Assessment of Imitation Abilities in Autism: Conceptual and Methodological Issues / Isabel M. SMITH

Public ISBD contenu dans Imitation and the Social Mind : Autism and Typical Development / Sally J ROGERS Titre : Assessment of Imitation Abilities in Autism: Conceptual and Methodological Issues Type de document : Texte imprimé et/ou numérique Auteurs : Isabel M. SMITH, Auteur ; Crystal LOWE-PEARCE, Auteur ; Shana NICHOLS, Auteur Année de publication : 2006 Importance : p.377-398 Langues : Anglais (eng) Index. décimale : PAR-G PAR-G - Imitation Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=795 contenu dans Imitation and the Social Mind : Autism and Typical Development / Sally J ROGERS Assessment of Imitation Abilities in Autism: Conceptual and Methodological Issues [Texte imprimé et/ou numérique] / Isabel M. SMITH, Auteur ; Crystal LOWE-PEARCE, Auteur ; Shana NICHOLS, Auteur . - 2006 . - p.377-398. Langues : Anglais (eng) Index. décimale : PAR-G PAR-G - Imitation Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=795

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A balancing act: An interpretive description of healthcare providers' and families' perspective on the surgical experiences of children with autism spectrum disorder / Stephanie L. SNOW in Autism, 26-4 (May 2022)  

Public ISBD [article]  inAutism > 26-4 (May 2022) . - p.839-848 Titre : A balancing act: An interpretive description of healthcare providers' and families' perspective on the surgical experiences of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie L. SNOW, Auteur ; Isabel M. SMITH, Auteur ; Margot LATIMER, Auteur ; Emma STIRLING CAMERON, Auteur ; Jennifer FOX, Auteur ; Jill CHORNEY, Auteur Article en page(s) : p.839-848 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/surgery  Autistic Disorder  Child  Family  Health Personnel  Humans  Parents  Qualitative Research  autism spectrum disorders  family functioning and support  health services  pre-school children  school-age children  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Children with an autism spectrum disorder (autism) often have negative experiences within the surgical setting. We conducted individual interviews with 8 parents of children with autism who had recently undergone surgery, and 15 healthcare providers (HCPs) with experience caring for children with autism. We asked open-ended questions on the approaches used to support children with autism around the time of surgery, how effective they were, suggestions for improvement, and the barriers and facilitators to improvement. Three main themes emerged within an overarching metaphor of a balancing act. The first theme, finding your footing through an uncertain journey, described individual factors (e.g. anticipatory anxiety) that set the foundation for experiences. The second theme, relationships can help to keep everyone steady, highlighted how personal interactions (e.g. collaboration and empathy) influence the experience. Finally, the systems shape the experience theme captured how systemic factors (e.g. the hospital environment) affected the balancing act. These findings enriched our understanding of the surgical experiences of children with autism, families, and HCPs by demonstrating the importance of individual characteristics, relationships, and systemic factors. Future interventions should consider this complexity and intervene not just with children, but also their parents, healthcare providers, and in policy to improve experiences. En ligne : https://dx.doi.org/10.1177/13623613211034057 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] A balancing act: An interpretive description of healthcare providers' and families' perspective on the surgical experiences of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Stephanie L. SNOW, Auteur ; Isabel M. SMITH, Auteur ; Margot LATIMER, Auteur ; Emma STIRLING CAMERON, Auteur ; Jennifer FOX, Auteur ; Jill CHORNEY, Auteur . - p.839-848. Langues : Anglais (eng) in Autism > 26-4 (May 2022) . - p.839-848 Mots-clés : Autism Spectrum Disorder/surgery  Autistic Disorder  Child  Family  Health Personnel  Humans  Parents  Qualitative Research  autism spectrum disorders  family functioning and support  health services  pre-school children  school-age children  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Children with an autism spectrum disorder (autism) often have negative experiences within the surgical setting. We conducted individual interviews with 8 parents of children with autism who had recently undergone surgery, and 15 healthcare providers (HCPs) with experience caring for children with autism. We asked open-ended questions on the approaches used to support children with autism around the time of surgery, how effective they were, suggestions for improvement, and the barriers and facilitators to improvement. Three main themes emerged within an overarching metaphor of a balancing act. The first theme, finding your footing through an uncertain journey, described individual factors (e.g. anticipatory anxiety) that set the foundation for experiences. The second theme, relationships can help to keep everyone steady, highlighted how personal interactions (e.g. collaboration and empathy) influence the experience. Finally, the systems shape the experience theme captured how systemic factors (e.g. the hospital environment) affected the balancing act. These findings enriched our understanding of the surgical experiences of children with autism, families, and HCPs by demonstrating the importance of individual characteristics, relationships, and systemic factors. Future interventions should consider this complexity and intervene not just with children, but also their parents, healthcare providers, and in policy to improve experiences. En ligne : https://dx.doi.org/10.1177/13623613211034057 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Behavioral and educational interventions / Isabel M. SMITH

