Anett Kaale

• Sánchez Pérez, Patricia; Nordahl-Hansen, Anders Johan & Kaale, Anett (2020). The Role of Context in Language Development for Children With Autism Spectrum Disorder. Frontiers in Psychology.  ISSN 1664-1078.  11 . doi: https://doi.org/10.3389/fpsyg.2020.563925 Show summary

  Parent and preschool teacher ratings of the 10 noun categories of MacArthur-BatesCommunication Development Inventory (CDI) were used to study expressive languagein 2–4-year-old children with autism spectrum disorder (ASD) (N= 58) across the homeand preschool context. There was no significant difference in the total number of wordsthe children said in the two contexts, but the children said significantly more words inthe noun categories “Furniture and rooms” and “People” at home. Only one third of thewords the children said were said both at home and in the preschool, while the other twothirds were said only at home or only in preschool. This suggests that what words thechildren use across contexts differ substantially and that their vocabulary is larger than itseems when measured only in one context. This novel study highlights the importanceof assessing the language in children with ASD in multiple contexts in order to bettermeasure their vocabulary and to design appropriate language interventions.

• Kaale, Anett & Nordahl-Hansen, Anders (2019). Barn og unge med autismespekterforstyrrelse, I:  Spesialpedagogikk.  Cappelen Damm Akademisk.  ISBN 9788202592059.  21.  s 523 - 547
• Tillmann, Julian; Ashwood, Karen L.; Absoud, Michael; Bölte, Sven; Bonnet-Brilhault, Frédérique; Buitelaar, Jan K.; Calderoni, Sara; Calvo, Rosa; Canal-Bedia, Ricardo; Canitano, Roberto; De Bildt, Annelies A.; Gomot, Marie; Hoekstra, Pieter J.; Kaale, Anett; McConachie, Helen; Murphy, Declan G.; Narzisi, Antonio; Oosterling, Iris; Pejović-Milovančević, Milicia M.; Persico, Antonio M.; Puig, Olga; Roeyers, Herbert; Rommelse, Nanda N.J.; Sacco, Roberto; Scandurra, Valeria; Stanfield, Andrew C.; Zander, Eric & Charman, Tony (2018). Evaluating sex and age differences in ADI-R and ADOS scores in a large European multi-site sample of individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders.  ISSN 0162-3257.  48(7), s 2490- 2505 . doi: 10.1007/s10803-018-3510-4 Full text in Research Archive.
• Fletcher-Watson, Sue; Apicella, Fabio; Auyeung, Bonnie; Beranova, Stepanka; Bonnet-Brilhault, Frederique; Canal-Bedia, Ricardo; Charman, Tony; Chericoni, Natasha; Conceição, Inês C; Davies, Kim Alexandra Borrowman; Farroni, Teresa; Gomot, Marie; Jones, Emily; Kaale, Anett; Kapica, Katarzyna; Kawa, Rafal; Kylliäinen, Anneli; Larsen, Kenneth; Lefort-Besnard, Jeremy; Malvy, Joelle; Manso de Dios, Sara; Markovska-Simoska, Silvana; Millo, Inbal; Miranda, Natercia; Pasco, Greg; Pisula, Ewa; Raleva, Marija; Rogé, Bernadette; Salomone, Erica; Schjølberg, Synnve; Tomalski, Przemysław; Vicente, Astrid M & Yirmiya, Nurit (2017). Attitudes of the autism community to early autism research. Autism.  ISSN 1362-3613.  21(1), s 61- 74 . doi: 10.1177/1362361315626577 Show summary

  Investigation into the earliest signs of autism in infants has become a significant sub-field of autism research. This work invokes specific ethical concerns such as use of ‘at-risk’ language, communicating study findings to parents and the future perspective of enrolled infants when they reach adulthood. This study aimed to ground this research field in an understanding of the perspectives of members of the autism community. Following focus groups to identify topics, an online survey was distributed to autistic adults, parents of children with autism and practitioners in health and education settings across 11 European countries. Survey respondents (n = 2317) were positively disposed towards early autism research, and there was significant overlap in their priorities for the field and preferred language to describe infant research participants. However, there were also differences including overall less favourable endorsement of early autism research by autistic adults relative to other groups and a dislike of the phrase ‘at-risk’ to describe infant participants, in all groups except healthcare practitioners. The findings overall indicate that the autism community in Europe is supportive of early autism research. Researchers should endeavour to maintain this by continuing to take community perspectives into account.

