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Détail de l'auteur
Auteur Audrey BLAKELEY-SMITH |
Documents disponibles écrits par cet auteur (18)
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Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings / Jamie S. OWEN-DESCHRYVER in Focus on Autism and Other Developmental Disabilities, 23-1 (March 2008)
[article]
Titre : Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings Type de document : Texte imprimé et/ou numérique Auteurs : Jamie S. OWEN-DESCHRYVER, Auteur ; Edward G. CARR, Auteur ; Sanja I. CALE, Auteur ; Audrey BLAKELEY-SMITH, Auteur Année de publication : 2008 Article en page(s) : p.15-28 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study evaluated the impact of a peer training intervention on social interactions among three students with autism spectrum disorders (ASD) and their typical peers. Two second graders and one fourth grader with ASD participated. For each student with ASD, two to four typical peers participated in training sessions that targeted increased social interactions. Data collected during lunchtime and recess showed that the peer training intervention generally resulted in increased initiations by trained peers as well as increased initiations and responses by students with ASD. Unexpectedly, untrained peers also showed increased initiations. Future research directions are discussed, including characteristics of the peers selected for training (e.g., gender, popularity) and measurement of qualitative changes in social relationships and opportunities.
Key Words: autism • social skills • peer training • social initiations • schoolsEn ligne : http://dx.doi.org/10.1177/1088357608314370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333
in Focus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.15-28[article] Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings [Texte imprimé et/ou numérique] / Jamie S. OWEN-DESCHRYVER, Auteur ; Edward G. CARR, Auteur ; Sanja I. CALE, Auteur ; Audrey BLAKELEY-SMITH, Auteur . - 2008 . - p.15-28.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.15-28
Index. décimale : PER Périodiques Résumé : This study evaluated the impact of a peer training intervention on social interactions among three students with autism spectrum disorders (ASD) and their typical peers. Two second graders and one fourth grader with ASD participated. For each student with ASD, two to four typical peers participated in training sessions that targeted increased social interactions. Data collected during lunchtime and recess showed that the peer training intervention generally resulted in increased initiations by trained peers as well as increased initiations and responses by students with ASD. Unexpectedly, untrained peers also showed increased initiations. Future research directions are discussed, including characteristics of the peers selected for training (e.g., gender, popularity) and measurement of qualitative changes in social relationships and opportunities.
Key Words: autism • social skills • peer training • social initiations • schoolsEn ligne : http://dx.doi.org/10.1177/1088357608314370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 Psychometric properties of the SCARED in youth with autism spectrum disorder / Jessica A. STERN in Research in Autism Spectrum Disorders, 8-9 (September 2014)
[article]
Titre : Psychometric properties of the SCARED in youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jessica A. STERN, Auteur ; Milind S. GADGIL, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Judy A. REAVEN, Auteur ; Susan L. HEPBURN, Auteur Article en page(s) : p.1225-1234 Langues : Anglais (eng) Mots-clés : Autism Anxiety Assessment Validity Factor analysis Index. décimale : PER Périodiques Résumé : Abstract Children with autism spectrum disorder (ASD) are at increased risk of developing co-occurring anxiety symptoms. However, the assessment of anxiety symptoms in this population is often challenging for researchers and clinicians. This study evaluated the psychometric properties of a questionnaire measure of child anxiety symptoms, the Screen for Child Anxiety Related Emotional Disorders (SCARED), in school-aged children and adolescents with high-functioning ASD. Children and parents recruited for an anxiety treatment study completed the SCARED—parent and child versions prior to the start of treatment. Both versions demonstrated factor structures, internal reliability, and score distributions largely consistent with those from typically developing samples (Birmaher et al., 1999). The SCARED showed moderate convergent validity with a structured clinical interview and had good sensitivity and specificity. Differences were explored by child age, gender, and ethnicity. Together, these findings support the use of the SCARED as a valid assessment tool in an ASD population. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1225-1234[article] Psychometric properties of the SCARED in youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Jessica A. STERN, Auteur ; Milind S. GADGIL, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Judy A. REAVEN, Auteur ; Susan L. HEPBURN, Auteur . - p.1225-1234.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1225-1234
