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PER : Périodiques |
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Self-Instruction Using Mobile Technology to Learn Functional Skills / Katie A. SMITH in Research in Autism Spectrum Disorders, 11 (March 2015)
[article]
Titre : Self-Instruction Using Mobile Technology to Learn Functional Skills Type de document : Texte imprimé et/ou numérique Auteurs : Katie A. SMITH, Auteur ; Sally B. SHEPLEY, Auteur ; Jennifer L. ALEXANDER, Auteur ; Alicia DAVIS, Auteur ; Kevin M. AYRES, Auteur Article en page(s) : p.93-100 Langues : Anglais (eng) Mots-clés : Video Modeling Self-Instruction Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the use of a mobile device for video self-instruction of a functional skill. In pre-training, researchers taught participants to access video models on a mobile device in order to independently complete three tasks. Then, in baseline, researchers asked participants to complete a novel skill and collected data on their performance. Intervention involved allowing access to the mobile device. Data were collected on participants’ ability to pick up and navigate the device as well as their ability to complete the novel skill following self-instruction (i.e., replacing computer memory). Two participants independently initiated the use of the mobile device to self-instruct, and one participant required verbal prompting to initiate using the device. All participants acquired the novel skill replacing computer memory by self-instruction. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.93-100[article] Self-Instruction Using Mobile Technology to Learn Functional Skills [Texte imprimé et/ou numérique] / Katie A. SMITH, Auteur ; Sally B. SHEPLEY, Auteur ; Jennifer L. ALEXANDER, Auteur ; Alicia DAVIS, Auteur ; Kevin M. AYRES, Auteur . - p.93-100.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.93-100
Mots-clés : Video Modeling Self-Instruction Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the use of a mobile device for video self-instruction of a functional skill. In pre-training, researchers taught participants to access video models on a mobile device in order to independently complete three tasks. Then, in baseline, researchers asked participants to complete a novel skill and collected data on their performance. Intervention involved allowing access to the mobile device. Data were collected on participants’ ability to pick up and navigate the device as well as their ability to complete the novel skill following self-instruction (i.e., replacing computer memory). Two participants independently initiated the use of the mobile device to self-instruct, and one participant required verbal prompting to initiate using the device. All participants acquired the novel skill replacing computer memory by self-instruction. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 Self-Modeling to Promote Social Initiations With Young Children With Developmental Disabilities / Tom BUGGEY in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)
[article]
Titre : Self-Modeling to Promote Social Initiations With Young Children With Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Tom BUGGEY, Auteur ; S. Caroline CRAWFORD, Auteur ; Chelsea L. ROGERS, Auteur Article en page(s) : p.111-119 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Video self-modeling (VSM) uses a method called feedforward to provide children the opportunity to view themselves as they perform in a more advanced or appropriate manner than they do presently. Typically, this is accomplished through the careful editing of videos. Studies on VSM and social skills with children on the autism spectrum ages 3 to 4 years have produced mixed results. In this study, a single-subject multiple-baseline design across four children (three on the autism spectrum and one with Down syndrome) with a mean age of 4 years 2 months was used to determine whether VSM would facilitate social initiations. This study was meant to be a replication of a study published in 2012. Positive changes were seen for all four children. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children. En ligne : https://doi.org/10.1177/1088357616667591 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363
in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.111-119[article] Self-Modeling to Promote Social Initiations With Young Children With Developmental Disabilities [Texte imprimé et/ou numérique] / Tom BUGGEY, Auteur ; S. Caroline CRAWFORD, Auteur ; Chelsea L. ROGERS, Auteur . - p.111-119.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.111-119