• Kaale, Anett; Smith, Lars; Nordahl-Hansen, Anders; Fagerland, Morten & Kasari, Connie (2017). Early interaction in autism spectrum disorder: Mothers' and children's behaviours during joint engagement. Child: Care, Health and Development.  ISSN 0305-1862.  44(2), s 312- 318 . doi: 10.1111/cch.12532 Full text in Research Archive.
• Nordahl-Hansen, Anders; Fletcher-Watson, Sue; McConachie, Helen & Kaale, Anett (2016). Relations between specific and global outcome measures in a social-communication intervention for children with autism spectrum disorder. Research in Autism Spectrum Disorders.  ISSN 1750-9467.  29-30, s 19- 29 . doi: 10.1016/j.rasd.2016.05.005 Full text in Research Archive.
• Salomone, E; Beranová, S; Bonnet-Brilhault, F; Briciet Lauritsen, M; Budisteanu, M; Buitelaar, Jan; Canal-Bedia, R; Felhosi, G; Fletcher-Watson, Sue; Freitag, C; Fuentes, Joaquin; Gallagher, L; Garcia Primo, P; Gliga, F; Gomot, M; Green, Jonathan; Heimann M, M; Jónsdóttir, SL; Kaale, Anett; Kawa, R; Kylliainen, A; Lemcke, S; Markovska-Simoska, S; Marschik, PB; McConachie, Helen; Moilanen, Irma; Muratori, F; Narzisi, A; Noterdaeme, M; Oliveira, G; Oosterling, Iris; Pijl, M; Pop-Jordanova, N; Poustka, L; Roeyers, H; Roge, B; Sinzig, Judith; Vicente, A.; Warreyn, P & Charman, T (2016). Use of early intervention for young children with autism spectrum disorder across Europe. Autism.  ISSN 1362-3613.  20(2), s 233- 249 . doi: 10.1177/1362361315577218
• Kaale, Anett; Fagerland, Morten; Martinsen, Egil Wilhelm & Smith, Lars (2014). Preschool-based social communication treatment for children with autism: 12-month follow-up of a randomized trial. Journal of the American Academy of Child and Adolescent Psychiatry.  ISSN 0890-8567.  53(2), s 188- 198 . doi: 10.1016/j.jaac.2013.09.019
• Nordahl-Hansen, Anders; Kaale, Anett & Ulvund, Stein Erik (2014). Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests. Research in Autism Spectrum Disorders.  ISSN 1750-9467.  8(9), s 1100- 1106 . doi: 10.1016/j.rasd.2014.05.017
• Nordahl-Hansen, Anders; Kaale, Anett & Ulvund, Stein Erik (2013). Inter-rater reliability of parent and preschool teacher ratings of language in children with autism. Research in Autism Spectrum Disorders.  ISSN 1750-9467.  7(11), s 1391- 1396 . doi: 10.1016/j.rasd.2013.08.006
• Kaale, Anett; Smith, Lars & Sponheim, Eili (2012). A randomized controlled trial of preschool-based joint attention intervention for children with autism. Journal of Child Psychology and Psychiatry.  ISSN 0021-9630.  53(1), s 97- 105 . doi: 10.1111/j.1469-7610.2011.02450.x Show summary

  Background: Deficits in joint attention (JA) and joint engagement (JE) represent a core problem in young children with autism as these affect language and social development. Studies of parent-mediated and specialist-mediated JA-intervention suggest that such intervention may be effective. However, there is little knowledge about the success of the intervention when done in preschools. Aim: Assess the effects of a preschool-based JA-intervention. Methods: 61 children (48 males) with autistic disorder (29–60 months) were randomized to either 8 weeks of JA-intervention, in addition to their preschool programs (n = 34), or to preschool programs only (n = 27). The intervention was done by preschool teachers with weekly supervision by trained counselors from Child and Adolescent Mental Health Clinics (CAMHC). Changes in JA and JE were measured by blinded independent testers using Early Social Communication Scale (ESCS) and video taped preschool teacher–child and mother– child play at baseline and post-intervention. Clinical trials registration: Clinicaltrials.gov: NCT00378157. Results: Intention-to-treat analysis showed significant difference between the intervention and the control group, with the intervention group yielding more JA initiation during interaction with the preschool teachers. The effect generalized to significantly longer duration of JE with the mothers. Conclusions: This is the first randomized study to show positive and generalized effects of preschool-based JA-intervention.

• Kaale, Anett (1995). Ønsker i forhold til foreldreopplæring - en undersøkelse blant foreldre til barn, unge og voksne med autisme. Autisme i dag.  ISSN 0803-530X.  22(1), s 7- 25

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• Kaale, Anett (2018). How to change the course of neurodevelopmental disorders with early intervention.
• Nordahl-Hansen, Anders; Fletcher-Watson, Sue; McConachie, Helen & Kaale, Anett (2015). Measuring treatment effect in children with ASD using specific and global outcomes through Joint Engagement coding and an early verison of BOSCC.
• Nordahl-Hansen, Anders; Blanc, Romuald; Kaale, Anett; McConachie, Helen & Fletcher-Watson, Sue (2014). A Review of the Brief Observation of Social Communication change (BOSCC).
• Nordahl Hansen, Anders & Kaale, Anett (2013). Inter-rater reliability and concurrent validity of language measures for young children with autism.
• Nordahl Hansen, Anders; Kaale, Anett & Ulvund, Stein Erik (2013). Inter-rater reliability for the MacArthur-Bates Communicative Development Inventory: Parent and preschool teacher ratings of children with childhood autism.
• Nordahl-Hansen, Anders; Kaale, Anett & Ulvund, Stein Erik (2013). Concurrent validity between parent report and direct assessment of language in young children with autistic disorder.
• Kaale, Anett; Smith, Lars; Sponheim, Eili & Nordahl Hansen, Anders Johan (2011). Joint Engagement and Joint attention during mother-child and preschool teacher-child play: similarities and differences.
• Nordahl Hansen, Anders Johan; Kaale, Anett & Ulvund, Stein Erik (2011). Synchronization of Interplay In Children with Autistic Disorder and Preschool Teachers. Show summary

  Joint engagement is associated with the ability to participate in social interaction, and is related to a wide range of developmental domains (Adamson, Bakeman, Deckner, & Romski, 2008). However, little is known about the interplay in dyads of children with autism and their preschool teachers.

• Kaale, Anett & Nordahl Hansen, Anders Johan (2010). Young Children with Autism: Playfulness and Joint Engagement uring mother-child play.
• Gjevik, Elen; Kaale, Anett & Sponheim, Eili (2007). Tre små bøker om autisme. Tidsskrift for Den norske legeforening.  ISSN 0029-2001.  127(17), s 2289
• Kaale, Anett (2003). Kjennetegn på autisme i 0-2-årsalderen : intervju med foreldrene til fem små barn med autisme.

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