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Détail de l'auteur
Auteur Paul J. YODER |
Documents disponibles écrits par cet auteur (37)
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The 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)
[article]
Titre : The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Paul J. YODER, Auteur ; Julia M. HOCHMAN, Auteur ; Linda R. WATSON, Auteur Article en page(s) : p.2162-2174 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Parent–child interaction Social communication Language Index. décimale : PER Périodiques Résumé : This study examined associations between three parent–child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the literature on supported joint engagement by dividing this state into higher order (HSJE) and lower order types, with HSJE involving greater reciprocity in toy play. We also examined parents’ follow-in utterances that co-occurred with each state. We found that only HSJE predicts later social communication and expressive language, while object engagement predicts receptive language. HSJE combined with follow-in utterances (HSJE+FI) predicts all three outcomes when controlling for HSJE+FI in other engagement states. When controlling for total HSJE, HSJE+FI is predictive of receptive language. En ligne : http://dx.doi.org/10.1007/s10803-014-2092-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2162-2174[article] The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Paul J. YODER, Auteur ; Julia M. HOCHMAN, Auteur ; Linda R. WATSON, Auteur . - p.2162-2174.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2162-2174
Mots-clés : Autism spectrum disorder Parent–child interaction Social communication Language Index. décimale : PER Périodiques Résumé : This study examined associations between three parent–child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the literature on supported joint engagement by dividing this state into higher order (HSJE) and lower order types, with HSJE involving greater reciprocity in toy play. We also examined parents’ follow-in utterances that co-occurred with each state. We found that only HSJE predicts later social communication and expressive language, while object engagement predicts receptive language. HSJE combined with follow-in utterances (HSJE+FI) predicts all three outcomes when controlling for HSJE+FI in other engagement states. When controlling for total HSJE, HSJE+FI is predictive of receptive language. En ligne : http://dx.doi.org/10.1007/s10803-014-2092-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 The Sequential Relationship Between Parent Attentional Cues and Sustained Attention to Objects in Young Children with Autism / Nicolette BAINBRIDGE BRIGHAM in Journal of Autism and Developmental Disorders, 40-2 (February 2010)
[article]
Titre : The Sequential Relationship Between Parent Attentional Cues and Sustained Attention to Objects in Young Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Nicolette BAINBRIDGE BRIGHAM, Auteur ; Paul J. YODER, Auteur ; Melanie A. JARZYNKA, Auteur ; Jon TAPP, Auteur Année de publication : 2010 Article en page(s) : p.200-208 Langues : Anglais (eng) Mots-clés : Autism Parent–child-interactions Object-attention Attentional cues Index. décimale : PER Périodiques Résumé : This study examined the sequential relationship between parent attentional cues and sustained attention to objects in young children with autism during a 20 min free-play interaction session. Twenty-five parent–child dyads with a preschool child with autism participated. Results indicated that (a) parent attentional cues that maintained the child’s focus of attention were more likely to support child sustained object attention than parent attentional cues that redirected the child from his or her focus of attention or introduced a new focus of attention (d = 4.46), and (b) parent attentional cues that included three or more parent behaviors were more likely to support child sustained object attention than parent attentional cues that included one or two parent behaviors (d = 1.03). En ligne : http://dx.doi.org/10.1007/s10803-009-0848-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=965
in Journal of Autism and Developmental Disorders > 40-2 (February 2010) . - p.200-208[article] The Sequential Relationship Between Parent Attentional Cues and Sustained Attention to Objects in Young Children with Autism [Texte imprimé et/ou numérique] / Nicolette BAINBRIDGE BRIGHAM, Auteur ; Paul J. YODER, Auteur ; Melanie A. JARZYNKA, Auteur ; Jon TAPP, Auteur . - 2010 . - p.200-208.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-2 (February 2010) . - p.200-208
Mots-clés : Autism Parent–child-interactions Object-attention Attentional cues Index. décimale : PER Périodiques Résumé : This study examined the sequential relationship between parent attentional cues and sustained attention to objects in young children with autism during a 20 min free-play interaction session. Twenty-five parent–child dyads with a preschool child with autism participated. Results indicated that (a) parent attentional cues that maintained the child’s focus of attention were more likely to support child sustained object attention than parent attentional cues that redirected the child from his or her focus of attention or introduced a new focus of attention (d = 4.46), and (b) parent attentional cues that included three or more parent behaviors were more likely to support child sustained object attention than parent attentional cues that included one or two parent behaviors (d = 1.03). En ligne : http://dx.doi.org/10.1007/s10803-009-0848-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=965 The stability and validity of automated vocal analysis in preverbal preschoolers with autism spectrum disorder / Tiffany G. WOYNAROSKI in Autism Research, 10-3 (March 2017)
[article]
Titre : The stability and validity of automated vocal analysis in preverbal preschoolers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany G. WOYNAROSKI, Auteur ; D. Kimbrough OLLER, Auteur ; Bahar KECELI-KAYSILI, Auteur ; Dongxin XU, Auteur ; Jeffrey A. RICHARDS, Auteur ; Jill GILKERSON, Auteur ; Sharmistha GRAY, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.508-519 Langues : Anglais (eng) Mots-clés : useful speech language vocalizations automated vocal analysis LENA preschool preverbal autism Index. décimale : PER Périodiques Résumé : Theory and research suggest that vocal development predicts “useful speech” in preschoolers with autism spectrum disorder (ASD), but conventional methods for measurement of vocal development are costly and time consuming. This longitudinal correlational study examines the reliability and validity of several automated indices of vocalization development relative to an index derived from human coded, conventional communication samples in a sample of preverbal preschoolers with ASD. Automated indices of vocal development were derived using software that is presently “in development” and/or only available for research purposes and using commercially available Language ENvironment Analysis (LENA) software. Indices of vocal development that could be derived using the software available for research purposes: (a) were highly stable with a single day-long audio recording, (b) predicted future spoken vocabulary to a degree that was nonsignificantly different from the index derived from conventional communication samples, and (c) continued to predict future spoken vocabulary even after controlling for concurrent vocabulary in our sample. The score derived from standard LENA software was similarly stable, but was not significantly correlated with future spoken vocabulary. Findings suggest that automated vocal analysis is a valid and reliable alternative to time intensive and expensive conventional communication samples for measurement of vocal development of preverbal preschoolers with ASD in research and clinical practice. En ligne : http://dx.doi.org/10.1002/aur.1667 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Autism Research > 10-3 (March 2017) . - p.508-519[article] The stability and validity of automated vocal analysis in preverbal preschoolers with autism spectrum disorder [Texte imprimé et/ou numérique] / Tiffany G. WOYNAROSKI, Auteur ; D. Kimbrough OLLER, Auteur ; Bahar KECELI-KAYSILI, Auteur ; Dongxin XU, Auteur ; Jeffrey A. RICHARDS, Auteur ; Jill GILKERSON, Auteur ; Sharmistha GRAY, Auteur ; Paul J. YODER, Auteur . - p.508-519.
