Piloting the use of experience sampling method to investigate the everyday social experiences of children with Asperger syndrome/high functioning autism

References

• Almqvist L, Granlund M. Participation in school environment of children and youth with disabilities: A person oriented approach. Scandinavian Journal of Psychology 2005;46:305–314
   PubMed Web of Science ®Google Scholar
• Bauminger N, Shulman C, Agam G. Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders 2003;33:489–507
   PubMed Web of Science ®Google Scholar
• Bauminger N, Solomon M, Aviezer A, Heung K, Gazit L, Brown J, Rogers S. Children with autism and their friends: A multidimensional study of friendship in high-functioning autism spectrum disorder. Journal of Abnormal Child Psychology 2008;36:135–150
   PubMed Web of Science ®Google Scholar
• Kasari C, Locke J, Gulsrud A, Rotheram-Fuller E. Social networks and friendships at school: Comparing children with and without ASD. Journal of Autism and Developmental Disorders 2011;41:533–544
   PubMed Web of Science ®Google Scholar
• Anderson D, Maye M, Lord C. Changes in maladaptive behaviors from midchildhood to young adulthood in autism spectrum disorder. American Journal on Intellectual and Developmental Disabilities 2011;116:381–397
   PubMedGoogle Scholar
• Buttimer J, Tierney E. Patterns of leisure participation among adolescents with a mild intellectual disability. Journal of Intellectual Disabilities 2005;9:25–42
   PubMedGoogle Scholar
• Orsmond G, Kuo H-Y. The daily lives of adolescents with an autism spectrum disorder: Discretionary time use and activity partners. Autism 2011;15:579–599
   PubMed Web of Science ®Google Scholar
• Falkmer M, Granlund M, Niholm C, Falkmer T. From my perspective – Perceived participation in mainstream schools in students with autism spectrum conditions. Developmental Neurorehabilitation 2012;15:191–201
   PubMed Web of Science ®Google Scholar
• Falkmer M, Oehlers K, Granlund M, Falkmer T. Can you see it too? Observed and self-rated participation in mainstream schools in students with and without autism spectrum disorders. Developmental Neurorehabilitation 2013:1–10. [Epub ahead of print]. doi: 10.3109/17518423.2013.850751
   PubMed Web of Science ®Google Scholar
• Chamberlain B, Kasari C, Rotheram-Fuller E. Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders 2007;37:230–242
   PubMed Web of Science ®Google Scholar
• Lasgaard M, Nielsen A, Eriksen M, Goossens L. Loneliness and social support in adolescent boys with autism spectrum disorders. Journal of Autism and Developmental Disorders 2010;40:218–226
   PubMed Web of Science ®Google Scholar
• Howard B, Cohn E, Orsmond G. Understanding and negotiating friendships: Perspectives from an adolescent with Asperger syndrome. Autism 2006;10:619–627
   PubMed Web of Science ®Google Scholar
• Knott F, Dunlop A-W, Mackay T. Living with ASD: How do children and their parents assess their difficulties with social interaction and understanding? Autism 2006;10:609–617
   PubMed Web of Science ®Google Scholar
• Humphrey N, Lewis S. ‘Make me normal': The views and experiences of pupils on the autistic spectrum in mainstream secondary schools. Autism 2008;12:23–46
   PubMed Web of Science ®Google Scholar
• Müller E, Schuler A, Yates G. Social challenges and supports from the perspective of individuals with asperger syndrome and other autism spectrum disabilities. Autism 2008;12:173–190
   PubMed Web of Science ®Google Scholar
• Daniel L, Billingsley B. What boys with an autism spectrum disorder say about establishing and maintaining friendships. Focus on Autism and Other Developmental Disabilities 2010;25:220–229
   Web of Science ®Google Scholar
• Palmier-Claus J, Myin-Germeys I, Barkus E, Bentley L, Udachina A, Delespaul P, Lewis S, Dunn G. Experience sampling research in individuals with mental illness: Reflections and guidance. Acta Psychiatrica Scandinavica 2011;123:12–20
   PubMed Web of Science ®Google Scholar
• Wichers M, Simons C, Kramer I, Hartmann J, Lothmann C, Myin-Germeys I, van Bemmel A, Peeters F, Delespaul P, van Os J. Momentary assessment technology as a tool to help patients with depression help themselves. Acta Psychiatrica Scandinavica 2011;124:262–272
   PubMed Web of Science ®Google Scholar
• Myin-Germeys I, Birchwood M, Kwapil T. From environment to therapy in psychosis: A real-world momentary assessment approach. Schizophrenia Bulletin 2011;37:244–247
   PubMed Web of Science ®Google Scholar
• Conner T, Tennen H, Fleeson W, Barrett L. Experience sampling methods: A modern idiographic approach to personality research. Social and Personality Psychology Compass 2009;3:292–313
   PubMedGoogle Scholar
• Hecktner J, Schmidt J, Csikszentmihlyi M. Experience sampling method: Measuring the quality of everyday life. Thousand Oaks, CA: Sage; 2007
