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Auteur Laura M. JUSTICE |
Documents disponibles écrits par cet auteur (5)



Comparing Children with ASD and Their Peers’ Growth in Print Knowledge / Jaclyn M. DYNIA in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
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Titre : Comparing Children with ASD and Their Peers’ Growth in Print Knowledge Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Jessica A. R. LOGAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur Article en page(s) : p.2490-2500 Langues : Anglais (eng) Mots-clés : Autism Emergent literacy Print knowledge Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills—particularly print knowledge—might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill. En ligne : http://dx.doi.org/10.1007/s10803-016-2790-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2490-2500[article] Comparing Children with ASD and Their Peers’ Growth in Print Knowledge [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Jessica A. R. LOGAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur . - p.2490-2500.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2490-2500
Mots-clés : Autism Emergent literacy Print knowledge Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills—particularly print knowledge—might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill. En ligne : http://dx.doi.org/10.1007/s10803-016-2790-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD / Pauline FRIZELLE in Journal of Child Psychology and Psychiatry, 64-3 (March 2023)
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Titre : Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD Type de document : Texte imprimé et/ou numérique Auteurs : Pauline FRIZELLE, Auteur ; Cristina MCKEAN, Auteur ; Patricia EADIE, Auteur ; Susan EBBELS, Auteur ; Silke FRICKE, Auteur ; Laura M. JUSTICE, Auteur ; Sari KUNNARI, Auteur ; Suze LEITAO, Auteur ; Angela T. MORGAN, Auteur ; Natalie MUNRO, Auteur ; Carol-Anne MURPHY, Auteur ; Holly L. STORKEL, Auteur ; Amanda Owen VAN HORNE, Auteur Article en page(s) : p.474-479 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Current methods for reporting interventions do not allow key questions of importance to practitioners, service providers, policy-makers and people with DLD to be answered, and hence limit the implementation of effective interventions in the real world. To extend the existing EQUATOR guidelines to the context of speech language therapy/pathology for children with language disorder and to provide more specific guidance on participants, interventions and outcomes within the CONSORT checklist (used to improve the reporting of randomised controlled trials) and TIDieR (Template for Intervention Description and Replication) to ensure consistency of reporting. We will develop a core team to include representatives from each of the key groups who will either use or be influenced by the final reporting guidance across different countries. To achieve each set of aims, we will conduct reviews of the literature (which present typologies of intervention characteristics in (D)LD and related disorders); carry out focus groups; and use systematic consensus methods such as the Delphi technique, nominal group technique or consensus development conferences. Through the development and adoption of standard intervention reporting criteria, we anticipate that we will overcome the numerous barriers for practitioners, services and policy-makers in applying intervention evidence to practice. We believe that establishing international consensus on reporting guidelines would significantly accelerate progress in DLD research and the ease with which it can be used in clinical practice, by capitalising on the growth in intervention studies to enable international collaboration and new methodologies of data pooling, meta-analyses and cross-study comparisons. En ligne : https://doi.org/10.1111/jcpp.13694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493
in Journal of Child Psychology and Psychiatry > 64-3 (March 2023) . - p.474-479[article] Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD [Texte imprimé et/ou numérique] / Pauline FRIZELLE, Auteur ; Cristina MCKEAN, Auteur ; Patricia EADIE, Auteur ; Susan EBBELS, Auteur ; Silke FRICKE, Auteur ; Laura M. JUSTICE, Auteur ; Sari KUNNARI, Auteur ; Suze LEITAO, Auteur ; Angela T. MORGAN, Auteur ; Natalie MUNRO, Auteur ; Carol-Anne MURPHY, Auteur ; Holly L. STORKEL, Auteur ; Amanda Owen VAN HORNE, Auteur . - p.474-479.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 64-3 (March 2023) . - p.474-479
Index. décimale : PER Périodiques Résumé : Current methods for reporting interventions do not allow key questions of importance to practitioners, service providers, policy-makers and people with DLD to be answered, and hence limit the implementation of effective interventions in the real world. To extend the existing EQUATOR guidelines to the context of speech language therapy/pathology for children with language disorder and to provide more specific guidance on participants, interventions and outcomes within the CONSORT checklist (used to improve the reporting of randomised controlled trials) and TIDieR (Template for Intervention Description and Replication) to ensure consistency of reporting. We will develop a core team to include representatives from each of the key groups who will either use or be influenced by the final reporting guidance across different countries. To achieve each set of aims, we will conduct reviews of the literature (which present typologies of intervention characteristics in (D)LD and related disorders); carry out focus groups; and use systematic consensus methods such as the Delphi technique, nominal group technique or consensus development conferences. Through the development and adoption of standard intervention reporting criteria, we anticipate that we will overcome the numerous barriers for practitioners, services and policy-makers in applying intervention evidence to practice. We believe that establishing international consensus on reporting guidelines would significantly accelerate progress in DLD research and the ease with which it can be used in clinical practice, by capitalising on the growth in intervention studies to enable international collaboration and new methodologies of data pooling, meta-analyses and cross-study comparisons. En ligne : https://doi.org/10.1111/jcpp.13694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 Genetic and environmental influences on the growth of early reading skills / Stephen A. PETRILL in Journal of Child Psychology and Psychiatry, 51-6 (June 2010)
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Titre : Genetic and environmental influences on the growth of early reading skills Type de document : Texte imprimé et/ou numérique Auteurs : Stephen A. PETRILL, Auteur ; Kirby DEATER-DECKARD, Auteur ; Laura M. JUSTICE, Auteur ; Jessica LOGAN, Auteur ; Laurie E. CUTTING, Auteur ; Laura S. DE THORNE, Auteur ; Sara A. HART, Auteur ; Nicole HARLAAR, Auteur ; Lee A. THOMPSON, Auteur ; Christopher SCHATSCHNEIDER, Auteur Année de publication : 2010 Article en page(s) : p.660-667 Langues : Anglais (eng) Mots-clés : Growth reading twin genetics environment Index. décimale : PER Périodiques Résumé : Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading.
