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Détail de l'auteur
Auteur Brooke R. INGERSOLL |
Documents disponibles écrits par cet auteur (59)
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The Broader Autism Phenotype and Friendships in Non-clinical Dyads / Allison L. WAINER in Journal of Autism and Developmental Disorders, 43-10 (October 2013)
[article]
Titre : The Broader Autism Phenotype and Friendships in Non-clinical Dyads Type de document : Texte imprimé et/ou numérique Auteurs : Allison L. WAINER, Auteur ; Nicole BLOCK, Auteur ; M. Brent DONNELLAN, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.2418-2425 Langues : Anglais (eng) Mots-clés : Broader autism phenotype Friendships Actor-partner interdependence model Index. décimale : PER Périodiques Résumé : The broader autism phenotype (BAP) is a set of subclinical traits qualitatively similar to those observed in autism spectrum disorders. The current study sought to elucidate the association between self- and informant-reports of the BAP and friendships, in a non-clinical sample of college student dyads. Self-informant agreement of the BAP and friendship similarity was evaluated, and the Actor-Partner Interdependence Model was used to test how both friends’ BAP characteristics jointly and uniquely contribute to the experiences of friendships. Results suggest self-informant agreement about the BAP, friendship closeness, quality, and conflict. Actor effects were observed for the BAP and friendship values, quality, conflict, and loneliness. Findings suggest that the BAP relates in meaningful ways to self-perceptions of friendship variables in the general population. En ligne : http://dx.doi.org/10.1007/s10803-013-1789-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215
in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2418-2425[article] The Broader Autism Phenotype and Friendships in Non-clinical Dyads [Texte imprimé et/ou numérique] / Allison L. WAINER, Auteur ; Nicole BLOCK, Auteur ; M. Brent DONNELLAN, Auteur ; Brooke R. INGERSOLL, Auteur . - p.2418-2425.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2418-2425
Mots-clés : Broader autism phenotype Friendships Actor-partner interdependence model Index. décimale : PER Périodiques Résumé : The broader autism phenotype (BAP) is a set of subclinical traits qualitatively similar to those observed in autism spectrum disorders. The current study sought to elucidate the association between self- and informant-reports of the BAP and friendships, in a non-clinical sample of college student dyads. Self-informant agreement of the BAP and friendship similarity was evaluated, and the Actor-Partner Interdependence Model was used to test how both friends’ BAP characteristics jointly and uniquely contribute to the experiences of friendships. Results suggest self-informant agreement about the BAP, friendship closeness, quality, and conflict. Actor effects were observed for the BAP and friendship values, quality, conflict, and loneliness. Findings suggest that the BAP relates in meaningful ways to self-perceptions of friendship variables in the general population. En ligne : http://dx.doi.org/10.1007/s10803-013-1789-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 The effect of context on imitation skills in children with autism / Brooke R. INGERSOLL in Research in Autism Spectrum Disorders, 2-2 (April-June 2008)
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Titre : The effect of context on imitation skills in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur Année de publication : 2008 Article en page(s) : p.332-340 Langues : Anglais (eng) Mots-clés : Autism Imitation Social-communication Index. décimale : PER Périodiques Résumé : Children with autism exhibit deficits in imitation skills. Previous authors have suggested that they may have particular difficulty imitating in natural social interactions, but properly controlled experiments investigating this possibility have not been conducted. To investigate this possibility, children with autism and typically developing children were compared on a series of imitation tasks presented either in a structured-elicited or naturalistic-spontaneous condition. Modeled actions were counterbalanced across conditions. Results suggest children with autism imitated less than typically developing children overall; however, this difference was mainly evident when the imitation task was presented in a spontaneous context. In addition, they exhibited less coordinated joint attention during imitation than the typically developing children. These findings support the hypothesis that children with autism are particularly impaired in their ability to imitate spontaneously. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Research in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.332-340[article] The effect of context on imitation skills in children with autism [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur . - 2008 . - p.332-340.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.332-340
Mots-clés : Autism Imitation Social-communication Index. décimale : PER Périodiques Résumé : Children with autism exhibit deficits in imitation skills. Previous authors have suggested that they may have particular difficulty imitating in natural social interactions, but properly controlled experiments investigating this possibility have not been conducted. To investigate this possibility, children with autism and typically developing children were compared on a series of imitation tasks presented either in a structured-elicited or naturalistic-spontaneous condition. Modeled actions were counterbalanced across conditions. Results suggest children with autism imitated less than typically developing children overall; however, this difference was mainly evident when the imitation task was presented in a spontaneous context. In addition, they exhibited less coordinated joint attention during imitation than the typically developing children. These findings support the hypothesis that children with autism are particularly impaired in their ability to imitate spontaneously. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 The influence of maternal language responsiveness on the expressive speech production of children with autism spectrum disorders: A microanalysis of mother–child play interactions / Katherine M. WALTON in Autism, 19-4 (May 2015)
