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Détail de l'auteur
Auteur Connie S. WONG |
Documents disponibles écrits par cet auteur (8)



Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review / Connie S. WONG in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
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Titre : Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review Type de document : Texte imprimé et/ou numérique Auteurs : Connie S. WONG, Auteur ; Samuel L ODOM, Auteur ; Kara A. HUME, Auteur ; Ann W. COX, Auteur ; Angel FETTIG, Auteur ; Suzanne KUCHARCZYK, Auteur ; Matthew E. BROCK, Auteur ; Joshua B. PLAVNICK, Auteur ; Veronica P. FLEURY, Auteur ; Tia SCHULTZ, Auteur Année de publication : 2015 Article en page(s) : p.1951-1966 Langues : Anglais (eng) Mots-clés : Evidence-based practice Focused intervention Autism spectrum disorder Children and youth Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:10.1080/10459881003785506). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2351-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.1951-1966[article] Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review [Texte imprimé et/ou numérique] / Connie S. WONG, Auteur ; Samuel L ODOM, Auteur ; Kara A. HUME, Auteur ; Ann W. COX, Auteur ; Angel FETTIG, Auteur ; Suzanne KUCHARCZYK, Auteur ; Matthew E. BROCK, Auteur ; Joshua B. PLAVNICK, Auteur ; Veronica P. FLEURY, Auteur ; Tia SCHULTZ, Auteur . - 2015 . - p.1951-1966.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.1951-1966
Mots-clés : Evidence-based practice Focused intervention Autism spectrum disorder Children and youth Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:10.1080/10459881003785506). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2351-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 Finding Common Ground: Exploring Undergraduate Student Volunteering as a Support for Parents of Children With Autism / Andrew G. BREITHAUPT in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)
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Titre : Finding Common Ground: Exploring Undergraduate Student Volunteering as a Support for Parents of Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Andrew G. BREITHAUPT, Auteur ; Kathleen C. THOMAS, Auteur ; Connie S. WONG, Auteur ; Gary B. MESIBOV, Auteur ; Joseph P. MORRISSEY, Auteur Article en page(s) : p.229-239 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There are many unmet needs among parents of children with autism for parent respite and social time for their children. The use of undergraduate student volunteers is a potential strategy for meeting some of these needs. Separate focus groups for parents and for undergraduates were convened to assess feasibility, comfort, reservations, and mutual interest in this approach. Both parents and students identified common ground over undergraduate volunteer services, and described the boundaries of participation within which they felt comfortable. Findings suggest that student-provided respite care is a feasible support for parents raising children with autism and for students seeking volunteer and career-orientation experiences. En ligne : http://dx.doi.org/10.1177/1088357615610112 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313
in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.229-239[article] Finding Common Ground: Exploring Undergraduate Student Volunteering as a Support for Parents of Children With Autism [Texte imprimé et/ou numérique] / Andrew G. BREITHAUPT, Auteur ; Kathleen C. THOMAS, Auteur ; Connie S. WONG, Auteur ; Gary B. MESIBOV, Auteur ; Joseph P. MORRISSEY, Auteur . - p.229-239.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.229-239
Index. décimale : PER Périodiques Résumé : There are many unmet needs among parents of children with autism for parent respite and social time for their children. The use of undergraduate student volunteers is a potential strategy for meeting some of these needs. Separate focus groups for parents and for undergraduates were convened to assess feasibility, comfort, reservations, and mutual interest in this approach. Both parents and students identified common ground over undergraduate volunteer services, and described the boundaries of participation within which they felt comfortable. Findings suggest that student-provided respite care is a feasible support for parents raising children with autism and for students seeking volunteer and career-orientation experiences. En ligne : http://dx.doi.org/10.1177/1088357615610112 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices / Jessica R. STEINBRENNER in Autism, 26-8 (November 2022)
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Titre : Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices Type de document : Texte imprimé et/ou numérique Auteurs : Jessica R. STEINBRENNER, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Jamie N. PEARSON, Auteur ; Paul LUELMO, Auteur ; Maria Elizabeth JARAMILLO, Auteur ; Brian A. BOYD, Auteur ; Connie S. WONG, Auteur ; Sallie W. NOWELL, Auteur ; Samuel L ODOM, Auteur ; Kara A. HUME, Auteur Article en page(s) : p.2026-2040 Langues : Anglais (eng) Mots-clés : Child Humans Asian People Autism Spectrum Disorder Autistic Disorder Ethnicity Evidence-Based Practice Systematic Reviews as Topic autism interventions —psychosocial/behavioral race systematic review research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. En ligne : http://dx.doi.org/10.1177/13623613211072593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism > 26-8 (November 2022) . - p.2026-2040[article] Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices [Texte imprimé et/ou numérique] / Jessica R. STEINBRENNER, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Jamie N. PEARSON, Auteur ; Paul LUELMO, Auteur ; Maria Elizabeth JARAMILLO, Auteur ; Brian A. BOYD, Auteur ; Connie S. WONG, Auteur ; Sallie W. NOWELL, Auteur ; Samuel L ODOM, Auteur ; Kara A. HUME, Auteur . - p.2026-2040.
