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After Early Autism Diagnosis: Changes in Intervention and Parent–Child Interaction / Katharine SUMA in Journal of Autism and Developmental Disorders, 46-8 (August 2016)
[article]
Titre : After Early Autism Diagnosis: Changes in Intervention and Parent–Child Interaction Type de document : Texte imprimé et/ou numérique Auteurs : Katharine SUMA, Auteur ; Lauren B. ADAMSON, Auteur ; Roger BAKEMAN, Auteur ; Diana L. ROBINS, Auteur ; Danielle N. ABRAMS, Auteur Article en page(s) : p.2720-2733 Langues : Anglais (eng) Mots-clés : Autism Parent–child interaction Intervention Diagnosis Index. décimale : PER Périodiques Résumé : This study documents the relation between an autism spectrum disorder (ASD) diagnosis, increases in intervention, and changes in parent–child interaction quality. Information about intervention and observations of interaction were collected before diagnosis and a half year after diagnosis for 79 low-risk toddlers who had screened positive for ASD risk during a well-baby checkup. Children diagnosed with ASD (n = 44) were 2.69 times more likely to increase intervention hours. After ASD diagnosis, the relation between intervention and interaction quality was complex: although increases in intervention and interaction quality were only modestly related, the overall amount of intervention after diagnosis was associated with higher quality interactions. Moreover, lower quality interactions before diagnosis significantly increased the likelihood that intervention would increase post-diagnosis. En ligne : http://dx.doi.org/10.1007/s10803-016-2808-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291
in Journal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2720-2733[article] After Early Autism Diagnosis: Changes in Intervention and Parent–Child Interaction [Texte imprimé et/ou numérique] / Katharine SUMA, Auteur ; Lauren B. ADAMSON, Auteur ; Roger BAKEMAN, Auteur ; Diana L. ROBINS, Auteur ; Danielle N. ABRAMS, Auteur . - p.2720-2733.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2720-2733
Mots-clés : Autism Parent–child interaction Intervention Diagnosis Index. décimale : PER Périodiques Résumé : This study documents the relation between an autism spectrum disorder (ASD) diagnosis, increases in intervention, and changes in parent–child interaction quality. Information about intervention and observations of interaction were collected before diagnosis and a half year after diagnosis for 79 low-risk toddlers who had screened positive for ASD risk during a well-baby checkup. Children diagnosed with ASD (n = 44) were 2.69 times more likely to increase intervention hours. After ASD diagnosis, the relation between intervention and interaction quality was complex: although increases in intervention and interaction quality were only modestly related, the overall amount of intervention after diagnosis was associated with higher quality interactions. Moreover, lower quality interactions before diagnosis significantly increased the likelihood that intervention would increase post-diagnosis. En ligne : http://dx.doi.org/10.1007/s10803-016-2808-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291 Measuring the relationship between the parental Broader Autism Phenotype, parent–child interaction, and children’s progress following parent mediated intervention / Jeremy R. PARR in Research in Autism Spectrum Disorders, 20 (December 2015)
[article]
Titre : Measuring the relationship between the parental Broader Autism Phenotype, parent–child interaction, and children’s progress following parent mediated intervention Type de document : Texte imprimé et/ou numérique Auteurs : Jeremy R. PARR, Auteur ; Laura GRAY, Auteur ; Sarah WIGHAM, Auteur ; Helen MCCONACHIE, Auteur ; Ann Le COUTEUR, Auteur Article en page(s) : p.24-30 Langues : Anglais (eng) Mots-clés : Broader Autism Phenotype Child progress Parent–child interaction Early intervention Index. décimale : PER Périodiques Résumé : Parents of children with ASD may show ASD type behaviours including particular social communication interaction styles—the Broader Autism Phenotype (BAP). Understanding the potential impact of defined parent characteristics may be relevant when designing and evaluating the efficacy and effectiveness of parent-mediated interventions. In this proof of principle analysis, 18 mothers who had taken part in an early parent-mediated intervention later completed Family History Interviews. Parent data were split into lower and higher BAP groups. There was a significant negative correlation between BAP factor total scores and mother–child interaction total and post-intervention change scores. Change in number of words understood was significantly greater in children of mothers scoring in the lower BAP group compared with children of mothers in the higher BAP group. These preliminary findings provide some support for further investigation of parent BAP status as a potential moderator of the impact of early parent-mediated psychosocial interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.24-30[article] Measuring the relationship between the parental Broader Autism Phenotype, parent–child interaction, and children’s progress following parent mediated intervention [Texte imprimé et/ou numérique] / Jeremy R. PARR, Auteur ; Laura GRAY, Auteur ; Sarah WIGHAM, Auteur ; Helen MCCONACHIE, Auteur ; Ann Le COUTEUR, Auteur . - p.24-30.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.24-30
