Academic interests
- Autism spectrum disorder (ASD)
- Intervention for preschool and school age children with ASD
- Early social communication
- Developmental trajectories
- Intervention research
Courses taught
Background
Education:
- PhD., Faculty of Medicine, University of Oslo (2014)
- Cand. Ed. (Advanced Professional Degree in Special Needs Education), Institute of Special Needs Education, University of Oslo (2004)
- Master of Science in Emotional Disturbance and Autism, University of Texas at Austin (1994)
- Social Educator, Østfold College of Social Science (1990)
Work experience:
- Associate Professor, Institute of Special Needs Education, University of Oslo (2016 –)
- Post doc., National Centre for Neurodevelopmental Disorders and Hypersomnias, Oslo University Hospital (2016 – )
- Researcher, University of Oslo/Oslo University Hospital (2014 – 2015)
- Visiting Fulbright Research Fellow, University of California, Los Angeles (2008 – 2009)
- Research Fellow, Oslo University Hospital, (2006 – 2014)
- Researcher (pilot project), Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway (2004–2005)
- Autism Consultant, Child and Adolescent Mental Health, Stavanger University Hospital (1994 – 1996)
- Leader for After School Program for Children with Disabilities, Sola Municipal (1990 – 1992)
- Various work with children with and without disabilities (– 1990)
Research groups and networks
- Cost Action BM1004: Enhancing the Scientific Study of Early Autism
- NeuroDevelop (link to come)
Research project
- Children with autism spectrum disorder: Long-term effect of early intervention and developmental trajectories for early preschool age to middle childhood (ASF: 2-14)
Tags:
Autism spectrum disorder,
intervention,
preschool,
social communication,
USA
Publications
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Torske, Tonje; Nærland, Terje; Quintana, Daniel; Hypher, Ruth Elizabeth; Kaale, Anett & Høyland, Anne Lise
[Show all 10 contributors for this article]
(2022).
Sex as a Moderator Between Parent Ratings of Executive Dysfunction and Social Difficulties in Children and Adolescents with Autism Spectrum Disorder.
Journal of Autism and Developmental Disorders.
ISSN 0162-3257.
doi:
10.1007/s10803-022-05629-5.
Full text in Research Archive
Show summary
Girls and boys might differ in autistic symptoms and associated cognitive difficulties such as executive function (EF). We investigated sex differences in the relationship between parent rated EF and autistic symptoms in 116 children and adolescents (25 girls) aged 5-19 years with an intelligence quotient above 70 and an autism spectrum disorder (ASD) diagnosis. They were rated with the behavior rating inventory of executive function (BRIEF) and the autism diagnostic interview revised (ADI-R). We found a positive association between EF and the ADI-R domains of reciprocal social interaction (p < 0.001) and communication (p = 0.001) in girls, while these relationships were small and non-significant in boys. Our results provide a greater understanding of the sex-specific characteristics of children and adolescents with ASD.
Keywords: Autism diagnostic interview revised (ADI-R); Autism spectrum disorder; Behavior rating inventory of executive function (BRIEF); Executive function; Sex differences.
© 2022. The Author(s).
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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:
10.3389/fpsyg.2020.563925.
Full text in Research Archive
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.
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Kaale, Anett & Nordahl-Hansen, Anders
(2019).
Barn og unge med autismespekterforstyrrelse,
Spesialpedagogikk.
Cappelen Damm Akademisk.
ISSN 9788202592059.
p. 523–547.
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Fletcher-Watson, Sue; Apicella, Fabio; Auyeung, Bonnie; Beranova, Stepanka; Bonnet-Brilhault, Frederique & Canal-Bedia, Ricardo
[Show all 33 contributors for this article]
(2017).
Attitudes of the autism community to early autism research.
Autism.
ISSN 1362-3613.
21(1),
p. 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.
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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),
p. 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.
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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),
p. 7–25.
View all works in Cristin
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Kaale, Anett
(2021).
Tidlige kjennetegn: autisme .
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Kaale, A; Fagerland, MW; Larsen, K; Nærland, T; Andreassen, OA & Smith, L
(2021).
Does early intervention improve long-term outcomes in children with autism spectrum disorder? An 8-year follow-up of a randomized controlled trial of a preschool-based social communication intervention.
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Sánchez Pérez, Patricia; Nordahl-Hansen, Anders Johan & Kaale, Anett
(2021).
The Role of Context in Language Development for Children with Autism Spectrum Disorder.
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Kaale, Anett
(2018).
How to change the course of neurodevelopmental disorders with early intervention.
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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.
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Nordahl-Hansen, Anders ; Blanc, Romuald; Kaale, Anett; McConachie, Helen & Fletcher-Watson, Sue
(2014).
A Review of the Brief Observation of Social Communication change (BOSCC).
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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.
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Nordahl Hansen, Anders & Kaale, Anett
(2013).
Inter-rater reliability and concurrent validity of language measures for young children with autism.
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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.
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Gjevik, Elen; Kaale, Anett & Sponheim, Eili
(2007).
Tre små bøker om autisme.
Tidsskrift for Den norske legeforening.
ISSN 0029-2001.
127(17).
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Kaale, Anett
(2003).
Kjennetegn på autisme i 0-2-årsalderen : intervju med foreldrene til fem små barn med autisme.
Universitetet i Oslo.
View all works in Cristin
Published
Aug. 19, 2016 8:42 AM
- Last modified
June 24, 2022 12:37 PM