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Détail de l'auteur
Auteur Jill LOCKE |
Documents disponibles écrits par cet auteur (27)



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)
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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
in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1890-1895[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 Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders / Lupita SANTILLAN in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)
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Titre : Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lupita SANTILLAN, Auteur ; Lindsay FREDERICK, Auteur ; Sean GILMORE, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.91-96 Langues : Anglais (eng) Mots-clés : autism spectrum disorder social network inclusion friendships school playground engagement Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools. En ligne : http://dx.doi.org/10.1177/1088357619838275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.91-96[article] Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lupita SANTILLAN, Auteur ; Lindsay FREDERICK, Auteur ; Sean GILMORE, Auteur ; Jill LOCKE, Auteur . - p.91-96.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.91-96
Mots-clés : autism spectrum disorder social network inclusion friendships school playground engagement Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools. En ligne : http://dx.doi.org/10.1177/1088357619838275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 Characteristics of socially successful elementary school-aged children with autism / Jill LOCKE in Journal of Child Psychology and Psychiatry, 58-1 (January 2017)
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Titre : Characteristics of socially successful elementary school-aged children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Justin H.G. WILLIAMS, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.94-102 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder individual characteristics school social skills Index. décimale : PER Périodiques Résumé : Background The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD. Methods This study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained. Results The results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD. Conclusions School-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Child Psychology and Psychiatry > 58-1 (January 2017) . - p.94-102[article] Characteristics of socially successful elementary school-aged children with autism [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Justin H.G. WILLIAMS, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur . - p.94-102.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-1 (January 2017) . - p.94-102
Mots-clés : Autism spectrum disorder individual characteristics school social skills Index. décimale : PER Périodiques Résumé : Background The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD. Methods This study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained. Results The results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD. Conclusions School-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 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)
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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
in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17[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)
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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
in Autism > 18-4 (May 2014) . - p.370-375[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 A culturally grounded autism parent training program with Black parents / Kim KAISER in Autism, 26-3 (April 2022)
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PermalinkEarly Intervention Providers' Perspectives About Working with Families of Toddlers with Suspected ASD: A Qualitative Study / Wendy L. STONE in Journal of Autism and Developmental Disorders, 51-3 (March 2021)
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PermalinkEmbedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study / Nathaniel J. WILLIAMS in Autism, 25-4 (May 2021)
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PermalinkExamining playground engagement between elementary school children with and without autism spectrum disorder / Jill LOCKE in Autism, 20-6 (August 2016)
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PermalinkExploring 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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PermalinkIndividual and organizational characteristics predicting intervention use for children with autism in schools / Jill LOCKE in Autism, 24-5 (July 2020)
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PermalinkIterative redesign of a caregiver-mediated intervention for use in educational settings / Karen BEARSS in Autism, 26-3 (April 2022)
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PermalinkMaking 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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PermalinkPebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism / Jill LOCKE in Autism, 21-8 (November 2017)
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PermalinkPeer Acceptance, Social Engagement, and Friendship: Critical Social Goals for Children with Autism Spectrum Disorders / Connie KASARI
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