Langues : Anglais (eng)
in Autism Research > 10-3 (March 2017) . - p.508-519
Mots-clés : useful speech language vocalizations automated vocal analysis LENA preschool preverbal autism Index. décimale : PER Périodiques Résumé : Theory and research suggest that vocal development predicts “useful speech” in preschoolers with autism spectrum disorder (ASD), but conventional methods for measurement of vocal development are costly and time consuming. This longitudinal correlational study examines the reliability and validity of several automated indices of vocalization development relative to an index derived from human coded, conventional communication samples in a sample of preverbal preschoolers with ASD. Automated indices of vocal development were derived using software that is presently “in development” and/or only available for research purposes and using commercially available Language ENvironment Analysis (LENA) software. Indices of vocal development that could be derived using the software available for research purposes: (a) were highly stable with a single day-long audio recording, (b) predicted future spoken vocabulary to a degree that was nonsignificantly different from the index derived from conventional communication samples, and (c) continued to predict future spoken vocabulary even after controlling for concurrent vocabulary in our sample. The score derived from standard LENA software was similarly stable, but was not significantly correlated with future spoken vocabulary. Findings suggest that automated vocal analysis is a valid and reliable alternative to time intensive and expensive conventional communication samples for measurement of vocal development of preverbal preschoolers with ASD in research and clinical practice. En ligne : http://dx.doi.org/10.1002/aur.1667 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 Treatment of Responding to and Initiating Joint Attention / Paul J. YODER
Titre : Treatment of Responding to and Initiating Joint Attention Type de document : Texte imprimé et/ou numérique Auteurs : Paul J. YODER, Auteur ; Andrea MCDUFFIE, Auteur Année de publication : 2006 Importance : p.117-142 Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 Treatment of Responding to and Initiating Joint Attention [Texte imprimé et/ou numérique] / Paul J. YODER, Auteur ; Andrea MCDUFFIE, Auteur . - 2006 . - p.117-142.
Langues : Anglais (eng)
Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Validity of Vocal Communication and Vocal Complexity in Young Children with Autism Spectrum Disorder / Jena MCDANIEL in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
[article]
Titre : Validity of Vocal Communication and Vocal Complexity in Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jena MCDANIEL, Auteur ; Paul J. YODER, Auteur ; Annette ESTES, Auteur ; Sally J ROGERS, Auteur Article en page(s) : p.224-237 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Language Validity Vocalizations Index. décimale : PER Périodiques Résumé : To identify valid measures of vocal development in young children with autism spectrum disorder in the early stages of language learning, we evaluated the convergent validity, divergent validity, and sensitivity to change (across 12 months) of two measures of vocal communication and two measures of vocal complexity through conventional coding of communication samples. Participants included 87 children with autism spectrum disorder (M = 23.42 months at entry). All four vocal variables demonstrated consistent evidence of convergent validity, divergent validity, and sensitivity to change with large effect sizes for convergent validity and sensitivity to change. The results highlight the value of measuring vocal communication and vocal complexity in future studies. En ligne : http://dx.doi.org/10.1007/s10803-019-04248-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.224-237[article] Validity of Vocal Communication and Vocal Complexity in Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jena MCDANIEL, Auteur ; Paul J. YODER, Auteur ; Annette ESTES, Auteur ; Sally J ROGERS, Auteur . - p.224-237.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.224-237
Mots-clés : Autism spectrum disorder Language Validity Vocalizations Index. décimale : PER Périodiques Résumé : To identify valid measures of vocal development in young children with autism spectrum disorder in the early stages of language learning, we evaluated the convergent validity, divergent validity, and sensitivity to change (across 12 months) of two measures of vocal communication and two measures of vocal complexity through conventional coding of communication samples. Participants included 87 children with autism spectrum disorder (M = 23.42 months at entry). All four vocal variables demonstrated consistent evidence of convergent validity, divergent validity, and sensitivity to change with large effect sizes for convergent validity and sensitivity to change. The results highlight the value of measuring vocal communication and vocal complexity in future studies. En ligne : http://dx.doi.org/10.1007/s10803-019-04248-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 Value-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)
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