Mots-clés : Autism Anxiety Assessment Validity Factor analysis Index. décimale : PER Périodiques Résumé : Abstract Children with autism spectrum disorder (ASD) are at increased risk of developing co-occurring anxiety symptoms. However, the assessment of anxiety symptoms in this population is often challenging for researchers and clinicians. This study evaluated the psychometric properties of a questionnaire measure of child anxiety symptoms, the Screen for Child Anxiety Related Emotional Disorders (SCARED), in school-aged children and adolescents with high-functioning ASD. Children and parents recruited for an anxiety treatment study completed the SCARED—parent and child versions prior to the start of treatment. Both versions demonstrated factor structures, internal reliability, and score distributions largely consistent with those from typically developing samples (Birmaher et al., 1999). The SCARED showed moderate convergent validity with a structured clinical interview and had good sensitivity and specificity. Differences were explored by child age, gender, and ethnicity. Together, these findings support the use of the SCARED as a valid assessment tool in an ASD population. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Telehealth delivery of cognitive-behavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study / Susan L HEPBURN in Autism, 20-2 (February 2016)
[article]
Titre : Telehealth delivery of cognitive-behavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Susan L HEPBURN, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Brian WOLFF, Auteur ; Judy A REAVEN, Auteur Article en page(s) : p.207-218 Langues : Anglais (eng) Mots-clés : autism co-occurring anxiety intervention feasibility telehealth Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders frequently experience significant symptoms of anxiety. Empirically supported psychosocial interventions exist, yet access is limited, especially for families in rural areas. Telehealth (i.e. videoconferencing) has potential to reduce barriers to access to care; however, little is known about the feasibility or efficacy of directly intervening with youth with autism spectrum disorders through this modality. This study details the pilot testing of a telehealth version of an empirically supported intervention targeting anxiety in youth with autism spectrum disorders. The primary focus of this study is on feasibility, with evaluation of outcomes as a starting point for future randomized trials. In all, 33 families of youth with autism spectrum disorders and significant anxiety symptoms participated in this study (Telehealth Facing Your Fears (FYF) Intervention: n?=?17; Wait-list control: n?=?16). Youth of all functioning levels were included. Acceptability was strong; however, the usability of the technology was problematic for some families and impeded some sessions significantly. Fidelity of the telehealth version to the critical elements of the original, in vivo version was excellent. More work is needed to improve delivery of exposure practices and parent coaching. Preliminary efficacy analyses are promising, with improvements observed in youth anxiety over time (relative to a comparison group waiting for live intervention) and parent sense of competence (within group). Clearly, stronger designs are necessary to evaluate efficacy sufficiently; however, this study does provide support for further investigation of clinic-to-home videoconferencing as a direct intervention tool for youth with autism spectrum disorders and their parents. En ligne : http://dx.doi.org/10.1177/1362361315575164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Autism > 20-2 (February 2016) . - p.207-218[article] Telehealth delivery of cognitive-behavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study [Texte imprimé et/ou numérique] / Susan L HEPBURN, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Brian WOLFF, Auteur ; Judy A REAVEN, Auteur . - p.207-218.
Langues : Anglais (eng)
in Autism > 20-2 (February 2016) . - p.207-218
Mots-clés : autism co-occurring anxiety intervention feasibility telehealth Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders frequently experience significant symptoms of anxiety. Empirically supported psychosocial interventions exist, yet access is limited, especially for families in rural areas. Telehealth (i.e. videoconferencing) has potential to reduce barriers to access to care; however, little is known about the feasibility or efficacy of directly intervening with youth with autism spectrum disorders through this modality. This study details the pilot testing of a telehealth version of an empirically supported intervention targeting anxiety in youth with autism spectrum disorders. The primary focus of this study is on feasibility, with evaluation of outcomes as a starting point for future randomized trials. In all, 33 families of youth with autism spectrum disorders and significant anxiety symptoms participated in this study (Telehealth Facing Your Fears (FYF) Intervention: n?=?17; Wait-list control: n?=?16). Youth of all functioning levels were included. Acceptability was strong; however, the usability of the technology was problematic for some families and impeded some sessions significantly. Fidelity of the telehealth version to the critical elements of the original, in vivo version was excellent. More work is needed to improve delivery of exposure practices and parent coaching. Preliminary efficacy analyses are promising, with improvements observed in youth anxiety over time (relative to a comparison group waiting for live intervention) and parent sense of competence (within group). Clearly, stronger designs are necessary to evaluate efficacy sufficiently; however, this study does provide support for further investigation of clinic-to-home videoconferencing as a direct intervention tool for youth with autism spectrum disorders and their parents. En ligne : http://dx.doi.org/10.1177/1362361315575164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278