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Détail de l'auteur
Auteur Isabel M. SMITH |
Documents disponibles écrits par cet auteur (45)
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Assessment of Imitation Abilities in Autism: Conceptual and Methodological Issues / Isabel M. SMITH
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 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 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire 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)
[article]
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
in Autism > 26-4 (May 2022) . - p.839-848[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
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 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 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire 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)
[article]
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
in Development and Psychopathology > 36-1 (February 2024) . - p.404-414[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)
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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
in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1321-1330[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)
PermalinkClinical assessment of autism in high-risk 18-month-olds / Jessica BRIAN in Autism, 12-5 (September 2008)
PermalinkComparative 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)
PermalinkComparing 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)
PermalinkComparing 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)
PermalinkComparison 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)
PermalinkContinuity of trajectories of autism symptom severity from infancy to childhood / Martina FRANCHINI in Journal of Child Psychology and Psychiatry, 64-6 (June 2023)
PermalinkCorrection 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)
PermalinkCountering evidence denial and the promotion of pseudoscience in autism spectrum disorder / Isabel M. SMITH in Autism Research, 10-8 (August 2017)
PermalinkCross-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)
PermalinkDisentangling global and domain-level adaptive behavior trajectories among children with autism spectrum disorder / Cristan FARMER in Journal of Child Psychology and Psychiatry, 64-6 (June 2023)
PermalinkDo reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? / Teresa BENNETT in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)
PermalinkEarly executive dysfunction in ASD: Simple versus complex skills / Nancy GARON in Autism Research, 11-2 (February 2018)
PermalinkEarly expressive and receptive language trajectories in high-risk infant siblings of children with autism spectrum disorder / Julie LONGARD in Autism & Developmental Language Impairments, 2 (January-December 2017)
PermalinkEarly trajectories of motor skills in infant siblings of children with autism spectrum disorder / James W. PATTERSON in Autism Research, 15-3 (March 2022)
PermalinkEducators Describe the "Best Things" About Students with Autism at School / Anat ZAIDMAN-ZAIT ; Katherine Tombeau COST ; Isabel M. SMITH ; Lonnie ZWAIGENBAUM ; Eric DUKU ; Connor KERNS ; Stelios GEORGIADES ; Tracy VAILLANCOURT ; Mayada ELSABBAGH ; Teresa BENNETT ; Peter SZATMARI in Journal of Autism and Developmental Disorders, 54-1 (January 2024)
PermalinkEffectiveness of Community-Based Early Intervention Based on Pivotal Response Treatment / Isabel M. SMITH in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
PermalinkExamining clinical characteristics of autism and links with parent perceptions of sibling relationship quality / Alana J. MCVEY in Autism, 27-2 (February 2023)
PermalinkFactor analysis of the Parenting Stress Index-Short Form with parents of young children with autism spectrum disorders / Anat ZAIDMAN-ZAIT in Autism Research, 4-5 (October 2011)
Permalink"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)
PermalinkImmunization uptake in younger siblings of children with autism spectrum disorder / Ghassan Abu KUWAIK in Autism, 18-2 (February 2014)
PermalinkImpact of personal and social resources on parenting stress in mothers of children with autism spectrum disorder / Anat ZAIDMAN-ZAIT in Autism, 21-2 (February 2017)
PermalinkImproving transportability of a cognitive-behavioral treatment intervention for anxiety in youth with autism spectrum disorders: Results from a US–Canada collaboration / Judy REAVEN in Autism, 19-2 (February 2015)
PermalinkInfluence of reporting effects on the association between maternal depression and child autism spectrum disorder behaviors / Teresa BENNETT in Journal of Child Psychology and Psychiatry, 53-1 (January 2012)
PermalinkInvestigating phenotypic heterogeneity in children with autism spectrum disorder: a factor mixture modeling approach / Stelios GEORGIADES in Journal of Child Psychology and Psychiatry, 54-2 (February 2013)
PermalinkInvestigating the Measurement Properties of the Social Responsiveness Scale in Preschool Children with Autism Spectrum Disorders / Eric DUKU in Journal of Autism and Developmental Disorders, 43-4 (April 2013)
PermalinkLongitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement / Virginia CARTER LENO in Development and Psychopathology, 36-1 (February 2024)
PermalinkMiddle-childhood executive functioning mediates associations between early-childhood autism symptoms and adolescent mental health, academic and functional outcomes in autistic children / Stephanie H. AMEIS in Journal of Child Psychology and Psychiatry, 63-5 (May 2022)
PermalinkMonozygotic Twins Concordant for Autism and Hyperlexia / Isabel M. SMITH in Developmental Medicine & Child Neurology, 30-4 (August 1988)
PermalinkPhenotypic Overlap Between Core Diagnostic Features and Emotional/Behavioral Problems in Preschool Children with Autism Spectrum Disorder / Stelios GEORGIADES in Journal of Autism and Developmental Disorders, 41-10 (October 2011)
PermalinkPivotal response treatment for preschoolers with autism spectrum disorder: Defining a predictor profile / Kristin?Lee FOSSUM in Autism Research, 11-1 (January 2018)
PermalinkPredictors of language regression and its association with subsequent communication development in children with autism / Andrew PICKLES in Journal of Child Psychology and Psychiatry, 63-11 (November 2022)
PermalinkSex Differences in Children with Autism Spectrum Disorder Identified Within a High-Risk Infant Cohort / Lonnie ZWAIGENBAUM in Journal of Autism and Developmental Disorders, 42-12 (December 2012)
PermalinkStability and Change in the Cognitive and Adaptive Behaviour Scores of Preschoolers with Autism Spectrum Disorder / Helen E. FLANAGAN in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
PermalinkStability of diagnostic assessment for autism spectrum disorder between 18 and 36 months in a high-risk cohort / Lonnie ZWAIGENBAUM in Autism Research, 9-7 (July 2016)
PermalinkStereotyped Motor Behaviors Associated with Autism in High-risk Infants: A Pilot Videotape Analysis of a Sibling Sample / Alvin LOH in Journal of Autism and Developmental Disorders, 37-1 (January 2007)
PermalinkThe Assessment of Phase of Preschool Language: Applying the language benchmarks framework to characterize language profiles and change in four- to five-year-olds with autism spectrum disorder / Helen E. FLANAGAN in Autism & Developmental Language Impairments, 4 (January-December 2019)
PermalinkThe Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum / Stefano REZZONICO ; Terry BENNETT ; Eric DUKU ; Stelios GEORGIADES ; Connor KERNS ; Pat MIRENDA ; Annie RICHARD ; Isabel M. SMITH ; Peter SZATMARI ; Tracy VAILLANCOURT ; Charlotte WADDELL ; Anat ZAIDMAN-ZAIT ; Lonnie ZWAIGENBAUM ; Mayada ELSABBAGH in Journal of Autism and Developmental Disorders, 53-12 (December 2023)
PermalinkThe Social ABCs caregiver-mediated intervention for toddlers with autism spectrum disorder: Feasibility, acceptability, and evidence of promise from a multisite study / Jessica BRIAN in Autism Research, 9-8 (August 2016)
PermalinkValidating the Repetitive Behavior Scale-Revised in Young Children with Autism Spectrum Disorder / Pat MIRENDA in Journal of Autism and Developmental Disorders, 40-12 (December 2010)
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