRBs has not been characterized in older, minimally verbal children. The goal of this study was to characterize this core diagnostic feature in minimally verbal children with ASD ages 5-8?years over a 9-month period to better understand how these behaviors manifest in this crucially understudied population. RRBs were coded from caregiver-child interactions (CCX) at four timepoints. Upon entry into the study, children demonstrated an average of 17 RRBs during a 10-min CCX. The most common category was Verbal. RRBs remained constant over 6?months; however, a slight reduction was observed at the final timepoint. Compared to prior literature on younger samples, minimally verbal children with ASD demonstrated higher rates of RRBs and higher rates of verbal RRBs. Further work is required to understand the function and impact of RRBs in minimally verbal children. LAY ABSTRACT: Approximately one-third of children with autism spectrum disorder (ASD) remain minimally verbal at the time of school entry. In this study, we sought to characterize the presence of restricted and repetitive behaviors (RRBs) in school-aged children (5-8) who were minimally verbal. Compared to prior studies, minimally verbal children with ASD had higher frequencies of RRBs and demonstrated a different profile of behaviors, including more verbal RRBs. En ligne : http://dx.doi.org/10.1002/aur.2528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 Slower pace in early walking onset is related to communication, motor skills, and adaptive function in autistic toddlers / Emma D. BURDEKIN ; Nicholas J. JACKSON ; Lauren HUGHART ; Jeff ANDERSON ; Stacey C. DUSING ; Amanda GULSRUD ; Connie KASARI in Autism Research, 17-1 (January 2024)
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Titre : Slower pace in early walking onset is related to communication, motor skills, and adaptive function in autistic toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Emma D. BURDEKIN, Auteur ; Nicholas J. JACKSON, Auteur ; Lauren HUGHART, Auteur ; Jeff ANDERSON, Auteur ; Stacey C. DUSING, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.27-36 Index. décimale : PER Périodiques Résumé : Abstract The onset of walking is a major developmental milestone in early childhood and is critical to the development of language and social communication. Delays in walking have been described in individuals with ASD. Yet, less is known about the quality of early gait development in toddlers with ASD and the relationship to motor skills, social communication, and language. Quantitative measures of locomotion can improve our ability to evaluate subtle and specific motor differences in toddlers with ASD and their relationship to other developmental domains. We used quantitative gait analysis to evaluate locomotion in toddlers with ASD (n?=?51) and compared these data to a reference chronological aged (CA) and mental aged (MA) matched typically developing (TD) cohort (n?=?45). We also examined the relationship of quantitative gait metrics to developmental measures among toddlers with ASD. We found that although toddlers with ASD achieved a typical age range of walking onset, they exhibited a pattern of slower pace compared to the TD cohort when matched by CA and MA. We also found that slower measures of pace were associated with lower developmental scores of communication, motor skills, and adaptive function. Our findings improve characterization of locomotion in toddlers with ASD and the relationship of motor skills to other developmental domains. En ligne : https://doi.org/10.1002/aur.3067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Autism Research > 17-1 (January 2024) . - p.27-36[article] Slower pace in early walking onset is related to communication, motor skills, and adaptive function in autistic toddlers [Texte imprimé et/ou numérique] / Emma D. BURDEKIN, Auteur ; Nicholas J. JACKSON, Auteur ; Lauren HUGHART, Auteur ; Jeff ANDERSON, Auteur ; Stacey C. DUSING, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur . - p.27-36.
in Autism Research > 17-1 (January 2024) . - p.27-36
Index. décimale : PER Périodiques Résumé : Abstract The onset of walking is a major developmental milestone in early childhood and is critical to the development of language and social communication. Delays in walking have been described in individuals with ASD. Yet, less is known about the quality of early gait development in toddlers with ASD and the relationship to motor skills, social communication, and language. Quantitative measures of locomotion can improve our ability to evaluate subtle and specific motor differences in toddlers with ASD and their relationship to other developmental domains. We used quantitative gait analysis to evaluate locomotion in toddlers with ASD (n?=?51) and compared these data to a reference chronological aged (CA) and mental aged (MA) matched typically developing (TD) cohort (n?=?45). We also examined the relationship of quantitative gait metrics to developmental measures among toddlers with ASD. We found that although toddlers with ASD achieved a typical age range of walking onset, they exhibited a pattern of slower pace compared to the TD cohort when matched by CA and MA. We also found that slower measures of pace were associated with lower developmental scores of communication, motor skills, and adaptive function. Our findings improve characterization of locomotion in toddlers with ASD and the relationship of motor skills to other developmental domains. En ligne : https://doi.org/10.1002/aur.3067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
Titre : Social Emotions and Social Relationships: Can Children With Autism Compensate Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Brandt CHAMBERLAIN, Auteur ; Nirit BAUMINGER, Auteur Année de publication : 2001 Importance : p.309-323 Langues : Anglais (eng) Mots-clés : Fierté Embarras Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385 Social Emotions and Social Relationships: Can Children With Autism Compensate [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Brandt CHAMBERLAIN, Auteur ; Nirit BAUMINGER, Auteur . - 2001 . - p.309-323.
Langues : Anglais (eng)
Mots-clés : Fierté Embarras Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Social involvement of children with autism spectrum disorders in elementary school classrooms / Erin ROTHERAM-FULLER in Journal of Child Psychology and Psychiatry, 51-11 (November 2010)
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PermalinkSocial network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms / Ariana ANDERSON in Autism, 20-6 (August 2016)
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PermalinkSocial network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)
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PermalinkSocial Networks and Friendships at School: Comparing Children With and Without ASD / Connie KASARI in Journal of Autism and Developmental Disorders, 41-5 (May 2011)
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PermalinkPermalinkSpoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches / Connie KASARI in Autism Research, 16-6 (June 2023)
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PermalinkSuper responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder / Jonathan L. PANGANIBAN in Autism Research, 15-8 (August 2022)
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PermalinkSupporting peer engagement for low-income preschool students with autism spectrum disorder during academic instruction: A pilot randomized trial / Jonathan L. PANGANIBAN in Autism, 26-8 (November 2022)
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PermalinkSustained Community Implementation of JASPER Intervention with Toddlers with Autism / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 49-5 (May 2019)
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PermalinkSymbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder / Y. C. CHANG in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
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