Index. décimale : PER Périodiques Résumé : Video self-modeling (VSM) uses a method called feedforward to provide children the opportunity to view themselves as they perform in a more advanced or appropriate manner than they do presently. Typically, this is accomplished through the careful editing of videos. Studies on VSM and social skills with children on the autism spectrum ages 3 to 4 years have produced mixed results. In this study, a single-subject multiple-baseline design across four children (three on the autism spectrum and one with Down syndrome) with a mean age of 4 years 2 months was used to determine whether VSM would facilitate social initiations. This study was meant to be a replication of a study published in 2012. Positive changes were seen for all four children. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children. En ligne : https://doi.org/10.1177/1088357616667591 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 A Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program / Kristina N. RANDALL in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)
[article]
Titre : A Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program Type de document : Texte imprimé et/ou numérique Auteurs : Kristina N. RANDALL, Auteur ; Joseph B. RYAN, Auteur ; Shanna E. HIRSCH, Auteur ; Abigail A. ALLEN, Auteur Article en page(s) : p.124-136 Langues : Anglais (eng) Mots-clés : intellectual disability;postsecondary;self-determination;self-monitoring Index. décimale : PER Périodiques Résumé : Self-determination skills are critical for improving life outcomes for individuals with intellectual or developmental disabilities (IDD). The recent growth of postsecondary education (PSE) programs for those with IDD has provided additional opportunities for teaching self-determination skills. This study used a multiple probe across participants design with six individuals with IDD. The intervention consisted of a self-determination choice-making curriculum along with the use of a self-monitoring checklist to increase self-determination skills. Data were analyzed using visual analysis. Results revealed gains in participants' knowledge of choice-making steps with moderate effect size gains. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221121637 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.124-136[article] A Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program [Texte imprimé et/ou numérique] / Kristina N. RANDALL, Auteur ; Joseph B. RYAN, Auteur ; Shanna E. HIRSCH, Auteur ; Abigail A. ALLEN, Auteur . - p.124-136.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.124-136
Mots-clés : intellectual disability;postsecondary;self-determination;self-monitoring Index. décimale : PER Périodiques Résumé : Self-determination skills are critical for improving life outcomes for individuals with intellectual or developmental disabilities (IDD). The recent growth of postsecondary education (PSE) programs for those with IDD has provided additional opportunities for teaching self-determination skills. This study used a multiple probe across participants design with six individuals with IDD. The intervention consisted of a self-determination choice-making curriculum along with the use of a self-monitoring checklist to increase self-determination skills. Data were analyzed using visual analysis. Results revealed gains in participants' knowledge of choice-making steps with moderate effect size gains. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221121637 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 Self-Monitoring of Gaze in High Functioning Autism / Ouriel GRYNSZPAN in Journal of Autism and Developmental Disorders, 42-8 (August 2012)
[article]