Mots-clés : Broader Autism Phenotype Child progress Parent–child interaction Early intervention Index. décimale : PER Périodiques Résumé : Parents of children with ASD may show ASD type behaviours including particular social communication interaction styles—the Broader Autism Phenotype (BAP). Understanding the potential impact of defined parent characteristics may be relevant when designing and evaluating the efficacy and effectiveness of parent-mediated interventions. In this proof of principle analysis, 18 mothers who had taken part in an early parent-mediated intervention later completed Family History Interviews. Parent data were split into lower and higher BAP groups. There was a significant negative correlation between BAP factor total scores and mother–child interaction total and post-intervention change scores. Change in number of words understood was significantly greater in children of mothers scoring in the lower BAP group compared with children of mothers in the higher BAP group. These preliminary findings provide some support for further investigation of parent BAP status as a potential moderator of the impact of early parent-mediated psychosocial interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Brief Report: A Pilot Study of Parent–Child Biobehavioral Synchrony in Autism Spectrum Disorder / Jason K. BAKER in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
[article]
Titre : Brief Report: A Pilot Study of Parent–Child Biobehavioral Synchrony in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jason K. BAKER, Auteur ; Rachel M. FENNING, Auteur ; Mariann A. HOWLAND, Auteur ; Brian R. BAUCOM, Auteur ; Jacquelyn MOFFITT, Auteur ; Stephen A. ERATH, Auteur Article en page(s) : p.4140-4146 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Parent–child interaction Synchrony Electrodermal activity Psychophysiology Index. décimale : PER Périodiques Résumé : The theory of biobehavioral synchrony proposes that the predictive power of parent–child attunement likely lies in the manner with which behaviors are aligned with relevant biological processes. Symptoms of autism spectrum disorder (ASD) may challenge the formation of behavioral and physiological synchrony, but maintenance of such parent–child attunement could prove beneficial. The present study is the first to examine parent–child physiological synchrony in ASD. Parent and child electrodermal activity (EDA) was measured continuously during naturalistic free play. Parent–child EDA synchrony (positive covariation) was positively correlated with observed parent–child emotional attunement. Hierarchical linear modeling revealed that child ASD symptoms moderated the association between parent EDA and child EDA, such that EDA synchrony was stronger for children with lower ASD symptom levels. En ligne : http://dx.doi.org/10.1007/s10803-015-2528-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.4140-4146[article] Brief Report: A Pilot Study of Parent–Child Biobehavioral Synchrony in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jason K. BAKER, Auteur ; Rachel M. FENNING, Auteur ; Mariann A. HOWLAND, Auteur ; Brian R. BAUCOM, Auteur ; Jacquelyn MOFFITT, Auteur ; Stephen A. ERATH, Auteur . - p.4140-4146.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.4140-4146
Mots-clés : Autism spectrum disorder Parent–child interaction Synchrony Electrodermal activity Psychophysiology Index. décimale : PER Périodiques Résumé : The theory of biobehavioral synchrony proposes that the predictive power of parent–child attunement likely lies in the manner with which behaviors are aligned with relevant biological processes. Symptoms of autism spectrum disorder (ASD) may challenge the formation of behavioral and physiological synchrony, but maintenance of such parent–child attunement could prove beneficial. The present study is the first to examine parent–child physiological synchrony in ASD. Parent and child electrodermal activity (EDA) was measured continuously during naturalistic free play. Parent–child EDA synchrony (positive covariation) was positively correlated with observed parent–child emotional attunement. Hierarchical linear modeling revealed that child ASD symptoms moderated the association between parent EDA and child EDA, such that EDA synchrony was stronger for children with lower ASD symptom levels. En ligne : http://dx.doi.org/10.1007/s10803-015-2528-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274 Parent–Child Gesture Use During Problem Solving in Autistic Spectrum Disorder / Kristen MEDEIROS in Journal of Autism and Developmental Disorders, 44-8 (August 2014)
[article]
Titre : Parent–Child Gesture Use During Problem Solving in Autistic Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kristen MEDEIROS, Auteur ; Adam WINSLER, Auteur Article en page(s) : p.1946-1958 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Gesture Receptive communication Parent–child interaction Index. décimale : PER Périodiques Résumé : This study examined the relationship between child language skills and parent and child gestures of 58 youths with and without an autism spectrum disorder (ASD) diagnosis. Frequencies and rates of total gesture use as well as five categories of gestures (deictic, conventional, beat, iconic, and metaphoric) were reliably coded during the collaborative Tower of Hanoi task. Children with ASD had lower Peabody Picture Vocabulary Test scores and gestured less and at lower rates compared to typically developing children. Gesture use was unrelated to vocabulary for typically developing children, but positively associated with vocabulary for those with ASD. Demographic correlates of gesturing differed by group. Gesture may be a point of communication intervention for families with children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2069-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236
