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Auteur Brooke R. INGERSOLL |
Documents disponibles écrits par cet auteur (59)
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Establishing a Scale for Assessing the Social Validity of Skill Building Interventions for Young Children with Autism Spectrum Disorder / Natalie I. BERGER in Journal of Autism and Developmental Disorders, 46-10 (October 2016)
[article]
Titre : Establishing a Scale for Assessing the Social Validity of Skill Building Interventions for Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Natalie I. BERGER, Auteur ; Lauren MANSTON, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.3258-3269 Langues : Anglais (eng) Mots-clés : Treatment acceptability Social validity Autism Psychometrics Index. décimale : PER Périodiques Résumé : This study evaluated the psychometric properties of the Scale of Treatment Perceptions (STP), a measure of treatment acceptability targeting skill-building interventions for Autism Spectrum Disorder (ASD). This scale utilizes a strength-based approach to intervention assessment, and was established by modifying the Behavior Intervention Rating Scale (Elliott and Von Brock Treuting in J School Psychol 29(1):43–51, 1991. doi: 10.1016/0022-4405(91)90014-I ) and the Treatment Evaluation Inventory (Kazdin in J Appl Behav Anal 13(2):259–273, 1980. doi: 10.1901/jaba.1980.13-259 ) to be appropriate for assessing multiple dimensions of acceptability across skill-building ASD treatments. Overall, the STP demonstrated good psychometric properties: the scale had appropriate internal consistency, demonstrated a stable three-factor structure that was invariant across samples, and discriminated among different skill-building treatments for ASD. This has important implications for dissemination, as perceived acceptability of a treatment relates to treatment utilization and adherence. En ligne : http://dx.doi.org/10.1007/s10803-016-2863-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293
in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3258-3269[article] Establishing a Scale for Assessing the Social Validity of Skill Building Interventions for Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Natalie I. BERGER, Auteur ; Lauren MANSTON, Auteur ; Brooke R. INGERSOLL, Auteur . - p.3258-3269.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3258-3269
Mots-clés : Treatment acceptability Social validity Autism Psychometrics Index. décimale : PER Périodiques Résumé : This study evaluated the psychometric properties of the Scale of Treatment Perceptions (STP), a measure of treatment acceptability targeting skill-building interventions for Autism Spectrum Disorder (ASD). This scale utilizes a strength-based approach to intervention assessment, and was established by modifying the Behavior Intervention Rating Scale (Elliott and Von Brock Treuting in J School Psychol 29(1):43–51, 1991. doi: 10.1016/0022-4405(91)90014-I ) and the Treatment Evaluation Inventory (Kazdin in J Appl Behav Anal 13(2):259–273, 1980. doi: 10.1901/jaba.1980.13-259 ) to be appropriate for assessing multiple dimensions of acceptability across skill-building ASD treatments. Overall, the STP demonstrated good psychometric properties: the scale had appropriate internal consistency, demonstrated a stable three-factor structure that was invariant across samples, and discriminated among different skill-building treatments for ASD. This has important implications for dissemination, as perceived acceptability of a treatment relates to treatment utilization and adherence. En ligne : http://dx.doi.org/10.1007/s10803-016-2863-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 Examination of correlates of different imitative functions in young children with autism spectrum disorders / Brooke R. INGERSOLL in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
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Titre : Examination of correlates of different imitative functions in young children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur ; Katherine MEYER, Auteur Année de publication : 2011 Article en page(s) : p.1078-1085 Langues : Anglais (eng) Mots-clés : Autism Imitation Social communication Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) have difficulties with social-communication skills, including imitation, language, joint attention, and play. This study investigated whether imitation performance in two different contexts (structured-elicited vs. social-interactive) was differentially related to attention-following, social reciprocity, language, and play in children with ASD. This study used a concurrent, correlational design to investigate the relationships between these skills in 23, 2–4-year-old children with autism. Participants imitated more actions on the structured-elicited than social-interactive task. After controlling for developmental level, imitation in the structured-elicited condition was correlated with vocabulary size and imitation in the social-interactive condition was correlated with vocabulary size, social reciprocity, and symbolic play. These findings suggest different skills may underlie imitation in different contexts. In addition, while imitation in both contexts appears to be important for vocabulary development at this age, imitation in a social context may be more important in the development of symbolic play skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1078-1085[article] Examination of correlates of different imitative functions in young children with autism spectrum disorders [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur ; Katherine MEYER, Auteur . - 2011 . - p.1078-1085.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1078-1085
Mots-clés : Autism Imitation Social communication Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) have difficulties with social-communication skills, including imitation, language, joint attention, and play. This study investigated whether imitation performance in two different contexts (structured-elicited vs. social-interactive) was differentially related to attention-following, social reciprocity, language, and play in children with ASD. This study used a concurrent, correlational design to investigate the relationships between these skills in 23, 2–4-year-old children with autism. Participants imitated more actions on the structured-elicited than social-interactive task. After controlling for developmental level, imitation in the structured-elicited condition was correlated with vocabulary size and imitation in the social-interactive condition was correlated with vocabulary size, social reciprocity, and symbolic play. These findings suggest different skills may underlie imitation in different contexts. In addition, while imitation in both contexts appears to be important for vocabulary development at this age, imitation in a social context may be more important in the development of symbolic play skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 Examining the role of attention problems in motor stereotypy in children with autism spectrum disorder / Julia E. NAUMAN in Research in Autism Spectrum Disorders, 101 (March 2023)