Public ISBD in Clinician's Manual on Autism Spectrum Disorder / Evdokia ANAGNOSTOU Titre : Behavioral and educational interventions Type de document : Texte imprimé et/ou numérique Auteurs : Isabel M. SMITH, Auteur ; Susan E. BRYSON, Auteur Année de publication : 2015 Importance : p.63-76 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 in Clinician's Manual on Autism Spectrum Disorder / Evdokia ANAGNOSTOU Behavioral and educational interventions [Texte imprimé et/ou numérique] / Isabel M. SMITH, Auteur ; Susan E. BRYSON, Auteur . - 2015 . - p.63-76. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

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Behavioral and physiological differences during an emotion-evoking task in children at increased likelihood for autism spectrum disorder / Lori-Ann R. SACREY in Development and Psychopathology, 36-1 (February 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-1 (February 2024) . - p.404-414 Titre : Behavioral and physiological differences during an emotion-evoking task in children at increased likelihood for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lori-Ann R. SACREY, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Jessica A. BRIAN, Auteur ; Isabel M. SMITH, Auteur ; Vickie ARMSTRONG, Auteur ; Tracy VAILLANCOURT, Auteur ; Louis A. SCHMIDT, Auteur Article en page(s) : p.404-414 Langues : Anglais (eng) Mots-clés : ASD  affect  autism  baby sibling  gaze  heart rate  physiology Index. décimale : PER Périodiques Résumé : Literature examining emotional regulation in infants with autism spectrum disorder (ASD) has focused on parent report. We examined behavioral and physiological responses during an emotion-evoking task designed to elicit emotional states in infants. Infants at an increased likelihood for ASD (IL; have an older sibling with ASD; 96 not classified; 29 classified with ASD at age two) and low likelihood (LL; no family history of ASD; n = 61) completed the task at 6, 12, and 18 months. The main findings were (1) the IL-ASD group displayed higher levels of negative affect during toy removal and negative tasks compared to the IL non-ASD and LL groups, respectively, (2) the IL-ASD group spent more time looking at the baseline task compared to the other two groups, and (3) the IL-ASD group showed a greater increase in heart rate from baseline during the toy removal and negative tasks compared to the LL group. These results suggest that IL children who are classified as ASD at 24 months show differences in affect, gaze, and heart rate during an emotion-evoking task, with potential implications for understanding mechanisms related to emerging ASD. En ligne : https://dx.doi.org/10.1017/S0954579422001286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Behavioral and physiological differences during an emotion-evoking task in children at increased likelihood for autism spectrum disorder [Texte imprimé et/ou numérique] / Lori-Ann R. SACREY, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Jessica A. BRIAN, Auteur ; Isabel M. SMITH, Auteur ; Vickie ARMSTRONG, Auteur ; Tracy VAILLANCOURT, Auteur ; Louis A. SCHMIDT, Auteur . - p.404-414. Langues : Anglais (eng) in Development and Psychopathology > 36-1 (February 2024) . - p.404-414 Mots-clés : ASD  affect  autism  baby sibling  gaze  heart rate  physiology Index. décimale : PER Périodiques Résumé : Literature examining emotional regulation in infants with autism spectrum disorder (ASD) has focused on parent report. We examined behavioral and physiological responses during an emotion-evoking task designed to elicit emotional states in infants. Infants at an increased likelihood for ASD (IL; have an older sibling with ASD; 96 not classified; 29 classified with ASD at age two) and low likelihood (LL; no family history of ASD; n = 61) completed the task at 6, 12, and 18 months. The main findings were (1) the IL-ASD group displayed higher levels of negative affect during toy removal and negative tasks compared to the IL non-ASD and LL groups, respectively, (2) the IL-ASD group spent more time looking at the baseline task compared to the other two groups, and (3) the IL-ASD group showed a greater increase in heart rate from baseline during the toy removal and negative tasks compared to the LL group. These results suggest that IL children who are classified as ASD at 24 months show differences in affect, gaze, and heart rate during an emotion-evoking task, with potential implications for understanding mechanisms related to emerging ASD. En ligne : https://dx.doi.org/10.1017/S0954579422001286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