Titre : Self-Monitoring of Gaze in High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Ouriel GRYNSZPAN, Auteur ; Jacqueline NADEL, Auteur ; Jean-Claude MARTIN, Auteur ; Jérôme SIMONIN, Auteur ; Pauline BAILLEUL, Auteur ; Yun WANG, Auteur ; Daniel GEPNER, Auteur ; Florence LE BARILLIER, Auteur ; Jacques CONSTANT, Auteur Année de publication : 2012 Article en page(s) : p.1642-1650 Langues : Anglais (eng) Mots-clés : High functioning autism Action-monitoring Agency Eye-tracking Virtual reality Pragmatics Index. décimale : PER Périodiques Résumé : Atypical visual behaviour has been recently proposed to account for much of social misunderstanding in autism. Using an eye-tracking system and a gaze-contingent lens display, the present study explores self-monitoring of eye motion in two conditions: free visual exploration and guided exploration via blurring the visual field except for the focal area of vision. During these conditions, thirteen students with High Functioning Autism Spectrum Disorders (HFASD) and fourteen typical individuals were presented naturalistic and interactive social stimuli using virtual reality. Fixation data showed a weaker modulation of eye movements according to the conditions in the HFASD group, thus suggesting impairments in self-monitoring of gaze. Moreover, the gaze-contingent lens induced a visual behaviour whereby social understanding scores were correlated with the time spent gazing at faces. The device could be useful for treating gaze monitoring deficiencies in HFASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1404-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1642-1650[article] Self-Monitoring of Gaze in High Functioning Autism [Texte imprimé et/ou numérique] / Ouriel GRYNSZPAN, Auteur ; Jacqueline NADEL, Auteur ; Jean-Claude MARTIN, Auteur ; Jérôme SIMONIN, Auteur ; Pauline BAILLEUL, Auteur ; Yun WANG, Auteur ; Daniel GEPNER, Auteur ; Florence LE BARILLIER, Auteur ; Jacques CONSTANT, Auteur . - 2012 . - p.1642-1650.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1642-1650
Mots-clés : High functioning autism Action-monitoring Agency Eye-tracking Virtual reality Pragmatics Index. décimale : PER Périodiques Résumé : Atypical visual behaviour has been recently proposed to account for much of social misunderstanding in autism. Using an eye-tracking system and a gaze-contingent lens display, the present study explores self-monitoring of eye motion in two conditions: free visual exploration and guided exploration via blurring the visual field except for the focal area of vision. During these conditions, thirteen students with High Functioning Autism Spectrum Disorders (HFASD) and fourteen typical individuals were presented naturalistic and interactive social stimuli using virtual reality. Fixation data showed a weaker modulation of eye movements according to the conditions in the HFASD group, thus suggesting impairments in self-monitoring of gaze. Moreover, the gaze-contingent lens induced a visual behaviour whereby social understanding scores were correlated with the time spent gazing at faces. The device could be useful for treating gaze monitoring deficiencies in HFASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1404-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178 Self monitoring to promote on-task behavior by two high functioning boys with autism spectrum disorders and symptoms of ADHD / Fabrizio STASOLLA in Research in Autism Spectrum Disorders, 8-5 (May 2014)
[article]
Titre : Self monitoring to promote on-task behavior by two high functioning boys with autism spectrum disorders and symptoms of ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Fabrizio STASOLLA, Auteur ; Viviana PERILLI, Auteur ; Rita DAMIANI, Auteur Article en page(s) : p.472-479 Mots-clés : Self monitoring Autism spectrum disorders ADHD Stereotypy Indices of happiness Social validation Index. décimale : PER Périodiques Résumé : We assessed a self-monitoring procedure to promote on-task behavior in classroom by two high functioning boys with autism spectrum and attention deficit hyperactivity disorders. A second aim of the study was to reduce stereotyped behaviors for both boys. Finally, a third goal was to verify the effects of the intervention on the participant's mood. The study was conducted according to a non concurrent multiple baseline design across participants. Results show an increase of on-task behavior and indices of happiness during the intervention phase. Moreover, the stereotyped behaviors decreased during intervention phase for both boys. Participants maintained their performance during the maintenance phase, which occurred a month after the end of the intervention. The effectiveness of the rehabilitation program was confirmed by 72 university students involved in a social validation assessment as raters. Psychological and practical implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.472-479[article] Self monitoring to promote on-task behavior by two high functioning boys with autism spectrum disorders and symptoms of ADHD [Texte imprimé et/ou numérique] / Fabrizio STASOLLA, Auteur ; Viviana PERILLI, Auteur ; Rita DAMIANI, Auteur . - p.472-479.