[article]
Titre : Examining the role of attention problems in motor stereotypy in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Julia E. NAUMAN, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : 102091 Langues : Anglais (eng) Mots-clés : Autism Children Stereotypy Attention ASD Index. décimale : PER Périodiques Résumé : Background Motor Stereotypy has a similar presentation in individuals with and without autism. Attention dysfunction is common in those with motor stereotypy who do not have autism spectrum disorder (ASD). A possible link between attention dysfunction and motor stereotypy in ASD remains to be examined. We hypothesize a positive relationship between attention problems and motor stereotypy in individuals with ASD and that attention problems account for changes in stereotypy over time. Method We examined the relationship between attention problems and motor stereotypy concurrently and over time in a sample of youth with ASD from the Simons Simplex Collection (N = 2568). Caregiver reported measures including the Child Behavior Checklist, Repetitive Behavior Scale-Revised, and Social Responsiveness Scales were used to measure attention problems, motor stereotypy, and autistic traits, respectively. Results A hierarchical regression controlling for age, sex, intelligence quotient (IQ), and autistic traits indicated attention problems were significantly associated with motor stereotypy at Time 1 (participant’s initial date intake) for the full sample and at Time 2 (participant’s second data intake) for a follow-up subsample of youth (N = 233). The follow up sample is the subsample of participants with data from a second timepoint. Hierarchical regression with the follow-up sample controlling for age, sex, IQ, autistic traits, and motor stereotypy at Time 1 revealed that the motor stereotypy did not predict change in attention problems over time. Conclusions Further investigation into the relationship between attention dysfunction and motor stereotypy could provide insight into developmental challenges indicated by motor stereotypy. En ligne : https://doi.org/10.1016/j.rasd.2022.102091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492
in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102091[article] Examining the role of attention problems in motor stereotypy in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Julia E. NAUMAN, Auteur ; Brooke R. INGERSOLL, Auteur . - 102091.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102091
Mots-clés : Autism Children Stereotypy Attention ASD Index. décimale : PER Périodiques Résumé : Background Motor Stereotypy has a similar presentation in individuals with and without autism. Attention dysfunction is common in those with motor stereotypy who do not have autism spectrum disorder (ASD). A possible link between attention dysfunction and motor stereotypy in ASD remains to be examined. We hypothesize a positive relationship between attention problems and motor stereotypy in individuals with ASD and that attention problems account for changes in stereotypy over time. Method We examined the relationship between attention problems and motor stereotypy concurrently and over time in a sample of youth with ASD from the Simons Simplex Collection (N = 2568). Caregiver reported measures including the Child Behavior Checklist, Repetitive Behavior Scale-Revised, and Social Responsiveness Scales were used to measure attention problems, motor stereotypy, and autistic traits, respectively. Results A hierarchical regression controlling for age, sex, intelligence quotient (IQ), and autistic traits indicated attention problems were significantly associated with motor stereotypy at Time 1 (participant’s initial date intake) for the full sample and at Time 2 (participant’s second data intake) for a follow-up subsample of youth (N = 233). The follow up sample is the subsample of participants with data from a second timepoint. Hierarchical regression with the follow-up sample controlling for age, sex, IQ, autistic traits, and motor stereotypy at Time 1 revealed that the motor stereotypy did not predict change in attention problems over time. Conclusions Further investigation into the relationship between attention dysfunction and motor stereotypy could provide insight into developmental challenges indicated by motor stereotypy. En ligne : https://doi.org/10.1016/j.rasd.2022.102091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues / Katherine M. WALTON in Research in Autism Spectrum Disorders, 7-6 (June 2013)
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Titre : Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.687-698 Langues : Anglais (eng) Mots-clés : Fast-mapping Joint attention Vocabulary Index. décimale : PER Périodiques Résumé : Typically developing toddlers accurately follow an adult's gaze learn object labels. However, children with autism spectrum disorders (ASD) mis-map new words to their own focus of attention. Children with ASD and typical development participated in three word learning conditions. In the follow-in condition, the adult labeled an object which was the focus of the child's attention. In the redirecting condition, the adult labeled an object which was the focus of their own attention. In the orienting cue condition, the adult used a verbal cue to attract the child's attention, then labeled an object which was the focus of their own attention. Typically developing children learned receptive labels in all conditions. Children with ASD mis-mapped words to their own focus of attention during redirecting trials, but showed a trend toward correct receptive mapping during orienting cue trials. During expressive trials, both groups were most likely to map successfully during follow-in trials and least likely to map successfully during redirecting trials. Using a verbal orienting cue may help children with ASD learn new words. Following a child's focus of attention may confer vocabulary learning benefits for both children with ASD and children with typical development during expressive vocabulary learning tasks. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.687-698[article] Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues [Texte imprimé et/ou numérique] / Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur . - p.687-698.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.687-698
