Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD / W. SHIH in Journal of Child Psychology and Psychiatry, 62-10 (October 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-10 (October 2021) . - p.1228-1235 Titre : Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : W. SHIH, Auteur ; S. SHIRE, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1228-1235 Langues : Anglais (eng) Mots-clés : Attention  Autism Spectrum Disorder/therapy  Child, Preschool  Communication  Early Intervention, Educational  Humans  Language  Autism  Jasper  early intervention  mediation  social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Social communication interventions benefit children with ASD in early childhood. However, the mechanisms behind such interventions have not been rigorously explored. This study examines the mechanism underlying a naturalistic developmental behavioral intervention, JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation), delivered by educators in the community. Specifically, the analyses focus on the mediating effect of joint engagement on children's initiations of joint attention (IJA) skills and whether IJA postintervention are associated with later gains in children's receptive and expressive language. METHODS: One hundred seventy-nine children, age 2-5 years, were randomized to immediate JASPER treatment or waitlist (treatment as usual) control. Independent assessors blinded to time and treatment coded children's time jointly engaged and IJA during a 10-min teacher-child interaction at baseline, exit, and follow-up. Age-equivalent receptive and expressive language scores from the Mullen Scales of Early Learning were collected at baseline and follow-up. Mediation analyses with linear mixed models were used to explore the potential mediating effect of joint engagement on IJA. RESULTS: Joint engagement significantly mediated 69% of the intervention effect on young children's IJA and IJA predicted improvements in standardized language scores. CONCLUSIONS: Small but sustained changes in child-initiated joint engagement improved IJA, a core challenge in children with ASD, which in turn led to improvements in language. En ligne : http://dx.doi.org/10.1111/jcpp.13405 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD [Texte imprimé et/ou numérique] / W. SHIH, Auteur ; S. SHIRE, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur . - p.1228-1235. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-10 (October 2021) . - p.1228-1235 Mots-clés : Attention  Autism Spectrum Disorder/therapy  Child, Preschool  Communication  Early Intervention, Educational  Humans  Language  Autism  Jasper  early intervention  mediation  social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Social communication interventions benefit children with ASD in early childhood. However, the mechanisms behind such interventions have not been rigorously explored. This study examines the mechanism underlying a naturalistic developmental behavioral intervention, JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation), delivered by educators in the community. Specifically, the analyses focus on the mediating effect of joint engagement on children's initiations of joint attention (IJA) skills and whether IJA postintervention are associated with later gains in children's receptive and expressive language. METHODS: One hundred seventy-nine children, age 2-5 years, were randomized to immediate JASPER treatment or waitlist (treatment as usual) control. Independent assessors blinded to time and treatment coded children's time jointly engaged and IJA during a 10-min teacher-child interaction at baseline, exit, and follow-up. Age-equivalent receptive and expressive language scores from the Mullen Scales of Early Learning were collected at baseline and follow-up. Mediation analyses with linear mixed models were used to explore the potential mediating effect of joint engagement on IJA. RESULTS: Joint engagement significantly mediated 69% of the intervention effect on young children's IJA and IJA predicted improvements in standardized language scores. CONCLUSIONS: Small but sustained changes in child-initiated joint engagement improved IJA, a core challenge in children with ASD, which in turn led to improvements in language. En ligne : http://dx.doi.org/10.1111/jcpp.13405 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

Short Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism / Stephanie Y. SHIRE in Autism, 22-3 (April 2018)  

