Considerations from the 2017 IMFAR Preconference on Measuring Meaningful Outcomes from School-Age to Adulthood / Vanessa H. BAL in Autism Research, 11-11 (November 2018)  

Public ISBD [article]  inAutism Research > 11-11 (November 2018) . - p.1446-1454 Titre : Considerations from the 2017 IMFAR Preconference on Measuring Meaningful Outcomes from School-Age to Adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa H. BAL, Auteur ; R. L. HENDREN, Auteur ; Tony CHARMAN, Auteur ; Leonard ABBEDUTO, Auteur ; Connie KASARI, Auteur ; L. G. KLINGER, Auteur ; W. ENCE, Auteur ; T. GLAVIN, Auteur ; G. LYONS, Auteur ; E. ROSENBERG, Auteur Article en page(s) : p.1446-1454 Langues : Anglais (eng) Mots-clés : lifespan  outcome  stakeholders  strengths Index. décimale : PER Périodiques Résumé : The autism spectrum disorder (ASD) research community is increasingly considering the importance of measuring outcomes that are meaningful to individuals with ASD and their families. The 2017 IMFAR preconference aimed to gain the perspectives of how to define and measure "meaningful outcomes" from 280 participants, including people with ASD and their families, service providers, and researchers. Six themes were identified: (a) the definition of "outcome" varies by context and perspective; (b) the need to broaden the scope of what researchers measure; (c) the need for new assessment tools; (d) the need to expand data analytic methods; (e) where to focus (with emphasis on considering different developmental stages and aspects of diversity); and (f) a need for community partnerships to bridge research and daily practice. The challenge that the research community now faces is how to move the evidence base for clinical practice forward while keeping alive the divergence of views and considerations that are relevant for thinking about complex outcomes for the highly heterogeneous group of individuals with ASD. This commentary provides recommendations, with an emphasis on lifespan viewpoints that encompass individual strengths and preferences. Autism Research 2018, 11: 1446-1454. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The 2017 IMFAR preconference aimed to gain the perspectives of how to define and measure "meaningful outcomes" from a variety of stakeholders. This commentary outlines the six themes identified from keynote and panel presentations and audience-participated discussions. Recommendations are made to emphasize perspectives that look across the lifespan and encompass individual strengths and preferences. En ligne : http://dx.doi.org/10.1002/aur.2034 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Considerations from the 2017 IMFAR Preconference on Measuring Meaningful Outcomes from School-Age to Adulthood [Texte imprimé et/ou numérique] / Vanessa H. BAL, Auteur ; R. L. HENDREN, Auteur ; Tony CHARMAN, Auteur ; Leonard ABBEDUTO, Auteur ; Connie KASARI, Auteur ; L. G. KLINGER, Auteur ; W. ENCE, Auteur ; T. GLAVIN, Auteur ; G. LYONS, Auteur ; E. ROSENBERG, Auteur . - p.1446-1454. Langues : Anglais (eng) in Autism Research > 11-11 (November 2018) . - p.1446-1454 Mots-clés : lifespan  outcome  stakeholders  strengths Index. décimale : PER Périodiques Résumé : The autism spectrum disorder (ASD) research community is increasingly considering the importance of measuring outcomes that are meaningful to individuals with ASD and their families. The 2017 IMFAR preconference aimed to gain the perspectives of how to define and measure "meaningful outcomes" from 280 participants, including people with ASD and their families, service providers, and researchers. Six themes were identified: (a) the definition of "outcome" varies by context and perspective; (b) the need to broaden the scope of what researchers measure; (c) the need for new assessment tools; (d) the need to expand data analytic methods; (e) where to focus (with emphasis on considering different developmental stages and aspects of diversity); and (f) a need for community partnerships to bridge research and daily practice. The challenge that the research community now faces is how to move the evidence base for clinical practice forward while keeping alive the divergence of views and considerations that are relevant for thinking about complex outcomes for the highly heterogeneous group of individuals with ASD. This commentary provides recommendations, with an emphasis on lifespan viewpoints that encompass individual strengths and preferences. Autism Research 2018, 11: 1446-1454. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The 2017 IMFAR preconference aimed to gain the perspectives of how to define and measure "meaningful outcomes" from a variety of stakeholders. This commentary outlines the six themes identified from keynote and panel presentations and audience-participated discussions. Recommendations are made to emphasize perspectives that look across the lifespan and encompass individual strengths and preferences. En ligne : http://dx.doi.org/10.1002/aur.2034 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

