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Auteur Kyle M. FROST |
Documents disponibles écrits par cet auteur (6)
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Brief Report: Response to Joint Attention and Object Imitation as Predictors of Expressive and Receptive Language Growth Rate in Young Children on the Autism Spectrum / Kyle M. FROST in Journal of Autism and Developmental Disorders, 54-3 (March 2024)
[article]
Titre : Brief Report: Response to Joint Attention and Object Imitation as Predictors of Expressive and Receptive Language Growth Rate in Young Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Kyle M. FROST, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Brooke INGERSOLL, Auteur Article en page(s) : p.1213-1220 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Joint attention and imitation are thought to facilitate a developmental cascade of language and social communication skills. Delays in developing these skills may affect the quality of children?s social interactions and subsequent language development. We examined how responding to joint attention and object imitation skills predicted rate of expressive and receptive communication growth rate in a heterogeneous sample of autistic children. Children?s baseline skills in responding to joint attention uniquely predicted expressive, but not receptive, language growth rate over time, while object imitation did not significantly predict language growth rate over and above joint attention skills. Future research should examine the potential moderating roles of child age and developmental level in explaining associations between joint attention and object imitation and later language development. En ligne : https://doi.org/10.1007/s10803-022-05567-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524
in Journal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.1213-1220[article] Brief Report: Response to Joint Attention and Object Imitation as Predictors of Expressive and Receptive Language Growth Rate in Young Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Kyle M. FROST, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Brooke INGERSOLL, Auteur . - p.1213-1220.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.1213-1220
Index. décimale : PER Périodiques Résumé : Joint attention and imitation are thought to facilitate a developmental cascade of language and social communication skills. Delays in developing these skills may affect the quality of children?s social interactions and subsequent language development. We examined how responding to joint attention and object imitation skills predicted rate of expressive and receptive communication growth rate in a heterogeneous sample of autistic children. Children?s baseline skills in responding to joint attention uniquely predicted expressive, but not receptive, language growth rate over time, while object imitation did not significantly predict language growth rate over and above joint attention skills. Future research should examine the potential moderating roles of child age and developmental level in explaining associations between joint attention and object imitation and later language development. En ligne : https://doi.org/10.1007/s10803-022-05567-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example / Sarah R. EDMUNDS in Autism, 26-3 (April 2022)
[article]
Titre : A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Chris SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi AZAD, Auteur ; Anamiguel POMALES RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice CARTER, Auteur ; Sarabeth BRODER-FINGERT, Auteur Article en page(s) : p.601-614 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Child Child, Preschool Communication Humans Imitative Behavior Parents/psychology Psychosocial Intervention autism spectrum disorders implementation science intervention fidelity interventions?psychosocial/behavioral social cognition and social behavior Index. décimale : PER Périodiques Résumé : Interventions that support social communication include several "components," or parts (e.g. strategies for working with children and families, targeting specific skills). Some of these components may be essential for the intervention to work, while others may be recommended or viewed as helpful but not necessary for the intervention to work. "Recommended" components are often described as "adaptable" because they can be changed to improve fit in different settings where interventions are offered or with different individuals. We need to understand which parts of an intervention are essential (and which are adaptable) when translating interventions from research to community settings, but it is challenging to do this before studying an intervention in the community. This article presents the CORE (COmponents & Rationales for Effectiveness) Fidelity Method-a new method for defining the essential components of evidence-based interventions-and applies it to a case example of Reciprocal Imitation Teaching, an intervention that parents are taught to deliver with their young children with social communication delays. The CORE Fidelity Method involves three steps: (1) gathering information from multiple sources; (2) integrating information from previous research and theory; and (3) drafting a CORE model for ongoing use. The benefits of using the CORE Fidelity Method may include: (1) improving consistency in intervention and research materials to help all providers emphasize the most important skills or strategies; (2) clarifying which parts of the intervention can be adapted; and (3) supporting future research that evaluates which intervention components work and how they work. En ligne : https://dx.doi.org/10.1177/13623613211064431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.601-614[article] A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example [Texte imprimé et/ou numérique] / Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Chris SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi AZAD, Auteur ; Anamiguel POMALES RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice CARTER, Auteur ; Sarabeth BRODER-FINGERT, Auteur . - p.601-614.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.601-614
