14 results on '"Blacher, Jan"'
Search Results
2. General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies.
- Author
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Bolourian, Yasamin, Losh, Ainsley, Hamsho, Narmene, Eisenhower, Abbey, and Blacher, Jan
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TEACHER-student relationships ,PROFESSIONAL practice ,SPECIAL education ,SCHOOL environment ,SOCIAL problems ,TEACHING methods ,FOCUS groups ,RESEARCH methodology ,PROFESSIONAL employee training ,COLLEGE teacher attitudes ,SPECIAL education schools ,AUTISM ,ELEMENTARY schools ,SCHOOL children ,SOCIAL integration ,SOCIAL responsibility - Abstract
To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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3. Parent–Teacher Disagreement on Ratings of Behavior Problems in Children with ASD: Associations with Parental School Involvement Over Time.
- Author
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Levinson, Sarah, Neuspiel, Juliana, Eisenhower, Abbey, and Blacher, Jan
- Subjects
SCHOOL environment ,PARENT attitudes ,COGNITION disorders ,COLLEGE teacher attitudes ,CHILD behavior ,BEHAVIOR disorders in children ,CONFLICT (Psychology) ,AUTISM ,SYMPTOMS - Abstract
ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent–teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the school year. When child, teacher, and class characteristics were considered simultaneously, only ASD symptom severity predicted informant disagreement on internalizing and externalizing behavior problems. We also examined associations between informant disagreement and parent school involvement. Cross-lagged panel analyses revealed that higher informant disagreement on children's behavior problems in the fall predicted lower parent school involvement in the spring, suggesting that greater informant agreement may foster parental school involvement over time. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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4. Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder.
- Author
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Levinson, Sarah, Eisenhower, Abbey, Bush, Hillary Hurst, Carter, Alice S., and Blacher, Jan
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AUTISM ,CHILD development ,COMPARATIVE grammar ,SEMANTICS ,SOCIAL skills ,SOCIAL skills education ,VOCABULARY ,PHONOLOGICAL awareness ,PARENT attitudes ,COLLEGE teacher attitudes ,CHILDREN - Abstract
The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
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5. Parent and Teacher Reports of Comorbid Anxiety and ADHD Symptoms in Children with ASD.
- Author
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Llanes, Elizabeth, Blacher, Jan, Stavropoulos, Katherine, and Eisenhower, Abbey
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ANXIETY in children , *ATTENTION-deficit hyperactivity disorder , *AUTISM in children , *CHILD Behavior Checklist , *PSYCHOLOGY of parents , *PSYCHOLOGY of teachers , *COMORBIDITY , *PARENT attitudes - Abstract
This study examined the prevalence of ADHD symptoms and anxiety as reported by parents and teachers for 180 preschool children (ages 4–5) and school-aged children (ages 6–7) with ASD using the Child Behavior Checklist—Parent and Teacher Report Forms (Achenbach and Rescorla, Manual for ASEBA school-age forms & profiles, Research Center for Children, Youth, and Families, University of Vermont, Burlington, VT, 2001). Parents reported elevated anxiety symptoms in 31% of preschool children and 50% of school-aged children, while teachers reported lower rates of 5 and 30%, respectively. Parents reported elevated ADHD symptoms in 22% of preschool children and 45% of school-aged children, while teachers reported elevations in 20 and 24%, respectively. There was low concordance between parents and teachers, with teachers reporting fewer problems overall. Specific behaviors endorsed by parents and teachers are also discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
6. Parenting Behaviors as Predictive of Early Student–Teacher Relationships in ASD.
- Author
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Losh, Ainsley, Tipton, Leigh Ann, Eisenhower, Abbey, and Blacher, Jan
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AUTISM ,COMMUNICATIVE competence ,LANGUAGE & languages ,PARENT-child relationships ,PARENTING ,TEACHER-student relationships - Abstract
Student–teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4–7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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7. Responsive Parenting and Prospective Social Skills Development in Early School-Aged Children with Autism Spectrum Disorder.
