32 recherche sur le mot-clé 'preschoolers'

Adaptive function in preschoolers in relation to developmental delay and diagnosis of autism spectrum disorders: Insights from a clinical sample / Susan L. MILNE in Autism, 17-6 (November 2013)  

Public ISBD [article]  inAutism > 17-6 (November 2013) . - p.743-753 Titre : Adaptive function in preschoolers in relation to developmental delay and diagnosis of autism spectrum disorders: Insights from a clinical sample Type de document : Texte imprimé et/ou numérique Auteurs : Susan L. MILNE, Auteur ; Jenny L. MCDONALD, Auteur ; Elizabeth J. COMINO, Auteur Année de publication : 2013 Article en page(s) : p.743-753 Langues : Anglais (eng) Mots-clés : adaptive behaviour  Adaptive Behaviour Assessment System–Second Edition  autism  developmental disability  preschoolers Index. décimale : PER Périodiques Résumé : This study aims to explore the relationship between developmental ability, autism and adaptive skills in preschoolers. Adaptive function was assessed in 152 preschoolers with autism, with and without developmental delay, and without autism, with and without developmental delay. Their overall adaptive function, measured by the general adaptive composite on the Adaptive Behaviour Assessment System, was closely correlated to developmental ability as measured by the general quotient on the Griffith Mental Development Scales. Children with autism performed significantly less well on both scales. Domain scores discriminated between children with and without autism, with poorer performance on both the social and practical domain scores for children with autism, even when controlling for the effects of development. Children with average development, both with and without autism, had lower adaptive skills than expected for their developmental level. The importance of considering domain scores as well as the general adaptive composite when determining support needs is emphasised. En ligne : http://dx.doi.org/10.1177/1362361312453091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Adaptive function in preschoolers in relation to developmental delay and diagnosis of autism spectrum disorders: Insights from a clinical sample [Texte imprimé et/ou numérique] / Susan L. MILNE, Auteur ; Jenny L. MCDONALD, Auteur ; Elizabeth J. COMINO, Auteur . - 2013 . - p.743-753. Langues : Anglais (eng) in Autism > 17-6 (November 2013) . - p.743-753 Mots-clés : adaptive behaviour  Adaptive Behaviour Assessment System–Second Edition  autism  developmental disability  preschoolers Index. décimale : PER Périodiques Résumé : This study aims to explore the relationship between developmental ability, autism and adaptive skills in preschoolers. Adaptive function was assessed in 152 preschoolers with autism, with and without developmental delay, and without autism, with and without developmental delay. Their overall adaptive function, measured by the general adaptive composite on the Adaptive Behaviour Assessment System, was closely correlated to developmental ability as measured by the general quotient on the Griffith Mental Development Scales. Children with autism performed significantly less well on both scales. Domain scores discriminated between children with and without autism, with poorer performance on both the social and practical domain scores for children with autism, even when controlling for the effects of development. Children with average development, both with and without autism, had lower adaptive skills than expected for their developmental level. The importance of considering domain scores as well as the general adaptive composite when determining support needs is emphasised. En ligne : http://dx.doi.org/10.1177/1362361312453091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder / Dwight W. IRVIN in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.131-142 Titre : Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.131-142 Langues : Anglais (eng) Mots-clés : adult talk  autism  inclusion  preschoolers  socially competent behavior Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos’s Teacher Talk classification was used to code videos of 73 children with ASD (ages 3–5) in inclusive classrooms (n = 33). Supporting peer relation and positive social contact forms of adult talk were concurrently associated with children’s socially competent behavior. In comparison, higher amounts of supporting object play talk positively affected children’s social competence over time (i.e., 1 school year), and more behavior management talk was related to worsening social competence as perceived by teachers. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357614547890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur . - p.131-142. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.131-142 Mots-clés : adult talk  autism  inclusion  preschoolers  socially competent behavior Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos’s Teacher Talk classification was used to code videos of 73 children with ASD (ages 3–5) in inclusive classrooms (n = 33). Supporting peer relation and positive social contact forms of adult talk were concurrently associated with children’s socially competent behavior. In comparison, higher amounts of supporting object play talk positively affected children’s social competence over time (i.e., 1 school year), and more behavior management talk was related to worsening social competence as perceived by teachers. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357614547890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder / J. Y. T. LO in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2146-2154 Titre : Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. Y. T. LO, Auteur ; K. K. SHUM, Auteur Article en page(s) : p.2146-2154 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology  Child  Child Language  Child, Preschool  Comprehension  Female  Humans  Male  Parents  Reading  Verbal Learning  Autism spectrum disorder  Dialogic reading  Intervention  Preschoolers  Randomized controlled trial Index. décimale : PER Périodiques Résumé : This study investigated the effects of a parent-implemented dialogic reading approach-Reading to Engage Children with Autism in Language and Learning (RECALL)-on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age?=?5.90 years, SD?=?0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. En ligne : http://dx.doi.org/10.1007/s10803-020-04692-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. Y. T. LO, Auteur ; K. K. SHUM, Auteur . - p.2146-2154. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2146-2154 Mots-clés : Autism Spectrum Disorder/psychology  Child  Child Language  Child, Preschool  Comprehension  Female  Humans  Male  Parents  Reading  Verbal Learning  Autism spectrum disorder  Dialogic reading  Intervention  Preschoolers  Randomized controlled trial Index. décimale : PER Périodiques Résumé : This study investigated the effects of a parent-implemented dialogic reading approach-Reading to Engage Children with Autism in Language and Learning (RECALL)-on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age?=?5.90 years, SD?