Development and validation of an item response theory-based Social Responsiveness Scale short form / Alexandra STURM in Journal of Child Psychology and Psychiatry, 58-9 (September 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-9 (September 2017) . - p.1053-1061 Titre : Development and validation of an item response theory-based Social Responsiveness Scale short form Type de document : Texte imprimé et/ou numérique Auteurs : Alexandra STURM, Auteur ; Megan KUHFELD, Auteur ; Connie KASARI, Auteur ; James T. MCCRACKEN, Auteur Article en page(s) : p.1053-1061 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  behavioral measures Index. décimale : PER Périodiques Résumé : Background Research and practice in autism spectrum disorder (ASD) rely on quantitative measures, such as the Social Responsiveness Scale (SRS), for characterization and diagnosis. Like many ASD diagnostic measures, SRS scores are influenced by factors unrelated to ASD core features. This study further interrogates the psychometric properties of the SRS using item response theory (IRT), and demonstrates a strategy to create a psychometrically sound short form by applying IRT results. Methods Social Responsiveness Scale analyses were conducted on a large sample (N = 21,426) of youth from four ASD databases. Items were subjected to item factor analyses and evaluation of item bias by gender, age, expressive language level, behavior problems, and nonverbal IQ. Results Item selection based on item psychometric properties, DIF analyses, and substantive validity produced a reduced item SRS short form that was unidimensional in structure, highly reliable (? = .96), and free of gender, age, expressive language, behavior problems, and nonverbal IQ influence. The short form also showed strong relationships with established measures of autism symptom severity (ADOS, ADI-R, Vineland). Degree of association between all measures varied as a function of expressive language. Conclusions Results identified specific SRS items that are more vulnerable to non-ASD-related traits. The resultant 16-item SRS short form may possess superior psychometric properties compared to the original scale and emerge as a more precise measure of ASD core symptom severity, facilitating research and practice. Future research using IRT is needed to further refine existing measures of autism symptomatology. En ligne : http://dx.doi.org/10.1111/jcpp.12731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=317 [article] Development and validation of an item response theory-based Social Responsiveness Scale short form [Texte imprimé et/ou numérique] / Alexandra STURM, Auteur ; Megan KUHFELD, Auteur ; Connie KASARI, Auteur ; James T. MCCRACKEN, Auteur . - p.1053-1061. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-9 (September 2017) . - p.1053-1061 Mots-clés : Autism spectrum disorders  behavioral measures Index. décimale : PER Périodiques Résumé : Background Research and practice in autism spectrum disorder (ASD) rely on quantitative measures, such as the Social Responsiveness Scale (SRS), for characterization and diagnosis. Like many ASD diagnostic measures, SRS scores are influenced by factors unrelated to ASD core features. This study further interrogates the psychometric properties of the SRS using item response theory (IRT), and demonstrates a strategy to create a psychometrically sound short form by applying IRT results. Methods Social Responsiveness Scale analyses were conducted on a large sample (N = 21,426) of youth from four ASD databases. Items were subjected to item factor analyses and evaluation of item bias by gender, age, expressive language level, behavior problems, and nonverbal IQ. Results Item selection based on item psychometric properties, DIF analyses, and substantive validity produced a reduced item SRS short form that was unidimensional in structure, highly reliable (? = .96), and free of gender, age, expressive language, behavior problems, and nonverbal IQ influence. The short form also showed strong relationships with established measures of autism symptom severity (ADOS, ADI-R, Vineland). Degree of association between all measures varied as a function of expressive language. Conclusions Results identified specific SRS items that are more vulnerable to non-ASD-related traits. The resultant 16-item SRS short form may possess superior psychometric properties compared to the original scale and emerge as a more precise measure of ASD core symptom severity, facilitating research and practice. Future research using IRT is needed to further refine existing measures of autism symptomatology. En ligne : http://dx.doi.org/10.1111/jcpp.12731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=317

