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Auteur Linda R. WATSON |
Documents disponibles écrits par cet auteur (63)
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Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors / Jessica R. DYKSTRA STEINBRENNER in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
[article]
Titre : Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors Type de document : Texte imprimé et/ou numérique Auteurs : Jessica R. DYKSTRA STEINBRENNER, Auteur ; Linda R. WATSON, Auteur Année de publication : 2015 Article en page(s) : p.2392-2410 Langues : Anglais (eng) Mots-clés : Autism ASD Engagement School-aged Classroom Index. décimale : PER Périodiques Résumé : Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2406-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2392-2410[article] Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors [Texte imprimé et/ou numérique] / Jessica R. DYKSTRA STEINBRENNER, Auteur ; Linda R. WATSON, Auteur . - 2015 . - p.2392-2410.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2392-2410
Mots-clés : Autism ASD Engagement School-aged Classroom Index. décimale : PER Périodiques Résumé : Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2406-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 Systematic Review of Disparities and Differences in the Access and Use of Allied Health Services Amongst Children with Autism Spectrum Disorders / Aaron R. DALLMAN in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Systematic Review of Disparities and Differences in the Access and Use of Allied Health Services Amongst Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Aaron R. DALLMAN, Auteur ; Jonet ARTIS, Auteur ; Linda R. WATSON, Auteur ; Sarah WRIGHT, Auteur Article en page(s) : p.1316-1330 Langues : Anglais (eng) Mots-clés : Allied health Autism Disparities Systematic review Therapy Treatment Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often benefit from allied health services such as occupational therapy, speech and language pathology, and applied behavioral analysis. While there is consistent evidence of disparities in access and use of medical services (e.g. dentistry), no such systematic review has examined disparities and differences in allied health use amongst children with ASD. In this systematic review, we examine disparities and differences in service access and use for children with ASD. Our findings suggest that children who are older, have less severe ASD symptoms, are from minority groups, and those from particular geographic regions are less likely to receive allied health services. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04608-y 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.1316-1330[article] Systematic Review of Disparities and Differences in the Access and Use of Allied Health Services Amongst Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Aaron R. DALLMAN, Auteur ; Jonet ARTIS, Auteur ; Linda R. WATSON, Auteur ; Sarah WRIGHT, Auteur . - p.1316-1330.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1316-1330
Mots-clés : Allied health Autism Disparities Systematic review Therapy Treatment Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often benefit from allied health services such as occupational therapy, speech and language pathology, and applied behavioral analysis. While there is consistent evidence of disparities in access and use of medical services (e.g. dentistry), no such systematic review has examined disparities and differences in allied health use amongst children with ASD. In this systematic review, we examine disparities and differences in service access and use for children with ASD. Our findings suggest that children who are older, have less severe ASD symptoms, are from minority groups, and those from particular geographic regions are less likely to receive allied health services. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04608-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Temporal Synchrony Detection and Associations with Language in Young Children with ASD / E. PATTEN in Autism Research and Treatment, 2014 (2014)
[article]
Titre : Temporal Synchrony Detection and Associations with Language in Young Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : E. PATTEN, Auteur ; Linda R. WATSON, Auteur ; Grace T. BARANEK, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Temporally synchronous audio-visual stimuli serve to recruit attention and enhance learning, including language learning in infants. Although few studies have examined this effect on children with autism, it appears that the ability to detect temporal synchrony between auditory and visual stimuli may be impaired, particularly given social-linguistic stimuli delivered via oral movement and spoken language pairings. However, children with autism can detect audio-visual synchrony given nonsocial stimuli (objects dropping and their corresponding sounds). We tested whether preschool children with autism could detect audio-visual synchrony given video recordings of linguistic stimuli paired with movement of related toys in the absence of faces. As a group, children with autism demonstrated the ability to detect audio-visual synchrony. Further, the amount of time they attended to the synchronous condition was positively correlated with receptive language. Findings suggest that object manipulations may enhance multisensory processing in linguistic contexts. Moreover, associations between synchrony detection and language development suggest that better processing of multisensory stimuli may guide and direct attention to communicative events thus enhancing linguistic development. En ligne : http://dx.doi.org/10.1155/2014/678346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332
in Autism Research and Treatment > 2014 (2014)[article] Temporal Synchrony Detection and Associations with Language in Young Children with ASD [Texte imprimé et/ou numérique] / E. PATTEN, Auteur ; Linda R. WATSON, Auteur ; Grace T. BARANEK, Auteur.
