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Auteur Connie KASARI |
Documents disponibles écrits par cet auteur (55)
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Predictors of Attrition in a Randomized Trial of a Social Communication Intervention for Infant-Toddlers at Risk for Autism / Kyle STERRETT in Journal of Autism and Developmental Disorders, 53-8 (August 2023)
[article]
Titre : Predictors of Attrition in a Randomized Trial of a Social Communication Intervention for Infant-Toddlers at Risk for Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kyle STERRETT, Auteur ; Maira Tafolla MAGAÑA, Auteur ; Amanda GULSRUD, Auteur ; Tanya PAPARELLA, Auteur ; Connie KASARI, Auteur Article en page(s) : p.3023-3033 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Addressing factors that make it more likely for families to attrite from early intervention trials will allow researchers to ensure that families reap the full benefits of participation. This study was an analysis of 78 children (Mage?=?18.38 months, SD?=?5.78) at risk for autism participating in a university-based randomized controlled trial of two 8-week long early intervention programs. Overall, attrition through 8-weeks was low, approximately 13%, however by the one-year follow-up attrition rates were approximately 50%. The most consistent predictor of attrition was the distance that families had to travel to the university. These data highlight the importance of providing services and support (e.g., financial and logistic) during follow-up to families to maximize their participation. Clincaltrials.gov Identifier: NCT01874327, 6/11/2013. En ligne : https://doi.org/10.1007/s10803-022-05616-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508
in Journal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3023-3033[article] Predictors of Attrition in a Randomized Trial of a Social Communication Intervention for Infant-Toddlers at Risk for Autism [Texte imprimé et/ou numérique] / Kyle STERRETT, Auteur ; Maira Tafolla MAGAÑA, Auteur ; Amanda GULSRUD, Auteur ; Tanya PAPARELLA, Auteur ; Connie KASARI, Auteur . - p.3023-3033.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3023-3033
Index. décimale : PER Périodiques Résumé : Addressing factors that make it more likely for families to attrite from early intervention trials will allow researchers to ensure that families reap the full benefits of participation. This study was an analysis of 78 children (Mage?=?18.38 months, SD?=?5.78) at risk for autism participating in a university-based randomized controlled trial of two 8-week long early intervention programs. Overall, attrition through 8-weeks was low, approximately 13%, however by the one-year follow-up attrition rates were approximately 50%. The most consistent predictor of attrition was the distance that families had to travel to the university. These data highlight the importance of providing services and support (e.g., financial and logistic) during follow-up to families to maximize their participation. Clincaltrials.gov Identifier: NCT01874327, 6/11/2013. En ligne : https://doi.org/10.1007/s10803-022-05616-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT / Kelly STICKLES GOODS in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
[article]
Titre : Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT Type de document : Texte imprimé et/ou numérique Auteurs : Kelly STICKLES GOODS, Auteur ; Eric ISHIJIMA, Auteur ; Ya-Chih CHANG, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1050-1056 Langues : Anglais (eng) Mots-clés : Autism Minimally verbal Intervention Index. décimale : PER Périodiques Résumé : In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a treatment group (substitution of 30 min of JASPER treatment, twice weekly during their regular program). A baseline of 12 weeks in which no changes were noted in core deficits was followed by 12 weeks of intervention for children randomized to the JASPER treatment. Participants in the treatment group demonstrated greater play diversity on a standardized assessment. Effects also generalized to the classroom, where participants in the treatment group initiated more gestures and spent less time unengaged. These results provide further support that even brief, targeted interventions on joint attention and play can improve core deficits in minimally verbal children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1644-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195
in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1050-1056[article] Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT [Texte imprimé et/ou numérique] / Kelly STICKLES GOODS, Auteur ; Eric ISHIJIMA, Auteur ; Ya-Chih CHANG, Auteur ; Connie KASARI, Auteur . - p.1050-1056.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1050-1056
Mots-clés : Autism Minimally verbal Intervention Index. décimale : PER Périodiques Résumé : In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a treatment group (substitution of 30 min of JASPER treatment, twice weekly during their regular program). A baseline of 12 weeks in which no changes were noted in core deficits was followed by 12 weeks of intervention for children randomized to the JASPER treatment. Participants in the treatment group demonstrated greater play diversity on a standardized assessment. Effects also generalized to the classroom, where participants in the treatment group initiated more gestures and spent less time unengaged. These results provide further support that even brief, targeted interventions on joint attention and play can improve core deficits in minimally verbal children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1644-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195 Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom / Ya-Chih CHANG in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
[article]