Developmental Play Skills as Outcomes of Early Intervention / Ya-Chih CHANG in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4369-4375 Titre : Developmental Play Skills as Outcomes of Early Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.4369-4375 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Play is critical in the development of cognitive and language skills in young children with autism; however, few studies have examined the impact of the intervention on the development of play skills. The current study aims to address the change in developmental skills, including play after participation in the JASPER intervention, and to examine the initiation of joint attention as a moderator of the effect of treatment on changes in play skills. The study included 109 preschool-age children who participated in the JASPER intervention and examined changes in developmental skills, including play skills. Children who received JASPER improved significantly in both play diversity (F(1,99) = 4.89, p = 0.029, ES = 0.22) and complexity (F(1,98) = 5.21, p = 0.025; ES = 0.23) compared to children in control conditions. These gains in play skills were associated with concurrent improvements in cognition and communication skills. Additionally, children with more initiations of joint attention skills at entry made greater progress in play diversity (F(1,97) = 15.85, p < 0.001 ES = 0.40) and complexity (p = 0.096). Play and joint attention skills are critical intervention targets and outcomes for children with autism. En ligne : https://doi.org/10.1007/s10803-023-06147-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Developmental Play Skills as Outcomes of Early Intervention [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur . - p.4369-4375. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4369-4375 Index. décimale : PER Périodiques Résumé : Play is critical in the development of cognitive and language skills in young children with autism; however, few studies have examined the impact of the intervention on the development of play skills. The current study aims to address the change in developmental skills, including play after participation in the JASPER intervention, and to examine the initiation of joint attention as a moderator of the effect of treatment on changes in play skills. The study included 109 preschool-age children who participated in the JASPER intervention and examined changes in developmental skills, including play skills. Children who received JASPER improved significantly in both play diversity (F(1,99) = 4.89, p = 0.029, ES = 0.22) and complexity (F(1,98) = 5.21, p = 0.025; ES = 0.23) compared to children in control conditions. These gains in play skills were associated with concurrent improvements in cognition and communication skills. Additionally, children with more initiations of joint attention skills at entry made greater progress in play diversity (F(1,97) = 15.85, p < 0.001 ES = 0.40) and complexity (p = 0.096). Play and joint attention skills are critical intervention targets and outcomes for children with autism. En ligne : https://doi.org/10.1007/s10803-023-06147-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Developmental screening and early intervention in a childcare setting for young children at risk for autism and other developmental delays: A feasibility trial / A. GULSRUD in Autism Research, 12-9 (September 2019)  