Langues : Anglais (eng)
in Autism Research and Treatment > 2014 (2014)
Index. décimale : PER Périodiques Résumé : Temporally synchronous audio-visual stimuli serve to recruit attention and enhance learning, including language learning in infants. Although few studies have examined this effect on children with autism, it appears that the ability to detect temporal synchrony between auditory and visual stimuli may be impaired, particularly given social-linguistic stimuli delivered via oral movement and spoken language pairings. However, children with autism can detect audio-visual synchrony given nonsocial stimuli (objects dropping and their corresponding sounds). We tested whether preschool children with autism could detect audio-visual synchrony given video recordings of linguistic stimuli paired with movement of related toys in the absence of faces. As a group, children with autism demonstrated the ability to detect audio-visual synchrony. Further, the amount of time they attended to the synchronous condition was positively correlated with receptive language. Findings suggest that object manipulations may enhance multisensory processing in linguistic contexts. Moreover, associations between synchrony detection and language development suggest that better processing of multisensory stimuli may guide and direct attention to communicative events thus enhancing linguistic development. En ligne : http://dx.doi.org/10.1155/2014/678346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332 The First Year Inventory: a longitudinal follow-up of 12-month-old to 3-year-old children / Lauren M. TURNER-BROWN in Autism, 17-5 (September 2013)
[article]
Titre : The First Year Inventory: a longitudinal follow-up of 12-month-old to 3-year-old children Type de document : Texte imprimé et/ou numérique Auteurs : Lauren M. TURNER-BROWN, Auteur ; Grace T. BARANEK, Auteur ; J. Steven REZNICK, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur Article en page(s) : p.527-540 Langues : Anglais (eng) Mots-clés : autism screening First Year Inventory sensory–regulatory social–communication Index. décimale : PER Périodiques Résumé : The First Year Inventory is a parent-report measure designed to identify 12-month-old infants at risk for autism spectrum disorder. First Year Inventory taps behaviors that indicate risk in the developmental domains of sensory–regulatory and social–communication functioning. This longitudinal study is a follow-up of 699 children at 3 years of age from a community sample whose parents completed the First Year Inventory when their children were 12 months old. Parents of all 699 children completed the Social Responsiveness Scale–Preschool version and the Developmental Concerns Questionnaire to determine age 3 developmental outcomes. In addition, children deemed at risk for autism spectrum disorder based on liberal cut points on the First Year Inventory, Social Responsiveness Scale–Preschool, and/or Developmental Concerns Questionnaire were invited for in-person diagnostic evaluations. We found 9 children who had a confirmed diagnosis of autism spectrum disorder from the sample of 699. Receiver operating characteristic analyses determined that a two-domain cutoff score yielded optimal classification of children: 31% of those meeting algorithm cutoffs had autism spectrum disorder and 85% had a developmental disability or concern by age 3. These results suggest that the First Year Inventory is a promising tool for identifying 12-month-old infants who are at risk for an eventual diagnosis of autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361312439633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Autism > 17-5 (September 2013) . - p.527-540[article] The First Year Inventory: a longitudinal follow-up of 12-month-old to 3-year-old children [Texte imprimé et/ou numérique] / Lauren M. TURNER-BROWN, Auteur ; Grace T. BARANEK, Auteur ; J. Steven REZNICK, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur . - p.527-540.
