kristen Bottema-beutel | Boston College (original) (raw)

Papers by kristen Bottema-beutel

Young children with autism spectrum disorder experience difficulty in social communication, regar... more Young children with autism spectrum disorder experience difficulty in social communication, regardless of the child's intellectual capacity. It is important to understand which interventions show the most promise in improving social communication for at least three reasons: (1) social communication plays a crucial role in a child's ability to participate in daily interactions with others, (2) social communication abilities have implications for future development, and (3) social communication remains one of the most difficult aspects of the disorder to effectively treat. A best evidence synthesis of the intervention literature shows that current treatment approaches are more likely to effect change in social communication that is not generalizable beyond the treatment context, and is closely related to the skills taught within the intervention. However, treatments that are shown to produce generalized change in the child include some combination of naturalistic interactions, child-centeredness, adult direction, play routines, parent and family involvement, a developmental orientation, and physiological regulation.

Exceptional Children, 2015

ABSTRACT Although peer interaction takes on increased salience during adolescence, such social co... more ABSTRACT Although peer interaction takes on increased salience during adolescence, such social connections remain elusive for many high school students with autism spectrum disorder (ASD). This social isolation can be particularly prevalent within unstructured school contexts. In this study, we examined the effects of a lunchtime peer network intervention on the social engagement and peer interactions of four adolescent students with ASD. Upon introduction of the peer networks, we observed substantial increases in the percentage of intervals containing peer interactions and social engagement across all participants. Further, students with ASD, peer partners, and school personnel all considered the intervention to be acceptable and feasible. We offer recommendations for research and practice aimed at enhancing the efficacy and social validity of peer-mediated interventions at the secondary school level.

Journal of Autism and Developmental Disorders, 2015

In this discourse analytic study, we examine interactions between adolescents with autism spectru... more In this discourse analytic study, we examine interactions between adolescents with autism spectrum condition (ASC) and their typically developing (TD) peers during the construction of fictional narratives within a group intervention context. We found participants with ASC contributed fewer narrative-related turns at talk than TD participants. The groups organized the activity as a means to subvert moral and social norms, and youth with ASC participated in negotiating new norms with varying degrees of success. Further, participants with ASC often prioritized making explicit links between narrative events over creative interpretations of narrative, which illustrated differing orientations to the narrative project. Our findings add an interactional dimension to existing research focusing on the psychological aspects of narrative production in individuals with ASC. 1 We use the term 'condition' instead of 'disorder', as it represents a neutral stance on the diagnosis. See for a discussion of terminology.

Journal of Communication Disorders, 2015

Background: Secondary students with ASD experience difficulty in managing the social context of s... more Background: Secondary students with ASD experience difficulty in managing the social context of schools, including interactions with peers and school staff, accessing social activities, and meaningfully participating in the classroom (Humphrey & Lewis, 2008). Difficulty in developing friendships can leave adolescents with ASD on the fringes of social life (Locke et al., 2010; Wagner et al., 2004). They may be involved in fewer friendships, meet less frequently with friends, experience poorer friendship quality, and form friendships that are of shorter duration than peers without ASD (Bauminger and Kasari, 2000; Bauminger and Shulman, 2003; Calder et al., 2012; Kasari et al., 2011; Locke et al., 2010). To mitigate these outcomes, school-based interventions have been designed to improve social competence and provide greater access to experiences with typically developing peers in an effort to promote social relationships (Carter et al., 2012; Koegel et al., 2012; Stichter et al. 2010)...

Autism : the international journal of research and practice, Jan 16, 2015

Many youth with autism spectrum disorder participate in school-based, peer-mediated intervention ... more Many youth with autism spectrum disorder participate in school-based, peer-mediated intervention programs designed to improve their social experiences. However, there is little research discerning how these youth view intervention practices currently represented in the literature, information which could improve the social validity of intervention programming. In this mixed-methods study, we interviewed 33 youth with autism spectrum disorder about seven social-focused, peer-mediated intervention components. We asked participants to rate the favorability of each component to determine their degree of liking. Subsequently, we asked participants to give a rationale for their rating, in order to explore influencing factors. Chi-square tests indicated that high ratings were most prevalent for recruiting peers and family involvement and medium ratings were most prevalent for meeting with peers. Analyses of variance also indicated that preferences in the specific format intervention compon...

