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Détail de l'auteur
Auteur Megan E. CRISLER |
Documents disponibles écrits par cet auteur (2)
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Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders / Jillian M. PIERUCCI in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)
[article]
Titre : Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jillian M. PIERUCCI, Auteur ; Angela B. BARBER, Auteur ; Ansley T. GILPIN, Auteur ; Megan E. CRISLER, Auteur ; Laura G. KLINGER, Auteur Article en page(s) : p.35-43 Langues : Anglais (eng) Mots-clés : autism ASD play assessment intervention Index. décimale : PER Périodiques Résumé : Appropriate play behaviors facilitate language skills, increase cognitive skills, and provide opportunity for social interaction. However, play skills often present differently in children with Autism Spectrum Disorders (ASD). Currently, there are several global standardized ASD measures used during diagnostic evaluations that include, but are not limited to, assessment of play. However, it is unclear whether these measures examine similar aspects of play. This uncertainty is important to explore to better understand the whole profile of children’s play competencies to implement developmentally appropriate interventions and create fitting goals. The current study explored the relations of children’s play measured by clinicians’ observations (Autism Diagnostic Observation Schedule [ADOS], Childhood Autism Rating Scale–Second Edition [CARS2-ST]) and parents’ reports (Adaptive Behavior Assessment System–Second Edition [ABAS-II], Communication and Symbolic Behavior Scales Developmental Profile–Infant/Toddler Checklist [CSBS DP-ITC]). Participants (n = 34) were toddlers and preschool-aged children with ASD. A play composite was created for each aforementioned measure, which included extracted items that specifically examined play skills. Initial results suggested minimal similarities in play composites across measures. Play composites were also compared with children’s developmental skills (Mullen Scales of Early Learning [MSEL]) to explore the reciprocal relationship between play/developmental skills. Results revealed that expressive and receptive language skills, fine motor skills, and visual reception skills (from MSEL) were significantly correlated with specific play composites. This study’s innovative identification of play composites from standardized ASD diagnostic measures highlights the importance of (a) using multiple methodologies to gain a whole profile of children’s play/developmental skills, and (b) selecting interventions matched on children’s current play/developmental skills. En ligne : http://dx.doi.org/10.1177/1088357614539837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.35-43[article] Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jillian M. PIERUCCI, Auteur ; Angela B. BARBER, Auteur ; Ansley T. GILPIN, Auteur ; Megan E. CRISLER, Auteur ; Laura G. KLINGER, Auteur . - p.35-43.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.35-43
Mots-clés : autism ASD play assessment intervention Index. décimale : PER Périodiques Résumé : Appropriate play behaviors facilitate language skills, increase cognitive skills, and provide opportunity for social interaction. However, play skills often present differently in children with Autism Spectrum Disorders (ASD). Currently, there are several global standardized ASD measures used during diagnostic evaluations that include, but are not limited to, assessment of play. However, it is unclear whether these measures examine similar aspects of play. This uncertainty is important to explore to better understand the whole profile of children’s play competencies to implement developmentally appropriate interventions and create fitting goals. The current study explored the relations of children’s play measured by clinicians’ observations (Autism Diagnostic Observation Schedule [ADOS], Childhood Autism Rating Scale–Second Edition [CARS2-ST]) and parents’ reports (Adaptive Behavior Assessment System–Second Edition [ABAS-II], Communication and Symbolic Behavior Scales Developmental Profile–Infant/Toddler Checklist [CSBS DP-ITC]). Participants (n = 34) were toddlers and preschool-aged children with ASD. A play composite was created for each aforementioned measure, which included extracted items that specifically examined play skills. Initial results suggested minimal similarities in play composites across measures. Play composites were also compared with children’s developmental skills (Mullen Scales of Early Learning [MSEL]) to explore the reciprocal relationship between play/developmental skills. Results revealed that expressive and receptive language skills, fine motor skills, and visual reception skills (from MSEL) were significantly correlated with specific play composites. This study’s innovative identification of play composites from standardized ASD diagnostic measures highlights the importance of (a) using multiple methodologies to gain a whole profile of children’s play/developmental skills, and (b) selecting interventions matched on children’s current play/developmental skills. En ligne : http://dx.doi.org/10.1177/1088357614539837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder / Brittany G. TRAVERS in Journal of Autism and Developmental Disorders, 43-10 (October 2013)
[article]
Titre : Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Brittany G. TRAVERS, Auteur ; Patrick S. POWELL, Auteur ; Joanna L. MUSSEY, Auteur ; Laura G. KLINGER, Auteur ; Megan E. CRISLER, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.2393-2404 Langues : Anglais (eng) Mots-clés : Implicit learning Contextual cueing Attention Learning Autism Index. décimale : PER Périodiques Résumé : The present studies examined implicit contextual cueing in adolescents and adults with Autism Spectrum Disorder (ASD). In Study 1, 16 individuals with ASD and 20 matched individuals with typical development completed a contextual cueing task using stimulus-identity cues. In Study 2, 12 individuals with ASD and 16 individuals with typical development completed a revised version of the contextual cueing task, using both stimulus-identity cues and global spatial-configuration cues. The results suggest that when only stimulus-identity cues were provided, individuals with ASD had difficulty with implicit contextual cueing (Study 1). However, when both stimulus-identity and spatial-configuration contextual cues were provided, individuals with ASD demonstrated successful contextual cueing (Study 2). Nuances in implicit learning and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1787-x 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.2393-2404[article] Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Brittany G. TRAVERS, Auteur ; Patrick S. POWELL, Auteur ; Joanna L. MUSSEY, Auteur ; Laura G. KLINGER, Auteur ; Megan E. CRISLER, Auteur ; Mark R. KLINGER, Auteur . - p.2393-2404.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2393-2404
Mots-clés : Implicit learning Contextual cueing Attention Learning Autism Index. décimale : PER Périodiques Résumé : The present studies examined implicit contextual cueing in adolescents and adults with Autism Spectrum Disorder (ASD). In Study 1, 16 individuals with ASD and 20 matched individuals with typical development completed a contextual cueing task using stimulus-identity cues. In Study 2, 12 individuals with ASD and 16 individuals with typical development completed a revised version of the contextual cueing task, using both stimulus-identity cues and global spatial-configuration cues. The results suggest that when only stimulus-identity cues were provided, individuals with ASD had difficulty with implicit contextual cueing (Study 1). However, when both stimulus-identity and spatial-configuration contextual cues were provided, individuals with ASD demonstrated successful contextual cueing (Study 2). Nuances in implicit learning and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1787-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215