Children with autism's response to novel stimuli while participating in interventions targeting joint attention or symbolic play skills / Amanda C. GULSRUD in Autism, 11-6 (November 2007)  

Public ISBD [article]  inAutism > 11-6 (November 2007) . - p.535-546 Titre : Children with autism's response to novel stimuli while participating in interventions targeting joint attention or symbolic play skills Type de document : Texte imprimé et/ou numérique Auteurs : Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur ; Stephanny FREEMAN, Auteur ; Tanya PAPARELLA, Auteur Année de publication : 2007 Article en page(s) : p.535-546 Langues : Anglais (eng) Mots-clés : Autism Generalization Intervention Joint-attention Index. décimale : PER Périodiques Résumé : Thirty-five children diagnosed with autism were randomly assigned to either a joint attention or a symbolic play intervention. During the 5—8 week treatment, three novel probes were administered to determine mastery of joint attention skills. The probes consisted of auditory and visual stimuli, such as a loud spider crawling or a musical ball bouncing. The current study examined affect, gaze, joint attention behaviors, and verbalizations at three different time points of intervention. Results revealed that children randomized to the joint attention group were more likely to acknowledge the probe and engage in shared interactions between intervener and probe upon termination of intervention. Additionally, the joint attention group improved in the proportion of time spent sharing coordinated joint looks between intervener and probe. These results suggest that generalization of joint attention skills to a novel probe did occur for the group targeting joint attention and provides further evidence of the effectiveness of the joint attention intervention. En ligne : http://dx.doi.org/10.1177/1362361307083255 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Children with autism's response to novel stimuli while participating in interventions targeting joint attention or symbolic play skills [Texte imprimé et/ou numérique] / Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur ; Stephanny FREEMAN, Auteur ; Tanya PAPARELLA, Auteur . - 2007 . - p.535-546. Langues : Anglais (eng) in Autism > 11-6 (November 2007) . - p.535-546 Mots-clés : Autism Generalization Intervention Joint-attention Index. décimale : PER Périodiques Résumé : Thirty-five children diagnosed with autism were randomly assigned to either a joint attention or a symbolic play intervention. During the 5—8 week treatment, three novel probes were administered to determine mastery of joint attention skills. The probes consisted of auditory and visual stimuli, such as a loud spider crawling or a musical ball bouncing. The current study examined affect, gaze, joint attention behaviors, and verbalizations at three different time points of intervention. Results revealed that children randomized to the joint attention group were more likely to acknowledge the probe and engage in shared interactions between intervener and probe upon termination of intervention. Additionally, the joint attention group improved in the proportion of time spent sharing coordinated joint looks between intervener and probe. These results suggest that generalization of joint attention skills to a novel probe did occur for the group targeting joint attention and provides further evidence of the effectiveness of the joint attention intervention. En ligne : http://dx.doi.org/10.1177/1362361307083255 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder / Amanda C. GULSRUD in Journal of Child Psychology and Psychiatry, 57-5 (May 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-5 (May 2016) . - p.606-613 Titre : Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda C. GULSRUD, Auteur ; Gerhard HELLEMANN, Auteur ; Stephanie Y. SHIRE, Auteur ; Connie KASARI, Auteur Article en page(s) : p.606-613 Langues : Anglais (eng) Mots-clés : JASPER  parent-mediated intervention  social communication  active ingredients Index. décimale : PER Périodiques Résumé : Background Behavioral interventions are commonplace in the treatment of autism spectrum disorders, yet relatively little is known about how and why these interventions work. This study tests the relationship between isolated core components of a packaged social communication intervention and the primary outcome, joint engagement, to better understand how the intervention is affecting change in individuals. Methods A total of 86 toddlers and their parents were enrolled in the study and randomized to one of two treatments, the joint attention, symbolic play, engagement, and regulation (JASPER) parent-mediated intervention or a psychoeducational intervention. Measures regarding the parent's use of intervention strategies were collected before and after the 10-week intervention. Additional measures of child and parent joint engagement were also collected. Results A significant effect of treatment was found for all four of the core strategies of the intervention, favoring a larger increase in the JASPER condition. A hierarchical linear regression revealed several individual predictors of joint engagement, including parent-rated buy-in, interventionist-rated parent involvement, and parental use of strategies. To complement the hierarchical analysis, we also tested the potential mediating effect the strategies may have on the relationship between treatment and joint engagement. Results showed that the strategy of mirrored pacing mediated the relationship between treatment and joint engagement in the positive direction. Conclusions These results strongly suggest that the mirrored pacing strategy is an active ingredient of the JASPER treatment. En ligne : http://dx.doi.org/10.1111/jcpp.12481 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda C. GULSRUD, Auteur ; Gerhard HELLEMANN, Auteur ; Stephanie Y. SHIRE, Auteur ; Connie KASARI, Auteur . - p.606-613. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-5 (May 2016) . - p.606-613 Mots-clés : JASPER  parent-mediated intervention  social communication  active ingredients Index. décimale : PER Périodiques Résumé : Background Behavioral interventions are commonplace in the treatment of autism spectrum disorders, yet relatively little is known about how and why these interventions work. This study tests the relationship between isolated core components of a packaged social communication intervention and the primary outcome, joint engagement, to better understand how the intervention is affecting change in individuals. Methods A total of 86 toddlers and their parents were enrolled in the study and randomized to one of two treatments, the joint attention, symbolic play, engagement, and regulation (JASPER) parent-mediated intervention or a psychoeducational intervention. Measures regarding the parent's use of intervention strategies were collected before and after the 10-week intervention. Additional measures of child and parent joint engagement were also collected. Results A significant effect of treatment was found for all four of the core strategies of the intervention, favoring a larger increase in the JASPER condition. A hierarchical linear regression revealed several individual predictors of joint engagement, including parent-rated buy-in, interventionist-rated parent involvement, and parental use of strategies. To complement the hierarchical analysis, we also tested the potential mediating effect the strategies may have on the relationship between treatment and joint engagement. Results showed that the strategy of mirrored pacing mediated the relationship between treatment and joint engagement in the positive direction. Conclusions These results strongly suggest that the mirrored pacing strategy is an active ingredient of the JASPER treatment. En ligne : http://dx.doi.org/10.1111/jcpp.12481 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders / Connie KASARI in Journal of Child Psychology and Psychiatry, 53-4 (April 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-4 (April 2012) . - p.431-439 Titre : Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Jill LOCKE, Auteur ; Amanda C. GULSRUD, Auteur Année de publication : 2012 Article en page(s) : p.431-439 Langues : Anglais (eng) Mots-clés : Social skills  autism spectrum disorders  peer relationships  sociometrics  school Index. décimale : PER Périodiques Résumé : Background:  This study compared two interventions for improving the social skills of high functioning children with autism spectrum disorders in general education classrooms. One intervention involved a peer-mediated approach (PEER) and the other involved a child-assisted approach (CHILD). Method:  The two interventions were crossed in a 2 × 2 factorial design yielding control, PEER, CHILD, and both PEER and CHILD conditions. Sixty children participated from 56 classrooms in 30 schools. Interventions involved 12 sessions over 6 weeks, with a 3-month follow-up. Outcome measures included self, peer and teacher reports of social skills and independent weekly observations of children on their school playground over the course of the intervention. Results:  Significant improvements were found in social network salience, number of friendship nominations, teacher report of social skills in the classroom, and decreased isolation on the playground for children who received PEER interventions. Changes obtained at the end of the treatment persisted to the 3-month follow-up. Conclusions:  These data suggest that significant improvements can be made in peer social connections for children with autism spectrum disorders in general education classrooms with a brief intervention, and that these gains persist over time. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02493.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Jill LOCKE, Auteur ; Amanda C. GULSRUD, Auteur . - 2012 . - p.431-439. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-4 (April 2012) . - p.431-439 Mots-clés : Social skills  autism spectrum disorders  peer relationships  sociometrics  school Index. décimale : PER Périodiques Résumé : Background:  This study compared two interventions for improving the social skills of high functioning children with autism spectrum disorders in general education classrooms. One intervention involved a peer-mediated approach (PEER) and the other involved a child-assisted approach (CHILD). Method:  The two interventions were crossed in a 2 × 2 factorial design yielding control, PEER, CHILD, and both PEER and CHILD conditions. Sixty children participated from 56 classrooms in 30 schools. Interventions involved 12 sessions over 6 weeks, with a 3-month follow-up. Outcome measures included self, peer and teacher reports of social skills and independent weekly observations of children on their school playground over the course of the intervention. Results:  Significant improvements were found in social network salience, number of friendship nominations, teacher report of social skills in the classroom, and decreased isolation on the playground for children who received PEER interventions. Changes obtained at the end of the treatment persisted to the 3-month follow-up. Conclusions:  These data suggest that significant improvements can be made in peer social connections for children with autism spectrum disorders in general education classrooms with a brief intervention, and that these gains persist over time. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02493.