Titre : Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Carolyn GELFAND, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2211-2223 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder JASPER Preschool Teachers Joint attention Implementation Index. décimale : PER Périodiques Résumé : Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2752-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2211-2223[article] Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Carolyn GELFAND, Auteur ; Connie KASARI, Auteur . - p.2211-2223.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2211-2223
Mots-clés : Autism spectrum disorder JASPER Preschool Teachers Joint attention Implementation Index. décimale : PER Périodiques Résumé : Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2752-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum / Maria PIZZANO in Autism Research, 17-5 (May 2024)
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Titre : Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Maria PIZZANO, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Lynne LEVATO, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Tristram SMITH, Auteur ; Connie KASARI, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Heterogeneity among individuals on the autism spectrum is widely acknowledged as a barrier to develop effective interventions. Overcoming this challenge requires characterization of individual differences, especially for children that are minimally verbal and often excluded from research studies. Most studies that describe autistic subgroups identify a single minimally verbal verbal group based on a single identifying measure (e.g., ADOS module one or single item indicating absence of phrase speech). Determining personalized courses of intervention requires a more detailed understanding since a single intervention will not be effective for all who are minimally verbal. The present study identified comprehensive profiles of cognitive, language, and social communication skills within a large, diverse, group of minimally verbal children with autism. The analysis combined baseline data from two studies to yield a sample of 344 participants, who were 3 to 8?years old at the time of study onset, with 60% who identified as having a race/ethnicity other than White. Via latent profile analysis (LPA), a three-group model was identified as best fit to the data. Profile identification was dependent on a participant's combination of cognitive, expressive, and social communication characteristics, rather than a single domain. One group (n = 206) had global delays, while the other two groups (n = 95 and n = 43) had variable strengths in cognition and communication. Findings suggest that low-frequency/minimally verbal communicators with autism have heterogeneous characteristics that can be systematically organized. En ligne : https://doi.org/10.1002/aur.3151 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529
in Autism Research > 17-5 (May 2024)[article] Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum [Texte imprimé et/ou numérique] / Maria PIZZANO, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Lynne LEVATO, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Tristram SMITH, Auteur ; Connie KASARI, Auteur.
Langues : Anglais (eng)
in Autism Research > 17-5 (May 2024)
Index. décimale : PER Périodiques Résumé : Abstract Heterogeneity among individuals on the autism spectrum is widely acknowledged as a barrier to develop effective interventions. Overcoming this challenge requires characterization of individual differences, especially for children that are minimally verbal and often excluded from research studies. Most studies that describe autistic subgroups identify a single minimally verbal verbal group based on a single identifying measure (e.g., ADOS module one or single item indicating absence of phrase speech). Determining personalized courses of intervention requires a more detailed understanding since a single intervention will not be effective for all who are minimally verbal. The present study identified comprehensive profiles of cognitive, language, and social communication skills within a large, diverse, group of minimally verbal children with autism. The analysis combined baseline data from two studies to yield a sample of 344 participants, who were 3 to 8?years old at the time of study onset, with 60% who identified as having a race/ethnicity other than White. Via latent profile analysis (LPA), a three-group model was identified as best fit to the data. Profile identification was dependent on a participant's combination of cognitive, expressive, and social communication characteristics, rather than a single domain. One group (n = 206) had global delays, while the other two groups (n = 95 and n = 43) had variable strengths in cognition and communication. Findings suggest that low-frequency/minimally verbal communicators with autism have heterogeneous characteristics that can be systematically organized. En ligne : https://doi.org/10.1002/aur.3151 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 Race, disability, and grade: Social relationships in children with autism spectrum disorders / Gazi F. AZAD in Autism, 21-1 (January 2017)
