| Title |
Brief Report: Caregiver Strategy Implementation—Advancing Spoken Communication in Children Who are Minimally Verbal
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, January 2018
|
| DOI | 10.1007/s10803-017-3454-0 |
| Pubmed ID | |
| Authors |
Stephanie Y. Shire, Wendy Shih, Connie Kasari |
| Abstract |
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). Twenty-two minimally verbal school-age children with autism received a social communication intervention with caregiver coaching. Through 10 min caregiver-child play interactions at eight time points, significant increase were found in children's spontaneous language. Further, children's spontaneous language was associated with caregivers' implementation. Minimum benchmarks for caregivers' total intervention implementation are discussed. |
X Demographics
The data shown below were collected from the profiles of 4 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 25% |
| Unknown | 3 | 75% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 4 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 146 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 146 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 23 | 16% |
| Student > Master | 22 | 15% |
| Student > Doctoral Student | 10 | 7% |
| Student > Bachelor | 9 | 6% |
| Researcher | 8 | 5% |
| Other | 17 | 12% |
| Unknown | 57 | 39% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 40 | 27% |
| Nursing and Health Professions | 14 | 10% |
| Social Sciences | 11 | 8% |
| Medicine and Dentistry | 6 | 4% |
| Arts and Humanities | 3 | 2% |
| Other | 8 | 5% |
| Unknown | 64 | 44% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 16 April 2018.
All research outputs
#14,184,606
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#3,497
of 5,240 outputs
Outputs of similar age
#227,187
of 448,463 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#75
of 115 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 39th percentile – i.e., 39% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 31st percentile – i.e., 31% of its peers scored the same or lower than it.
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We're also able to compare this research output to 115 others from the same source and published within six weeks on either side of this one. This one is in the 31st percentile – i.e., 31% of its contemporaries scored the same or lower than it.