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Détail de l'auteur
Auteur Connie KASARI |
Documents disponibles écrits par cet auteur (87)
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Teacher Implementation of Joint Attention Intervention in Preschool Classrooms: Fidelity and Context / Kathy LAWTON in Autism - Open Access, 3-1 (March 2013)
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Titre : Teacher Implementation of Joint Attention Intervention in Preschool Classrooms: Fidelity and Context Type de document : Texte imprimé et/ou numérique Auteurs : Kathy LAWTON, Auteur ; Connie KASARI, Auteur Année de publication : 2013 Article en page(s) : 6 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Recent studies suggest that preschool teachers can improve core autism deficits. Implementation fidelity,
however, has not been a focus. This study examined the ability of sixteen preschool teachers to implement strategies of a manualized communication intervention targeting the core deficit of joint attention. Before treatment, teachers in both groups used few strategies, but they demonstrated more intervention strategies during individual child and teacher play interactions than in their classrooms. After treatment, teachers in the immediate treatment group used significantly more strategies than the control group with notable differences in their use of strategies in their classrooms. Results also suggest that some strategies may be easier than others for teachers to adopt.En ligne : http://dx.doi.org/10.4172/2165-7890.1000108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Autism - Open Access > 3-1 (March 2013) . - 6 p.[article] Teacher Implementation of Joint Attention Intervention in Preschool Classrooms: Fidelity and Context [Texte imprimé et/ou numérique] / Kathy LAWTON, Auteur ; Connie KASARI, Auteur . - 2013 . - 6 p.
Langues : Anglais (eng)
in Autism - Open Access > 3-1 (March 2013) . - 6 p.
Index. décimale : PER Périodiques Résumé : Recent studies suggest that preschool teachers can improve core autism deficits. Implementation fidelity,
however, has not been a focus. This study examined the ability of sixteen preschool teachers to implement strategies of a manualized communication intervention targeting the core deficit of joint attention. Before treatment, teachers in both groups used few strategies, but they demonstrated more intervention strategies during individual child and teacher play interactions than in their classrooms. After treatment, teachers in the immediate treatment group used significantly more strategies than the control group with notable differences in their use of strategies in their classrooms. Results also suggest that some strategies may be easier than others for teachers to adopt.En ligne : http://dx.doi.org/10.4172/2165-7890.1000108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder / Michelle DEAN in Autism, 21-6 (August 2017)
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Titre : The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Michelle DEAN, Auteur ; Robin HARWOOD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.678-689 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the extent to which gender-related social behaviors help girls with autism spectrum disorder to seemingly mask their symptoms. Using concurrent mixed methods, we examined the social behaviors of 96 elementary school children during recess (autism spectrum disorder=24 girls and 24 boys, typically developing=24 girls and 24 boys). Children with autism spectrum disorder had average intelligence (IQ???70), a confirmed diagnosis, and were educated in the general education classroom. Typically developing children were matched by sex, age, and city of residence to children with autism spectrum disorder. The results indicate that the female social landscape supports the camouflage hypothesis; girls with autism spectrum disorder used compensatory behaviors, such as staying in close proximately to peers and weaving in and out of activities, which appeared to mask their social challenges. Comparatively, the male landscape made it easier to detect the social challenges of boys with autism spectrum disorder. Typically developing boys tended to play organized games; boys with autism spectrum disorder tended to play alone. The results highlight a male bias in our perception of autism spectrum disorder. If practitioners look for social isolation on the playground when identifying children with social challenges, then our findings suggest that girls with autism spectrum disorder will continue to be left unidentified. En ligne : http://dx.doi.org/10.1177/1362361316671845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311
in Autism > 21-6 (August 2017) . - p.678-689[article] The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder [Texte imprimé et/ou numérique] / Michelle DEAN, Auteur ; Robin HARWOOD, Auteur ; Connie KASARI, Auteur . - p.678-689.
