3 recherche sur le mot-clé 'caregiver Input'

Children with Autism Spectrum Disorder May Learn from Caregiver Verb Input Better in Certain Engagement States / M. C. CRANDALL in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3102-3112 Titre : Children with Autism Spectrum Disorder May Learn from Caregiver Verb Input Better in Certain Engagement States Type de document : texte imprimé Auteurs : M. C. CRANDALL, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; J. MCDANIEL, Auteur ; Linda R. WATSON, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.3102-3112 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Caregiver input  Engagement state  Language  Verbs Index. décimale : PER Périodiques Résumé : The relation between caregiver follow-in utterances with verbs presented in different states of dyadic engagement and later child expressive verb vocabulary in children with autism spectrum disorder (ASD) was examined in 29 toddlers with ASD and their caregivers. Caregiver verb input in follow-in utterances presented during higher order supported joint engagement (HSJE) accounted for a significant, large amount of variance in later child verb vocabulary; R(2)= .26. This relation remained significant when controlling for early verb vocabulary or verb input in lower support engagement states. Other types of talk in follow-in utterances in HSJE did not correlate with later verb vocabulary. These findings are an important step towards identifying interactional contexts that facilitate verb learning in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04041-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Children with Autism Spectrum Disorder May Learn from Caregiver Verb Input Better in Certain Engagement States [texte imprimé] / M. C. CRANDALL, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; J. MCDANIEL, Auteur ; Linda R. WATSON, Auteur ; Paul J. YODER, Auteur . - p.3102-3112. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3102-3112 Mots-clés : Autism spectrum disorder  Caregiver input  Engagement state  Language  Verbs Index. décimale : PER Périodiques Résumé : The relation between caregiver follow-in utterances with verbs presented in different states of dyadic engagement and later child expressive verb vocabulary in children with autism spectrum disorder (ASD) was examined in 29 toddlers with ASD and their caregivers. Caregiver verb input in follow-in utterances presented during higher order supported joint engagement (HSJE) accounted for a significant, large amount of variance in later child verb vocabulary; R(2)= .26. This relation remained significant when controlling for early verb vocabulary or verb input in lower support engagement states. Other types of talk in follow-in utterances in HSJE did not correlate with later verb vocabulary. These findings are an important step towards identifying interactional contexts that facilitate verb learning in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04041-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Cultivating the imagination: Caregiver input during pretend play with toddlers at elevated likelihood for autism / Kathryn B. ALTMAN in Autism Research, 17-12 (December 2024)  

Public ISBD [article]  inAutism Research > 17-12 (December 2024) . - p.2588-2601 Titre : Cultivating the imagination: Caregiver input during pretend play with toddlers at elevated likelihood for autism Type de document : texte imprimé Auteurs : Kathryn B. ALTMAN, Auteur ; Samantha N. PLATE, Auteur ; Emily Roemer BRITSCH, Auteur ; Jana M. IVERSON, Auteur Article en page(s) : p.2588-2601 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  caregiver input  language delay  parent-child interaction  pretend play  toddlers Index. décimale : PER Périodiques Résumé : Abstract Toddlers with autism spectrum disorder (ASD) may exhibit less pretend play than their neurotypical counterparts. Previous research suggests that caregivers' input during play influences children's play behavior, and children's behavior may in turn prompt caregivers of differently developing children to talk about play in different ways. Caregiver input about pretend play during toy play at home was examined at 18- and 36-months in toddlers with an older sibling with ASD, who are at elevated likelihood (EL) for ASD (n 40), and toddlers with typical likelihood (TL) for ASD (n 12). EL toddlers were classified into three outcome groups: EL-ASD (n 10), EL-no diagnosis (EL-ND; n 14), or EL-language delays (EL-LD, n 16). Caregiver utterances were categorized according to the types of pretend and non-pretend play suggested (e.g., pretending with inanimate objects vs. using objects for their intended function). Pretend utterances were further categorized as related or unrelated to the child's own actions. All caregivers produced proportionately more utterances about complex types of pretend play over time. At 36 months, caregivers of autistic toddlers produced proportionately fewer pretend play utterances, and proportionately fewer pretend play utterances were related to EL-ASD toddlers' actions compared to their neurotypical peers. These findings highlight bidirectional effects between caregivers and toddlers during play. While EL-ASD toddlers may provide less frequent opportunities for caregivers to talk about complex types of pretend play, the current study highlights caregivers' high levels of attunement to their toddlers' play skills. En ligne : https://dx.doi.org/10.1002/aur.3244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Cultivating the imagination: Caregiver input during pretend play with toddlers at elevated likelihood for autism [texte imprimé] / Kathryn B. ALTMAN, Auteur ; Samantha N. PLATE, Auteur ; Emily Roemer BRITSCH, Auteur ; Jana M. IVERSON, Auteur . - p.2588-2601. Langues : Anglais (eng) in Autism Research > 17-12 (December 2024) . - p.2588-2601 Mots-clés : autism spectrum disorder  caregiver input  language delay  parent-child interaction  pretend play  toddlers Index. décimale : PER Périodiques Résumé : Abstract Toddlers with autism spectrum disorder (ASD) may exhibit less pretend play than their neurotypical counterparts. Previous research suggests that caregivers' input during play influences children's play behavior, and children's behavior may in turn prompt caregivers of differently developing children to talk about play in different ways. Caregiver input about pretend play during toy play at home was examined