[article]
| Titre : |
Evaluating the quality of peer interactions in children and adolescents with autism with the Penn Interactive Peer Play Scale (PIPPS) |
| Type de document : |
texte imprimé |
| Auteurs : |
Rebecca M. JONES, Auteur ; Andrew PICKLES, Auteur ; Catherine LORD, Auteur |
| Article en page(s) : |
28p. |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism spectrum disorder (ASD) Peer interactions Penn Interactive Peer Play Scale (PIPPS) Teacher ratings |
| Index. décimale : |
PER Périodiques |
| Résumé : |
BACKGROUND: A core difficulty for individuals with autism is making friends and successfully engaging and interacting with peers. The majority of measures to assess peer interactions are observations in a school setting or self-report. The present study examined the convergent validity of using a teacher rating scale, the Penn Interactive Peer Play Scale (PIPPS), for collecting information about the quality of peer interactions at school. METHODS: Teachers completed the PIPPS for 107 children with ASD when the child was 9 and 13 years of age. Clinicians completed diagnostic and cognitive assessments and caregivers completed the Autism Diagnostic Interview-Revised (ADI-R) when the child was 9. RESULTS: Parent report of reciprocal friendships from the ADI-R was associated with teacher report about how socially connected the child was at school on the PIPPS, indicating strong convergence between teachers and parents. Children with more severe restricted and repetitive behaviors and lower verbal abilities were less connected with peers. Children with access to typical peers had more connections with peers compared to those who were in a special education classroom. CONCLUSIONS: The findings suggest that teacher ratings from the PIPPS can accurately capture the quality of peer interactions in children and adolescents with ASD and may be useful for clinicians and researchers to evaluate peer engagement in the classroom. |
| En ligne : |
http://dx.doi.org/10.1186/s13229-017-0144-x |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 |
in Molecular Autism > 8 (2017) . - 28p.
[article] Evaluating the quality of peer interactions in children and adolescents with autism with the Penn Interactive Peer Play Scale (PIPPS) [texte imprimé] / Rebecca M. JONES, Auteur ; Andrew PICKLES, Auteur ; Catherine LORD, Auteur . - 28p. Langues : Anglais ( eng) in Molecular Autism > 8 (2017) . - 28p.
| Mots-clés : |
Autism spectrum disorder (ASD) Peer interactions Penn Interactive Peer Play Scale (PIPPS) Teacher ratings |
| Index. décimale : |
PER Périodiques |
| Résumé : |
BACKGROUND: A core difficulty for individuals with autism is making friends and successfully engaging and interacting with peers. The majority of measures to assess peer interactions are observations in a school setting or self-report. The present study examined the convergent validity of using a teacher rating scale, the Penn Interactive Peer Play Scale (PIPPS), for collecting information about the quality of peer interactions at school. METHODS: Teachers completed the PIPPS for 107 children with ASD when the child was 9 and 13 years of age. Clinicians completed diagnostic and cognitive assessments and caregivers completed the Autism Diagnostic Interview-Revised (ADI-R) when the child was 9. RESULTS: Parent report of reciprocal friendships from the ADI-R was associated with teacher report about how socially connected the child was at school on the PIPPS, indicating strong convergence between teachers and parents. Children with more severe restricted and repetitive behaviors and lower verbal abilities were less connected with peers. Children with access to typical peers had more connections with peers compared to those who were in a special education classroom. CONCLUSIONS: The findings suggest that teacher ratings from the PIPPS can accurately capture the quality of peer interactions in children and adolescents with ASD and may be useful for clinicians and researchers to evaluate peer engagement in the classroom. |
| En ligne : |
http://dx.doi.org/10.1186/s13229-017-0144-x |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 |
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Faire une suggestion Affiner la rechercheErratum to: New Autism Diagnostic Interview-Revised Algorithms for Toddlers and Young Preschoolers from 12 to 47 Months of Age in Journal of Autism and Developmental Disorders, 42-1 (January 2012)
L’évaluation dans les troubles de l’autisme