Mots-clés : Autism Spectrum Disorder Child Child, Preschool Communication Humans Imitative Behavior Parents/psychology Psychosocial Intervention autism spectrum disorders implementation science intervention fidelity interventions?psychosocial/behavioral social cognition and social behavior Index. décimale : PER Périodiques Résumé : Interventions that support social communication include several "components," or parts (e.g. strategies for working with children and families, targeting specific skills). Some of these components may be essential for the intervention to work, while others may be recommended or viewed as helpful but not necessary for the intervention to work. "Recommended" components are often described as "adaptable" because they can be changed to improve fit in different settings where interventions are offered or with different individuals. We need to understand which parts of an intervention are essential (and which are adaptable) when translating interventions from research to community settings, but it is challenging to do this before studying an intervention in the community. This article presents the CORE (COmponents & Rationales for Effectiveness) Fidelity Method-a new method for defining the essential components of evidence-based interventions-and applies it to a case example of Reciprocal Imitation Teaching, an intervention that parents are taught to deliver with their young children with social communication delays. The CORE Fidelity Method involves three steps: (1) gathering information from multiple sources; (2) integrating information from previous research and theory; and (3) drafting a CORE model for ongoing use. The benefits of using the CORE Fidelity Method may include: (1) improving consistency in intervention and research materials to help all providers emphasize the most important skills or strategies; (2) clarifying which parts of the intervention can be adapted; and (3) supporting future research that evaluates which intervention components work and how they work. En ligne : https://dx.doi.org/10.1177/13623613211064431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Revisiting the simplification of adult language input in the context of naturalistic developmental behavioral interventions: A commentary / Kyle M. FROST in Autism Research, 15-10 (October 2022)
[article]
Titre : Revisiting the simplification of adult language input in the context of naturalistic developmental behavioral interventions: A commentary Type de document : Texte imprimé et/ou numérique Auteurs : Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur ; Courtney E. VENKER, Auteur Article en page(s) : p.1799-1809 Langues : Anglais (eng) Mots-clés : autism spectrum disorder children communication early intervention language modeling naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions (NDBI) are an evidence-based class of early interventions for improving language and social communication skills in autistic children. However, relatively little is known about how individual elements of NDBI support child development. This commentary focuses on one common element across NDBI models: the simplification of adult language input. Advances in developmental science focusing on the length and complexity of adult spoken utterances suggests that natural, grammatical utterances facilitate comprehension and expressive language development in autistic and nonautistic children. Yet, NDBI tend to recommend shorter and simpler adult utterances. We close by describing directions for future research which would inform recommendations around adult language input in NDBI to optimally support child language and communication development. En ligne : http://dx.doi.org/10.1002/aur.2796 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism Research > 15-10 (October 2022) . - p.1799-1809[article] Revisiting the simplification of adult language input in the context of naturalistic developmental behavioral interventions: A commentary [Texte imprimé et/ou numérique] / Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur ; Courtney E. VENKER, Auteur . - p.1799-1809.
Langues : Anglais (eng)
in Autism Research > 15-10 (October 2022) . - p.1799-1809
Mots-clés : autism spectrum disorder children communication early intervention language modeling naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions (NDBI) are an evidence-based class of early interventions for improving language and social communication skills in autistic children. However, relatively little is known about how individual elements of NDBI support child development. This commentary focuses on one common element across NDBI models: the simplification of adult language input. Advances in developmental science focusing on the length and complexity of adult spoken utterances suggests that natural, grammatical utterances facilitate comprehension and expressive language development in autistic and nonautistic children. Yet, NDBI tend to recommend shorter and simpler adult utterances. We close by describing directions for future research which would inform recommendations around adult language input in NDBI to optimally support child language and communication development. En ligne : http://dx.doi.org/10.1002/aur.2796 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder / Kaylin M. RUSSELL in Research in Autism Spectrum Disorders, 62 (June 2019)
[article]
Titre : The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kaylin M. RUSSELL, Auteur ; Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.48-54 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Anxiety Repetitive behaviors Insistence on sameness Self-injury Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorder (ASD) experience comorbid anxiety problems. Research suggests that anxiety symptoms are related to restricted and repetitive behaviors (RRBs) in general, and insistence on sameness behaviors, in particular. However, the extent to which other subtypes of RRBs are related to anxiety is less clear. Method This study evaluated the relationship between anxiety symptoms and subtypes of restricted and repetitive behaviors (RRBs) using the Repetitive Behavior Scale-Revised (RBS-R) in a large sample of children ages 68 months to 18 years-old with autism spectrum disorder (ASD) from the Simons Simplex Collection (N?=?2093). Results An exploratory factor analysis suggested a four-factor solution to the RBS-R. All four factors were significantly correlated with each other and with anxiety symptoms (ps?0.001). A hierarchical regression controlling for age and IQ indicated that the Sameness and Self-Injury factors accounted for unique variance in anxiety. There were no interactions between IQ and any of the RRB factors in predicting anxiety. Conclusions Results suggest that researchers and clinicians should consider the role of anxiety when understanding and treating RRBs in children with ASD. High endorsement of items that load on the Sameness and Self-Injury subscales of the RBS-R might be used to identify children who are at risk for anxiety but who may not show overt symptoms. En ligne : https://doi.org/10.1016/j.rasd.2019.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389
