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Evaluating the quality of peer interactions in children and adolescents with autism with the Penn Interactive Peer Play Scale (PIPPS) / R. M. JONES in Molecular Autism, 8 (2017)
[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 et/ou numérique Auteurs : R. M. JONES, Auteur ; A. PICKLES, Auteur ; C. 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 et/ou numérique] / R. M. JONES, Auteur ; A. PICKLES, Auteur ; C. 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 A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism / R. M. FASANO in Autism Research, 14-8 (August 2021)
[article]
Titre : A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism Type de document : Texte imprimé et/ou numérique Auteurs : R. M. FASANO, Auteur ; L. K. PERRY, Auteur ; Y. ZHANG, Auteur ; L. VITALE, Auteur ; J. WANG, Auteur ; C. SONG, Auteur ; D. S. MESSINGER, Auteur Article en page(s) : p.1658-1669 Langues : Anglais (eng) Mots-clés : Aptitude Autism Spectrum Disorder Autistic Disorder Child Child, Preschool Female Humans Language Language Development developmental disabilities language development objective measurement peer interactions social networks Index. décimale : PER Périodiques Résumé : Children's preschool experiences have consequences for development. However, it is not clear how children's real-time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real-time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M?= 50.14?months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end-of-year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real-time language use and in the developing language abilities of children with ASD in inclusion classrooms. LAY SUMMARY: This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities. En ligne : http://dx.doi.org/10.1002/aur.2526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-8 (August 2021) . - p.1658-1669[article] A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism [Texte imprimé et/ou numérique] / R. M. FASANO, Auteur ; L. K. PERRY, Auteur ; Y. ZHANG, Auteur ; L. VITALE, Auteur ; J. WANG, Auteur ; C. SONG, Auteur ; D. S. MESSINGER, Auteur . - p.1658-1669.
Langues : Anglais (eng)
in Autism Research > 14-8 (August 2021) . - p.1658-1669
Mots-clés : Aptitude Autism Spectrum Disorder Autistic Disorder Child Child, Preschool Female Humans Language Language Development developmental disabilities language development objective measurement peer interactions social networks Index. décimale : PER Périodiques Résumé : Children's preschool experiences have consequences for development. However, it is not clear how children's real-time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real-time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M?= 50.14?months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end-of-year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real-time language use and in the developing language abilities of children with ASD in inclusion classrooms. LAY SUMMARY: This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities. En ligne : http://dx.doi.org/10.1002/aur.2526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training / Matthew E. BROCK in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
[article]
Titre : Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training Type de document : Texte imprimé et/ou numérique Auteurs : Matthew E. BROCK, Auteur ; S. A. DUEKER, Auteur ; Mary A. BARCZAK, Auteur Article en page(s) : p.2224-2230 Langues : Anglais (eng) Mots-clés : Autism Inclusion Peer interactions Peer play Peer-mediated intervention Pivotal response training Index. décimale : PER Périodiques Résumé : Many students with Autism Spectrum Disorder (ASD) struggle to appropriately interact and play with their peers at recess. In this pilot feasibility study, we tested the efficacy of practitioner-implemented, peer-mediated Pivotal Response Training (PRT) with 11 elementary and middle school students with ASD. Participants were randomly assigned to a treatment or control group. We measured outcomes at multiple time points, and analyzed data using multi-level modeling with time nested within student. We demonstrated large and statistically significant increases in peer interaction (d = 1.13). Appropriate play with peers also increased substantially (d = 0.89). Practitioners and students provided positive feedback. These findings suggest school staff can feasibly facilitate peer-implemented PRT that improves social outcomes for students with ASD at recess. En ligne : http://dx.doi.org/10.1007/s10803-017-3435-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2224-2230[article] Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training [Texte imprimé et/ou numérique] / Matthew E. BROCK, Auteur ; S. A. DUEKER, Auteur ; Mary A. BARCZAK, Auteur . - p.2224-2230.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2224-2230
Mots-clés : Autism Inclusion Peer interactions Peer play Peer-mediated intervention Pivotal response training Index. décimale : PER Périodiques Résumé : Many students with Autism Spectrum Disorder (ASD) struggle to appropriately interact and play with their peers at recess. In this pilot feasibility study, we tested the efficacy of practitioner-implemented, peer-mediated Pivotal Response Training (PRT) with 11 elementary and middle school students with ASD. Participants were randomly assigned to a treatment or control group. We measured outcomes at multiple time points, and analyzed data using multi-level modeling with time nested within student. We demonstrated large and statistically significant increases in peer interaction (d = 1.13). Appropriate play with peers also increased substantially (d = 0.89). Practitioners and students provided positive feedback. These findings suggest school staff can feasibly facilitate peer-implemented PRT that improves social outcomes for students with ASD at recess. En ligne : http://dx.doi.org/10.1007/s10803-017-3435-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 I Wanna Play Too: Factors Related to Changes in Social Behavior for Children With and Without Autism Spectrum Disorder After Implementation of a Structured Outdoor Play Curriculum / M. J. MORRIER in Journal of Autism and Developmental Disorders, 48-7 (July 2018)
[article]
Titre : I Wanna Play Too: Factors Related to Changes in Social Behavior for Children With and Without Autism Spectrum Disorder After Implementation of a Structured Outdoor Play Curriculum Type de document : Texte imprimé et/ou numérique Auteurs : M. J. MORRIER, Auteur ; S. M. T. ZIEGLER, Auteur Article en page(s) : p.2530-2541 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Peer interactions Structured outdoor play curriculum Toddlers and preschoolers Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have difficulties interacting with same-aged peers during unstructured play (e.g., on the playground). Thirty-five toddler and preschool children with and without ASD participated in a structured 15-min outdoor play curriculum. The intervention, the Buddy Game, used familiar songs, movement, and games to promote peer social interaction. A 2 x 3 ANOVA assessed changes in overall targeted social behaviors during baseline, the Buddy Game, and generalization to free-pay. Multiple regression analyses examined factors related to increases in social interactions. Predictors were ASD status of child and age of child. Results indicated the Buddy Game increased overall social interactions and that social interactions were influenced more by ASD status than age. Implications for practitioners are highlighted. En ligne : http://dx.doi.org/10.1007/s10803-018-3523-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2530-2541[article] I Wanna Play Too: Factors Related to Changes in Social Behavior for Children With and Without Autism Spectrum Disorder After Implementation of a Structured Outdoor Play Curriculum [Texte imprimé et/ou numérique] / M. J. MORRIER, Auteur ; S. M. T. ZIEGLER, Auteur . - p.2530-2541.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2530-2541
Mots-clés : Autism spectrum disorder Peer interactions Structured outdoor play curriculum Toddlers and preschoolers Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have difficulties interacting with same-aged peers during unstructured play (e.g., on the playground). Thirty-five toddler and preschool children with and without ASD participated in a structured 15-min outdoor play curriculum. The intervention, the Buddy Game, used familiar songs, movement, and games to promote peer social interaction. A 2 x 3 ANOVA assessed changes in overall targeted social behaviors during baseline, the Buddy Game, and generalization to free-pay. Multiple regression analyses examined factors related to increases in social interactions. Predictors were ASD status of child and age of child. Results indicated the Buddy Game increased overall social interactions and that social interactions were influenced more by ASD status than age. Implications for practitioners are highlighted. En ligne : http://dx.doi.org/10.1007/s10803-018-3523-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367