Public ISBD [article]  inAutism > 22-3 (April 2018) . - p.299-310 Titre : Short Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur Article en page(s) : p.299-310 Langues : Anglais (eng) Mots-clés : assessment  autism  joint attention  paraprofessionals  play  schools  social communication Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience delays in the development of nonverbal social communication gestures to request and to share (joint attention) as well as play skills such that intervention is required. Although such tools exist in research settings, community stakeholders also require access to brief, simple, and reliable tools to assess students' skills and set appropriate intervention targets. This study includes a sequence of two trials to examine implementation outcomes including adoption, fidelity, and feasibility of The Short Play and Communication Evaluation by educational professionals who work with preschoolers and toddlers with autism spectrum disorder in low-resource community classrooms. Findings demonstrate that classroom staff can deliver the Short Play and Communication Evaluation with high fidelity, collect live data, and set appropriate social communication and play skill targets for use in intervention. Furthermore, study 2 demonstrates that modifications to the study protocol resolved differences in children's skill profile obtained from the established research measures. En ligne : http://dx.doi.org/10.1177/1362361316674092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 [article] Short Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur . - p.299-310. Langues : Anglais (eng) in Autism > 22-3 (April 2018) . - p.299-310 Mots-clés : assessment  autism  joint attention  paraprofessionals  play  schools  social communication Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience delays in the development of nonverbal social communication gestures to request and to share (joint attention) as well as play skills such that intervention is required. Although such tools exist in research settings, community stakeholders also require access to brief, simple, and reliable tools to assess students' skills and set appropriate intervention targets. This study includes a sequence of two trials to examine implementation outcomes including adoption, fidelity, and feasibility of The Short Play and Communication Evaluation by educational professionals who work with preschoolers and toddlers with autism spectrum disorder in low-resource community classrooms. Findings demonstrate that classroom staff can deliver the Short Play and Communication Evaluation with high fidelity, collect live data, and set appropriate social communication and play skill targets for use in intervention. Furthermore, study 2 demonstrates that modifications to the study protocol resolved differences in children's skill profile obtained from the established research measures. En ligne : http://dx.doi.org/10.1177/1362361316674092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358

Sustained Community Implementation of JASPER Intervention with Toddlers with Autism / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1863-1875 Titre : Sustained Community Implementation of JASPER Intervention with Toddlers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Suzanne BRACAGLIA, Auteur ; M. KODJOE, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1863-1875 Langues : Anglais (eng) Mots-clés : Autism  Community partnered  Implementation  Intervention  Paraprofessional  Sustainability Index. décimale : PER Périodiques Résumé : Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention from teaching assistants (TAs) with external support in year 1 and local, internal support in year 2. TAs sustained intervention strategies with more modest maintenance of high-level skills. Children in both years 1 and 2 made similar gains in initiations of joint attention during independent assessment. Year 1 children made significantly greater play gains. JASPER sustained into year 2, however advancing play may require additional supports. En ligne : http://dx.doi.org/10.1007/s10803-018-03875-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 [article] Sustained Community Implementation of JASPER Intervention with Toddlers with Autism [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Suzanne BRACAGLIA, Auteur ; M. KODJOE, Auteur ; Connie KASARI, Auteur . - p.1863-1875. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1863-1875 Mots-clés : Autism  Community partnered  Implementation  Intervention  Paraprofessional  Sustainability Index. décimale : PER Périodiques Résumé : Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention from teaching assistants (TAs) with external support in year 1 and local, internal support in year 2. TAs sustained intervention strategies with more modest maintenance of high-level skills. Children in both years 1 and 2 made similar gains in initiations of joint attention during independent assessment. Year 1 children made significantly greater play gains. JASPER sustained into year 2, however advancing play may require additional supports. En ligne : http://dx.doi.org/10.1007/s10803-018-03875-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393

Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder / Y. C. CHANG in Journal of Autism and Developmental Disorders, 48-5 (May 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1436-1445 Titre : Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Y. C. CHANG, Auteur ; W. SHIH, Auteur ; R. LANDA, Auteur ; A. KAISER, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1436-1445 Langues : Anglais (eng) Mots-clés : Autism  Jasper  Language  Minimally verbal  Play Index. décimale : PER Périodiques Résumé : Few interventions exist for school-aged minimally verbal children with autism spectrum disorder (ASD). Even though play skills are associated with children's production of language, few studies have focused on play for minimally verbal children. Fifty-eight minimally verbal children with ASD received a naturalistic developmental behavioral intervention. Children were randomized to receive a speech generating device in the context of the intervention or not. Children in both conditions improved in play skills at exit. Children demonstrated an increase in play skills in proximal (sessions) and distal (during blind assessment) contexts. Minimally verbal children with ASD can improve their play skills within a targeted intervention. Increases in symbolic play were associated with increases in expressive language skills. En ligne : http://dx.doi.org/10.1007/s10803-017-3388-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354 [article] Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Y. C. CHANG, Auteur ; W. SHIH, Auteur ; R. LANDA, Auteur ; A. KAISER, Auteur ; Connie KASARI, Auteur . - p.1436-1445. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1436-1445 Mots-clés : Autism  Jasper  Language  Minimally verbal  Play Index. décimale : PER Périodiques Résumé : Few interventions exist for school-aged minimally verbal children with autism spectrum disorder (ASD). Even though play skills are associated with children's production of language, few studies have focused on play for minimally verbal children. Fifty-eight minimally verbal children with ASD received a naturalistic developmental behavioral intervention. Children were randomized to receive a speech generating device in the context of the intervention or not. Children in both conditions improved in play skills at exit. Children demonstrated an increase in play skills in proximal (sessions) and distal (during blind assessment) contexts. Minimally verbal children with ASD can improve their play skills within a targeted intervention. Increases in symbolic play were associated with increases in expressive language skills. En ligne : http://dx.doi.org/10.1007/s10803-017-3388-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354