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Titre : The influence of maternal language responsiveness on the expressive speech production of children with autism spectrum disorders: A microanalysis of mother–child play interactions Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.421-432 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Adult responsiveness is related to language development both in young typically developing children and in children with autism spectrum disorders, such that parents who use more responsive language with their children have children who develop better language skills over time. This study used a micro-analytic technique to examine how two facets of maternal utterances, relationship to child focus of attention and degree of demandingness, influenced the immediate use of appropriate expressive language of preschool-aged children with autism spectrum disorders (n = 28) and toddlers with typical development (n = 16) within a naturalistic mother–child play session. Mothers’ use of follow-in demanding language was most likely to elicit appropriate expressive speech in both children with autism spectrum disorders and children with typical development. For children with autism spectrum disorders, but not children with typical development, mothers’ use of orienting cues conferred an additional benefit for expressive speech production. These findings are consistent with the naturalistic behavioral intervention philosophy and suggest that following a child’s lead while prompting for language is likely to elicit speech production in children with autism spectrum disorders and children with typical development. Furthermore, using orienting cues may help children with autism spectrum disorders to verbally respond. En ligne : http://dx.doi.org/10.1177/1362361314523144 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Autism > 19-4 (May 2015) . - p.421-432[article] The influence of maternal language responsiveness on the expressive speech production of children with autism spectrum disorders: A microanalysis of mother–child play interactions [Texte imprimé et/ou numérique] / Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur . - p.421-432.
Langues : Anglais (eng)
in Autism > 19-4 (May 2015) . - p.421-432
Index. décimale : PER Périodiques Résumé : Adult responsiveness is related to language development both in young typically developing children and in children with autism spectrum disorders, such that parents who use more responsive language with their children have children who develop better language skills over time. This study used a micro-analytic technique to examine how two facets of maternal utterances, relationship to child focus of attention and degree of demandingness, influenced the immediate use of appropriate expressive language of preschool-aged children with autism spectrum disorders (n = 28) and toddlers with typical development (n = 16) within a naturalistic mother–child play session. Mothers’ use of follow-in demanding language was most likely to elicit appropriate expressive speech in both children with autism spectrum disorders and children with typical development. For children with autism spectrum disorders, but not children with typical development, mothers’ use of orienting cues conferred an additional benefit for expressive speech production. These findings are consistent with the naturalistic behavioral intervention philosophy and suggest that following a child’s lead while prompting for language is likely to elicit speech production in children with autism spectrum disorders and children with typical development. Furthermore, using orienting cues may help children with autism spectrum disorders to verbally respond. En ligne : http://dx.doi.org/10.1177/1362361314523144 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 The relationship between social experience and subjective well-being in autistic college students: A mixed methods study / Kathryn M BAILEY in Autism, 24-5 (July 2020)
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Titre : The relationship between social experience and subjective well-being in autistic college students: A mixed methods study Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn M BAILEY, Auteur ; Kyle M. FROST, Auteur ; Karís CASAGRANDE, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1081-1092 Langues : Anglais (eng) Mots-clés : adults autism spectrum disorders college mixed methods research subjective well-being Index. décimale : PER Périodiques Résumé : This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students' subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being. En ligne : http://dx.doi.org/10.1177/1362361319892457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Autism > 24-5 (July 2020) . - p.1081-1092[article] The relationship between social experience and subjective well-being in autistic college students: A mixed methods study [Texte imprimé et/ou numérique] / Kathryn M BAILEY, Auteur ; Kyle M. FROST, Auteur ; Karís CASAGRANDE, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1081-1092.