- Author
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Caplan, Barbara, Blacher, Jan, and Eisenhower, Abbey
- Subjects
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EDUCATION of children with disabilities , *AUTISM , *INTELLECT , *INTERPERSONAL relations , *LANGUAGE & languages , *LONGITUDINAL method , *PARENTING , *SEX distribution , *SOCIAL participation , *SOCIAL skills , *SOCIAL skills education , *STRUCTURAL equation modeling , *EDUCATIONAL outcomes , *INDIVIDUAL development , *CHILDREN - Abstract
Children with autism spectrum disorder (ASD) vary greatly in social functioning, and in turn, long-term relational and academic outcomes. Responsive parenting which follows a child's lead and focus of attention is predictive of language and social gains for children with or without developmental risk. The present study prospectively assessed 176 families of children with ASD (ages 4 to 7 years) to examine predictors of observed responsive parenting and associations of responsive parenting with concurrent and prospective growth in social functioning by multi-method assessment. Responsive parenting concurrently associated with child characteristics (IQ, language, sex) and child social engagement within the interaction. Structural equation models revealed that responsive parenting positively predicted prospective growth in social skills by teacher but not parent report. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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8. Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders.
- Author
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Bolourian, Yasamine, Zeedyk, Sasha M., and Blacher, Jan
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UNIVERSITIES & colleges ,ATTENTION-deficit hyperactivity disorder ,AUTISM ,COLLEGE students ,EXPERIENCE ,STUDENTS with disabilities ,INTERVIEWING ,STUDENTS ,PSYCHOLOGY - Abstract
Relatively limited research has been devoted to understanding the postsecondary experience from the students’ perspectives. In the current study, individual interviews were conducted with university students with autism spectrum disorder (n = 13) and students with Attention Deficit/Hyperactivity Disorder (n = 18) to investigate likely factors impeding meaningful postsecondary experiences. Through an iterative coding process, nine themes were identified, and direct narratives exemplifying each are included. Overall, both diagnostic groups reported significant social, emotional, and academic challenges within the university setting, although there were distinctions. Findings have direct applications to higher education initiatives, such as the development of programs to increase faculty awareness and to target the efforts of university disability centers in meeting the needs of students with neurodevelopmental disorders. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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9. Structural and Pragmatic Language in Children with ASD: Longitudinal Impact on Anxiety and Externalizing Behaviors.
- Author
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Rodas, Naomi, Eisenhower, Abbey, and Blacher, Jan
- Subjects
ANXIETY ,AUTISM ,LANGUAGE & languages ,MOTHERS ,COMORBIDITY ,STRUCTURAL equation modeling ,CHILDREN - Abstract
Children with autism spectrum disorder (ASD) are at heightened risk for developing comorbid psychological disorders, including anxiety disorders, which may be further exacerbated by the presence of externalizing behaviors. Here, we examined how structural language and pragmatic language predicted anxiety and externalizing behaviors. Participants were 159 young children (4-7 years old) with ASD and their mothers. Utilizing structural equation modeling we examined associations among structural language, pragmatic language, anxiety symptoms, and externalizing behaviors. Pragmatic language, was inversely related to child anxiety and co-occurring externalizing behaviors. Structural language skills positively predicted child anxiety. These findings suggest that children with ASD may be at heightened risk for anxiety and externalizing disorders due to their pragmatic language deficits. [ABSTRACT FROM AUTHOR]
- Published
- 2017
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10. The Emotion Regulation Checklist with Young Autistic Children: Data Set for Comparative Use in Intervention Studies.