Langues : Anglais (eng)
in Autism > 21-6 (August 2017) . - p.678-689
Index. décimale : PER Périodiques Résumé : This study examined the extent to which gender-related social behaviors help girls with autism spectrum disorder to seemingly mask their symptoms. Using concurrent mixed methods, we examined the social behaviors of 96 elementary school children during recess (autism spectrum disorder=24 girls and 24 boys, typically developing=24 girls and 24 boys). Children with autism spectrum disorder had average intelligence (IQ???70), a confirmed diagnosis, and were educated in the general education classroom. Typically developing children were matched by sex, age, and city of residence to children with autism spectrum disorder. The results indicate that the female social landscape supports the camouflage hypothesis; girls with autism spectrum disorder used compensatory behaviors, such as staying in close proximately to peers and weaving in and out of activities, which appeared to mask their social challenges. Comparatively, the male landscape made it easier to detect the social challenges of boys with autism spectrum disorder. Typically developing boys tended to play organized games; boys with autism spectrum disorder tended to play alone. The results highlight a male bias in our perception of autism spectrum disorder. If practitioners look for social isolation on the playground when identifying children with social challenges, then our findings suggest that girls with autism spectrum disorder will continue to be left unidentified. En ligne : http://dx.doi.org/10.1177/1362361316671845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311 The association between parental interaction style and children’s joint engagement in families with toddlers with autism / Stephanie Y. PATTERSON in Autism, 18-5 (July 2014)
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Titre : The association between parental interaction style and children’s joint engagement in families with toddlers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. PATTERSON, Auteur ; Lauren ELDER, Auteur ; Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.511-518 Langues : Anglais (eng) Mots-clés : autism spectrum disorder joint engagement parental directiveness parental responsivity social initiations toddlers Index. décimale : PER Périodiques Résumé : Purpose: This study examines the relationship between parental interaction style (responsive vs directive) and child-initiated joint engagement within caregiver–child interactions with toddlers diagnosed with autism spectrum disorders.Method: Videotaped interactions of 85 toddler–caregiver dyads were coded for child engagement and both parental responsiveness and directiveness.Results: Altogether, children spent less than one-third of the interaction jointly engaged. After controlling for child characteristics, parental style was associated with the initiator (child or parent) of joint engagement. Specifically, responsiveness predicted total time in child-initiated joint engagement, while directiveness predicted total time in parent-initiated joint engagement. Children’s social behaviours were associated with child-initiated joint engagement.Discussion: Social initiations are a key target for children with autism spectrum disorders. Results demonstrate that child initiations and global social behaviour ratings are associated with parental responsivity. Responsivity may be a critical factor to facilitate children’s initiations. En ligne : http://dx.doi.org/10.1177/1362361313483595 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Autism > 18-5 (July 2014) . - p.511-518[article] The association between parental interaction style and children’s joint engagement in families with toddlers with autism [Texte imprimé et/ou numérique] / Stephanie Y. PATTERSON, Auteur ; Lauren ELDER, Auteur ; Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur . - p.511-518.
Langues : Anglais (eng)
in Autism > 18-5 (July 2014) . - p.511-518
Mots-clés : autism spectrum disorder joint engagement parental directiveness parental responsivity social initiations toddlers Index. décimale : PER Périodiques Résumé : Purpose: This study examines the relationship between parental interaction style (responsive vs directive) and child-initiated joint engagement within caregiver–child interactions with toddlers diagnosed with autism spectrum disorders.Method: Videotaped interactions of 85 toddler–caregiver dyads were coded for child engagement and both parental responsiveness and directiveness.Results: Altogether, children spent less than one-third of the interaction jointly engaged. After controlling for child characteristics, parental style was associated with the initiator (child or parent) of joint engagement. Specifically, responsiveness predicted total time in child-initiated joint engagement, while directiveness predicted total time in parent-initiated joint engagement. Children’s social behaviours were associated with child-initiated joint engagement.Discussion: Social initiations are a key target for children with autism spectrum disorders. Results demonstrate that child initiations and global social behaviour ratings are associated with parental responsivity. Responsivity may be a critical factor to facilitate children’s initiations. En ligne : http://dx.doi.org/10.1177/1362361313483595 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 The Co-Regulation of Emotions Between Mothers and their Children with Autism / Amanda C. GULSRUD in Journal of Autism and Developmental Disorders, 40-2 (February 2010)