Journal of autism and developmental disorders, Jan 10, 2015

Adolescents with autism spectrum disorder often do not have access to crucial peer social activit... more Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed.

Career Development and Transition for Exceptional Individuals, 2013

American journal on intellectual and developmental disabilities, 2014

Attaining reliable estimates of observational measures can be challenging in school and classroom... more Attaining reliable estimates of observational measures can be challenging in school and classroom settings, as behavior can be influenced by multiple contextual factors. Generalizability (G) studies can enable researchers to estimate the reliability of observational data, and decision (D) studies can inform how many observation sessions are necessary to achieve a criterion level of reliability. We conducted G and D studies using observational data from a randomized control trial focusing on social and academic participation of students with severe disabilities in inclusive secondary classrooms. Results highlight the importance of anchoring observational decisions to reliability estimates from existing or pilot data sets. We outline steps for conducting G and D studies and address options when reliability estimates are lower than desired.

Peer-play experiences are a vital part of children's socialization, development, and culture. Chi... more Peer-play experiences are a vital part of children's socialization, development, and culture. Children with autism face distinct challenges in social and imaginary play, which place them at high risk for being excluded by peers. Without explicit support, they are likely to remain isolated from peers and the consistent interactive play that encourages developmental growth. This article focuses on the theory and use of Integrated Play Groups (IPGs), which offer a comprehensive, research-based intervention that helps children on the autism spectrum engage in play with typical peers in regular social settings. The article examines the nature of play and the developmental and sociocultural problems it presents for children with autism. The authors describe IPGs, focusing on their conceptual design and the interventional approach to them called guided participation. They highlight innovative uses of IPGs for older populations and discuss Integrated Teen Social Groups. They summarize research and development efforts and discuss the implications of IPGs for the future.

Remedial and Special Education, 2014

Linguistics and Education, 2013

Using discourse analytic methodology, this study examines video data collected during a social gr... more Using discourse analytic methodology, this study examines video data collected during a social group intervention designed to promote engagement between teens with autism spectrum disorders (ASDs) and their peers. The analysis focuses on the interactive means by which the participants construct the identity of the group member with an ASD, referred to as Randal. The concepts of emergence and contextual configurations are used as frameworks for understanding the interactional processes that contribute to the formation of Randal's identity. In this analysis, we describe Randal's interactional style, with a particular focus on his orientation to aspects of the social space. Second, we show how the group members use this interactional style as an interactional resource, and illustrate a positive identity that emerges through social encounters. This analysis suggests that positive identification of an adolescent with an ASD is a possible trajectory in inclusive settings.

Journal of Interactional Research in Communication Disorders, 2011

Journal of Autism and Developmental Disorders, 2014

This study examined associations between three parent–child engagement states and social communic... more This study examined associations between three parent–child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the literature on supported joint engagement by dividing this state into higher order (HSJE) and lower order types, with HSJE involving greater reciprocity in toy play. We also examined parents’ follow-in utterances that co-occurred with each state. We found that only HSJE predicts later social communication and expressive language, while object engagement predicts receptive language. HSJE combined with follow-in utterances (HSJE+FI) predicts all three outcomes when controlling for HSJE+FI in other engagement states. When controlling for total HSJE, HSJE+FI is predictive of receptive language.

Evidence-Based Communication Assessment and Intervention, 2013

Social communication intervention effects vary by dependent variable type in preschoolers w... more 2013) Social communication intervention effects vary by dependent variable type in preschoolers with autism spectrum disorders, Evidence-Based Communication Assessment and Intervention, 7:4, Abstract Individuals with autism spectrum disorders (ASDs) have difficulty communicating in ways that are primarily for initiating and maintaining social relatedness (i.e., social communication). We hypothesized that the way researchers measured social communication would affect whether treatment effects were found. Using a best evidence review method, we found that treatments were shown to improve social communication outcomes approximately 54% of the time. The probability that a treatment affected social communication varied greatly depending on whether social communication was directly targeted (63%) or not (39%). Finally, the probability that a treatment affected social communication also varied greatly depending on whether social communication as measured in (a) contexts very similar to treatment sessions (82%) or (b) contexts that differed from treatment on at least setting, materials, and communication partner (33%). This paper also provides several methodological contributions.