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.472-479
Mots-clés : Self monitoring Autism spectrum disorders ADHD Stereotypy Indices of happiness Social validation Index. décimale : PER Périodiques Résumé : We assessed a self-monitoring procedure to promote on-task behavior in classroom by two high functioning boys with autism spectrum and attention deficit hyperactivity disorders. A second aim of the study was to reduce stereotyped behaviors for both boys. Finally, a third goal was to verify the effects of the intervention on the participant's mood. The study was conducted according to a non concurrent multiple baseline design across participants. Results show an increase of on-task behavior and indices of happiness during the intervention phase. Moreover, the stereotyped behaviors decreased during intervention phase for both boys. Participants maintained their performance during the maintenance phase, which occurred a month after the end of the intervention. The effectiveness of the rehabilitation program was confirmed by 72 university students involved in a social validation assessment as raters. Psychological and practical implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 Self-other relations in social development and autism: multiple roles for mirror neurons and other brain bases / Justin H.G. WILLIAMS in Autism Research, 1-2 (April 2008)
PermalinkSelf-Perceived Quality of Life in Spanish-Speaking Women with Autism Spectrum Disorders / Paula MORALES-HIDALGO in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
PermalinkSelf-perception of competencies in adolescents with autism spectrum disorders / Rosaria FURLANO in Autism Research, 8-6 (December 2015)
PermalinkSelf-perception of friendship style: Young adults with and without autism spectrum disorder / Erinn H. FINKE in Autism & Developmental Language Impairments, 4 (January-December 2019)
PermalinkSelf-perception of friendship style: Young adults with and without autism spectrum disorder / Erinn H. FINKE in Autism & Developmental Language Impairments, 4 (January-December 2019)
PermalinkSelf-perceptions, parent-perceptions, and meta-perceptions of the interpersonal efficacy of adolescents with autism spectrum disorder / Kenneth D. LOCKE in Research in Autism Spectrum Disorders, 31 (November 2016)
PermalinkSelf-Presentation and the Role of Perspective Taking and Social Motivation in Autism Spectrum Disorder / Anke M. SCHEEREN in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
PermalinkSelf-processing in individuals with autism spectrum disorder / A. D. NIJHOF in Autism Research, 12-11 (November 2019)
PermalinkSelf-Rated Social Skills Predict Visual Perception: Impairments in Object Discrimination Requiring Transient Attention Associated with High Autistic Tendency / Robin LAYCOCK in Autism Research, 7-1 (February 2014)
PermalinkSelf-referenced memory, social cognition, and symptom presentation in autism / Heather A. HENDERSON in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)
PermalinkSelf-referenced processing, neurodevelopment and joint attention in autism / Peter C. MUNDY in Autism, 14-5 (September 2010)
PermalinkSelf-referential and social cognition in a case of autism and agenesis of the corpus callosum / Michael V. LOMBARDO in Molecular Autism, (November 2012)
PermalinkSelf-regulated compliance in preschoolers with autism spectrum disorder: The role of temperament and parental disciplinary style / Sharon OSTFELD-ETZION in Autism, 20-7 (October 2016)
PermalinkSelf-regulation and quality of life in high-functioning young adults with autism / Renee R. DIJKHUIS in Autism, 21-7 (October 2017)
PermalinkSelf-regulation as a predictor of patterns of change in externalizing behaviors from infancy to adolescence / Nicole B. PERRY in Development and Psychopathology, 30-2 (May 2018)
PermalinkSelf-Report and Brain Indicators of Impaired Emotion Regulation in the Broad Autism Spectrum / Kristel DE GROOT in Journal of Autism and Developmental Disorders, 47-7 (July 2017)
PermalinkSelf-Reported Autism Symptoms in Adults with Autism Spectrum Disorders / Somer L. BISHOP in Journal of Autism and Developmental Disorders, 42-11 (November 2012)
PermalinkSelf-reported autistic traits and psychosocial outcomes among university students in Malaysia / Mohd Syazwan ZAINAL ; Jee Ching PANG ; Yammy ANG ; Marieke DE VRIES in Autism, 28-1 (January 2024)