in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.48-54[article] The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kaylin M. RUSSELL, Auteur ; Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur . - p.48-54.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.48-54
Mots-clés : Autism spectrum disorder Anxiety Repetitive behaviors Insistence on sameness Self-injury Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorder (ASD) experience comorbid anxiety problems. Research suggests that anxiety symptoms are related to restricted and repetitive behaviors (RRBs) in general, and insistence on sameness behaviors, in particular. However, the extent to which other subtypes of RRBs are related to anxiety is less clear. Method This study evaluated the relationship between anxiety symptoms and subtypes of restricted and repetitive behaviors (RRBs) using the Repetitive Behavior Scale-Revised (RBS-R) in a large sample of children ages 68 months to 18 years-old with autism spectrum disorder (ASD) from the Simons Simplex Collection (N?=?2093). Results An exploratory factor analysis suggested a four-factor solution to the RBS-R. All four factors were significantly correlated with each other and with anxiety symptoms (ps?0.001). A hierarchical regression controlling for age and IQ indicated that the Sameness and Self-Injury factors accounted for unique variance in anxiety. There were no interactions between IQ and any of the RRB factors in predicting anxiety. Conclusions Results suggest that researchers and clinicians should consider the role of anxiety when understanding and treating RRBs in children with ASD. High endorsement of items that load on the Sameness and Self-Injury subscales of the RBS-R might be used to identify children who are at risk for anxiety but who may not show overt symptoms. En ligne : https://doi.org/10.1016/j.rasd.2019.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention / Kyle M. FROST in Autism, 26-7 (October 2022)
[article]
Titre : Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention Type de document : Texte imprimé et/ou numérique Auteurs : Kyle M. FROST, Auteur ; Kaylin RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1935-1945 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Behavior Therapy Caregivers Child Child Development Disorders, Pervasive Humans Parents active ingredients autism early intervention qualitative methods Index. décimale : PER Périodiques Résumé : Although naturalistic developmental behavioral interventions are supported by research for supporting the development of children on the autism spectrum, how they work is not well understood. This study reviewed parent reflection comments in a systematic way to better how one such treatment worked, when delivered by caregivers. Caregivers completed weekly written reflection responses as they learned how to use the treatment techniques. We studied these responses to understand caregiver perspectives on how their children responded to the techniques. The responses were then compared to a theory of how the treatment works. Many responses were consistent with the treatment theory; however, others were not. We found that individual techniques were associated with different child responses, suggesting that general measures of social communication may not measure these specific short-term changes. Our findings point to specific behaviors that may be useful to measure in future research, or useful as indicators of treatment response in clinical practice settings. Overall, qualitative methods may be useful for understanding complex treatment processes. En ligne : http://dx.doi.org/10.1177/13623613211003747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-7 (October 2022) . - p.1935-1945[article] Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention [Texte imprimé et/ou numérique] / Kyle M. FROST, Auteur ; Kaylin RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1935-1945.
Langues : Anglais (eng)
in Autism > 26-7 (October 2022) . - p.1935-1945
Mots-clés : Autism Spectrum Disorder/therapy Behavior Therapy Caregivers Child Child Development Disorders, Pervasive Humans Parents active ingredients autism early intervention qualitative methods Index. décimale : PER Périodiques Résumé : Although naturalistic developmental behavioral interventions are supported by research for supporting the development of children on the autism spectrum, how they work is not well understood. This study reviewed parent reflection comments in a systematic way to better how one such treatment worked, when delivered by caregivers. Caregivers completed weekly written reflection responses as they learned how to use the treatment techniques. We studied these responses to understand caregiver perspectives on how their children responded to the techniques. The responses were then compared to a theory of how the treatment works. Many responses were consistent with the treatment theory; however, others were not. We found that individual techniques were associated with different child responses, suggesting that general measures of social communication may not measure these specific short-term changes. Our findings point to specific behaviors that may be useful to measure in future research, or useful as indicators of treatment response in clinical practice settings. Overall, qualitative methods may be useful for understanding complex treatment processes. En ligne : http://dx.doi.org/10.1177/13623613211003747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 Using thin-slice ratings to measure social communication in children with autism spectrum disorder / Kyle M. FROST in Research in Autism Spectrum Disorders, 74 (June 2020)
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