   Google Scholar
• Scollon C, Kim-Prieto C, Diener E. Experience sampling: Promises and pitfalls, strengths and weaknesses. Journal of Happiness Studies 2003;4:5–34
   Google Scholar
• Khor A, Gray K, Reid S, Melvin G. Feasibility and validity of ecological momentary assessment in adolescents with high-functioning autism and asperger's disorder. Journal of Adolescence 2014;37:37–46
   PubMed Web of Science ®Google Scholar
• Chen Y, Cordier R, Brown N. A preliminary study on the reliability and validity of using experience sampling method in children with autism spectrum disorders. Developmental Neurorehabilitation 2013:1–7. [Epub ahead of print]. doi: 10.3109/17518423.2013.855274
   PubMed Web of Science ®Google Scholar
• Hintzen A, Delespaul P, van Os J, Myin-Germeys I. Social needs in daily life in adults with pervasive developmental disorders. Psychiatry Research 2010;179:75–80
   PubMed Web of Science ®Google Scholar
• Phelps L, Brown RT, Power TJ. Pediatric psychopharmacology: Combining medical and psychosocial interventions. Washington, DC: American Psychological Association; 2002
   Google Scholar
• Kazdin A, Nock M. Delineating mechanisms of change in child and adolescent therapy: Methodological issues and research recommendations. Journal of Child Psychology and Psychiatry 2003;44:1116–1129
   PubMed Web of Science ®Google Scholar
• Chen Y, Bundy A, Cordier R, Einfeld S. Feasibility and usability of experience sampling methodology for capturing everyday experiences of individuals with autism spectrum disorders. 2014
   Google Scholar
• Conners C. Conners comprehensive behaviour rating scales manual. Toronto, Ontario, Canada: Multi-Health Systems; 2008
   Google Scholar
• Woodcock R. Woodcock reading mastery tests, 3rd ed (WRMT-III). San Antonio, TX: Pearson Education, Inc; 2011
   Google Scholar
• Thomas G, Hartley R, Kincaid J. Test-retest and inter-analyst reliability of the automated readability index, flesch reading ease score, and the fog count. Journal of Literacy Research 1975;7:149–154
   Web of Science ®Google Scholar
• Jessup G, Bian S, Chen Y-W, Bundy A. Manual of P.I.E.L. survey application. [iPhone/iPod Touch/iPad/iPad mini application]. Sydney, Australia: The University of Sydney; 2012
   Google Scholar
• Fleeson W. Studying personality processes: Explaining change in between-persons longitudinal and within-person multilevel models. In: Robins R, Fraley R, Krueger R, editors. Handbook of research methods in personality psychology. New York, NY: Guilford Press; 2007. pp 523–542
   Google Scholar
• Hox J. Multilevel analysis: Techniques and applications. New York, NY: Routledge; 2010
   Google Scholar
• IBM Corporation. IBM SPSS Statistics 19. Armonk, NY: IBM Corporation; 2010. Available from: http://www-01.ibm.com/software/analytics/spss/
   Google Scholar
• Heck R, Thomas S, Tabata L. Multilevel and longitudinal modeling with IBM SPSS. New York, NY: Taylor and Francis; 2010
   Google Scholar
• Bolger N, Laurenceau J. Intensive longitudinal methods: An introduction to diary and experience sampling research. New York, NY: Guildford Press; 2013
   Google Scholar
• Booth R, Charlton R, Hughes C, Happé F. Disentangling weak coherence and executive dysfunction: Planning drawing in autism and attention–deficit/hyperactivity disorder. Philosophical Transactions of the Royal Society of London Series B: Biological Sciences 2003;358:387–392
   PubMed Web of Science ®Google Scholar
• Losh M, Capps L. Narrative ability in high-functioning children with Autism or Asperger's Syndrome. Journal of Autism and Developmental Disorders 2003;33:239–251
   PubMed Web of Science ®Google Scholar
• Cordier R, Munro N, Wilkes-Gillan S, Docking K. The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactions. International Journal of Speech-Language Pathology 2013;15:416–428
   PubMed Web of Science ®Google Scholar
• Falkmer M, Anderson K, Joosten A, Falkmer T. Parents’ perspectives on inclusive schools for children with autism spectrum conditions: A systematic literature review. Manuscript in press 2014
   Google Scholar
• Gifford-Smith M, Brownell C. Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology 2003;41:235–284
   Web of Science ®Google Scholar
• Kasari C, Rotheram-Fuller E, Locke J, Giulsrud A. Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry 2012;53:431–439
   PubMed Web of Science ®Google Scholar
• Ladd G. Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment? Child Development 1990;61:1081–1100
   PubMed Web of Science ®Google Scholar
• Parke R, Burks V, Carson J, Neville B, Boyum L. Family-peer relationships: A tripartite model. In: Parke RD, Kellam SG, editors. Exploring family relationships with other social contexts. Hillsdale: Lawerence Erlbaum; 1994. pp 115–146
   Google Scholar