at 18- and 36-months in toddlers with an older sibling with ASD, who are at elevated likelihood (EL) for ASD (n 40), and toddlers with typical likelihood (TL) for ASD (n 12). EL toddlers were classified into three outcome groups: EL-ASD (n 10), EL-no diagnosis (EL-ND; n 14), or EL-language delays (EL-LD, n 16). Caregiver utterances were categorized according to the types of pretend and non-pretend play suggested (e.g., pretending with inanimate objects vs. using objects for their intended function). Pretend utterances were further categorized as related or unrelated to the child's own actions. All caregivers produced proportionately more utterances about complex types of pretend play over time. At 36 months, caregivers of autistic toddlers produced proportionately fewer pretend play utterances, and proportionately fewer pretend play utterances were related to EL-ASD toddlers' actions compared to their neurotypical peers. These findings highlight bidirectional effects between caregivers and toddlers during play. While EL-ASD toddlers may provide less frequent opportunities for caregivers to talk about complex types of pretend play, the current study highlights caregivers' high levels of attunement to their toddlers' play skills. En ligne : https://dx.doi.org/10.1002/aur.3244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Examining variability in Naturalistic Developmental Behavioral Intervention strategy use in caregivers of children with autism spectrum disorders / Hallie BROWN in Journal of Child Psychology and Psychiatry, 66-1 (January 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-1 (January 2025) . - p.4-15 Titre : Examining variability in Naturalistic Developmental Behavioral Intervention strategy use in caregivers of children with autism spectrum disorders Type de document : texte imprimé Auteurs : Hallie BROWN, Auteur ; Deanna SWAIN, Auteur ; Hye Won KIM, Auteur ; Sally ROGERS, Auteur ; Annette ESTES, Auteur ; Connie KASARI, Auteur ; Catherine LORD, Auteur ; So Hyun KIM, Auteur Article en page(s) : p.4-15 Langues : Anglais (eng) Mots-clés : autism  caregiver Input  caregiver-mediated intervention  child mental health  Naturalistic Developmental Behavioral Interventions (NDBI) Index. décimale : PER Périodiques Résumé : Background Naturalistic Developmental Behavioral Interventions (NDBIs) for young children with autism spectrum disorder commonly involve caregiver-mediated approaches. However, to date, there is limited research on how caregivers' skills change, and, in turn, impact child outcomes. Methods We evaluated the NDBI strategy use of 191 caregivers prior to participation in NDBIs (or control groups) across multiple randomized controlled trials, using the Measure of NDBI Strategy Implementation, Caregiver Change (MONSI-CC). Clustering analyses were used to examine caregiver variability in NDBI strategy use at intervention entry. Generalized Linear Mixed Models were used to examine changes in caregiver strategy use over the course of intervention and its impact on changes in children's social communication. Results Using clustering analysis, we found that caregivers' baseline skills fit four profiles: limited, emerging, variable, and consistent/high, with few demographic factors distinguishing these groups. Caregivers starting with limited or emerging skills improved in their strategy use with intervention. Caregivers starting with more skills (consistent/high or variable) maintained higher skills over intervention. Children of caregivers in these groups who received target NDBIs improved in their social communication skills. Conclusions Results suggested that caregiver skills improve through participation in NDBIs and may directly contribute to their children's outcomes, although more research on mediating factors is needed. Individualized approaches for caregivers and their children starting with differing skill profiles at intervention entry may be warranted. En ligne : https://dx.doi.org/10.1111/jcpp.13994 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Examining variability in Naturalistic Developmental Behavioral Intervention strategy use in caregivers of children with autism spectrum disorders [texte imprimé] / Hallie BROWN, Auteur ; Deanna SWAIN, Auteur ; Hye Won KIM, Auteur ; Sally ROGERS, Auteur ; Annette ESTES, Auteur ; Connie KASARI, Auteur ; Catherine LORD, Auteur ; So Hyun KIM, Auteur . - p.4-15. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-1 (January 2025) . - p.4-15 Mots-clés : autism  caregiver Input  caregiver-mediated intervention  child mental health  Naturalistic Developmental Behavioral Interventions (NDBI) Index. décimale : PER Périodiques Résumé : Background Naturalistic Developmental Behavioral Interventions (NDBIs) for young children with autism spectrum disorder commonly involve caregiver-mediated approaches. However, to date, there is limited research on how caregivers' skills change, and, in turn, impact child outcomes. Methods We evaluated the NDBI strategy use of 191 caregivers prior to participation in NDBIs (or control groups) across multiple randomized controlled trials, using the Measure of NDBI Strategy Implementation, Caregiver Change (MONSI-CC). Clustering analyses were used to examine caregiver variability in NDBI strategy use at intervention entry. Generalized Linear Mixed Models were used to examine changes in caregiver strategy use over the course of intervention and its impact on changes in children's social communication. Results Using clustering analysis, we found that caregivers' baseline skills fit four profiles: limited, emerging, variable, and consistent/high, with few demographic factors distinguishing these groups. Caregivers starting with limited or emerging skills improved in their strategy use with intervention. Caregivers starting with more skills (consistent/high or variable) maintained higher skills over intervention. Children of caregivers in these groups who received target NDBIs improved in their social communication skills. Conclusions Results suggested that caregiver skills improve through participation in NDBIs and may directly contribute to their children's outcomes, although more research on mediating factors is needed. Individualized approaches for caregivers and their children starting with differing skill profiles at intervention entry may be warranted. En ligne : https://dx.doi.org/10.1111/jcpp.13994 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544