PermalinkSelf-reported awareness and coping behaviors of low back pain among institutional caregivers for people with intellectual, autistic and associated multiple disabilities / Shang-Wei HSU in Research in Autism Spectrum Disorders, 10 (February 2015)
PermalinkSelf-reported camouflaging behaviours used by autistic adults during everyday social interactions / J. COOK in Autism, 26-2 (February 2022)
PermalinkSelf-reported cognitive decline among middle and older age autistic adults / Claire B. KLEIN in Autism Research, 16-3 (March 2023)
PermalinkSelf-reported community participation experiences and preferences of autistic adults / Lindsay L. SHEA in Autism, 25-5 (July 2021)
PermalinkSelf-reported community participation experiences and preferences of autistic adults / Lindsay L. SHEA in Autism, 26-5 (July 2022)
PermalinkSelf-reported emotion regulation in children with autism spectrum disorder, without intellectual disability / Talia BURTON in Research in Autism Spectrum Disorders, 76 (August 2020)
PermalinkSelf-reported Everyday Sources of Happiness and Unhappiness in Autistic Adults / China I. Parenteau in Journal of Autism and Developmental Disorders, 54-4 (April 2024)
PermalinkSelf-reported Health-Related Quality of Life (HRQOL) and Anxiety Among Greek School-Age Siblings of Individuals with Autism Spectrum Disorders (ASD) in Relation to Parental Mental Health and Social Support / Evangelia KOUKOURIKI in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
PermalinkSelf-reported memory of autistic young adults and associated real-world outcomes / Goldie A. MCQUAID ; Gregory L. WALLACE ; Nancy Raitano LEE in Research in Autism Spectrum Disorders, 109 (November 2023)
PermalinkSelf-reported motivations for offending by autistic sexual offenders / Katy-Louise PAYNE in Autism, 24-2 (February 2020)
PermalinkSelf-reported needs and expectations of parents of children with autism spectrum disorders who participate in support groups / Vaya PAPAGEORGIOU in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)
PermalinkSelf-reported needs of caregivers of people with Autism Spectrum Disorder / Claire COLOMBET in Journal of Autism and Developmental Disorders, 53-7 (July 2023)
PermalinkSelf-reported parkinsonism features in older autistic adults: A descriptive study / H. M. GEURTS in Autism, 26-1 (January 2022)
PermalinkSelf-reported Pleasantness Ratings and Examiner-Coded Defensiveness in Response to Touch in Children with ASD: Effects of Stimulus Material and Bodily Location / Carissa J. CASCIO in Journal of Autism and Developmental Disorders, 46-5 (May 2016)
PermalinkSelf-reported Sensory Hypersensitivity Moderates Association Between Tactile Psychophysical Performance and Autism-Related Traits in Neurotypical Adults / Lauren K. BRYANT in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
PermalinkSelf-reported service needs and barriers reported by autistic adults: Differences by gender identity / Kaitlin H. KOFFER MILLER in Research in Autism Spectrum Disorders, 92 (April 2022)
PermalinkSelf-reported sex differences in high-functioning adults with autism: a meta-analysis / R. L. MOSELEY in Molecular Autism, 9 (2018)
PermalinkSelf-reported sleep patterns and quality amongst adolescents: cross-sectional and prospective associations with anxiety and depression / Faith ORCHARD in Journal of Child Psychology and Psychiatry, 61-10 (October 2020)
PermalinkSelf-reported social impairments predict depressive disorder in adults with autism spectrum disorder / Talena C. DAY in Autism, 24-2 (February 2020)
PermalinkSelf-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder / Erin KANG in Research in Autism Spectrum Disorders, 74 (June 2020)
PermalinkSelf-reported stress among adolescent siblings of individuals with autism spectrum disorder and Down syndrome / C. M. SHIVERS in Autism, 23-1 (January 2019)
PermalinkSelf-reported Suicidality in Male and Female Adults with Autism Spectrum Disorders: Rumination and Self-esteem / Titia G. ARWERT in Journal of Autism and Developmental Disorders, 50-10 (October 2020)
PermalinkSelf-stigma among parents of children with autism spectrum disorder / Kevin Ka Shing CHAN in Research in Autism Spectrum Disorders, 48 (April 2018)
PermalinkSelf-supervised ensembled learning for autism spectrum classification / Manu GAUR in Research in Autism Spectrum Disorders, 107 (September 2023)
PermalinkSelf- vs Parent Reports of Generalised Anxiety Disorder Symptomatology in Mildly Impaired Girls with an Autism Spectrum Disorder / Vicki BITSIKA in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
PermalinkUne semaine en Sessad / Emmanuelle DAL'SECCO in Déclic, 149 (Septembre/Octobre 2012)