Methods: Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling.
Results: The heritability of initial performance (latent intercept) ranged from h2 = .38 for word identification to h2 = .72 for rapid naming. Shared environment ranged from c2 = .11 for rapid naming to c2 = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h2 = .58 and phoneme awareness h2 = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c2 = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept.
Conclusions: Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02204.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101
in Journal of Child Psychology and Psychiatry > 51-6 (June 2010) . - p.660-667[article] Genetic and environmental influences on the growth of early reading skills [Texte imprimé et/ou numérique] / Stephen A. PETRILL, Auteur ; Kirby DEATER-DECKARD, Auteur ; Laura M. JUSTICE, Auteur ; Jessica LOGAN, Auteur ; Laurie E. CUTTING, Auteur ; Laura S. DE THORNE, Auteur ; Sara A. HART, Auteur ; Nicole HARLAAR, Auteur ; Lee A. THOMPSON, Auteur ; Christopher SCHATSCHNEIDER, Auteur . - 2010 . - p.660-667.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-6 (June 2010) . - p.660-667
Mots-clés : Growth reading twin genetics environment Index. décimale : PER Périodiques Résumé : Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading.
Methods: Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling.
Results: The heritability of initial performance (latent intercept) ranged from h2 = .38 for word identification to h2 = .72 for rapid naming. Shared environment ranged from c2 = .11 for rapid naming to c2 = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h2 = .58 and phoneme awareness h2 = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c2 = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept.
Conclusions: Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02204.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 Phonological awareness emergence in preschool children with autism spectrum disorder / Jaclyn M. DYNIA in Autism & Developmental Language Impairments, 4 (January-December 2019)
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Titre : Phonological awareness emergence in preschool children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn M. DYNIA, Auteur ; Allison F. BEAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsPhonological awareness begins to develop during the preschool years and is a primary factor underlying later reading abilities. Previous research has found mixed results on the phonological awareness skills of children with autism spectrum disorders. Therefore, the purpose of the present study is to add to our understanding of phonological awareness in children with autism spectrum disorder by investigating residualized gains in phonological awareness skills over an academic year.MethodsA total of 125 preschool (4- to 5-years old) children including 27 children with autism spectrum disorder, 28 children with language impairment, and 70 typically developing children were the focus of the present study. Participants in the current study represent a subset of participants from a larger study titled, Sit Together and Read. Children completed direct assessments in the beginning (fall) and end of school year (spring) on phonological awareness using the Test of Preschool Early Literacy.ResultsA one-way ANOVA compared the phonological awareness skills tasks (syllable/onset-rime, blending/elision, receptive/expressive) in the fall and the spring for each of the three groups (children with autism spectrum disorder, children with language impairment, children who are typically developing). In the fall and the spring, all of the analyses were found to be statistically significant. A Tukey HSD further indicated that children with autism spectrum disorder had significantly lower scores on all of the tasks at both time points compared to the typically developing peers. Children with autism spectrum disorder seem to make gains in phonological awareness tasks similarly to their typically developing peers for most of the phonological awareness tasks. Results from the final regression models indicated that children with autism spectrum disorder made gains similar to those of their typically developing peers for most phonological awareness tasks and that language skills predicted residualized gain for syllable, elision, and receptive tasks, as well as the total score when controlling for condition, IQ, and group status. Social skills were not a significant predictor for any of the tasks.ConclusionsThree main findings emerged: (a) phonological awareness skills seem to be a deficit for children with autism spectrum disorder, (b) in general, autism status does not predict residualized gain in phonological awareness skills, and (c) oral language is a significant predictor of residualized gain in phonological awareness skills.ImplicationEarly childhood educators should focus on providing high-quality instruction on phonological awareness for children with autism spectrum disorder and researchers should focus on investigating the effectiveness of phonological awareness interventions for children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941518822453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism & Developmental Language Impairments > 4 (January-December 2019)[article] Phonological awareness emergence in preschool children with autism spectrum disorder [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Allison F. BEAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 4 (January-December 2019)