A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings / M. DEAN in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.1828-1843 Titre : A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings Type de document : Texte imprimé et/ou numérique Auteurs : M. DEAN, Auteur ; Y. C. CHANG, Auteur Article en page(s) : p.1828-1843 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Humans  Schools  Social Behavior  Social Skills  Students  inclusion  naturalistic observations  school Index. décimale : PER Périodiques Résumé : Most social skills interventions for students with autism spectrum disorder have been conducted in clinic-based settings. While students with autism spectrum disorder are able to acquire new skills, the generalization of these skills to authentic social environments, like school, is more difficult. To address this issue, there is an increase in research examining the implementation of social skills interventions for students with autism spectrum disorder who are educated in inclusive school settings. This review included 18 research studies that focused on school-based social interventions for students with autism spectrum disorder who were educated in inclusive school settings. Typically developing peers also participated in the interventions to varying degrees. Secondary aims explored naturalistic observation instruments and subsequent social outcomes used to record the social behaviors of students with autism spectrum disorder at school. Social intervention components varied across studies, but all studies reported improvement in the targeted social behaviors of students with autism spectrum disorder. There were many similarities in the ways in which researchers measured and defined social outcomes. Observation protocols were able to measure change in the social behaviors of students with autism spectrum disorder across a wide age range. The recognition of evidence-based practices used in school-based social skills interventions, as well as the identification of observation protocols and salient social outcomes, provides a starting point for school practitioners to consider as they move to implement social skills interventions for students with autism spectrum disorder into inclusive school settings. En ligne : http://dx.doi.org/10.1177/13623613211012886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings [Texte imprimé et/ou numérique] / M. DEAN, Auteur ; Y. C. CHANG, Auteur . - p.1828-1843. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.1828-1843 Mots-clés : Autism Spectrum Disorder/therapy  Humans  Schools  Social Behavior  Social Skills  Students  inclusion  naturalistic observations  school Index. décimale : PER Périodiques Résumé : Most social skills interventions for students with autism spectrum disorder have been conducted in clinic-based settings. While students with autism spectrum disorder are able to acquire new skills, the generalization of these skills to authentic social environments, like school, is more difficult. To address this issue, there is an increase in research examining the implementation of social skills interventions for students with autism spectrum disorder who are educated in inclusive school settings. This review included 18 research studies that focused on school-based social interventions for students with autism spectrum disorder who were educated in inclusive school settings. Typically developing peers also participated in the interventions to varying degrees. Secondary aims explored naturalistic observation instruments and subsequent social outcomes used to record the social behaviors of students with autism spectrum disorder at school. Social intervention components varied across studies, but all studies reported improvement in the targeted social behaviors of students with autism spectrum disorder. There were many similarities in the ways in which researchers measured and defined social outcomes. Observation protocols were able to measure change in the social behaviors of students with autism spectrum disorder across a wide age range. The recognition of evidence-based practices used in school-based social skills interventions, as well as the identification of observation protocols and salient social outcomes, provides a starting point for school practitioners to consider as they move to implement social skills interventions for students with autism spectrum disorder into inclusive school settings. En ligne : http://dx.doi.org/10.1177/13623613211012886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

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