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Titre : Race, disability, and grade: Social relationships in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gazi F. AZAD, Auteur ; Jill LOCKE, Auteur ; Connie KASARI, Auteur ; David S MANDELL, Auteur Article en page(s) : p.92-99 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorders friendship race social network social relationships Index. décimale : PER Périodiques Résumé : Race is associated with social relationships among typically developing children; however, studies rarely examine the impact of race on social outcomes for children with autism spectrum disorder. This study examined how race (African American, Latino, Asian, or White) in conjunction with disability status (autism spectrum disorders or typically developing) and grade (grades K–2 or 3–5) affects friendships and social networks. The sample comprises 85 children with autism spectrum disorders and 85 typically developing controls matched on race, gender, age/grade, and classroom (wherever possible). Race, disability, and grade each had an independent effect on friendship nominations, and there was an interaction among the three variables. Specifically, children with autism spectrum disorders who were African American or Latino in the upper elementary grades received fewer friendship nominations than typically developing White children in the lower elementary grades. Only the presence of autism spectrum disorders was associated with social network centrality. Our results also suggested that Latino children with autism spectrum disorders in the upper elementary grades were at the highest risk of social isolation. Implications for re-conceptualizing social skills interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361315627792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Autism > 21-1 (January 2017) . - p.92-99[article] Race, disability, and grade: Social relationships in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Gazi F. AZAD, Auteur ; Jill LOCKE, Auteur ; Connie KASARI, Auteur ; David S MANDELL, Auteur . - p.92-99.
Langues : Anglais (eng)
in Autism > 21-1 (January 2017) . - p.92-99
Mots-clés : autism autism spectrum disorders friendship race social network social relationships Index. décimale : PER Périodiques Résumé : Race is associated with social relationships among typically developing children; however, studies rarely examine the impact of race on social outcomes for children with autism spectrum disorder. This study examined how race (African American, Latino, Asian, or White) in conjunction with disability status (autism spectrum disorders or typically developing) and grade (grades K–2 or 3–5) affects friendships and social networks. The sample comprises 85 children with autism spectrum disorders and 85 typically developing controls matched on race, gender, age/grade, and classroom (wherever possible). Race, disability, and grade each had an independent effect on friendship nominations, and there was an interaction among the three variables. Specifically, children with autism spectrum disorders who were African American or Latino in the upper elementary grades received fewer friendship nominations than typically developing White children in the lower elementary grades. Only the presence of autism spectrum disorders was associated with social network centrality. Our results also suggested that Latino children with autism spectrum disorders in the upper elementary grades were at the highest risk of social isolation. Implications for re-conceptualizing social skills interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361315627792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism / Connie KASARI in Journal of Autism and Developmental Disorders, 40-9 (September 2010)
PermalinkRandomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder / P. LUELMO in Autism, 25-6 (August 2021)
PermalinkRandomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder / Paul LUELMO in Autism, 26-6 (August 2022)
PermalinkSchools at the centre of educational research in autism: Possibilities, practices and promises / Sarah PARSONS in Autism, 17-3 (May 2013)
PermalinkServices for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators / Suzannah IADAROLA in Autism, 19-6 (August 2015)
PermalinkSex 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)
PermalinkShort 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)
PermalinkShort-term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder / C. HARROP in Autism Research, 14-8 (August 2021)
PermalinkSlower 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)
PermalinkSocial Emotions and Social Relationships: Can Children With Autism Compensate / Connie KASARI
PermalinkSocial 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)
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)
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)
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)
PermalinkSocial Skills Interventions for Children with Autism Spectrum Disorders / Connie KASARI
PermalinkSpoken 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)
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)
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)
PermalinkSustained Community Implementation of JASPER Intervention with Toddlers with Autism / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 49-5 (May 2019)
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)
PermalinkTeacher Implementation of Joint Attention Intervention in Preschool Classrooms: Fidelity and Context / Kathy LAWTON in Autism - Open Access, 3-1 (March 2013)
PermalinkThe 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)
PermalinkThe 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)
PermalinkThe 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)
PermalinkThe Experience of Loneliness and Friendship in Autism: Theoretical and Practical Issues / Nirit BAUMINGER
PermalinkThe impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses / Clare HARROP in Autism Research, 10-5 (May 2017)
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)
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)
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)
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)
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)
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)
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)
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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