Laboratory

Significant work

My current research projects are aimed towards autistic children of preschool and school age. I am particularly interested by the repetitive behaviors, particular interests and emotional expression characteristic of this population. I develop stimulating contexts (Ex. Situation de stimulation de Montréal) in order to explore autistic characteristics across the whole developmental trajectory. I also lead research projects in collaboration with various health services to improve practices in both evaluation and intervention for children with late development or developmental troubles. Finally, in an international development context, I collaborate to the improvement of higher education and to the use of innovative practices regarding autism in Haïti.

Claudine Jacques

Ph.D.

claudine.jacques@uqo.ca

Jacques, C., Courchesne, V., Mineau, S., Dawson, M., & Mottron, L. (IN PRESS). Positive, negative, and other emotions in young autistic children: the importance of interpretation and context. Autism.

Jacques, C., Saulnier, G., Ethier, A., & Soulières, I. (2021). Experience of autistic children and their families during the pandemic: from distress to coping strategies. Journal of Autism and Developmental Disorder. https://doi.org/10.1371/journal.pone.0209251.

Jacques, C., Courchesne., V., Mottron, L. (2019). Mieux comprendre les expressions émotionnelles du jeune enfant autiste par un contexte stimulant : La situation de stimulation de Montréal. Colloque : La communication non verbale : recherches, enjeux et dialogues interdisciplinaires. Congrès annuel de l’ACFAS, Gatineau, Canada.
Jacques, C., Courchesne, V., Simard Meilleur, A-A., Mineau, S., Ferguson, S., Cousineau, D., Labbe, A., Dawson, M. et Mottron, L. (2018). What interests young autistic children? An exploratory study of object exploration and repetitive behavior. PloS one, https://doi.org/10.1371/journal.pone.0209251.
Courchesne, V., Girard, D., Jacques, C. et Soulières, I. (2018). Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers. Journal of Autism and Developmental Disorders, 49, 845-856.
Jacques, C., Ruel, J., Fecteau, S-M., Normand, C.L. et Mottron, L. (2018). Professional’s perspectives on using a new strengths and interests-based intervention model with autistic children and adolescents. International Society For Autism Research (INSAR). Rotterdam, Hollande.
Jacques, C., Jacquet, A., Chrétien, M., Stipanicic A. et Ruel, J. (2017). « Je me prépare à l’emploi », pratique psychoéducative pour faciliter l’intégration socioprofessionnelle des jeunes adultes autistes. Ouvrage collectif, de l’enfance à l’âge adulte : pratiques psychoéducatives innovantes auprès des personnes ayant un trouble du spectre de l’autisme.
Jacques, C., Mineau, S., Thermidor, G., Elkouby, K. et Langlois, V. (2017). Une intervention post-diagnostic élaborée et implantée par des psychoéducatrices en clinique d’évaluation diagnostique de l’autisme. Ouvrage collectif, de l’enfance à l’âge adulte : pratiques psychoéducatives innovantes auprès des personnes ayant un trouble du spectre de l’autisme.