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Auteur Jessica PAYNTER |
Documents disponibles écrits par cet auteur (22)
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Self-Compassion in Mothers of Children with Autism Spectrum Disorder: A Qualitative Analysis / Gal BOHADANA in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Self-Compassion in Mothers of Children with Autism Spectrum Disorder: A Qualitative Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Gal BOHADANA, Auteur ; Shirley MORRISSEY, Auteur ; Jessica PAYNTER, Auteur Article en page(s) : p.1290-1303 Langues : Anglais (eng) Mots-clés : Mothers of children with ASD Parent stress Parenting Qualitative Self-compassion Index. décimale : PER Périodiques Résumé : Emerging quantitative research found self-compassion to be a unique predictor of parental stress in parents of children with ASD above other predictors. However, research on the lived experience of self-compassion in families of children with ASD is limited. Using a qualitative thematic analysis approach, 19 mothers of children with ASD with a mean age of 39.19 years (SD?=?3.56, Range?=?31.00-50.00 years) were interviewed about their lived experiences of stress and self-compassion. Themes derived from interviews include: the impact and causes of stress, benefits of self-compassion, barriers to self-compassion, and aids to self-compassion. The findings deepen our understanding of the experience of self-compassion in this population. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04612-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1290-1303[article] Self-Compassion in Mothers of Children with Autism Spectrum Disorder: A Qualitative Analysis [Texte imprimé et/ou numérique] / Gal BOHADANA, Auteur ; Shirley MORRISSEY, Auteur ; Jessica PAYNTER, Auteur . - p.1290-1303.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1290-1303
Mots-clés : Mothers of children with ASD Parent stress Parenting Qualitative Self-compassion Index. décimale : PER Périodiques Résumé : Emerging quantitative research found self-compassion to be a unique predictor of parental stress in parents of children with ASD above other predictors. However, research on the lived experience of self-compassion in families of children with ASD is limited. Using a qualitative thematic analysis approach, 19 mothers of children with ASD with a mean age of 39.19 years (SD?=?3.56, Range?=?31.00-50.00 years) were interviewed about their lived experiences of stress and self-compassion. Themes derived from interviews include: the impact and causes of stress, benefits of self-compassion, barriers to self-compassion, and aids to self-compassion. The findings deepen our understanding of the experience of self-compassion in this population. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04612-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
Titre : Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Marleen F. WESTERVELD, Auteur ; Jessica PAYNTER, Auteur ; Rachelle WICKS, Auteur Article en page(s) : p.3005-3017 Langues : Anglais (eng) Mots-clés : Asd Children Emergent literacy Preschool Shared book reading Index. décimale : PER Périodiques Résumé : Preschoolers on the autism spectrum are at risk of persistent language and literacy difficulties thus research into shared book reading (SBR) in this group is important. We observed 47 parents and their verbal preschoolers on the spectrum sharing two unfamiliar picture books and coded the interactions for parent and child behaviors. Parents were able to engage their child in SBR and demonstrated a range of print- and meaning-related SBR behaviors with no evidence of a focus on print. Multiple regressions showed direct effects of parents' explicit teaching of story structure and use of questions on their children's verbal participation. Further research is needed to unpack the potential transactional relationships between parent and child SBR behaviors to inform early intervention. En ligne : http://dx.doi.org/10.1007/s10803-020-04406-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3005-3017[article] Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; Jessica PAYNTER, Auteur ; Rachelle WICKS, Auteur . - p.3005-3017.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3005-3017
Mots-clés : Asd Children Emergent literacy Preschool Shared book reading Index. décimale : PER Périodiques Résumé : Preschoolers on the autism spectrum are at risk of persistent language and literacy difficulties thus research into shared book reading (SBR) in this group is important. We observed 47 parents and their verbal preschoolers on the spectrum sharing two unfamiliar picture books and coded the interactions for parent and child behaviors. Parents were able to engage their child in SBR and demonstrated a range of print- and meaning-related SBR behaviors with no evidence of a focus on print. Multiple regressions showed direct effects of parents' explicit teaching of story structure and use of questions on their children's verbal participation. Further research is needed to unpack the potential transactional relationships between parent and child SBR behaviors to inform early intervention. En ligne : http://dx.doi.org/10.1007/s10803-020-04406-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 Social maturity and theory of mind in typically developing children and those on the autism spectrum / Candida C. PETERSON in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)
[article]
Titre : Social maturity and theory of mind in typically developing children and those on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Candida C. PETERSON, Auteur ; Virginia P. SLAUGHTER, Auteur ; Jessica PAYNTER, Auteur Année de publication : 2007 Article en page(s) : p.1243–1250 Langues : Anglais (eng) Mots-clés : Autism Asperger's-disorder theory-of-mind social-maturity Index. décimale : PER Périodiques Résumé : Background: Results of several studies using the Vineland scale to explore links between social behavior and theory of mind (ToM) have produced mixed results, especially for children on the autism spectrum. The present pair of studies developed a psychometrically sound, age-referenced measure of social maturity to explore these issues further.