Index. décimale : PER Périodiques Résumé : Background and aimsPhonological awareness begins to develop during the preschool years and is a primary factor underlying later reading abilities. Previous research has found mixed results on the phonological awareness skills of children with autism spectrum disorders. Therefore, the purpose of the present study is to add to our understanding of phonological awareness in children with autism spectrum disorder by investigating residualized gains in phonological awareness skills over an academic year.MethodsA total of 125 preschool (4- to 5-years old) children including 27 children with autism spectrum disorder, 28 children with language impairment, and 70 typically developing children were the focus of the present study. Participants in the current study represent a subset of participants from a larger study titled, Sit Together and Read. Children completed direct assessments in the beginning (fall) and end of school year (spring) on phonological awareness using the Test of Preschool Early Literacy.ResultsA one-way ANOVA compared the phonological awareness skills tasks (syllable/onset-rime, blending/elision, receptive/expressive) in the fall and the spring for each of the three groups (children with autism spectrum disorder, children with language impairment, children who are typically developing). In the fall and the spring, all of the analyses were found to be statistically significant. A Tukey HSD further indicated that children with autism spectrum disorder had significantly lower scores on all of the tasks at both time points compared to the typically developing peers. Children with autism spectrum disorder seem to make gains in phonological awareness tasks similarly to their typically developing peers for most of the phonological awareness tasks. Results from the final regression models indicated that children with autism spectrum disorder made gains similar to those of their typically developing peers for most phonological awareness tasks and that language skills predicted residualized gain for syllable, elision, and receptive tasks, as well as the total score when controlling for condition, IQ, and group status. Social skills were not a significant predictor for any of the tasks.ConclusionsThree main findings emerged: (a) phonological awareness skills seem to be a deficit for children with autism spectrum disorder, (b) in general, autism status does not predict residualized gain in phonological awareness skills, and (c) oral language is a significant predictor of residualized gain in phonological awareness skills.ImplicationEarly childhood educators should focus on providing high-quality instruction on phonological awareness for children with autism spectrum disorder and researchers should focus on investigating the effectiveness of phonological awareness interventions for children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941518822453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 Predictors of decoding for children with autism spectrum disorder in comparison to their peers / Jaclyn M. DYNIA in Research in Autism Spectrum Disorders, 37 (May 2017)
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Titre : Predictors of decoding for children with autism spectrum disorder in comparison to their peers Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur Article en page(s) : p.41-48 Langues : Anglais (eng) Mots-clés : Autism Emergent literacy Decoding Early intervention Index. décimale : PER Périodiques Résumé : Although researchers have identified strong associations between emergent literacy in early childhood and later conventional reading skills for typically developing (TD) children, it is unclear whether these associations extend to children with autism spectrum disorder (ASD). We analyzed the degree to which three emergent-literacy skills (i.e., alphabet knowledge, print-concept knowledge, and phonological awareness) of 35 children ages three- to five-years-old with ASD predicted decoding and the degree to which associations differed from a comparison group of 73 TD children. We hypothesized that all emergent-literacy skills would predict later decoding for both groups of children and that autism status would moderate the association between print-concept knowledge and decoding. Results We found that phonological awareness was a statistically significant predictor of later decoding for children with ASD, but we did not find any evidence that ASD status moderated the relationships between emergent-literacy skills and decoding. Based on these findings, early educators should consider emergent-literacy skills to be important learning targets for young children with ASD, just as they are for children without disabilities. Furthermore, phonological awareness might be even more important for young children with ASD than for children without disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.41-48[article] Predictors of decoding for children with autism spectrum disorder in comparison to their peers [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur . - p.41-48.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.41-48
Mots-clés : Autism Emergent literacy Decoding Early intervention Index. décimale : PER Périodiques Résumé : Although researchers have identified strong associations between emergent literacy in early childhood and later conventional reading skills for typically developing (TD) children, it is unclear whether these associations extend to children with autism spectrum disorder (ASD). We analyzed the degree to which three emergent-literacy skills (i.e., alphabet knowledge, print-concept knowledge, and phonological awareness) of 35 children ages three- to five-years-old with ASD predicted decoding and the degree to which associations differed from a comparison group of 73 TD children. We hypothesized that all emergent-literacy skills would predict later decoding for both groups of children and that autism status would moderate the association between print-concept knowledge and decoding. Results We found that phonological awareness was a statistically significant predictor of later decoding for children with ASD, but we did not find any evidence that ASD status moderated the relationships between emergent-literacy skills and decoding. Based on these findings, early educators should consider emergent-literacy skills to be important learning targets for young children with ASD, just as they are for children without disabilities. Furthermore, phonological awareness might be even more important for young children with ASD than for children without disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305