Langues : Anglais (eng)
in Autism > 24-5 (July 2020) . - p.1081-1092
Mots-clés : adults autism spectrum disorders college mixed methods research subjective well-being Index. décimale : PER Périodiques Résumé : This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students' subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being. En ligne : http://dx.doi.org/10.1177/1362361319892457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder / Kaylin M. RUSSELL in Research in Autism Spectrum Disorders, 62 (June 2019)
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Titre : The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kaylin M. RUSSELL, Auteur ; Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.48-54 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Anxiety Repetitive behaviors Insistence on sameness Self-injury Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorder (ASD) experience comorbid anxiety problems. Research suggests that anxiety symptoms are related to restricted and repetitive behaviors (RRBs) in general, and insistence on sameness behaviors, in particular. However, the extent to which other subtypes of RRBs are related to anxiety is less clear. Method This study evaluated the relationship between anxiety symptoms and subtypes of restricted and repetitive behaviors (RRBs) using the Repetitive Behavior Scale-Revised (RBS-R) in a large sample of children ages 68 months to 18 years-old with autism spectrum disorder (ASD) from the Simons Simplex Collection (N?=?2093). Results An exploratory factor analysis suggested a four-factor solution to the RBS-R. All four factors were significantly correlated with each other and with anxiety symptoms (ps?0.001). A hierarchical regression controlling for age and IQ indicated that the Sameness and Self-Injury factors accounted for unique variance in anxiety. There were no interactions between IQ and any of the RRB factors in predicting anxiety. Conclusions Results suggest that researchers and clinicians should consider the role of anxiety when understanding and treating RRBs in children with ASD. High endorsement of items that load on the Sameness and Self-Injury subscales of the RBS-R might be used to identify children who are at risk for anxiety but who may not show overt symptoms. En ligne : https://doi.org/10.1016/j.rasd.2019.03.006 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.48-54[article] The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kaylin M. RUSSELL, Auteur ; Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur . - p.48-54.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.48-54
Mots-clés : Autism spectrum disorder Anxiety Repetitive behaviors Insistence on sameness Self-injury Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorder (ASD) experience comorbid anxiety problems. Research suggests that anxiety symptoms are related to restricted and repetitive behaviors (RRBs) in general, and insistence on sameness behaviors, in particular. However, the extent to which other subtypes of RRBs are related to anxiety is less clear. Method This study evaluated the relationship between anxiety symptoms and subtypes of restricted and repetitive behaviors (RRBs) using the Repetitive Behavior Scale-Revised (RBS-R) in a large sample of children ages 68 months to 18 years-old with autism spectrum disorder (ASD) from the Simons Simplex Collection (N?=?2093). Results An exploratory factor analysis suggested a four-factor solution to the RBS-R. All four factors were significantly correlated with each other and with anxiety symptoms (ps?0.001). A hierarchical regression controlling for age and IQ indicated that the Sameness and Self-Injury factors accounted for unique variance in anxiety. There were no interactions between IQ and any of the RRB factors in predicting anxiety. Conclusions Results suggest that researchers and clinicians should consider the role of anxiety when understanding and treating RRBs in children with ASD. High endorsement of items that load on the Sameness and Self-Injury subscales of the RBS-R might be used to identify children who are at risk for anxiety but who may not show overt symptoms. En ligne : https://doi.org/10.1016/j.rasd.2019.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 The relationship between the broader autism phenotype, child severity, and stress and depression in parents of children with autism spectrum disorders / Brooke R. INGERSOLL in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
PermalinkThe use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders / Allison L. WAINER in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
PermalinkThe utility of Thin Slice ratings for predicting language growth in children with autism spectrum disorder / Katherine M. WALTON in Autism, 20-3 (April 2016)
PermalinkUnderstanding the impact of adaptations to a parent-mediated intervention on parents' ratings of perceived barriers, program attributes, and intent to use / K. PICKARD in Autism, 23-2 (February 2019)
PermalinkUsing Distance Learning Technology to Increase Dissemination of Evidence-Based Practice in Autism Spectrum Disorder / Brooke R. INGERSOLL
PermalinkUsing qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention / K. M. FROST in Autism, 25-7 (October 2021)
PermalinkUsing qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention / Kyle M. FROST in Autism, 26-7 (October 2022)
PermalinkUsing thin-slice ratings to measure social communication in children with autism spectrum disorder / Kyle M. FROST in Research in Autism Spectrum Disorders, 74 (June 2020)
PermalinkUtiliser la télésanté pour mettre en place une intervention médiée par les parents pour l’autisme : leçons pour l’avenir de la prestation de services / Brooke R. INGERSOLL in Bulletin Scientifique de l'arapi (Le), 50 (2022)
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