Connie Kasari
Biographic Data
| ID | 107607 |
|---|---|
| NAME | Connie Kasari |
| GIVEN NAMES | Connie |
| FAMILY NAME | Kasari |
| SIGNATURE | KASARI C |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0003-2266-170X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Classroom Placements of Students With Disabilities in Public Day Schools in a Large School District
This study used longitudinal special education record data from a large urban southwestern U.S. school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools ( N = 21,314). Results indicated that half of the students were educated primarily in general education classrooms ( n = 10,658), 9% of students had a primary placement of a special education classroom ( n = 1,977), and 41% ( n = 8,679) sw…
Examining variability in Naturalistic Developmental Behavioral Intervention strategy use in caregivers of children with autism spectrum disorders
BACKGROUND: Naturalistic Developmental Behavioral Interventions (NDBIs) for young children with autism spectrum disorder commonly involve caregiver-mediated approaches. However, to date, there is limited research on how caregivers' skills change, and, in turn, impact child outcomes. METHODS: We evaluated the NDBI strategy use of 191 caregivers prior to participation in NDBIs (or control groups) across multiple randomized controlled trials, using …
Earning Your Way into General Education: Perceptions about Autism Influence Classroom Placement
The language used by teachers, school staff, and parents to talk about autistic students can send either positive or negative messages to other school staff, parents, and all students—with or without autism—about autistic students. Ultimately, these messages also extend to autistic people. Using qualitative focus group methods, we talked to parents, teachers, administrators, and other school staff to better understand how people speak about the i…
The Lancet Commission on the future of care and clinical research in autism
Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: Jasper early intervention for children with ASD
BACKGROUND: Social communication interventions benefit children with ASD in early childhood. However, the mechanisms behind such interventions have not been rigorously explored. This study examines the mechanism underlying a naturalistic developmental behavioral intervention, JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation), delivered by educators in the community. Specifically, the analyses focus on the mediating effect of joi…
Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism
Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially…
Caregiver Voices: Cross-Cultural Input on Improving Access to Autism Services
Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder
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 (NDBI)" are implemented in natural settings, involve shared control between child and therapist, utilize …
Intentional, Ritualized Request
How narrative difficulties build peer rejection: A discourse analysis of a girl with autism and her female peers
In this discourse analysis of a social-skills intervention, the narratives of a girl (‘Cindy’) with autism and her female peers were analyzed. Some 162 narratives were identified in 12 hours of video, which documented an eight-week program. Using conversation/talk-in-interaction analysis methods, we determined that over 60% of peers’ narratives were cooperatively completed by group members compared to less than 20% of Cindy’s. In contrast, a majo…
Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children
A school-based program of mindful awareness practices (MAPs) was evaluated in a randomized control study of 64 second- and third-grade children ages 7–9 years. The program was delivered for 30 minutes, twice per week, for 8 weeks. Teachers and parents completed questionnaires assessing children's executive function immediately before and following the 8-week period. Multivariate analysis of covariance on teacher and parent reports of executive fu…
Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children
A school-based program of mindful awareness practices (MAPs) was evaluated in a randomized control study of 64 second- and third-grade children ages 7–9 years. The program was delivered for 30 minutes, twice per week, for 8 weeks. Teachers and parents completed questionnaires assessing children's executive function immediately before and following the 8-week period. Multivariate analysis of covariance on teacher and parent reports of executive fu…
Intentional, Ritualized Request
How narrative difficulties build peer rejection: A discourse analysis of a girl with autism and her female peers
In this discourse analysis of a social-skills intervention, the narratives of a girl (‘Cindy’) with autism and her female peers were analyzed. Some 162 narratives were identified in 12 hours of video, which documented an eight-week program. Using conversation/talk-in-interaction analysis methods, we determined that over 60% of peers’ narratives were cooperatively completed by group members compared to less than 20% of Cindy’s. In contrast, a majo…
Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder
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 (NDBI)" are implemented in natural settings, involve shared control between child and therapist, utilize …
Caregiver Voices: Cross-Cultural Input on Improving Access to Autism Services
Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: Jasper early intervention for children with ASD
BACKGROUND: Social communication interventions benefit children with ASD in early childhood. However, the mechanisms behind such interventions have not been rigorously explored. This study examines the mechanism underlying a naturalistic developmental behavioral intervention, JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation), delivered by educators in the community. Specifically, the analyses focus on the mediating effect of joi…
Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism
Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially…
The Lancet Commission on the future of care and clinical research in autism
Earning Your Way into General Education: Perceptions about Autism Influence Classroom Placement
The language used by teachers, school staff, and parents to talk about autistic students can send either positive or negative messages to other school staff, parents, and all students—with or without autism—about autistic students. Ultimately, these messages also extend to autistic people. Using qualitative focus group methods, we talked to parents, teachers, administrators, and other school staff to better understand how people speak about the i…
Classroom Placements of Students With Disabilities in Public Day Schools in a Large School District
This study used longitudinal special education record data from a large urban southwestern U.S. school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools ( N = 21,314). Results indicated that half of the students were educated primarily in general education classrooms ( n = 10,658), 9% of students had a primary placement of a special education classroom ( n = 1,977), and 41% ( n = 8,679) sw…
Examining variability in Naturalistic Developmental Behavioral Intervention strategy use in caregivers of children with autism spectrum disorders
BACKGROUND: Naturalistic Developmental Behavioral Interventions (NDBIs) for young children with autism spectrum disorder commonly involve caregiver-mediated approaches. However, to date, there is limited research on how caregivers' skills change, and, in turn, impact child outcomes. METHODS: We evaluated the NDBI strategy use of 191 caregivers prior to participation in NDBIs (or control groups) across multiple randomized controlled trials, using …
Psychology (9 works) · Autism (8 works) · Developmental psychology (8 works) · Autism Spectrum Disorder Research (7 works) · Family and Disability Support Research (7 works) · Psychiatry (5 works) · Autism spectrum disorder (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Clinical Psychology (3 works) · Intervention (counseling) (3 works)