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Auteur Connie KASARI |
Documents disponibles écrits par cet auteur (87)
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The association between parental interaction style and children’s joint engagement in families with toddlers with autism / Stephanie Y. PATTERSON in Autism, 18-5 (July 2014)
[article]
Titre : The association between parental interaction style and children’s joint engagement in families with toddlers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. PATTERSON, Auteur ; Lauren ELDER, Auteur ; Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.511-518 Langues : Anglais (eng) Mots-clés : autism spectrum disorder joint engagement parental directiveness parental responsivity social initiations toddlers Index. décimale : PER Périodiques Résumé : Purpose: This study examines the relationship between parental interaction style (responsive vs directive) and child-initiated joint engagement within caregiver–child interactions with toddlers diagnosed with autism spectrum disorders.Method: Videotaped interactions of 85 toddler–caregiver dyads were coded for child engagement and both parental responsiveness and directiveness.Results: Altogether, children spent less than one-third of the interaction jointly engaged. After controlling for child characteristics, parental style was associated with the initiator (child or parent) of joint engagement. Specifically, responsiveness predicted total time in child-initiated joint engagement, while directiveness predicted total time in parent-initiated joint engagement. Children’s social behaviours were associated with child-initiated joint engagement.Discussion: Social initiations are a key target for children with autism spectrum disorders. Results demonstrate that child initiations and global social behaviour ratings are associated with parental responsivity. Responsivity may be a critical factor to facilitate children’s initiations. En ligne : http://dx.doi.org/10.1177/1362361313483595 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Autism > 18-5 (July 2014) . - p.511-518[article] The association between parental interaction style and children’s joint engagement in families with toddlers with autism [Texte imprimé et/ou numérique] / Stephanie Y. PATTERSON, Auteur ; Lauren ELDER, Auteur ; Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur . - p.511-518.
Langues : Anglais (eng)
in Autism > 18-5 (July 2014) . - p.511-518
Mots-clés : autism spectrum disorder joint engagement parental directiveness parental responsivity social initiations toddlers Index. décimale : PER Périodiques Résumé : Purpose: This study examines the relationship between parental interaction style (responsive vs directive) and child-initiated joint engagement within caregiver–child interactions with toddlers diagnosed with autism spectrum disorders.Method: Videotaped interactions of 85 toddler–caregiver dyads were coded for child engagement and both parental responsiveness and directiveness.Results: Altogether, children spent less than one-third of the interaction jointly engaged. After controlling for child characteristics, parental style was associated with the initiator (child or parent) of joint engagement. Specifically, responsiveness predicted total time in child-initiated joint engagement, while directiveness predicted total time in parent-initiated joint engagement. Children’s social behaviours were associated with child-initiated joint engagement.Discussion: Social initiations are a key target for children with autism spectrum disorders. Results demonstrate that child initiations and global social behaviour ratings are associated with parental responsivity. Responsivity may be a critical factor to facilitate children’s initiations. En ligne : http://dx.doi.org/10.1177/1362361313483595 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 The Co-Regulation of Emotions Between Mothers and their Children with Autism / Amanda C. GULSRUD in Journal of Autism and Developmental Disorders, 40-2 (February 2010)
[article]
Titre : The Co-Regulation of Emotions Between Mothers and their Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur ; Laudan B. JAHROMI, Auteur Année de publication : 2010 Article en page(s) : p.227-237 Note générale : Article Open Access Langues : Anglais (eng) Mots-clés : Autism Emotion-regulation Early-intervention Index. décimale : PER Périodiques Résumé : Thirty-four toddlers with autism and their mothers participated in an early intervention targeting joint engagement. Across the 24 intervention sessions, any significant distress episode in the child was coded for emotion regulation outcomes including child negativity, child emotion self-regulation, and mother emotion co-regulation. Results revealed that emotion regulation strategies by both mother and child were employed during distress episodes. An effect of intervention was found such that children decreased their expression of negativity across the intervention and mothers increased their emotional and motivational scaffolding. The results of this study indicate a positive effect of an intervention targeting joint engagement on emotion co-regulation outcomes. En ligne : http://dx.doi.org/10.1007/s10803-009-0861-x 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.227-237[article] The Co-Regulation of Emotions Between Mothers and their Children with Autism [Texte imprimé et/ou numérique] / Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur ; Laudan B. JAHROMI, Auteur . - 2010 . - p.227-237.
Article Open Access
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-2 (February 2010) . - p.227-237
Mots-clés : Autism Emotion-regulation Early-intervention Index. décimale : PER Périodiques Résumé : Thirty-four toddlers with autism and their mothers participated in an early intervention targeting joint engagement. Across the 24 intervention sessions, any significant distress episode in the child was coded for emotion regulation outcomes including child negativity, child emotion self-regulation, and mother emotion co-regulation. Results revealed that emotion regulation strategies by both mother and child were employed during distress episodes. An effect of intervention was found such that children decreased their expression of negativity across the intervention and mothers increased their emotional and motivational scaffolding. The results of this study indicate a positive effect of an intervention targeting joint engagement on emotion co-regulation outcomes. En ligne : http://dx.doi.org/10.1007/s10803-009-0861-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=965 The Experience of Loneliness and Friendship in Autism: Theoretical and Practical Issues / Nirit BAUMINGER
Titre : The Experience of Loneliness and Friendship in Autism: Theoretical and Practical Issues Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER, Auteur ; Connie KASARI, Auteur Année de publication : 2001 Importance : p.151-168 Langues : Anglais (eng) Mots-clés : Relation amicale Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100 The Experience of Loneliness and Friendship in Autism: Theoretical and Practical Issues [Texte imprimé et/ou numérique] / Nirit BAUMINGER, Auteur ; Connie KASARI, Auteur . - 2001 . - p.151-168.