Brief parent training in pivotal response treatment for preschoolers with autism / Jamesie COOLICAN in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1321-1330 Titre : Brief parent training in pivotal response treatment for preschoolers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jamesie COOLICAN, Auteur ; Isabel M. SMITH, Auteur ; Susan E. BRYSON, Auteur Année de publication : 2010 Article en page(s) : p.1321-1330 Langues : Anglais (eng) Mots-clés : Autism  pivotal response treatment  parent training  communication Index. décimale : PER Périodiques Résumé : Background:  Evidence of improved outcomes with early behavioural intervention has placed the early treatment of autism as a health priority. However, long waiting lists for treatment often preclude timely access, raising the question of whether parents could be trained in the interim. Parent training in pivotal response treatment (PRT) has been shown to enhance the communication skills of children with autism. This is typically provided within a 25-hour programme, although less intensive parent training may also be effective. The main objective of the present study was to evaluate the efficacy of brief training in PRT for parents of preschoolers with autism, who were awaiting, or unable to access, more comprehensive treatment. Method:  Eight preschoolers with autism and their parents participated in the study. A non-concurrent multiple (across-participants) baseline design was used, in which parents were seen individually for three 2-hour training sessions on PRT. Child and parent outcomes were assessed before, immediately after, and 2 to 4 months following training using standardised tests, questionnaires and behaviour coded directly from video recordings. Results:  Overall, children’s communication skills, namely functional utterances, increased following training. Parents’ fidelity in implementing PRT techniques also improved after training, and generally these changes were maintained at follow-up. A moderate to strong relationship was found between parents’ increased ability to implement PRT techniques and improvement in the children’s communication skills. Conclusion:  Our findings suggest that brief parent training in PRT promises to provide an immediate, cost-effective intervention that could be adopted widely. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02326.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Brief parent training in pivotal response treatment for preschoolers with autism [Texte imprimé et/ou numérique] / Jamesie COOLICAN, Auteur ; Isabel M. SMITH, Auteur ; Susan E. BRYSON, Auteur . - 2010 . - p.1321-1330. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1321-1330 Mots-clés : Autism  pivotal response treatment  parent training  communication Index. décimale : PER Périodiques Résumé : Background:  Evidence of improved outcomes with early behavioural intervention has placed the early treatment of autism as a health priority. However, long waiting lists for treatment often preclude timely access, raising the question of whether parents could be trained in the interim. Parent training in pivotal response treatment (PRT) has been shown to enhance the communication skills of children with autism. This is typically provided within a 25-hour programme, although less intensive parent training may also be effective. The main objective of the present study was to evaluate the efficacy of brief training in PRT for parents of preschoolers with autism, who were awaiting, or unable to access, more comprehensive treatment. Method:  Eight preschoolers with autism and their parents participated in the study. A non-concurrent multiple (across-participants) baseline design was used, in which parents were seen individually for three 2-hour training sessions on PRT. Child and parent outcomes were assessed before, immediately after, and 2 to 4 months following training using standardised tests, questionnaires and behaviour coded directly from video recordings. Results:  Overall, children’s communication skills, namely functional utterances, increased following training. Parents’ fidelity in implementing PRT techniques also improved after training, and generally these changes were maintained at follow-up. A moderate to strong relationship was found between parents’ increased ability to implement PRT techniques and improvement in the children’s communication skills. Conclusion:  Our findings suggest that brief parent training in PRT promises to provide an immediate, cost-effective intervention that could be adopted widely. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02326.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Brief Report: Characteristics of preschool children with ASD vary by ascertainment / Lori-Ann R. SACREY in Journal of Autism and Developmental Disorders, 47-5 (May 2017)  

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Clinical assessment of autism in high-risk 18-month-olds / Jessica BRIAN in Autism, 12-5 (September 2008)  

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Comparative strengths and challenges on face-to-face and computer-based attention tasks in autistic and neurotypical toddlers / Lori-Ann R. SACREY in Autism Research, 16-8 (August 2023)  

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Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders / Kaori OHASHI J. in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

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Comparing the Impact of Differing Preschool Autism Interventions on Parents in Two Canadian Provinces / Barbara D'ENTREMONT in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

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Comparison of community-based verbal behavior and pivotal response treatment programs for young children with autism spectrum disorder / Richard STOCK in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

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Continuity of trajectories of autism symptom severity from infancy to childhood / Martina FRANCHINI in Journal of Child Psychology and Psychiatry, 64-6 (June 2023)  

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Correction to: "Going Mobile"-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery / Jessica BRIAN in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

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Countering evidence denial and the promotion of pseudoscience in autism spectrum disorder / Isabel M. SMITH in Autism Research, 10-8 (August 2017)  

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Cross-site randomized control trial of the Social ABCs caregiver-mediated intervention for toddlers with autism spectrum disorder / Jessica BRIAN in Autism Research, 10-10 (October 2017)  

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