PermalinkUne semaine à Tignes / Sarah DUBOIS in Déclic, 162 (Novembre-Décembre 2014)
PermalinkSemantic and Visuospatial Fluid Reasoning in School-Aged Autistic Children / Anne-Marie NADER ; Janie DEGRE-PELLETIER ; Isabelle SOULIERES in Journal of Autism and Developmental Disorders, 53-12 (December 2023)
PermalinkSemantic mapping reveals distinct patterns in descriptions of social relations in adults with autism spectrum disorder / Sean X. LUO in Autism Research, 9-8 (August 2016)
PermalinkLa sémantique, la lecture de mots irréguliers et les lobes temporaux antérieurs / Sabryna BERGERON in Rééducation Orthophonique, 260 (Décembre 2014)
PermalinkLe sens de l’agi psychomoteur / Franco BOSCAINI in Evolutions psychomotrices, 22-90 (Décembre 2010)
PermalinkLes sens dessus-dessous / Véronique LAULY-SPIELMANN in Rett Info, 71 (Eté 2010)
PermalinkSens, graphe et art / Florent VINCENT in Evolutions psychomotrices, 23-91 (Janvier 20111)
PermalinkDu sens "en tout et pour tout" / Christine ROMAND in Rééducation Orthophonique, 258 (Juin 2014)
Permalink"SensAs" ! Une proposition d’adaptation pour visualiser la combinatoire pour les enfants porteurs de Troubles du Spectre de l’Autisme (TSA) / Anne DAVRIEUX-WITTLIN in Rééducation Orthophonique, 266 (Juin 2016)
PermalinkSensation-seeking-related DNA methylation and the development of delinquency: A longitudinal epigenome-wide study / Jacintha M. TIESKENS in Development and Psychopathology, 35-2 (May 2023)
PermalinkSensations fortes dans la vallée d'Ubaye / Vanessa CORNIER in Déclic, 168 (Novembre Décembre 2015)
PermalinkSense making and benefit finding in couples who have a child with Asperger syndrome: An application of the Actor-Partner Interdependence Model / Christina SAMIOS in Autism, 16-3 (May 2012)
PermalinkSense of Coherence and Coping with Stress Among Mothers and Fathers of Children with Autism / Ewa PISULA in Journal of Autism and Developmental Disorders, 40-12 (December 2010)
PermalinkSense of presence and atypical social judgments in immersive virtual environments: Responses of adolescents with Autism Spectrum Disorders / Simon WALLACE in Autism, 14-3 (May 2010)
PermalinkSensibilisation à la différence et aux TED / Brigitte BACHELLERIE in L'Express, 3 (Printemps 2010)
PermalinkSensibilisation des professionnels de santé aux troubles de l’oralité alimentaire / Emeline LESECQ-LAMBRE in Rééducation Orthophonique, 277 (Mars 2019)
PermalinkSensibilisation et soutien aux familles de jeunes autistes à Andorre in Link Autisme-Europe, 74 (Avril 2021)
PermalinkDe la sensibilité de l’apprentissage implicite au type d’item à pister dans une tache de temps de réaction séquentiel: le cas des enfants dyslexiques / A. SIMOES in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 107-108 (Mai-Juin 2010)
PermalinkSensibilité phonologique et apprentissage de la lecture / Jean ECALLE in Rééducation Orthophonique, 229 (Mars 2007)
PermalinkSensibilité précoce à la structure du mot oral et écrit: quels liens prédictifs avec les performances ultérieures en lecture ? / Monique SANCHEZ in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 107-108 (Mai-Juin 2010)
PermalinkSensibilité et spécificité du CHildhood EXecutive functioning Inventory (CHEXI) chez des enfants avec troubles attentionnels / Corinne CATALE in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 115 (Décembre 2011)
PermalinkSensitive periods for psychosocial risk in childhood and adolescence and cardiometabolic outcomes in young adulthood / Jenalee R. DOOM in Development and Psychopathology, 32-5 (December 2020)
PermalinkSensitive periods for the effect of peer victimization on self-cognition: Moderation by age and gender / Kathryn M. ROEDER in Development and Psychopathology, 26-4 (Part 1) (November 2014)
PermalinkSensitive periods in human social development: New insights from research on oxytocin, synchrony, and high-risk parenting / Ruth FELDMAN in Development and Psychopathology, 27-2 (May 2015)
PermalinkSensitive, stimulating caregiving predicts cognitive and behavioral resilience in neurodevelopmentally at-risk infants / Sara R. JAFFEE in Development and Psychopathology, 19-3 (Summer 2007)
PermalinkSensitivity and Specificity of Proposed DSM-5 Criteria for Autism Spectrum Disorder in Toddlers / Marianne L. BARTON in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
PermalinkSensitivity and Specificity of the ADOS-2 Algorithm in a Large German Sample / J. E. MEDDA in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