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism / Connie KASARI in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1045-1056 Titre : Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Amanda C. GULSRUD, Auteur ; Susan KWON, Auteur ; Jill LOCKE, Auteur ; Connie S. WONG, Auteur Année de publication : 2010 Article en page(s) : p.1045-1056 Note générale : Article Open Access Langues : Anglais (eng) Mots-clés : Joint-engagement-intervention Joint-attention Autism Index. décimale : PER Périodiques Résumé : This study aimed to determine if a joint attention intervention would result in greater joint engagement between caregivers and toddlers with autism. The intervention consisted of 24 caregiver-mediated sessions with follow-up 1 year later. Compared to caregivers and toddlers randomized to the waitlist control group the immediate treatment (IT) group made significant improvements in targeted areas of joint engagement. The IT group demonstrated significant improvements with medium to large effect sizes in their responsiveness to joint attention and their diversity of functional play acts after the intervention with maintenance of these skills 1 year post-intervention. These are among the first randomized controlled data to suggest that short-term parent-mediated interventions can have important effects on core impairments in toddlers with autism. Clinical Trials #: NCT00065910. En ligne : http://dx.doi.org/10.1007/s10803-010-0955-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Amanda C. GULSRUD, Auteur ; Susan KWON, Auteur ; Jill LOCKE, Auteur ; Connie S. WONG, Auteur . - 2010 . - p.1045-1056. Article Open Access Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1045-1056 Mots-clés : Joint-engagement-intervention Joint-attention Autism Index. décimale : PER Périodiques Résumé : This study aimed to determine if a joint attention intervention would result in greater joint engagement between caregivers and toddlers with autism. The intervention consisted of 24 caregiver-mediated sessions with follow-up 1 year later. Compared to caregivers and toddlers randomized to the waitlist control group the immediate treatment (IT) group made significant improvements in targeted areas of joint engagement. The IT group demonstrated significant improvements with medium to large effect sizes in their responsiveness to joint attention and their diversity of functional play acts after the intervention with maintenance of these skills 1 year post-intervention. These are among the first randomized controlled data to suggest that short-term parent-mediated interventions can have important effects on core impairments in toddlers with autism. Clinical Trials #: NCT00065910. En ligne : http://dx.doi.org/10.1007/s10803-010-0955-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Social Networks and Friendships at School: Comparing Children With and Without ASD / Connie KASARI in Journal of Autism and Developmental Disorders, 41-5 (May 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.533-544 Titre : Social Networks and Friendships at School: Comparing Children With and Without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Jill LOCKE, Auteur ; Amanda C. GULSRUD, Auteur ; Erin ROTHERAM-FULLER, Auteur Année de publication : 2011 Article en page(s) : p.533-544 Note générale : Open Access Langues : Anglais (eng) Mots-clés : Social networks  Playground observations  Friendships  Social skills Index. décimale : PER Périodiques Résumé : Self, peer and teacher reports of social relationships were examined for 60 high-functioning children with ASD. Compared to a matched sample of typical children in the same classroom, children with ASD were more often on the periphery of their social networks, reported poorer quality friendships and had fewer reciprocal friendships. On the playground, children with ASD were mostly unengaged but playground engagement was not associated with peer, self, or teacher reports of social behavior. Twenty percent of children with ASD had a reciprocated friendship and also high social network status. Thus, while the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success. En ligne : http://dx.doi.org/10.1007/s10803-010-1076-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] Social Networks and Friendships at School: Comparing Children With and Without ASD [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Jill LOCKE, Auteur ; Amanda C. GULSRUD, Auteur ; Erin ROTHERAM-FULLER, Auteur . - 2011 . - p.533-544. Open Access Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.533-544 Mots-clés : Social networks  Playground observations  Friendships  Social skills Index. décimale : PER Périodiques Résumé : Self, peer and teacher reports of social relationships were examined for 60 high-functioning children with ASD. Compared to a matched sample of typical children in the same classroom, children with ASD were more often on the periphery of their social networks, reported poorer quality friendships and had fewer reciprocal friendships. On the playground, children with ASD were mostly unengaged but playground engagement was not associated with peer, self, or teacher reports of social behavior. Twenty percent of children with ASD had a reciprocated friendship and also high social network status. Thus, while the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success. En ligne : http://dx.doi.org/10.1007/s10803-010-1076-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

The association between parental interaction style and children’s joint engagement in families with toddlers with autism / Stephanie Y. PATTERSON in Autism, 18-5 (July 2014)  

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The Co-Regulation of Emotions Between Mothers and their Children with Autism / Amanda C. GULSRUD in Journal of Autism and Developmental Disorders, 40-2 (February 2010)  

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Two to Ten Years: Developmental Trajectories of Joint Attention in Children With ASD Who Received Targeted Social Communication Interventions / Amanda C. GULSRUD in Autism Research, 7-2 (April 2014)  

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