Brief Report: Examining Executive and Social Functioning in Elementary-Aged Children with Autism / Laura MACMULLEN FREEMAN in Journal of Autism and Developmental Disorders, 47-6 (June 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1890-1895 Titre : Brief Report: Examining Executive and Social Functioning in Elementary-Aged Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Laura MACMULLEN FREEMAN, Auteur ; Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; David MANDELL, Auteur Article en page(s) : p.1890-1895 Langues : Anglais (eng) Mots-clés : Executive functioning  Autism spectrum disorder  Social skills Index. décimale : PER Périodiques Résumé : There is a paucity of literature examining the relationship between executive and social functioning in children with autism spectrum disorder (ASD). Twenty-three school-aged children with ASD participated. Executive functioning was measured using the Developmental Neuropsychological Assessment, Second Edition and Differential Ability Scales, Second Edition, and the teacher-rated Behavior Rating of Inventory of Executive Function. Independent assessors observed children’s social functioning on the playground while children with ASD and their peers completed a survey to measure peer friendships and rejections. Overall, poorer executive functioning was associated with increased playground isolation and less engagement with peers. This suggests that metacognitive skills such as initiation, working memory, and planning and organization are associated with children’s social functioning. En ligne : http://dx.doi.org/10.1007/s10803-017-3079-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Brief Report: Examining Executive and Social Functioning in Elementary-Aged Children with Autism [Texte imprimé et/ou numérique] / Laura MACMULLEN FREEMAN, Auteur ; Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; David MANDELL, Auteur . - p.1890-1895. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1890-1895 Mots-clés : Executive functioning  Autism spectrum disorder  Social skills Index. décimale : PER Périodiques Résumé : There is a paucity of literature examining the relationship between executive and social functioning in children with autism spectrum disorder (ASD). Twenty-three school-aged children with ASD participated. Executive functioning was measured using the Developmental Neuropsychological Assessment, Second Edition and Differential Ability Scales, Second Edition, and the teacher-rated Behavior Rating of Inventory of Executive Function. Independent assessors observed children’s social functioning on the playground while children with ASD and their peers completed a survey to measure peer friendships and rejections. Overall, poorer executive functioning was associated with increased playground isolation and less engagement with peers. This suggests that metacognitive skills such as initiation, working memory, and planning and organization are associated with children’s social functioning. En ligne : http://dx.doi.org/10.1007/s10803-017-3079-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools / Jill LOCKE in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17 Titre : Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Colleen HARKER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.10-17 Langues : Anglais (eng) Mots-clés : Practice-based evidence  Autism  Social skills interventions  Implementation Index. décimale : PER Périodiques Résumé : Background Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n?=?14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n?=?45); or c) standard educational practices model (Inclusion Only Model; n?=?33) participated. The average age was 8.4 (SD?=?1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p?=?.05). Children in the Practice-Based Model had significantly lower solitary engagement (p?=?.04) and more initiations on the playground than children in the University Developed Model (p?=?.04). Conclusions The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools. En ligne : https://doi.org/10.1016/j.rasd.2019.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Colleen HARKER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur . - p.10-17. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17 Mots-clés : Practice-based evidence  Autism  Social skills interventions  Implementation Index. décimale : PER Périodiques Résumé : Background Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n?=?14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n?=?45); or c) standard educational practices model (Inclusion Only Model; n?=?33) participated. The average age was 8.4 (SD?=?1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p?=?.05). Children in the Practice-Based Model had significantly lower solitary engagement (p?=?.04) and more initiations on the playground than children in the University Developed Model (p?=?.04). Conclusions The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools. En ligne : https://doi.org/10.1016/j.rasd.2019.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention / Jill LOCKE in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.370-375 Titre : Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Ming XIE, Auteur ; Colleen HARKER, Auteur ; David MANDELL, Auteur Article en page(s) : p.370-375 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  intervention  social deficits Index. décimale : PER Périodiques Résumé : Although social impairments are considered the hallmark deficit of autism, many behavioral intervention studies rely on cognitive functioning as a primary outcome. Fewer studies have examined whether changes in cognition are associated with changes in social functioning. This study examined whether cognitive gains among 192 students from 47 kindergarten-through-second-grade autism support classrooms participating in a year-long behavioral intervention study were associated with gains in social functioning. Children’s gains in cognitive ability were modestly associated with independent assessors’ and teachers’ evaluations of social functioning but were not associated with changes in parent ratings. Observed social gains were not commensurate with gains in cognition, suggesting the need both for interventions that directly target social functioning and relevant field measures of social functioning. En ligne : http://dx.doi.org/10.1177/1362361313479181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Ming XIE, Auteur ; Colleen HARKER, Auteur ; David MANDELL, Auteur . - p.370-375. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.370-375 Mots-clés : autism spectrum disorder  intervention  social deficits Index. décimale : PER Périodiques Résumé : Although social impairments are considered the hallmark deficit of autism, many behavioral intervention studies rely on cognitive functioning as a primary outcome. Fewer studies have examined whether changes in cognition are associated with changes in social functioning. This study examined whether cognitive gains among 192 students from 47 kindergarten-through-second-grade autism support classrooms participating in a year-long behavioral intervention study were associated with gains in social functioning. Children’s gains in cognitive ability were modestly associated with independent assessors’ and teachers’ evaluations of social functioning but were not associated with changes in parent ratings. Observed social gains were not commensurate with gains in cognition, suggesting the need both for interventions that directly target social functioning and relevant field measures of social functioning. En ligne : http://dx.doi.org/10.1177/1362361313479181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1895-1905 Titre : Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Connie KASARI, Auteur Année de publication : 2012 Article en page(s) : p.1895-1905 Langues : Anglais (eng) Mots-clés : Peer models  Autism  Social networks Index. décimale : PER Périodiques Résumé : This study examined the social impact of being a typical peer model as part of a social skills intervention for children with autism spectrum disorder (ASD). Participants were drawn from a randomized-controlled-treatment trial that examined the effects of targeted interventions on the social networks of 60 elementary-aged children with ASD. Results demonstrated that typical peer models had higher social network centrality, received friendships, friendship quality, and less loneliness than non-peer models. Peer models were also more likely to be connected with children with ASD than non-peer models at baseline and exit. These results suggest that typical peers can be socially connected to children with ASD, as well as other classmates, and maintain a strong and positive role within the classroom. En ligne : http://dx.doi.org/10.1007/s10803-011-1437-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Connie KASARI, Auteur . - 2012 . - p.1895-1905. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1895-1905 Mots-clés : Peer models  Autism  Social networks Index. décimale : PER Périodiques Résumé : This study examined the social impact of being a typical peer model as part of a social skills intervention for children with autism spectrum disorder (ASD). Participants were drawn from a randomized-controlled-treatment trial that examined the effects of targeted interventions on the social networks of 60 elementary-aged children with ASD. Results demonstrated that typical peer models had higher social network centrality, received friendships, friendship quality, and less loneliness than non-peer models. Peer models were also more likely to be connected with children with ASD than non-peer models at baseline and exit. These results suggest that typical peers can be socially connected to children with ASD, as well as other classmates, and maintain a strong and positive role within the classroom. En ligne : http://dx.doi.org/10.1007/s10803-011-1437-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180

Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms / Brandt CHAMBERLAIN in Journal of Autism and Developmental Disorders, 37-2 (February 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.230-242 Titre : Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Brandt CHAMBERLAIN, Auteur ; Connie KASARI, Auteur ; Erin ROTHERAM-FULLER, Auteur Année de publication : 2007 Article en page(s) : p.230-242 Langues : Anglais (eng) Mots-clés : Autism Social-networks Peer-acceptance Friendship Loneliness Index. décimale : PER Périodiques Résumé : Including children with autism in regular classrooms has become prevalent; yet some evidence suggests such placements could increase the risk of isolation and rejection. In this study, we used social network methods to explore the involvement of children with autism in typical classrooms. Participants were 398 children (196 boys) in regular 2nd through 5th grade classes, including 17 children (14 boys) with high functioning autism or Asperger’s syndrome. Children reported on friendship qualities, peer acceptance, loneliness, and classroom social networks. Despite involvement in networks, children with autism experienced lower centrality, acceptance, companionship, and reciprocity; yet they did not report greater loneliness. Future research is needed to help children with autism move from the periphery to more effective engagement with peers. En ligne : http://dx.doi.org/10.1007/s10803-006-0164-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=628 [article] Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms [Texte imprimé et/ou numérique] / Brandt CHAMBERLAIN, Auteur ; Connie KASARI, Auteur ; Erin ROTHERAM-FULLER, Auteur . - 2007 . - p.230-242. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.230-242 Mots-clés : Autism Social-networks Peer-acceptance Friendship Loneliness Index. décimale : PER Périodiques Résumé : Including children with autism in regular classrooms has become prevalent; yet some evidence suggests such placements could increase the risk of isolation and rejection. In this study, we used social network methods to explore the involvement of children with autism in typical classrooms. Participants were 398 children (196 boys) in regular 2nd through 5th grade classes, including 17 children (14 boys) with high functioning autism or Asperger’s syndrome. Children reported on friendship qualities, peer acceptance, loneliness, and classroom social networks. Despite involvement in networks, children with autism experienced lower centrality, acceptance, companionship, and reciprocity; yet they did not report greater loneliness. Future research is needed to help children with autism move from the periphery to more effective engagement with peers. En ligne : http://dx.doi.org/10.1007/s10803-006-0164-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=628

Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders / Connie KASARI in Journal of Child Psychology and Psychiatry, 53-4 (April 2012)  

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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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Social 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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Social Skills Assessments for Children with Autism Spectrum Disorders / Erin ROTHERAM-FULLER in Autism - Open Access, 3-3 (December 2013)  

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