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Auteur Elizabeth A. LAUGESON |
Documents disponibles écrits par cet auteur (23)



Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development / Jan BLACHER in Research in Autism Spectrum Disorders, 8-3 (March 2014)
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Titre : Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Jan BLACHER, Auteur ; Erica HOWELL, Auteur ; Stacy LAUDERDALE-LITTIN, Auteur ; Florence D. DIGENNARO REED, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.324-333 Langues : Anglais (eng) Mots-clés : Student–teacher relationships Teacher conflict and closeness Index. décimale : PER Périodiques Résumé : Abstract This study examined relations among behavior problems, social skills, and student–teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student–teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224
in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.324-333[article] Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development [Texte imprimé et/ou numérique] / Jan BLACHER, Auteur ; Erica HOWELL, Auteur ; Stacy LAUDERDALE-LITTIN, Auteur ; Florence D. DIGENNARO REED, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.324-333.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.324-333
Mots-clés : Student–teacher relationships Teacher conflict and closeness Index. décimale : PER Périodiques Résumé : Abstract This study examined relations among behavior problems, social skills, and student–teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student–teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 Development and preliminary testing of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS®) / Sakinah Binti IDRIS in Research in Autism Spectrum Disorders, 78 (October 2020)
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Titre : Development and preliminary testing of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS®) Type de document : Texte imprimé et/ou numérique Auteurs : Sakinah Binti IDRIS, Auteur ; Gabrine JAGERSMA, Auteur ; Bjorn Jaime VAN PELT, Auteur ; Sophie JACOBS, Auteur ; Elizabeth A. LAUGESON, Auteur ; Manon H. J. HILLEGERS, Auteur ; Neeltje VAN HAREN, Auteur ; Kirstin GREAVES-LORD, Auteur Article en page(s) : 101629 Langues : Anglais (eng) Mots-clés : PEERS® Social skills Autism spectrum disorder Adolescent Friendship Index. décimale : PER Périodiques Résumé : The content of interventions targeting social behavior is sensitive to cultural differences in etiquette and societal customs. Here we describe (1) the process of linguistic and cultural adaptation of the PEERS® social skills program to the Dutch language and culture, and (2) the results from a preliminary adaptation test among 32 adolescents (12–18 years old) with autism spectrum disorder (ASD). Although some important cultural adaptations were made, the similarities in effective social behaviors across cultures were most striking. At post-test, autistic adolescents significantly improved their social skills knowledge. In addition, parent-reported and self-reported social engagement (hosted get-togethers) increased. Also, social skill impairment decreased according to parent-reports. Of the 32 adolescents who completed the program, 31% (n = 10) achieved a clinically significant change on the SRS-2 (?SRS-2 > 11.12). Future research examining the effectiveness of the Dutch version of PEERS® should include a larger randomized controlled trial, for which we provide several methodological considerations. En ligne : https://doi.org/10.1016/j.rasd.2020.101629 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101629[article] Development and preliminary testing of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS®) [Texte imprimé et/ou numérique] / Sakinah Binti IDRIS, Auteur ; Gabrine JAGERSMA, Auteur ; Bjorn Jaime VAN PELT, Auteur ; Sophie JACOBS, Auteur ; Elizabeth A. LAUGESON, Auteur ; Manon H. J. HILLEGERS, Auteur ; Neeltje VAN HAREN, Auteur ; Kirstin GREAVES-LORD, Auteur . - 101629.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101629
Mots-clés : PEERS® Social skills Autism spectrum disorder Adolescent Friendship Index. décimale : PER Périodiques Résumé : The content of interventions targeting social behavior is sensitive to cultural differences in etiquette and societal customs. Here we describe (1) the process of linguistic and cultural adaptation of the PEERS® social skills program to the Dutch language and culture, and (2) the results from a preliminary adaptation test among 32 adolescents (12–18 years old) with autism spectrum disorder (ASD). Although some important cultural adaptations were made, the similarities in effective social behaviors across cultures were most striking. At post-test, autistic adolescents significantly improved their social skills knowledge. In addition, parent-reported and self-reported social engagement (hosted get-togethers) increased. Also, social skill impairment decreased according to parent-reports. Of the 32 adolescents who completed the program, 31% (n = 10) achieved a clinically significant change on the SRS-2 (?SRS-2 > 11.12). Future research examining the effectiveness of the Dutch version of PEERS® should include a larger randomized controlled trial, for which we provide several methodological considerations. En ligne : https://doi.org/10.1016/j.rasd.2020.101629 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 Effects of Social Skills Training for Adolescents on the Autism Spectrum: a Randomized Controlled Trial of the Polish Adaptation of the PEERS® Intervention via Hybrid and In-Person Delivery / Mateusz P?ATOS in Journal of Autism and Developmental Disorders, 53-11 (November 2023)