- Author
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Berkovits, Lauren, Blacher, Jan, Eisenhower, Abbey, and Daniel, Stuart
- Abstract
Purpose: Comparative data of autism-sensitive standardized measures of emotion regulation and lability, describing percentage change over time for populations of young autistic children, are currently publicly unavailable. We propose publication of such data as a support for future therapeutic intervention studies.We generate and present data of the Emotion Regulation Checklist (and subscales) for a comparative array of percentage change over time (10 months) for autistic children
not receiving psychological or behavioral therapies (N = 98, ages 4–8).Comparative data summaries are presented here, and the full data set is presented asOnline Resource 1 .We propose that this autism-sensitive measure, now with autism-specific comparative data to provide a comparison group in studies of therapeutic intervention, is well placed to assess co-occurring affective, regulatory, and behavioral factors of personal development for autistic children.Methods: Comparative data of autism-sensitive standardized measures of emotion regulation and lability, describing percentage change over time for populations of young autistic children, are currently publicly unavailable. We propose publication of such data as a support for future therapeutic intervention studies.We generate and present data of the Emotion Regulation Checklist (and subscales) for a comparative array of percentage change over time (10 months) for autistic childrennot receiving psychological or behavioral therapies (N = 98, ages 4–8).Comparative data summaries are presented here, and the full data set is presented asOnline Resource 1 .We propose that this autism-sensitive measure, now with autism-specific comparative data to provide a comparison group in studies of therapeutic intervention, is well placed to assess co-occurring affective, regulatory, and behavioral factors of personal development for autistic children.Results: Comparative data of autism-sensitive standardized measures of emotion regulation and lability, describing percentage change over time for populations of young autistic children, are currently publicly unavailable. We propose publication of such data as a support for future therapeutic intervention studies.We generate and present data of the Emotion Regulation Checklist (and subscales) for a comparative array of percentage change over time (10 months) for autistic childrennot receiving psychological or behavioral therapies (N = 98, ages 4–8).Comparative data summaries are presented here, and the full data set is presented asOnline Resource 1 .We propose that this autism-sensitive measure, now with autism-specific comparative data to provide a comparison group in studies of therapeutic intervention, is well placed to assess co-occurring affective, regulatory, and behavioral factors of personal development for autistic children.Conclusion: Comparative data of autism-sensitive standardized measures of emotion regulation and lability, describing percentage change over time for populations of young autistic children, are currently publicly unavailable. We propose publication of such data as a support for future therapeutic intervention studies.We generate and present data of the Emotion Regulation Checklist (and subscales) for a comparative array of percentage change over time (10 months) for autistic childrennot receiving psychological or behavioral therapies (N = 98, ages 4–8).Comparative data summaries are presented here, and the full data set is presented asOnline Resource 1 .We propose that this autism-sensitive measure, now with autism-specific comparative data to provide a comparison group in studies of therapeutic intervention, is well placed to assess co-occurring affective, regulatory, and behavioral factors of personal development for autistic children. [ABSTRACT FROM AUTHOR]- Published
- 2023
- Full Text
- View/download PDF
11. Student-Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors.
- Author
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Caplan, Barbara, Feldman, Melanie, Eisenhower, Abbey, and Blacher, Jan
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AUTISM ,BEHAVIOR disorders in children ,CONFLICT (Psychology) ,STATISTICAL correlation ,LONGITUDINAL method ,PARENTS ,PROBABILITY theory ,QUESTIONNAIRES ,RESEARCH funding ,SCALE analysis (Psychology) ,SELF-evaluation ,SOCIAL skills ,T-test (Statistics) ,TEACHER-student relationships ,TEACHERS ,MATHEMATICAL variables ,DISABILITIES ,MULTIPLE regression analysis ,DESCRIPTIVE statistics - Abstract
The quality of early student-teacher relationships (STRs) has been shown to predict children's school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4-7) and their teachers to evaluate student, teacher, and classroom characteristics that predicted concurrent and prospective STR quality across one school year. Child oppositional behavior, autism severity and teacher degree predicted changes in student-teacher conflict over a 1-year period, while child social skills and IQ positively predicted change in student-teacher closeness. Teacher preparedness, trainings in ASD, and classroom setting were unrelated to STR quality. Implications for intervention are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
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12. Perceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports.