in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1946-1958[article] Parent–Child Gesture Use During Problem Solving in Autistic Spectrum Disorder [Texte imprimé et/ou numérique] / Kristen MEDEIROS, Auteur ; Adam WINSLER, Auteur . - p.1946-1958.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1946-1958
Mots-clés : Autism spectrum disorder Gesture Receptive communication Parent–child interaction Index. décimale : PER Périodiques Résumé : This study examined the relationship between child language skills and parent and child gestures of 58 youths with and without an autism spectrum disorder (ASD) diagnosis. Frequencies and rates of total gesture use as well as five categories of gestures (deictic, conventional, beat, iconic, and metaphoric) were reliably coded during the collaborative Tower of Hanoi task. Children with ASD had lower Peabody Picture Vocabulary Test scores and gestured less and at lower rates compared to typically developing children. Gesture use was unrelated to vocabulary for typically developing children, but positively associated with vocabulary for those with ASD. Demographic correlates of gesturing differed by group. Gesture may be a point of communication intervention for families with children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2069-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 Parent–child predictors of social competence with peers in children with and without autism / Shantel E. MEEK in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
[article]
Titre : Parent–child predictors of social competence with peers in children with and without autism Type de document : Texte imprimé et/ou numérique Auteurs : Shantel E. MEEK, Auteur ; Lauren T. ROBINSON, Auteur ; Laudan B. JAHROMI, Auteur Année de publication : 2012 Article en page(s) : p.815-823 Langues : Anglais (eng) Mots-clés : Autism Joint engagement Parent–child interaction Social competence Peer interaction Index. décimale : PER Périodiques Résumé : The current study investigated the relations among parent–child joint engagement, dyadic interactive behaviors, and children's subsequent social competence with peers. Participants were 40 children (20 children with autism, and 20 developmentally-matched typical children) between the ages of 2.75 and 6.5 years. Observational coding was conducted to assess children's joint engagement initiations, global interactive behaviors with parents, and parents’ responsiveness, behavior regulation, and attention regulation. Children's social competence with peers was measured approximately one year later. Group differences were observed in child-initiated joint engagement, children's interactive behaviors in the parent–child context, and individual aspects of social competence. Child-initiated joint engagement with parents was positively related to social competence with peers overall, and with less exclusion by peers and hyperactive-distractible behaviors with peers, in particular. In addition, parent attention regulation emerged as the most salient predictor of children's behaviors within the parent–child context. Findings are discussed with respect to implications for future research and intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.815-823[article] Parent–child predictors of social competence with peers in children with and without autism [Texte imprimé et/ou numérique] / Shantel E. MEEK, Auteur ; Lauren T. ROBINSON, Auteur ; Laudan B. JAHROMI, Auteur . - 2012 . - p.815-823.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.815-823
Mots-clés : Autism Joint engagement Parent–child interaction Social competence Peer interaction Index. décimale : PER Périodiques Résumé : The current study investigated the relations among parent–child joint engagement, dyadic interactive behaviors, and children's subsequent social competence with peers. Participants were 40 children (20 children with autism, and 20 developmentally-matched typical children) between the ages of 2.75 and 6.5 years. Observational coding was conducted to assess children's joint engagement initiations, global interactive behaviors with parents, and parents’ responsiveness, behavior regulation, and attention regulation. Children's social competence with peers was measured approximately one year later. Group differences were observed in child-initiated joint engagement, children's interactive behaviors in the parent–child context, and individual aspects of social competence. Child-initiated joint engagement with parents was positively related to social competence with peers overall, and with less exclusion by peers and hyperactive-distractible behaviors with peers, in particular. In addition, parent attention regulation emerged as the most salient predictor of children's behaviors within the parent–child context. Findings are discussed with respect to implications for future research and intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 Treatment mechanism in the MRC preschool autism communication trial: implications for study design and parent-focussed therapy for children / Andrew PICKLES in Journal of Child Psychology and Psychiatry, 56-2 (February 2015)
PermalinkBrief Report: Parental Child-Directed Speech as a Predictor of Receptive Language in Children with Autism Symptomatology / Twyla Y. PERRYMAN in Journal of Autism and Developmental Disorders, 43-8 (August 2013)
PermalinkDo callous-unemotional traits moderate the relative importance of parental coercion versus warmth in child conduct problems? An observational study / Dave PASALICH in Journal of Child Psychology and Psychiatry, 52-12 (December 2011)
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)
PermalinkDyadic synchrony and repair processes are related to preschool children's risk exposure and self-control / Carolyn M. SCHOLTES in Development and Psychopathology, 33-3 (August 2021)
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