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Titre : Effects of Social Skills Training for Adolescents on the Autism Spectrum: a Randomized Controlled Trial of the Polish Adaptation of the PEERS® Intervention via Hybrid and In-Person Delivery Type de document : Texte imprimé et/ou numérique Auteurs : Mateusz P?ATOS, Auteur ; Kinga WOJACZEK, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.4132-4146 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The study examined the efficacy of the Polish adaptation of the PEERS® curriculum for adolescents on the autism spectrum. Twenty-nine adolescents (aged 11-16) were randomized into a Treatment and a Waitlist Control Group. Due to COVID-19-related restrictions, the Treatment Group received part of the intervention online (in hybrid mode). Results showed large effects of PEERS® increasing the teens' social skills, knowledge about social skills, and the number of get-togethers with peers. Most of the effects were maintained over a six-month follow-up period. There was no impact of the delivery mode on the treatment effects. The study demonstrates the feasibility and efficacy of the Polish adaptation of PEERS® and encourages future research on the online/hybrid delivery of Social Skills Training. En ligne : https://doi.org/10.1007/s10803-022-05714-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4132-4146[article] Effects of Social Skills Training for Adolescents on the Autism Spectrum: a Randomized Controlled Trial of the Polish Adaptation of the PEERS® Intervention via Hybrid and In-Person Delivery [Texte imprimé et/ou numérique] / Mateusz P?ATOS, Auteur ; Kinga WOJACZEK, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.4132-4146.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4132-4146
Index. décimale : PER Périodiques Résumé : The study examined the efficacy of the Polish adaptation of the PEERS® curriculum for adolescents on the autism spectrum. Twenty-nine adolescents (aged 11-16) were randomized into a Treatment and a Waitlist Control Group. Due to COVID-19-related restrictions, the Treatment Group received part of the intervention online (in hybrid mode). Results showed large effects of PEERS® increasing the teens' social skills, knowledge about social skills, and the number of get-togethers with peers. Most of the effects were maintained over a six-month follow-up period. There was no impact of the delivery mode on the treatment effects. The study demonstrates the feasibility and efficacy of the Polish adaptation of PEERS® and encourages future research on the online/hybrid delivery of Social Skills Training. En ligne : https://doi.org/10.1007/s10803-022-05714-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 Efficacy of PEERS® for Adolescents via Telehealth Delivery / Jasper A. ESTABILLO in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
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Titre : Efficacy of PEERS® for Adolescents via Telehealth Delivery Type de document : Texte imprimé et/ou numérique Auteurs : Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Solene J. POULHAZAN, Auteur ; Laura H. ADERY, Auteur ; Elizabeth M. DENLUCK, Auteur ; Elizabeth A. LAUGESON, Auteur Année de publication : 2022 Article en page(s) : p.5232-5242 Langues : Anglais (eng) Mots-clés : Adolescent Humans Autism Spectrum Disorder Peer Group Social Skills Telemedicine Autism spectrum disorder Peers® Social skills intervention Telehealth manuals. JAE, CTM, SJP, LHA, and EMD have no interests to declare. Index. décimale : PER Périodiques Résumé : PEERS® for Adolescents is an evidence-based social skills intervention for autistic youth and adolescents with other social challenges. The efficacy and effectiveness of PEERS® are well established; however, limited data on PEERS® via telehealth delivery exist. The current study aimed to examine the efficacy of PEERS® for Adolescents via telehealth and compare outcomes between telehealth and in-person modalities. Thirty-one adolescents (M(age)=13.77, SD=2.14) participated in telehealth groups, and outcomes were compared with 212 adolescents (M(age)=14.02, SD=2.00) from in-person groups. Findings demonstrate PEERS® for Adolescents via telehealth results in significant improvements in social skills knowledge, social responsiveness, overall social skills and problem behaviors, and social engagement. Telehealth outcomes are relatively equivalent to in-person delivery. En ligne : http://dx.doi.org/10.1007/s10803-022-05580-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5232-5242[article] Efficacy of PEERS® for Adolescents via Telehealth Delivery [Texte imprimé et/ou numérique] / Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Solene J. POULHAZAN, Auteur ; Laura H. ADERY, Auteur ; Elizabeth M. DENLUCK, Auteur ; Elizabeth A. LAUGESON, Auteur . - 2022 . - p.5232-5242.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5232-5242