Method: In Study 1, 37 typically developing preschoolers took a battery of standard false belief tests of ToM and were rated by their teachers on a newly developed age-referenced social maturity scale with 7 items. In Study 2, a further group of 43 children aged 4 to 12 years (13 with autism, 14 with Asperger's disorder and 16 with typical development) took part in the same procedure.
Results: In Study 1, ToM was found to predict typical preschoolers’ social maturity independently of age and verbal maturity. In Study 2, children with autism scored below age-matched and younger typical developers in both ToM and social maturity. Those with Asperger's disorder did well on ToM but poorly on social maturity. Study 2 replicated Study 1’s finding (for typical children and for the full sample) that ToM was linked with social maturity independently of age and verbal ability, although the link was not independent of autism diagnosis.
Conclusions: Teachers are capable of rating children's social behavior with peers as advanced, on-time or delayed for their age. Suggestive links between these ratings and ToM require further investigation, especially among children on the autism spectrum.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01810.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310
in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1243–1250[article] Social maturity and theory of mind in typically developing children and those on the autism spectrum [Texte imprimé et/ou numérique] / Candida C. PETERSON, Auteur ; Virginia P. SLAUGHTER, Auteur ; Jessica PAYNTER, Auteur . - 2007 . - p.1243–1250.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1243–1250
Mots-clés : Autism Asperger's-disorder theory-of-mind social-maturity Index. décimale : PER Périodiques Résumé : Background: Results of several studies using the Vineland scale to explore links between social behavior and theory of mind (ToM) have produced mixed results, especially for children on the autism spectrum. The present pair of studies developed a psychometrically sound, age-referenced measure of social maturity to explore these issues further.
Method: In Study 1, 37 typically developing preschoolers took a battery of standard false belief tests of ToM and were rated by their teachers on a newly developed age-referenced social maturity scale with 7 items. In Study 2, a further group of 43 children aged 4 to 12 years (13 with autism, 14 with Asperger's disorder and 16 with typical development) took part in the same procedure.
Results: In Study 1, ToM was found to predict typical preschoolers’ social maturity independently of age and verbal maturity. In Study 2, children with autism scored below age-matched and younger typical developers in both ToM and social maturity. Those with Asperger's disorder did well on ToM but poorly on social maturity. Study 2 replicated Study 1’s finding (for typical children and for the full sample) that ToM was linked with social maturity independently of age and verbal ability, although the link was not independent of autism diagnosis.
Conclusions: Teachers are capable of rating children's social behavior with peers as advanced, on-time or delayed for their age. Suggestive links between these ratings and ToM require further investigation, especially among children on the autism spectrum.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01810.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 Social validation of an online tool to support transitions to primary school for children with autism / Rhylee SULEK in Research in Autism Spectrum Disorders, 66 (October 2019)
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Titre : Social validation of an online tool to support transitions to primary school for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Jessica PAYNTER, Auteur ; Deb KEEN, Auteur Article en page(s) : p.101408 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Transition to school Education Qualitative research Index. décimale : PER Périodiques Résumé : Background Successful transitions into primary school for children with autism relies on both the readiness of children to attend school and the readiness of schools and teachers to support students with additional needs. There is evidence that (a) connections between education settings, (b) teachers’ access to quality resources, and (c) support from other professionals, have the potential to contribute to successful transitions (see Hess et al., 2008; Jackson & Bruegmann, 2009; Pianta & Kraft-Sayre, 2003), however, the extent to which they are present is varied. This study examined the views of parents, teachers, heads of special education, and inclusive support staff regarding the social validity of harnessing these three factors in an online tool to support transitions to primary school. Method Using a qualitative approach, 21 stakeholders participated in interviews in which they (a) shared their views regarding the relevance of the three factors and (b) considered the application of these factors within a prototype online tool. Results The ‘Potential Value’ of the factors was explored, highlighting opportunities for the prototype online tool to increase the capacity of teachers working with students with autism while providing access to information and professional support. While the combination of factors, packaged as an online tool, was ‘Acceptable and Appropriate’ participants also emphasized that in development of any new tool there is a need to be conscious of, and not undermine, existing processes and systems. Conclusions These findings highlight the potential value and appropriateness of combining and presenting the identified factors in tools to support transitions to primary school for students with autism. En ligne : https://doi.org/10.1016/j.rasd.2019.101408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404
in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101408[article] Social validation of an online tool to support transitions to primary school for children with autism [Texte imprimé et/ou numérique] / Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Jessica PAYNTER, Auteur ; Deb KEEN, Auteur . - p.101408.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101408