Mots-clés : Fast-mapping Joint attention Vocabulary Index. décimale : PER Périodiques Résumé : Typically developing toddlers accurately follow an adult's gaze learn object labels. However, children with autism spectrum disorders (ASD) mis-map new words to their own focus of attention. Children with ASD and typical development participated in three word learning conditions. In the follow-in condition, the adult labeled an object which was the focus of the child's attention. In the redirecting condition, the adult labeled an object which was the focus of their own attention. In the orienting cue condition, the adult used a verbal cue to attract the child's attention, then labeled an object which was the focus of their own attention. Typically developing children learned receptive labels in all conditions. Children with ASD mis-mapped words to their own focus of attention during redirecting trials, but showed a trend toward correct receptive mapping during orienting cue trials. During expressive trials, both groups were most likely to map successfully during follow-in trials and least likely to map successfully during redirecting trials. Using a verbal orienting cue may help children with ASD learn new words. Following a child's focus of attention may confer vocabulary learning benefits for both children with ASD and children with typical development during expressive vocabulary learning tasks. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 Factors influencing adjustment in siblings of children with autism spectrum disorders / Katherine MEYER in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
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Titre : Factors influencing adjustment in siblings of children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Katherine MEYER, Auteur ; Brooke R. INGERSOLL, Auteur ; David Z. HAMBRICK, Auteur Année de publication : 2011 Article en page(s) : p.1413-1420 Langues : Anglais (eng) Mots-clés : Autism Sibling adjustment Broader autism phenotype Index. décimale : PER Périodiques Résumé : Siblings of children with autism spectrum disorders (ASD) may be at an increased risk of adjustment problems. To examine possible predictors of adjustment difficulties in siblings, 70 mothers with at least one child with ASD and one typical child completed surveys of symptom severity in the child with ASD, impact of the child with ASD on the sibling, maternal depression, and broader autism phenotype (BAP) and behavioral adjustment in the typical sibling. A path analysis indicated that symptom severity in the children with ASD was positively associated with adjustment difficulties in the typical siblings; this relationship was mediated by maternal depression, but not sibling impact. Further, greater expression of the BAP in the siblings was associated with more adjustment difficulties, and this relationship was moderated by autism severity in the children with ASD, such that the relationship was stronger at high levels of ASD severity than at lower levels. These findings highlight the importance of assessing functioning of all family members when working with individuals with ASD and their families. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.027 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1413-1420[article] Factors influencing adjustment in siblings of children with autism spectrum disorders [Texte imprimé et/ou numérique] / Katherine MEYER, Auteur ; Brooke R. INGERSOLL, Auteur ; David Z. HAMBRICK, Auteur . - 2011 . - p.1413-1420.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1413-1420
Mots-clés : Autism Sibling adjustment Broader autism phenotype Index. décimale : PER Périodiques Résumé : Siblings of children with autism spectrum disorders (ASD) may be at an increased risk of adjustment problems. To examine possible predictors of adjustment difficulties in siblings, 70 mothers with at least one child with ASD and one typical child completed surveys of symptom severity in the child with ASD, impact of the child with ASD on the sibling, maternal depression, and broader autism phenotype (BAP) and behavioral adjustment in the typical sibling. A path analysis indicated that symptom severity in the children with ASD was positively associated with adjustment difficulties in the typical siblings; this relationship was mediated by maternal depression, but not sibling impact. Further, greater expression of the BAP in the siblings was associated with more adjustment difficulties, and this relationship was moderated by autism severity in the children with ASD, such that the relationship was stronger at high levels of ASD severity than at lower levels. These findings highlight the importance of assessing functioning of all family members when working with individuals with ASD and their families. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.027 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study / Kaylin M. RUSSELL in Autism, 25-4 (May 2021)
PermalinkA Further Investigation of Goal-Directed Intention Understanding in Young Children with Autism Spectrum Disorders / Natalie I. BERGER in Journal of Autism and Developmental Disorders, 44-12 (December 2014)
PermalinkIdentifying and measuring the common elements of naturalistic developmental behavioral interventions for autism spectrum disorder: Development of the NDBI-Fi / Kyle M. FROST in Autism, 24-8 (November 2020)
PermalinkImproving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature / Katherine M. WALTON in Journal of Autism and Developmental Disorders, 43-3 (March 2013)
PermalinkIncorporating Parent Training into School Curricula for Children with Autism Spectrum Disorders / Brooke R. INGERSOLL
PermalinkIncreased rates of depressed mood in mothers of children with ASD associated with the presence of the broader autism phenotype / Brooke R. INGERSOLL in Autism Research, 4-2 (April 2011)
PermalinkIncreasing Access to an ASD Imitation Intervention Via a Telehealth Parent Training Program / Allison L. WAINER in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
PermalinkInitial Efficacy of Project ImPACT: A Parent-Mediated Social Communication Intervention for Young Children with ASD / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
PermalinkMeasuring child social communication across contexts: Similarities and differences across play and snack routines / K. M. FROST in Autism Research, 12-4 (April 2019)
PermalinkA method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example / Sarah R. EDMUNDS in Autism, 26-3 (April 2022)
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