Langues : Anglais (eng)
Mots-clés : Relation amicale Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses / Clare HARROP in Autism Research, 10-5 (May 2017)
[article]
Titre : The impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses Type de document : Texte imprimé et/ou numérique Auteurs : Clare HARROP, Auteur ; Amanda GULSRUD, Auteur ; Wendy SHIH, Auteur ; Lilit HOVSEPYAN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.983-992 Langues : Anglais (eng) Mots-clés : intervention early restricted/repetitive behaviors parent training intervention – behavioral Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors (RRBs) are a core feature of autism spectrum disorder (ASD). Compared to the social-communication impairments, we know considerably less about why children engage in RRBs and if and how to intervene with these behaviors. As a result, early intervention has typically focused on social-communication. In this study, we were interested in understanding how child RRBs changed following an intervention targeting social-communication behaviors and if caregiver training changed how they responded to their child's RRBs. Eighty-six toddlers with ASD and their caregivers received one of two interventions: caregivers were either actively coached while playing with their child (JASPER) or attended information sessions about ASD. On three different occasions (when they entered the study, following 10 weeks of intervention and 6-months after) caregivers were filmed playing with their child. From these recordings, we coded child RRBs and caregiver responses to these behaviors. Child RRBs remained relatively stable following intervention in both groups, but increased when the children returned at 6-months. Caregivers who received one-on-one coaching (JASPER) responded to a greater number of their child's RRBs and their responses were rated as more successful. Our study showed that a short-term social-communication intervention delivered through caregivers had “spillover effects” on how they also responded to their child's RRBs. Interventions targeting social-communication behaviors should also examine how these treatments affect child RRBs and how caregiver responses to these behaviors may change following training. En ligne : http://dx.doi.org/10.1002/aur.1732 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307
in Autism Research > 10-5 (May 2017) . - p.983-992[article] The impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Amanda GULSRUD, Auteur ; Wendy SHIH, Auteur ; Lilit HOVSEPYAN, Auteur ; Connie KASARI, Auteur . - p.983-992.
Langues : Anglais (eng)
in Autism Research > 10-5 (May 2017) . - p.983-992
Mots-clés : intervention early restricted/repetitive behaviors parent training intervention – behavioral Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors (RRBs) are a core feature of autism spectrum disorder (ASD). Compared to the social-communication impairments, we know considerably less about why children engage in RRBs and if and how to intervene with these behaviors. As a result, early intervention has typically focused on social-communication. In this study, we were interested in understanding how child RRBs changed following an intervention targeting social-communication behaviors and if caregiver training changed how they responded to their child's RRBs. Eighty-six toddlers with ASD and their caregivers received one of two interventions: caregivers were either actively coached while playing with their child (JASPER) or attended information sessions about ASD. On three different occasions (when they entered the study, following 10 weeks of intervention and 6-months after) caregivers were filmed playing with their child. From these recordings, we coded child RRBs and caregiver responses to these behaviors. Child RRBs remained relatively stable following intervention in both groups, but increased when the children returned at 6-months. Caregivers who received one-on-one coaching (JASPER) responded to a greater number of their child's RRBs and their responses were rated as more successful. Our study showed that a short-term social-communication intervention delivered through caregivers had “spillover effects” on how they also responded to their child's RRBs. Interventions targeting social-communication behaviors should also examine how these treatments affect child RRBs and how caregiver responses to these behaviors may change following training. En ligne : http://dx.doi.org/10.1002/aur.1732 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
[article]
Titre : The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur Article en page(s) : p.1218-1225 Langues : Anglais (eng) Mots-clés : Gender autism spectrum disorders inclusion schools peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225[article] The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD [Texte imprimé et/ou numérique] / Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur . - p.1218-1225.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225
Mots-clés : Gender autism spectrum disorders inclusion schools peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 The relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder / Themba CARR in Autism, 20-6 (August 2016)
PermalinkTwo to Ten Years: Developmental Trajectories of Joint Attention in Children With ASD Who Received Targeted Social Communication Interventions / Amanda C. GULSRUD in Autism Research, 7-2 (April 2014)
PermalinkUnderstanding Friendship Sex Heterophily and Relational Characteristics to Optimize the Selection of Peer Models for Children with Autism Spectrum Disorder / J. LOCKE in Journal of Autism and Developmental Disorders, 48-12 (December 2018)
PermalinkUsing the Clinical Global Impression scale to assess social communication change in minimally verbal children with autism spectrum disorder / C. TOOLAN in Autism Research, 15-2 (February 2022)
PermalinkWhat are the odds? Predicting the likelihood of a negative episode in a sample of toddlers with autism spectrum disorder / A. DIMACHKIE NUNNALLY in Autism, 25-8 (November 2021)
PermalinkWho gains and who loses? Sociodemographic disparities in access to special education services among autistic students / A. STURM in Autism Research, 14-8 (August 2021)
PermalinkWorking memory of school-aged children on the autism spectrum: Predictors for longitudinal growth / Sohyun An KIM in Autism, 27-8 (November 2023)
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