Mots-clés : Autism spectrum disorders Transition to school Education Qualitative research Index. décimale : PER Périodiques Résumé : Background Successful transitions into primary school for children with autism relies on both the readiness of children to attend school and the readiness of schools and teachers to support students with additional needs. There is evidence that (a) connections between education settings, (b) teachers’ access to quality resources, and (c) support from other professionals, have the potential to contribute to successful transitions (see Hess et al., 2008; Jackson & Bruegmann, 2009; Pianta & Kraft-Sayre, 2003), however, the extent to which they are present is varied. This study examined the views of parents, teachers, heads of special education, and inclusive support staff regarding the social validity of harnessing these three factors in an online tool to support transitions to primary school. Method Using a qualitative approach, 21 stakeholders participated in interviews in which they (a) shared their views regarding the relevance of the three factors and (b) considered the application of these factors within a prototype online tool. Results The ‘Potential Value’ of the factors was explored, highlighting opportunities for the prototype online tool to increase the capacity of teachers working with students with autism while providing access to information and professional support. While the combination of factors, packaged as an online tool, was ‘Acceptable and Appropriate’ participants also emphasized that in development of any new tool there is a need to be conscious of, and not undermine, existing processes and systems. Conclusions These findings highlight the potential value and appropriateness of combining and presenting the identified factors in tools to support transitions to primary school for students with autism. En ligne : https://doi.org/10.1016/j.rasd.2019.101408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions / David TREMBATH ; Matt Stainer ; Teena CAITHNESS ; Cheryl DISSANAYAKE ; Valsamma EAPEN ; Kathryn FORDYCE ; Veronica FREWER ; Grace FROST ; Kristelle HUDRY ; Teresa IACONO ; Nicole MAHLER ; Anne MASI ; Jessica PAYNTER ; Katherine PYE ; Shannon Quan ; Leanne Shellshear ; Rebecca SUTHERLAND ; Stephanie SIEVERS ; Abirami THIRUMANICKAM ; Marleen F. WESTERVELD ; Madonna TUCKER in Journal of Autism and Developmental Disorders, 53-6 (June 2023)
[article]
Titre : Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : David TREMBATH, Auteur ; Matt Stainer, Auteur ; Teena CAITHNESS, Auteur ; Cheryl DISSANAYAKE, Auteur ; Valsamma EAPEN, Auteur ; Kathryn FORDYCE, Auteur ; Veronica FREWER, Auteur ; Grace FROST, Auteur ; Kristelle HUDRY, Auteur ; Teresa IACONO, Auteur ; Nicole MAHLER, Auteur ; Anne MASI, Auteur ; Jessica PAYNTER, Auteur ; Katherine PYE, Auteur ; Shannon Quan, Auteur ; Leanne Shellshear, Auteur ; Rebecca SUTHERLAND, Auteur ; Stephanie SIEVERS, Auteur ; Abirami THIRUMANICKAM, Auteur ; Marleen F. WESTERVELD, Auteur ; Madonna TUCKER, Auteur Article en page(s) : p.2232-2245 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We assessed the spoken language of 73 preschool aged children on the autism spectrum receiving community-based early intervention at two time points, approximately 7 months apart. Using the Spoken Language Benchmarks, there was a small non-significant change in the proportion of children transitioning from below, to at or above, Phase 3 (word combinations). Using binomial regression, a model comprising seven of nine clinician-proposed child-related predictors explained 64% of the variance. None of the predictors were individually significant, although a large effect size (OR=16.71) was observed for children?s baseline rate of communicative acts. The findings point to substantial unmet clinical need in children with minimal verbal language, but also the relevance of clinician-proposed predictors of their spoken language outcomes. En ligne : https://doi.org/10.1007/s10803-022-05511-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506
in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2232-2245[article] Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / David TREMBATH, Auteur ; Matt Stainer, Auteur ; Teena CAITHNESS, Auteur ; Cheryl DISSANAYAKE, Auteur ; Valsamma EAPEN, Auteur ; Kathryn FORDYCE, Auteur ; Veronica FREWER, Auteur ; Grace FROST, Auteur ; Kristelle HUDRY, Auteur ; Teresa IACONO, Auteur ; Nicole MAHLER, Auteur ; Anne MASI, Auteur ; Jessica PAYNTER, Auteur ; Katherine PYE, Auteur ; Shannon Quan, Auteur ; Leanne Shellshear, Auteur ; Rebecca SUTHERLAND, Auteur ; Stephanie SIEVERS, Auteur ; Abirami THIRUMANICKAM, Auteur ; Marleen F. WESTERVELD, Auteur ; Madonna TUCKER, Auteur . - p.2232-2245.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2232-2245
Index. décimale : PER Périodiques Résumé : We assessed the spoken language of 73 preschool aged children on the autism spectrum receiving community-based early intervention at two time points, approximately 7 months apart. Using the Spoken Language Benchmarks, there was a small non-significant change in the proportion of children transitioning from below, to at or above, Phase 3 (word combinations). Using binomial regression, a model comprising seven of nine clinician-proposed child-related predictors explained 64% of the variance. None of the predictors were individually significant, although a large effect size (OR=16.71) was observed for children?s baseline rate of communicative acts. The findings point to substantial unmet clinical need in children with minimal verbal language, but also the relevance of clinician-proposed predictors of their spoken language outcomes. En ligne : https://doi.org/10.1007/s10803-022-05511-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder / Shaun ZIEGENFUSZ in Autism & Developmental Language Impairments, 7 (January-December 2022)
PermalinkThe double ABCX model of family adaptation in families of a child with an autism spectrum disorder attending an Australian early intervention service / Jessica PAYNTER in Research in Autism Spectrum Disorders, 7-10 (October 2013)
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