Langues : Anglais (eng)
in Autism > 17-5 (September 2013) . - p.527-540
Mots-clés : autism screening First Year Inventory sensory–regulatory social–communication Index. décimale : PER Périodiques Résumé : The First Year Inventory is a parent-report measure designed to identify 12-month-old infants at risk for autism spectrum disorder. First Year Inventory taps behaviors that indicate risk in the developmental domains of sensory–regulatory and social–communication functioning. This longitudinal study is a follow-up of 699 children at 3 years of age from a community sample whose parents completed the First Year Inventory when their children were 12 months old. Parents of all 699 children completed the Social Responsiveness Scale–Preschool version and the Developmental Concerns Questionnaire to determine age 3 developmental outcomes. In addition, children deemed at risk for autism spectrum disorder based on liberal cut points on the First Year Inventory, Social Responsiveness Scale–Preschool, and/or Developmental Concerns Questionnaire were invited for in-person diagnostic evaluations. We found 9 children who had a confirmed diagnosis of autism spectrum disorder from the sample of 699. Receiver operating characteristic analyses determined that a two-domain cutoff score yielded optimal classification of children: 31% of those meeting algorithm cutoffs had autism spectrum disorder and 85% had a developmental disability or concern by age 3. These results suggest that the First Year Inventory is a promising tool for identifying 12-month-old infants who are at risk for an eventual diagnosis of autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361312439633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 The First Year Inventory: Retrospective Parent Responses to a Questionnaire Designed to Identify One-Year-Olds at Risk for Autism / Linda R. WATSON in Journal of Autism and Developmental Disorders, 37-1 (January 2007)
[article]
Titre : The First Year Inventory: Retrospective Parent Responses to a Questionnaire Designed to Identify One-Year-Olds at Risk for Autism Type de document : Texte imprimé et/ou numérique Auteurs : Linda R. WATSON, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; J. Steven REZNICK, Auteur ; Jessica DYKSTRA, Auteur ; Twyla PERRYMAN, Auteur Année de publication : 2007 Article en page(s) : p.49-61 Langues : Anglais (eng) Mots-clés : Autism Infants Screening Parent-questionnaire Social-communicative Sensory-regulatory Index. décimale : PER Périodiques Résumé : Abstract The First Year Inventory (FYI) is a parent questionnaire designed to assess behaviors in 12-month-olds that suggest risk for an eventual diagnosis of autism. We examined the construct validity of the FYI by comparing retrospective responses of parents of preschool children with autism spectrum disorders (ASD; n = 38), other developmental disabilities (DD; n = 15), and typical development (TD; n = 40). Children with ASD were rated at significantly higher risk on the FYI than children with DD or TD. The DD group was at intermediate risk, also significantly higher than the TD group. These retrospective data strengthen the validity of the FYI and have implications for refining the FYI to improve its utility for prospective screening of 12-month-olds.
En ligne : http://dx.doi.org/10.1007/s10803-006-0334-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=613
in Journal of Autism and Developmental Disorders > 37-1 (January 2007) . - p.49-61[article] The First Year Inventory: Retrospective Parent Responses to a Questionnaire Designed to Identify One-Year-Olds at Risk for Autism [Texte imprimé et/ou numérique] / Linda R. WATSON, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; J. Steven REZNICK, Auteur ; Jessica DYKSTRA, Auteur ; Twyla PERRYMAN, Auteur . - 2007 . - p.49-61.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-1 (January 2007) . - p.49-61
Mots-clés : Autism Infants Screening Parent-questionnaire Social-communicative Sensory-regulatory Index. décimale : PER Périodiques Résumé : Abstract The First Year Inventory (FYI) is a parent questionnaire designed to assess behaviors in 12-month-olds that suggest risk for an eventual diagnosis of autism. We examined the construct validity of the FYI by comparing retrospective responses of parents of preschool children with autism spectrum disorders (ASD; n = 38), other developmental disabilities (DD; n = 15), and typical development (TD; n = 40). Children with ASD were rated at significantly higher risk on the FYI than children with DD or TD. The DD group was at intermediate risk, also significantly higher than the TD group. These retrospective data strengthen the validity of the FYI and have implications for refining the FYI to improve its utility for prospective screening of 12-month-olds.
En ligne : http://dx.doi.org/10.1007/s10803-006-0334-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=613 The impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder / Jessica DYKSTRA in Autism, 16-1 (January 2012)
PermalinkThe Performance of the First Year Inventory (FYI) Screening on a Sample of High-Risk 12-Month-Olds Diagnosed with Autism Spectrum Disorder (ASD) at 36 Months / H. Y. LEE in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
PermalinkThe Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
PermalinkThe TEACCH communication curriculum / Linda R. WATSON
PermalinkTo What Extent Do Joint Attention, Imitation, and Object Play Behaviors in Infancy Predict Later Communication and Intellectual Functioning in ASD? / Kenneth K. POON in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
PermalinkTranslation and cultural adaptation of parent-report developmental assessments: Improving rigor in methodology / Michaela DUBAY in Research in Autism Spectrum Disorders, 62 (June 2019)
PermalinkValue-Added Predictors of Expressive and Receptive Language Growth in Initially Nonverbal Preschoolers with Autism Spectrum Disorders / Paul J. YODER in Journal of Autism and Developmental Disorders, 45-5 (May 2015)
PermalinkVocal Patterns in Infants with Autism Spectrum Disorder: Canonical Babbling Status and Vocalization Frequency / Elena PATTEN in Journal of Autism and Developmental Disorders, 44-10 (October 2014)
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