Public ISBD [article]  inAutism Research > 12-9 (September 2019) . - p.1423-1433 Titre : Developmental screening and early intervention in a childcare setting for young children at risk for autism and other developmental delays: A feasibility trial Type de document : Texte imprimé et/ou numérique Auteurs : A. GULSRUD, Auteur ; T. CARR, Auteur ; J. WILLIAMS, Auteur ; Jonathan L. PANGANIBAN, Auteur ; F. JONES, Auteur ; J. KIMBROUGH, Auteur ; W. SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1423-1433 Langues : Anglais (eng) Mots-clés : Jasper  children  early detection  intervention-behavioral  treatment research Index. décimale : PER Périodiques Résumé : Efforts to decrease disparity in diagnosis and treatment for under-resourced children with developmental delays, such as autism spectrum disorder, have led to increased interest in developing programs in community settings. One potential setting that has already demonstrated feasibility in conducting universal screening is the childcare setting. The current study conducted developmental screening in a total of 116 children ages 16-80 months of age in an urban low-income community childcare center. Parents of 20 children who screened positive were enrolled in the intervention phase of the study, where children received a staff-delivered targeted early intervention or a waitlist control condition. Given the small and imbalanced sample sizes, confidence intervals from mixed effect models were used to measure changes across time for each group. Of the children who received treatment, there was an average increase in child initiated joint engagement, symbolic play, and language use. This study provides initial feasibility data for the implementation of a screening and early intervention program to service a predominantly low-resource and ethnically diverse population within the childcare system in a large metropolitan city. Autism Res 2019, 12: 1423-1433. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Identifying and delivering treatment services for young children with developmental delays, such as autism spectrum disorder, may be most successful in community settings, especially for those children from under-resourced areas. This study found preliminary evidence that the childcare setting is a good place to conduct screening and deliver early interventions for children at risk for autism and other developmental delays. En ligne : http://dx.doi.org/10.1002/aur.2160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Developmental screening and early intervention in a childcare setting for young children at risk for autism and other developmental delays: A feasibility trial [Texte imprimé et/ou numérique] / A. GULSRUD, Auteur ; T. CARR, Auteur ; J. WILLIAMS, Auteur ; Jonathan L. PANGANIBAN, Auteur ; F. JONES, Auteur ; J. KIMBROUGH, Auteur ; W. SHIH, Auteur ; Connie KASARI, Auteur . - p.1423-1433. Langues : Anglais (eng) in Autism Research > 12-9 (September 2019) . - p.1423-1433 Mots-clés : Jasper  children  early detection  intervention-behavioral  treatment research Index. décimale : PER Périodiques Résumé : Efforts to decrease disparity in diagnosis and treatment for under-resourced children with developmental delays, such as autism spectrum disorder, have led to increased interest in developing programs in community settings. One potential setting that has already demonstrated feasibility in conducting universal screening is the childcare setting. The current study conducted developmental screening in a total of 116 children ages 16-80 months of age in an urban low-income community childcare center. Parents of 20 children who screened positive were enrolled in the intervention phase of the study, where children received a staff-delivered targeted early intervention or a waitlist control condition. Given the small and imbalanced sample sizes, confidence intervals from mixed effect models were used to measure changes across time for each group. Of the children who received treatment, there was an average increase in child initiated joint engagement, symbolic play, and language use. This study provides initial feasibility data for the implementation of a screening and early intervention program to service a predominantly low-resource and ethnically diverse population within the childcare system in a large metropolitan city. Autism Res 2019, 12: 1423-1433. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Identifying and delivering treatment services for young children with developmental delays, such as autism spectrum disorder, may be most successful in community settings, especially for those children from under-resourced areas. This study found preliminary evidence that the childcare setting is a good place to conduct screening and deliver early interventions for children at risk for autism and other developmental delays. En ligne : http://dx.doi.org/10.1002/aur.2160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors / Lauren BACZEWSKI ; Maria PIZZANO ; Connie KASARI ; Alexandra STURM in Journal of Autism and Developmental Disorders, 53-12 (December 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4521-4534 Titre : Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors Type de document : Texte imprimé et/ou numérique Auteurs : Lauren BACZEWSKI, Auteur ; Maria PIZZANO, Auteur ; Connie KASARI, Auteur ; Alexandra STURM, Auteur Article en page(s) : p.4521-4534 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examines autistic and non-autistic college students' experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N=290) and non-autistic students (N=290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment. Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity. En ligne : https://doi.org/10.1007/s10803-022-05729-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors [Texte imprimé et/ou numérique] / Lauren BACZEWSKI, Auteur ; Maria PIZZANO, Auteur ; Connie KASARI, Auteur ; Alexandra STURM, Auteur . - p.4521-4534. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4521-4534 Index. décimale : PER Périodiques Résumé : This study examines autistic and non-autistic college students' experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N=290) and non-autistic students (N=290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment. Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity. En ligne : https://doi.org/10.1007/s10803-022-05729-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD / Clare HARROP in Journal of Autism and Developmental Disorders, 45-3 (March 2015)  

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Does Gender Moderate Core Deficits in ASD? An Investigation into Restricted and Repetitive Behaviors in Girls and Boys with ASD / Clare HARROP in Journal of Autism and Developmental Disorders, 45-11 (November 2015)  

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Dual Identification: Trajectories to English Proficiency for English Learners with Autism Spectrum Disorder / Alexandra STURM ; Connie KASARI in Journal of Autism and Developmental Disorders, 54-7 (July 2024)  

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L'engagement social dans l'autisme : des implications pour l'intervention / Connie KASARI in Bulletin Scientifique de l'arapi (Le), 34 (Décembre 2014)

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Examining playground engagement between elementary school children with and without autism spectrum disorder / Jill LOCKE in Autism, 20-6 (August 2016)  

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Examining variability in Naturalistic Developmental Behavioral Intervention strategy use in caregivers of children with autism spectrum disorders / Hallie BROWN in Journal of Child Psychology and Psychiatry, 66-1 (January 2025)  

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Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention / Stephanie Y. SHIRE in Autism, 26-3 (April 2022)  

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Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder / Jill LOCKE in Journal of Autism and Developmental Disorders, 42-9 (September 2012)  

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Facilitating Social Inclusion of Children with an Autism Spectrum Disorder / Saara MAHJOURI

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Friendships in preschool children with autism spectrum disorder: What holds them back, child characteristics or teacher behavior? / Ya-Chih CHANG in Autism, 20-1 (January 2016)  

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