Langues : Anglais (eng)
in Autism > 26-8 (November 2022) . - p.2026-2040
Mots-clés : Child Humans Asian People Autism Spectrum Disorder Autistic Disorder Ethnicity Evidence-Based Practice Systematic Reviews as Topic autism interventions —psychosocial/behavioral race systematic review research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. En ligne : http://dx.doi.org/10.1177/13623613211072593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 A play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study / Connie S. WONG in Autism, 17-3 (May 2013)
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Titre : A play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Connie S. WONG, Auteur Article en page(s) : p.340-357 Langues : Anglais (eng) Mots-clés : autism intervention joint attention joint engagement play preschool teachers Index. décimale : PER Périodiques Résumé : The aim of this study was to pilot test a classroom-based intervention focused on facilitating play and joint attention for young children with autism in self-contained special education classrooms. Thirty-three children with autism between the ages of 3 and 6 years participated in the study with their classroom teachers (n = 14). The 14 preschool special education teachers were randomly assigned to one of three groups: (1) symbolic play then joint attention intervention, (2) joint attention then symbolic intervention, and (3) wait-list control period then further randomized to either group 1 or group 2. In the intervention, teachers participated in eight weekly individualized 1-h sessions with a researcher that emphasized embedding strategies targeting symbolic play and joint attention into their everyday classroom routines and activities. The main child outcome variables of interest were collected through direct classroom observations. Findings indicate that teachers can implement an intervention to significantly improve joint engagement of young children with autism in their classrooms. Furthermore, multilevel analyses showed significant increases in joint attention and symbolic play skills. Thus, these pilot data emphasize the need for further research and implementation of classroom-based interventions targeting play and joint attention skills for young children with autism. En ligne : http://dx.doi.org/10.1177/1362361312474723 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Autism > 17-3 (May 2013) . - p.340-357[article] A play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study [Texte imprimé et/ou numérique] / Connie S. WONG, Auteur . - p.340-357.
Langues : Anglais (eng)
in Autism > 17-3 (May 2013) . - p.340-357
Mots-clés : autism intervention joint attention joint engagement play preschool teachers Index. décimale : PER Périodiques Résumé : The aim of this study was to pilot test a classroom-based intervention focused on facilitating play and joint attention for young children with autism in self-contained special education classrooms. Thirty-three children with autism between the ages of 3 and 6 years participated in the study with their classroom teachers (n = 14). The 14 preschool special education teachers were randomly assigned to one of three groups: (1) symbolic play then joint attention intervention, (2) joint attention then symbolic intervention, and (3) wait-list control period then further randomized to either group 1 or group 2. In the intervention, teachers participated in eight weekly individualized 1-h sessions with a researcher that emphasized embedding strategies targeting symbolic play and joint attention into their everyday classroom routines and activities. The main child outcome variables of interest were collected through direct classroom observations. Findings indicate that teachers can implement an intervention to significantly improve joint engagement of young children with autism in their classrooms. Furthermore, multilevel analyses showed significant increases in joint attention and symbolic play skills. Thus, these pilot data emphasize the need for further research and implementation of classroom-based interventions targeting play and joint attention skills for young children with autism. En ligne : http://dx.doi.org/10.1177/1362361312474723 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom / Connie S. WONG in Journal of Autism and Developmental Disorders, 42-10 (October 2012)
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Titre : Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Connie S. WONG, Auteur ; Connie KASARI, Auteur Année de publication : 2012 Article en page(s) : p.2152-2161 Langues : Anglais (eng) Mots-clés : Autism Play Joint attention Engagement Preschool special education Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine play and joint attention in children with autism (n=27) as compared to children with other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays. Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest the importance of educating teachers to target play and joint attention skills in their preschool special education classes, specifically for children with autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1467-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p.2152-2161[article] Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom [Texte imprimé et/ou numérique] / Connie S. WONG, Auteur ; Connie KASARI, Auteur . - 2012 . - p.2152-2161.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p.2152-2161
Mots-clés : Autism Play Joint attention Engagement Preschool special education Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine play and joint attention in children with autism (n=27) as compared to children with other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays. Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest the importance of educating teachers to target play and joint attention skills in their preschool special education classes, specifically for children with autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1467-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism / Connie KASARI in Journal of Autism and Developmental Disorders, 40-9 (September 2010)
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