=?0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. En ligne : http://dx.doi.org/10.1007/s10803-020-04692-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Child and family factors associated with the use of services for preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.565-572 Titre : Child and family factors associated with the use of services for preschoolers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dwight W. IRVIN, Auteur ; Matthew MCBEE, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Samuel L ODOM, Auteur Année de publication : 2012 Article en page(s) : p.565-572 Langues : Anglais (eng) Mots-clés : Autism  Service-use  Early intervention  Preschoolers Index. décimale : PER Périodiques Résumé : This study examines child and family characteristics thought to affect the dosage and type of common in-school and private services (i.e., speech language therapy (SLT), occupational therapy (OT) and applied behavior analysis (ABA)) received by children with ASD. Participants included 137 families and their preschool-aged children with ASD from four states: Colorado, Florida, Minnesota, and North Carolina. Our results indicated child and family characteristics did impact the type and dosage of services used. In the school setting, Hispanic children received a smaller dose of SLT and OT than White children. Children with greater cognitive impairments received more SLT and those with more severe symptoms of autism received a larger dosage of OT. In the private setting, higher levels of caregiver stress were related to increase usage of OT. Caregivers with a higher socioeconomic status were more likely to enroll their children in OT and ABA. Implications for practice and policy are discussed, including the need to better understand and remediate differences in service provision across socioeconomic and minority status. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Child and family factors associated with the use of services for preschoolers with autism spectrum disorder [Texte imprimé et/ou numérique] / Dwight W. IRVIN, Auteur ; Matthew MCBEE, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Samuel L ODOM, Auteur . - 2012 . - p.565-572. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.565-572 Mots-clés : Autism  Service-use  Early intervention  Preschoolers Index. décimale : PER Périodiques Résumé : This study examines child and family characteristics thought to affect the dosage and type of common in-school and private services (i.e., speech language therapy (SLT), occupational therapy (OT) and applied behavior analysis (ABA)) received by children with ASD. Participants included 137 families and their preschool-aged children with ASD from four states: Colorado, Florida, Minnesota, and North Carolina. Our results indicated child and family characteristics did impact the type and dosage of services used. In the school setting, Hispanic children received a smaller dose of SLT and OT than White children. Children with greater cognitive impairments received more SLT and those with more severe symptoms of autism received a larger dosage of OT. In the private setting, higher levels of caregiver stress were related to increase usage of OT. Caregivers with a higher socioeconomic status were more likely to enroll their children in OT and ABA. Implications for practice and policy are discussed, including the need to better understand and remediate differences in service provision across socioeconomic and minority status. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom / Dwight W. IRVIN in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.223-234 Titre : Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom Type de document : Texte imprimé et/ou numérique Auteurs : Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.223-234 Langues : Anglais (eng) Mots-clés : adult talk  autism  child characteristics  preschoolers  setting features Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder. Research on typically developing children and children with disabilities, in general, suggests the adult talk received in the classroom is related to their social development. The aims of this study were to examine (1) the types and amounts of adult talk children with autism spectrum disorder are exposed to in the preschool classroom and (2) the associations between child characteristics (e.g. language), activity area, and adult talk. Kontos’ Teacher Talk classification was used to code videos approximately 30 min in length of 73 children with autism spectrum disorder (ages 3–5) in inclusive classrooms (n = 33) during center time. The results indicated practical/personal assistance was the most common type of adult talk coded, and behavior management talk least often coded. Child characteristics (i.e. age and autism severity) and activity area were found to be related to specific types of adult talk. Given the findings, implications for future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361313517398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom [Texte imprimé et/ou numérique] / Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur . - p.223-234. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.223-234 Mots-clés : adult talk  autism  child characteristics  preschoolers  setting features Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder. Research on typically developing children and children with disabilities, in general, suggests the adult talk received in the classroom is related to their social development. The aims of this study were to examine (1) the types and amounts of adult talk children with autism spectrum disorder are exposed to in the preschool classroom and (2) the associations between child characteristics (e.g. language), activity area, and adult talk. Kontos’ Teacher Talk classification was used to code videos approximately 30 min in length of 73 children with autism spectrum disorder (ages 3–5) in inclusive classrooms (n = 33) during center time. The results indicated practical/personal assistance was the most common type of adult talk coded, and behavior management talk least often coded. Child characteristics (i.e. age and autism severity) and activity area were found to be related to specific types of adult talk. Given the findings, implications for future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361313517398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Development of Episodic Memory and Foresight in High-Functioning Preschoolers with ASD / Mika NAITO in Journal of Autism and Developmental Disorders, 50-2 (February 2020)  

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Executive Functions and Symptom Severity in an Italian Sample of Intellectually Able Preschoolers with Autism Spectrum Disorder / Giovanni VALERI in Journal of Autism and Developmental Disorders, 50-9 (September 2020)  

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Exploring Developmental and Behavioral Heterogeneity among Preschoolers with ASD: A Cluster Analysis on Principal Components / Shuting ZHENG in Autism Research, 13-5 (May 2020)  

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International comparisons of autism spectrum disorder behaviors in preschoolers rated by parents and caregivers/teachers / L. A. RESCORLA in Autism, 23-8 (November 2019)  

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One-year outcomes of low-intensity behavioral interventions among Japanese preschoolers with autism spectrum disorders: Community-based study / Hideyuki HARAGUCHI in Research in Autism Spectrum Disorders, 76 (August 2020)  

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