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Your search keyword '"Christian J. Rajnisz"' showing total 5 results
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5 results on '"Christian J. Rajnisz"'

1. Development, Feasibility, and Initial Efficacy of a Telemedicine Parent-Delivered Social Skills Intervention for Children with ASD

Author

Jonathan D. Rodgers, Marcus L. Thomeer, Christopher Lopata, James P. Donnelly, Shelby L. Brennan, Brigit M. Reilly, Christian J. Rajnisz, Zoe L. Gionis, Annamaria Monti, and Samantha L. Andrews

Abstract

This study reports on two pilot studies developing a telemedicine parent-delivered social skills intervention (PDSSI) for school-aged children with ASD. Pilot study 1 involved initial development, training, and feasibility testing for six parent-child pairs using in-person training and fidelity monitoring. Findings from study 1 supported the intervention procedures through high satisfaction and parent implementation fidelity. Pilot study 2 tested the intervention with 11 parent-child pairs using telemedicine for parent training, fidelity monitoring, and child outcome testing. Findings from study 2 supported feasibility using telemedicine. Study 2 also provided initial data indicating improvements in child social skills knowledge (d = 1.15), social skills (d = 1.75), and ASD characteristics (d = 0.92). Parents reported improvements in their own empowerment (d = 1.09) and stress (d = 0.44). Some outcomes were assessed and maintained at a 16-week follow-up. Overall, results support ongoing testing of this telemedicine PDSSI.

Published
2023
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2. Effect of COVID-19 Stay-at-Home Restrictions on Parent Reported Symptom Severity and Adaptive Functioning of Youth with ASD

Author

Christopher Lopata, Jonathan D. Rodgers, James P. Donnelly, Marcus L. Thomeer, Jennifer Lodi-Smith, Zoe L. Gionis, Samantha L. Andrews, and Christian J. Rajnisz

Abstract

This study assessed the potential short-term effects of COVID-19 stay-at-home restrictions on ratings of ASD and comorbid symptoms severity and adaptive functioning of 69 youth, ages 8-16 years with ASD without intellectual disability. Parent/caregiver ratings were being collected in fall and spring over approximately two years when the restrictions were imposed four months prior to the final data collection point. Results indicated no significant changes in parent/caregiver ratings of ASD symptom severity, comorbid symptoms severity, social skills, or adaptive behaviors following the stay-at-home restrictions and little variability across the four data collection points. Although findings suggested minimal short-term effects on these symptoms and adaptive skills, ongoing monitoring is needed to assess longer-term impacts.

Published
2022
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4. Effect of COVID-19 Stay-at-Home Restrictions on Parent Reported Symptom Severity and Adaptive Functioning of Youth with ASD

Author

Christian J. Rajnisz, Jonathan D. Rodgers, Marcus L. Thomeer, Samantha L Andrews, James P. Donnelly, Jennifer Lodi-Smith, Christopher Lopata, and Zoe L Gionis

Subjects
Adaptive skills, medicine.medical_specialty, Data collection, Coronavirus disease 2019 (COVID-19), Public health, COVID-19 restrictions, Symptom severity, Physical Therapy, Sports Therapy and Rehabilitation, medicine.disease, Adaptive functioning, Comorbid symptoms, Social skills, Intellectual disability, Developmental and Educational Psychology, medicine, Original Article, ASD symptoms, Psychology, Clinical psychology
Abstract

This study assessed the potential short-term effects of COVID-19 stay-at-home restrictions on ratings of ASD and comorbid symptoms severity and adaptive functioning of 69 youth, ages 8-16 years with ASD without intellectual disability. Parent/caregiver ratings were being collected in fall and spring over approximately two years when the restrictions were imposed four months prior to the final data collection point. Results indicated no significant changes in parent/caregiver ratings of ASD symptom severity, comorbid symptoms severity, social skills, or adaptive behaviors following the stay-at-home restrictions and little variability across the four data collection points. Although findings suggested minimal short-term effects on these symptoms and adaptive skills, ongoing monitoring is needed to assess longer-term impacts.

Published
2021
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5. Psychometric properties of the Cambridge-Mindreading Face-Voice Battery for Children in children with ASD

Author

Christian J. Rajnisz, Jonathan D. Rodgers, Christopher Lopata, Jennifer Lodi-Smith, Adam J. Booth, James P. Donnelly, Marcus L. Thomeer, Karl F. Kozlowski, and Joseph T. Wood

Subjects
Psychometrics, Autism Spectrum Disorder, media_common.quotation_subject, Emotions, Developmental psychology, 03 medical and health sciences, Nonverbal communication, 0302 clinical medicine, Social cognition, Perception, Intellectual disability, medicine, Humans, 0501 psychology and cognitive sciences, Child, Genetics (clinical), media_common, General Neuroscience, 05 social sciences, Reproducibility of Results, medicine.disease, Social relation, Facial Expression, Autism spectrum disorder, Voice, Autism, Neurology (clinical), Psychology, Facial Recognition, 030217 neurology & neurosurgery, 050104 developmental & child psychology
Abstract

This study examined the psychometric characteristics of the Cambridge-Mindreading Face-Voice Battery for Children (CAM-C) for a sample of 333 children, ages 6-12 years with ASD (with no intellectual disability). Internal consistency was very good for the Total score (0.81 for both Faces and Voices) and respectable for the Complex emotions score (0.72 for Faces and 0.74 for Voices); however, internal consistency was lower for Simple emotions (0.65 for Faces and 0.61 for Voices). Test-retest reliability at 18 and 36 weeks was very good for the faces and voices total (0.76-0.81) and good for simple and complex faces and voices (0.53-0.75). Significant correlations were found between CAM-C Faces and scores on another measure of face-emotion recognition (Diagnostic Analysis of Nonverbal Accuracy-Second Edition), and between Faces and Voices scores and child age, IQ (except perceptual IQ and Simple Voice emotions), and language ability. Parent-reported ASD symptom severity and the Emotion Recognition scale on the SRS-2 were not related to CAM-C scores. Suggestions for future studies and further development of the CAM-C are provided. LAY SUMMARY: Facial and vocal emotion recognition are important for social interaction and have been identified as a challenge for individuals with autism spectrum disorder. Emotion recognition is an area frequently targeted by interventions. This study evaluated a measure of emotion recognition (the CAM-C) for its consistency and validity in a large sample of children with autism. The study found the CAM-C showed many strengths needed to accurately measure the change in emotion recognition during intervention.

Published
2020

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