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Shire, Stephanie Y.; Shih, Wendy; Chang, Ya-Chih; Bracaglia, Suzanne; Kodjoe, Maria; Kasari, Connie – Journal of Autism and Developmental Disorders, 2019
Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Attention Control
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Chang, Ya-Chih; Shih, Wendy; Landa, Rebecca; Kaiser, Ann; Kasari, Connie – Journal of Autism and Developmental Disorders, 2018
Few interventions exist for school-aged minimally verbal children with autism spectrum disorder (ASD). Even though play skills are associated with children's production of language, few studies have focused on play for minimally verbal children. Fifty-eight minimally verbal children with ASD received a naturalistic developmental behavioral…
Descriptors: Play, Verbal Ability, Autism, Pervasive Developmental Disorders
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Shire, Stephanie Y.; Shih, Wendy; Kasari, Connie – Journal of Autism and Developmental Disorders, 2018
Research has demonstrated that caregivers' use of intervention strategies can support their children's social engagement and communication. However, it is not clear to what degree caregivers must master the strategies to effectively support gains in social communication, specifically, core challenges such as joint attention language (comments).…
Descriptors: Verbal Communication, Children, Child Caregivers, Intervention
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Locke, Jill; Anderson, Ariana; Frederick, Lindsay; Kasari, Connie – Journal of Autism and Developmental Disorders, 2018
This study used social network analysis to evaluate whether sex heterophily, the degree to which peers are different in sex, between 126 children with autism (ages 5-12 years) and their peers affected social network connectivity. Results indicate that: (1) the quantity and sex of friends were more important in predicting social network…
Descriptors: Social Networks, Autism, Pervasive Developmental Disorders, Elementary School Students
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Shire, Stephanie Y.; Gulsrud, Amanda; Kasari, Connie – Journal of Autism and Developmental Disorders, 2016
Enhancing immediate and contingent responding by caregivers to children's signals is an important strategy to support social interactions between caregivers and their children with autism. Yet, there has been limited examination of parents' responsive behaviour in association with children's social behaviour post caregiver-mediated intervention.…
Descriptors: Parent Child Relationship, Autism, Intervention, Play
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Chang, Ya-Chih; Shire, Stephanie Y.; Shih, Wendy; Gelfand, Carolyn; Kasari, Connie – Journal of Autism and Developmental Disorders, 2016
Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive…
Descriptors: Evidence Based Practice, Interpersonal Communication, Program Implementation, Early Intervention
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Harrop, Clare; Gulsrud, Amanda; Kasari, Connie – Journal of Autism and Developmental Disorders, 2015
Due to the uneven gender ratio of autism spectrum disorders (ASD), girls are rarely studied independently from boys. Research focusing on restricted and repetitive behaviors (RRBs) indicates that above the age of six girls have fewer and/or different RRBs than boys with ASD. In this study we investigated whether girls and boys with ASD…
Descriptors: Gender Differences, Autism, Pervasive Developmental Disorders, Behavior Problems
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Freeman, Stephanny F.; Gulsrud, Amanda; Kasari, Connie – Journal of Autism and Developmental Disorders, 2015
This study examined the influence of early joint attention and play in children with autism on child- and parent-reported friendship quality 5 years later. Initially, children participated in developmental, joint attention, and play measures. At follow-up (age 8-9), parents and children completed the Friendship Qualities Scale (Bukowski et al. in…
Descriptors: Attention, Autism, Parent Child Relationship, Friendship
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Shire, Stephanie Y.; Goods, Kelly; Shih, Wendy; Distefano, Charlotte; Kaiser, Ann; Wright, Courtney; Mathy, Pamela; Landa, Rebecca; Kasari, Connie – Journal of Autism and Developmental Disorders, 2015
Notably absent from the intervention literature are parent training programs targeting school-aged children with autism who have limited communication skills (Tager-Flusberg and Kasari in "Autism Res" 6:468-478, 2013). Sixty-one children with autism age 5-8 with minimal spontaneous communication received a 6-month social communication…
Descriptors: Intervention, Communication Strategies, Pervasive Developmental Disorders, Autism
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Harrop, Clare; Shire, Stephanie; Gulsrud, Amanda; Chang, Ya-Chih; Ishijima, Eric; Lawton, Kathy; Kasari, Connie – Journal of Autism and Developmental Disorders, 2015
Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood…
Descriptors: Autism, Pervasive Developmental Disorders, Gender Differences, Play
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Schreibman, Laura; Dawson, Geraldine; Stahmer, Aubyn C.; Landa, Rebecca; Rogers, Sally J.; McGee, Gail G.; Kasari, Connie; Ingersoll, Brooke; Kaiser, Ann P.; Bruinsma, Yvonne; McNerney, Erin; Wetherby, Amy; Halladay, Alycia – Journal of Autism and Developmental Disorders, 2015
Earlier autism diagnosis, the importance of early intervention, and development of specific interventions for young children have contributed to the emergence of similar, empirically supported, autism interventions that represent the merging of applied behavioral and developmental sciences. "Naturalistic Developmental Behavioral Interventions…
Descriptors: Autism, Pervasive Developmental Disorders, Early Intervention, Disability Identification
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Goods, Kelly Stickles; Ishijima, Eric; Chang, Ya-Chih; Kasari, Connie – Journal of Autism and Developmental Disorders, 2013
In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a…
Descriptors: Intervention, Autism, Control Groups, Play
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Locke, Jill; Rotheram-Fuller, Erin; Kasari, Connie – Journal of Autism and Developmental Disorders, 2012
This study examined the social impact of being a typical peer model as part of a social skills intervention for children with autism spectrum disorder (ASD). Participants were drawn from a randomized-controlled-treatment trial that examined the effects of targeted interventions on the social networks of 60 elementary-aged children with ASD.…
Descriptors: Autism, Friendship, Social Networks, Peer Influence
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Lawton, Kathy; Kasari, Connie – Journal of Autism and Developmental Disorders, 2012
Children with autism exhibit deficits in their quantity and quality of joint attention. Early autism intervention studies rarely document improvement in joint attention quality. The purpose of this study was to determine whether there was a change in joint attention quality for preschoolers with autism who were randomized to a joint attention…
Descriptors: Control Groups, Play, Early Intervention, Autism
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Wong, Connie; Kasari, Connie – Journal of Autism and Developmental Disorders, 2012
The purpose of this study was to examine play and joint attention in children with autism (n = 27) as compared to children with other developmental delays (n = 28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism…
Descriptors: Disabilities, Special Education, Developmental Delays, Autism
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