- Author
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Zeedyk, Sasha, Cohen, Shana, Eisenhower, Abbey, and Blacher, Jan
- Subjects
AUTISM ,CHI-squared test ,CHILD Behavior Checklist ,FACTOR analysis ,LONELINESS ,PARENTS ,SENSORY perception ,QUESTIONNAIRES ,REGRESSION analysis ,RESEARCH funding ,SELF-evaluation ,SOCIAL skills ,TEACHERS ,CONTENT mining ,DATA analysis software ,DESCRIPTIVE statistics ,CHILDREN - Abstract
Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the Loneliness and Social Dissatisfaction Questionnaire (LSDQ; Cassidy and Asher in Child Dev 63:250-365, ), the majority of children reported friendships, yet a considerable proportion also reported social difficulties. Factor analysis of the abbreviated LSDQ identified three factors, which were significantly associated with parent- and teacher-reported variables. Regression analyses revealed parent-reported social skills deficits and teacher-reported conflict in the student-teacher relationship to be associated with child-reported loneliness. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
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13. Brief Report: Autism Awareness: Views from a Campus Community.
- Author
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Tipton, Leigh and Blacher, Jan
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ANALYSIS of variance , *AUTISM , *CHI-squared test , *HEALTH promotion , *RESEARCH methodology , *QUESTIONNAIRES , *RESEARCH , *RESEARCH funding , *STUDENT attitudes , *UNIVERSITIES & colleges , *CROSS-sectional method , *HEALTH literacy , *DESCRIPTIVE statistics - Abstract
This paper reports on a college community's views of the diagnostic characteristics and causes associated with autism spectrum disorders. An anonymous on-line survey of autism knowledge was distributed via campus server university-wide to all undergraduates, graduate students, faculty, and staff. Of the 1,057 surveys completed, 76 % of respondents had more correct answers than neutral and incorrect ones. Respondents who reported that they or someone in their immediate family had autism had significantly more correct responses than other respondents. Demographic variables of respondent sex, age, education, and role at the university independently accounted for significant, though modest, variance in autism knowledge. More accurate and widespread dissemination of information about autism may facilitate a smoother transition for college students who are on the spectrum. [ABSTRACT FROM AUTHOR]
- Published
- 2014
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14. Syndrome Specificity and Mother-Child Interactions: Examining Positive and Negative Parenting Across Contexts and Time.
- Author
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Blacher, Jan, Baker, Bruce, and Kaladjian, Araksia
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ANALYSIS of covariance , *AUTISM , *CEREBRAL palsy , *CHI-squared test , *CHILD Behavior Checklist , *DEVELOPMENTAL disabilities , *MOTHER-child relationship , *SCIENTIFIC observation , *PARENTING , *RESEARCH funding , *SCALES (Weighing instruments) , *STATISTICS , *T-test (Statistics) , *DATA analysis , *EFFECT sizes (Statistics) , *DOWN syndrome , *AUTISM spectrum disorders , *DESCRIPTIVE statistics - Abstract
This study examined the extent to which child syndromes and observation context related to mothers' parenting behaviors. Longitudinal observations were conducted of parenting behavior across ages 3, 4, and 5 years during structured and unstructured activities. The 183 participants included mothers of children with autism spectrum disorders, cerebral palsy, Down syndrome, undifferentiated developmental delay, or typical cognitive development. Negative parenting behaviors were higher in structured activities and higher in mothers of children in all developmentally delayed groups. Positive parenting was higher in unstructured activities and especially high for mothers of children with Down syndrome. Despite differences found through direct observation of parenting children in different diagnostic groups, they are not as strong as syndrome-group differences found through more commonly used self-report questionnaires assessing domains like parenting stress. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
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