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Titre : The Co-Regulation of Emotions Between Mothers and their Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur ; Laudan B. JAHROMI, Auteur Année de publication : 2010 Article en page(s) : p.227-237 Note générale : Article Open Access Langues : Anglais (eng) Mots-clés : Autism Emotion-regulation Early-intervention Index. décimale : PER Périodiques Résumé : Thirty-four toddlers with autism and their mothers participated in an early intervention targeting joint engagement. Across the 24 intervention sessions, any significant distress episode in the child was coded for emotion regulation outcomes including child negativity, child emotion self-regulation, and mother emotion co-regulation. Results revealed that emotion regulation strategies by both mother and child were employed during distress episodes. An effect of intervention was found such that children decreased their expression of negativity across the intervention and mothers increased their emotional and motivational scaffolding. The results of this study indicate a positive effect of an intervention targeting joint engagement on emotion co-regulation outcomes. En ligne : http://dx.doi.org/10.1007/s10803-009-0861-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=965
in Journal of Autism and Developmental Disorders > 40-2 (February 2010) . - p.227-237[article] The Co-Regulation of Emotions Between Mothers and their Children with Autism [Texte imprimé et/ou numérique] / Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur ; Laudan B. JAHROMI, Auteur . - 2010 . - p.227-237.
Article Open Access
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-2 (February 2010) . - p.227-237
Mots-clés : Autism Emotion-regulation Early-intervention Index. décimale : PER Périodiques Résumé : Thirty-four toddlers with autism and their mothers participated in an early intervention targeting joint engagement. Across the 24 intervention sessions, any significant distress episode in the child was coded for emotion regulation outcomes including child negativity, child emotion self-regulation, and mother emotion co-regulation. Results revealed that emotion regulation strategies by both mother and child were employed during distress episodes. An effect of intervention was found such that children decreased their expression of negativity across the intervention and mothers increased their emotional and motivational scaffolding. The results of this study indicate a positive effect of an intervention targeting joint engagement on emotion co-regulation outcomes. En ligne : http://dx.doi.org/10.1007/s10803-009-0861-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=965 The Experience of Loneliness and Friendship in Autism: Theoretical and Practical Issues / Nirit BAUMINGER
Titre : The Experience of Loneliness and Friendship in Autism: Theoretical and Practical Issues Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER, Auteur ; Connie KASARI, Auteur Année de publication : 2001 Importance : p.151-168 Langues : Anglais (eng) Mots-clés : Relation amicale Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100 The Experience of Loneliness and Friendship in Autism: Theoretical and Practical Issues [Texte imprimé et/ou numérique] / Nirit BAUMINGER, Auteur ; Connie KASARI, Auteur . - 2001 . - p.151-168.
Langues : Anglais (eng)
Mots-clés : Relation amicale Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses / Clare HARROP in Autism Research, 10-5 (May 2017)
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PermalinkThe peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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PermalinkThe relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder / Themba CARR in Autism, 20-6 (August 2016)
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PermalinkTwo to Ten Years: Developmental Trajectories of Joint Attention in Children With ASD Who Received Targeted Social Communication Interventions / Amanda C. GULSRUD in Autism Research, 7-2 (April 2014)
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PermalinkUnderstanding Friendship Sex Heterophily and Relational Characteristics to Optimize the Selection of Peer Models for Children with Autism Spectrum Disorder / J. LOCKE in Journal of Autism and Developmental Disorders, 48-12 (December 2018)
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PermalinkUsing the Clinical Global Impression scale to assess social communication change in minimally verbal children with autism spectrum disorder / C. TOOLAN in Autism Research, 15-2 (February 2022)
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PermalinkWhat are the odds? Predicting the likelihood of a negative episode in a sample of toddlers with autism spectrum disorder / A. DIMACHKIE NUNNALLY in Autism, 25-8 (November 2021)
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PermalinkWho gains and who loses? Sociodemographic disparities in access to special education services among autistic students / A. STURM in Autism Research, 14-8 (August 2021)
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PermalinkWorking memory of school-aged children on the autism spectrum: Predictors for longitudinal growth / Sohyun An KIM in Autism, 27-8 (November 2023)
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