Publications by authors named "Anna M Krasno"

4 Publications

  • Page 1 of 1

Parallel process in psychodynamic supervision: The supervisor's perspective.

Psychotherapy (Chic) 2020 06 16;57(2):252-262. Epub 2020 Jan 16.

Independent Practice.

Nine postdoctoral-level experienced psychodynamic supervisors were interviewed about working with a supervisee on a case involving parallel process (PP) that started in therapy and was enacted in supervision. Consensual qualitative research was used to analyze transcripts of the interviews. The general pattern that emerged from the analysis of the supervisors' reports was that clients behaved unusually in session, therapists "got hooked" by this change, therapists enacted the client's behavior in supervision, supervisors "got hooked," supervisors reflected on their reactions and intervened in a different way; reported outcomes were mostly positive (e.g., enhanced growth or understanding for the therapist). Results of this qualitative investigation provide evidence of PP and clues as to how experienced supervisors observe, describe, and respond to PP in ways that promote growth, insight, and understanding for their supervisees. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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http://dx.doi.org/10.1037/pst0000274DOI Listing
June 2020

Watch the hands: infants can learn to follow gaze by seeing adults manipulate objects.

Dev Sci 2014 Mar 4;17(2):270-81. Epub 2014 Jan 4.

Department of Cognitive Science, University of California at San Diego, USA.

Infants gradually learn to share attention, but it is unknown how they acquire skills such as gaze-following. Deák and Triesch (2006) suggest that gaze-following could be acquired if infants learn that adults' gaze direction is likely to be aligned with interesting sights. This hypothesis stipulates that adults tend to look at things that infants find interesting, and that infants could learn by noticing this tendency. We tested the plausibility of this hypothesis through video-based micro-behavioral analysis of naturalistic parent-infant play. The results revealed that 3- to 11-month-old infants strongly preferred watching caregivers handle objects. In addition, when caregivers looked away from their infant they tended to look at their own object-handling. Finally, when infants looked toward the caregiver while she was looking at her own hands, the infant's next eye movement was often toward the caregiver's object-handling. In this way infants receive adequate naturalistic input to learn associations between their parent's gaze direction and the locations of interesting sights.
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http://dx.doi.org/10.1111/desc.12122DOI Listing
March 2014

Is Medication Information for Children with Autism Spectrum Disorder Monitored and Coordinated Across Professionals? Findings from a Teacher Survey.

School Ment Health 2013 Mar 6;5(1):48-57. Epub 2013 Feb 6.

Counseling, Clinical, & School Psychology, University of California, Santa Barbara.

Prescription medications are commonly used for children with autism spectrum disorder (ASD), however, there is little research regarding how the effect of medication is monitored across settings once prescribed. The present study addressed this issue for children with ASD in school by administering a questionnaire to teachers of students with ASD who were and were not being given medication. Specifically, the questionnaire assessed the teachers' knowledge about whether the child was being given medication, and whether behavior changes or side effects were being communicated in any way to the child's family and prescribing physician. The results showed that for children who were being given medication, fewer than half of the teachers reported knowing the child was being given medication. For those children who were not being given medication, only 53% of the teachers reported correct information for their students. Of the teachers who knew their students were being given medication, all reported that they were not conferring with the child's prescribing physician regarding behavioral observations or side effects. Whether teachers are blind to the medication types and dosage the students are being given or not, some type of communication to physicians about the children's behavior at school is important. Given the importance of monitoring medication for children with ASD, implications for system change, for professionals and for funding agencies are discussed.
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http://dx.doi.org/10.1007/s12310-012-9098-5DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3603705PMC
March 2013

Acquisition of multiple questions in the context of social conversation in children with autism.

J Autism Dev Disord 2013 Sep;43(9):2015-25

Counseling, Clinical, and School Psychology Department, University of California, Santa Barbara, CA 93106-9490, USA.

Verbal initiations, such as questions, are essential components of social conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three social questions in the context of conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based.
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http://dx.doi.org/10.1007/s10803-012-1749-8DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3631576PMC
September 2013