Mots-clés : Adolescent Humans Autism Spectrum Disorder Peer Group Social Skills Telemedicine Autism spectrum disorder Peers® Social skills intervention Telehealth manuals. JAE, CTM, SJP, LHA, and EMD have no interests to declare. Index. décimale : PER Périodiques Résumé : PEERS® for Adolescents is an evidence-based social skills intervention for autistic youth and adolescents with other social challenges. The efficacy and effectiveness of PEERS® are well established; however, limited data on PEERS® via telehealth delivery exist. The current study aimed to examine the efficacy of PEERS® for Adolescents via telehealth and compare outcomes between telehealth and in-person modalities. Thirty-one adolescents (M(age)=13.77, SD=2.14) participated in telehealth groups, and outcomes were compared with 212 adolescents (M(age)=14.02, SD=2.00) from in-person groups. Findings demonstrate PEERS® for Adolescents via telehealth results in significant improvements in social skills knowledge, social responsiveness, overall social skills and problem behaviors, and social engagement. Telehealth outcomes are relatively equivalent to in-person delivery. En ligne : http://dx.doi.org/10.1007/s10803-022-05580-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 Erratum to: A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders / Fred FRANKEL in Journal of Autism and Developmental Disorders, 40-7 (July 2010)
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Titre : Erratum to: A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Fred FRANKEL, Auteur ; Elizabeth A. LAUGESON, Auteur ; Robert MYATT, Auteur ; Catherine SUGAR, Auteur ; Cynthia WHITHAM, Auteur ; Clarissa M. GOROSPE, Auteur Année de publication : 2010 Article en page(s) : p.843 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-1016-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107
in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.843[article] Erratum to: A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Fred FRANKEL, Auteur ; Elizabeth A. LAUGESON, Auteur ; Robert MYATT, Auteur ; Catherine SUGAR, Auteur ; Cynthia WHITHAM, Auteur ; Clarissa M. GOROSPE, Auteur . - 2010 . - p.843.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.843
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-1016-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program / Elizabeth A. LAUGESON in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
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PermalinkExamining Feasibility and Outcomes of the PEERS® for Preschoolers Program / Reina S. FACTOR in Journal of Autism and Developmental Disorders, 53-5 (May 2023)
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PermalinkFostering Friendship and Dating Skills Among Adults on the Autism Spectrum: A Randomized Controlled Trial of the Polish Version of the PEERS® for Young Adults Curriculum / Mateusz P?ATOS in Journal of Autism and Developmental Disorders, 54-6 (June 2024)
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PermalinkLong-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders / Josh MANDELBERG in Autism, 18-3 (April 2014)
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PermalinkLong-Term Treatment Outcomes of PEERS(®) for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder / Isita TRIPATHI in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
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PermalinkParent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers / Mi N. PARK in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)
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PermalinkParent-Assisted Social Skills Training to Improve Friendships in Teens with Autism Spectrum Disorders / Elizabeth A. LAUGESON in Journal of Autism and Developmental Disorders, 39-4 (April 2009)
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PermalinkParent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers / Christine T. MOODY ; Elizabeth A. LAUGESON in Autism, 28-2 (February 2024)
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PermalinkPEERS® for Preschoolers preliminary outcomes and predictors of treatment response / Jordan ALBRIGHT ; Angela SCARPA ; John A. RICHEY ; Elizabeth A. LAUGESON ; Reina S. FACTOR in Journal of Autism and Developmental Disorders, 53-12 (December 2023)
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PermalinkPredicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills / Ya-Chih CHANG in Autism, 18-4 (May 2014)
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