PermalinkSensitivity and specificity of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT): Validity and cutoff scores for autism and PDD-NOS in toddlers / Johnny L. MATSON in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)
PermalinkSensitivity and specificity of the Modified Checklist for Autism in Toddlers and the Social Communication Questionnaire in preschoolers suspected of having pervasive developmental disorders / Anne V. SNOW in Autism, 12-6 (November 2008)
PermalinkSensitivity of the modified Children’s Yale–Brown Obsessive Compulsive Scale to detect change: Results from two multi-site trials / Lawrence SCAHILL in Autism, 20-2 (February 2016)
PermalinkSensitivity to audio-visual synchrony and its relation to language abilities in children with and without ASD / G. RIGHI in Autism Research, 11-4 (April 2018)
PermalinkSensitivity to eye gaze in autism: Is it normal? Is it automatic? Is it social? / Kate NATION in Development and Psychopathology, 20-1 (Winter 2008)
PermalinkSensitivity to Social Agency in Autistic Adults / E. J. MORGAN in Journal of Autism and Developmental Disorders, 51-9 (September 2021)
PermalinkSensitizing effect of early adversity on depressive reactions to later proximal stress: Moderation by polymorphisms in serotonin transporter and corticotropin releasing hormone receptor genes in a 20-year longitudinal study / Lisa R. STARR in Development and Psychopathology, 26-4 (Part 2) (November 2014)
PermalinkSensori-motor and Daily Living Skills of Preschool Children with Autism Spectrum Disorders / Emmanuelle JASMIN in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
PermalinkSensori-motricité et apprentissages fondamentaux / Monique PLAZA in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 78 (Juin 2004)
PermalinkSensorialité tactile et eau. : Un outil thérapeutique pour les personnes avec autisme ? / René TUFFREAU in Bulletin Scientifique de l'arapi (Le), 23 (juin 2009)
PermalinkDu sensorimoteur et du psychomoteur : leur dialogue dans l'organisation psychomotrice / Nathalie SCHMID NICHOLS in Thérapie psychomotrice et recherches, 150 (2007)
PermalinkSensorimotor development and dysregulation of activity in young children with autism and with intellectual disabilities / Isabel SEYNHAEVE in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)
PermalinkSensorimotor learning and associated visual perception are intact but unrelated in autism spectrum disorder / Spencer J. HAYES in Autism Research, 11-2 (February 2018)
PermalinkSensorimotor skills in autism spectrum disorder: A meta-analysis / Sarah-Maude COLL in Research in Autism Spectrum Disorders, 76 (August 2020)
PermalinkDe la sensorimotricité à la psychomotricité. l’intériorisation d’un corps psychomoteur groupal / Fabienne LEPLAT in Thérapie psychomotrice et recherches, 182 (2016)
PermalinkSensory Abnormality and Quantitative Autism Traits in Children With and Without Autism Spectrum Disorder in an Epidemiological Population / K. JUSSILA in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
PermalinkSensory Adapted Dental Environments to Enhance Oral Care for Children with Autism Spectrum Disorders: A Randomized Controlled Pilot Study / Sharon A. CERMAK in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
PermalinkSensory and motor secondary symptoms as indicators of brain vulnerability / N. LEVIT-BINNUN in Journal of Neurodevelopmental Disorders, 5-1 (December 2013)
PermalinkSensory and repetitive behaviors among children with autism spectrum disorder at home / Anne V. KIRBY in Autism, 21-2 (February 2017)
PermalinkSensory and Social Subtypes of Japanese Individuals with Autism Spectrum Disorders / Ayako KANEKO in Journal of Autism and Developmental Disorders, 53-8 (August 2023)
PermalinkSensory atypicalities in dyads of children with autism spectrum disorder (ASD) and their parents / Magdalena GLOD in Autism Research, 10-3 (March 2017)
PermalinkSensory-Based Intervention for Children with Behavioral Problems: A Systematic Review / Farahiyah WAN YUNUS in Journal of Autism and Developmental Disorders, 45-11 (November 2015)
PermalinkSensory Clusters of Adults With and Without Autism Spectrum Conditions / Marie ELWIN in Journal of Autism and Developmental Disorders, 47-3 (March 2017)
PermalinkSensory clusters of toddlers with autism spectrum disorders: differences in affective symptoms / Ayelet BEN-SASSON in Journal of Child Psychology and Psychiatry, 49-8 (August 2008)
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