Jan Blacher
Biographic Data
| ID | 3934510 |
|---|---|
| NAME | Jan Blacher |
| GIVEN NAMES | Jan |
| FAMILY NAME | Blacher |
| SIGNATURE | BLACHER J |
| AFFILIATIONS | University of California, Riverside |
| ORCID | 0000-0001-8643-5651 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Brief report
Background The UCLA PEERS program has been studied using predominantly White and affluent populations. As autistic teens and their parents are represented across cultures, it is vitally important that interventions are tailored to their needs–whether that be linguistically or with respect to their cultural practices. Thus, the current qualitative study explored whether culturally and linguistically diverse families (primarily Latine) participatin…
Relationships of paraeducators and teachers with their autistic students
The early impact of Covid-19 on the intellectual and developmental disabilities community in California
Introduction During the early beginnings of COVID-19, service providers were forced to close their doors and move their services online, causing significant disruptions for many families and communities, such as those with intellectual and developmental disabilities (IDD). In this study, we examined the extent to which COVID-19 disrupted services for the IDD community in California. Methods Secondary data were analyzed from a survey ( N = 1,082) …
Exploring telehealth during Covid for assessing autism spectrum disorder in a diverse sample
Due to the coronavirus disease 2019 (COVID‐19) pandemic, the importance of telehealth has rapidly increased, in particular as many in‐person clinics have closed. Early intervention is crucial for improving outcomes in children with autism spectrum disorder (ASD). As such, the need for timely assessments and diagnoses remains despite COVID‐19‐related closures. This study offers preliminary data collected from 23 children assessed through a no‐cost…
Predicting peer acceptance and peer rejection for autistic children
Autistic students often experience peer relationship difficulties. As peer acceptance and rejection may be malleable over time, we examined predictors of change in peer acceptance and peer rejection among early elementary‐age autistic students. We followed 166 autistic children (mean age: 6.1 years [range: 4–8], 82.5% boys, grades preK‐2nd) longitudinally across 2 school years. Social skills, internalizing problems, and externalizing behaviors we…
Psychometric properties of a parent- and teacher-report measure for autistic children
Investigating Changes in Reward-Related Neural Correlates After Peers Intervention in Adolescents With ASD
Background: The Social Motivation Hypothesis proposes that individuals with autism spectrum disorder (ASD) experience social interactions as less rewarding than their neurotypical (TD) peers, which may lead to reduced social initiation. Existing studies of the brain's reward system in individuals with ASD report varied findings for anticipation of and response to social rewards. Given discrepant findings, the anticipation of and response to socia…
Building classroom communities for children with autism spectrum disorder
Limited research has explored mothers’ perceptions of teachers’ pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment to accommodate their students with ASD? (2) How do teachers engage and interact with the child in the …
Children's delayed development and behavior problems
Evaluating the impact of schooling on families of severely handicapped children
Evaluating the impact of schooling on families of severely handicapped children
Children's delayed development and behavior problems
Investigating Changes in Reward-Related Neural Correlates After Peers Intervention in Adolescents With ASD
Background: The Social Motivation Hypothesis proposes that individuals with autism spectrum disorder (ASD) experience social interactions as less rewarding than their neurotypical (TD) peers, which may lead to reduced social initiation. Existing studies of the brain's reward system in individuals with ASD report varied findings for anticipation of and response to social rewards. Given discrepant findings, the anticipation of and response to socia…
Building classroom communities for children with autism spectrum disorder
Limited research has explored mothers’ perceptions of teachers’ pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment to accommodate their students with ASD? (2) How do teachers engage and interact with the child in the …
Exploring telehealth during Covid for assessing autism spectrum disorder in a diverse sample
Due to the coronavirus disease 2019 (COVID‐19) pandemic, the importance of telehealth has rapidly increased, in particular as many in‐person clinics have closed. Early intervention is crucial for improving outcomes in children with autism spectrum disorder (ASD). As such, the need for timely assessments and diagnoses remains despite COVID‐19‐related closures. This study offers preliminary data collected from 23 children assessed through a no‐cost…
Predicting peer acceptance and peer rejection for autistic children
Autistic students often experience peer relationship difficulties. As peer acceptance and rejection may be malleable over time, we examined predictors of change in peer acceptance and peer rejection among early elementary‐age autistic students. We followed 166 autistic children (mean age: 6.1 years [range: 4–8], 82.5% boys, grades preK‐2nd) longitudinally across 2 school years. Social skills, internalizing problems, and externalizing behaviors we…
Psychometric properties of a parent- and teacher-report measure for autistic children
The early impact of Covid-19 on the intellectual and developmental disabilities community in California
Introduction During the early beginnings of COVID-19, service providers were forced to close their doors and move their services online, causing significant disruptions for many families and communities, such as those with intellectual and developmental disabilities (IDD). In this study, we examined the extent to which COVID-19 disrupted services for the IDD community in California. Methods Secondary data were analyzed from a survey ( N = 1,082) …
Brief report
Background The UCLA PEERS program has been studied using predominantly White and affluent populations. As autistic teens and their parents are represented across cultures, it is vitally important that interventions are tailored to their needs–whether that be linguistically or with respect to their cultural practices. Thus, the current qualitative study explored whether culturally and linguistically diverse families (primarily Latine) participatin…
Relationships of paraeducators and teachers with their autistic students
Family and Disability Support Research (9 works) · Psychology (9 works) · Autism Spectrum Disorder Research (6 works) · Developmental psychology (6 works) · Autism (5 works) · Autism spectrum disorder (4 works) · Clinical Psychology (4 works) · Medicine (4 works) · Psychiatry (4 works) · Behavioral and Psychological Studies (3 works)