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Physical exercise and individuals with autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)
[article]
Titre : Physical exercise and individuals with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; April REGESTER, Auteur ; Lynn KERN KOEGEL, Auteur ; Kristen ASHBAUGH, Auteur ; Whitney ENCE, Auteur ; Whitney SMITH, Auteur Année de publication : 2010 Article en page(s) : p.565-576 Langues : Anglais (eng) Mots-clés : Exercise Physical-activity Autism Aerobic Asperger's PDD-NOS Review Index. décimale : PER Périodiques Résumé : Studies involving physical exercise and individuals with autism spectrum disorders (ASD) were reviewed. Systematic search procedures identified 18 studies meeting predetermined inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) type of exercise, (c) procedures used to increase exercise, (d) outcomes, and (e) research methodology. Across the corpus of studies, exercise was implemented with 64 participants with ASD aged 3–41 years. A variety of exercise activities were employed (e.g., jogging, weight training, bike riding). Following the exercise interventions decreases in stereotypy, aggression, off-task behavior and elopement were reported. Fatigue was not likely the cause of decreases in maladaptive behavior because on-task behavior, academic responding, and appropriate motor behavior (e.g., playing catch) increased following physical exercise. Results suggest that programs for individuals with ASD may benefit from including components designed to incorporate regular and specific types of physical activity. Areas in need of further research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.565-576[article] Physical exercise and individuals with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; April REGESTER, Auteur ; Lynn KERN KOEGEL, Auteur ; Kristen ASHBAUGH, Auteur ; Whitney ENCE, Auteur ; Whitney SMITH, Auteur . - 2010 . - p.565-576.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.565-576
Mots-clés : Exercise Physical-activity Autism Aerobic Asperger's PDD-NOS Review Index. décimale : PER Périodiques Résumé : Studies involving physical exercise and individuals with autism spectrum disorders (ASD) were reviewed. Systematic search procedures identified 18 studies meeting predetermined inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) type of exercise, (c) procedures used to increase exercise, (d) outcomes, and (e) research methodology. Across the corpus of studies, exercise was implemented with 64 participants with ASD aged 3–41 years. A variety of exercise activities were employed (e.g., jogging, weight training, bike riding). Following the exercise interventions decreases in stereotypy, aggression, off-task behavior and elopement were reported. Fatigue was not likely the cause of decreases in maladaptive behavior because on-task behavior, academic responding, and appropriate motor behavior (e.g., playing catch) increased following physical exercise. Results suggest that programs for individuals with ASD may benefit from including components designed to incorporate regular and specific types of physical activity. Areas in need of further research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 Pivotal Response Treatment / Lynn KERN KOEGEL
Titre : Pivotal Response Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Lynn KERN KOEGEL, Auteur ; Daniel OPENDEN, Auteur Année de publication : 2019 Importance : p.109-132 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 Pivotal Response Treatment [Texte imprimé et/ou numérique] / Lynn KERN KOEGEL, Auteur ; Daniel OPENDEN, Auteur . - 2019 . - p.109-132.
Langues : Anglais (eng)
Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Pivotal Response Treatments for Autism / Robert L. KOEGEL
Titre : Pivotal Response Treatments for Autism : Communication, Social, and Academic Development Type de document : Texte imprimé et/ou numérique Auteurs : Robert L. KOEGEL, Directeur de publication ; Lynn KERN KOEGEL, Directeur de publication Editeur : Baltimore [Etats-Unis] : Brookes Publishing Année de publication : 2006 Importance : 312 p. Présentation : ill. Format : 18cm x 25,5cm x 2cm ISBN/ISSN/EAN : 978-1-55766-819-6 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Pivotal Response Treatment (PRT) Motivation Index. décimale : APP-E APP-E - Pivotal Response Treatment (PRT) Résumé : Size: 7.0 x 10.0
Stock Number: 68196
Format: Paperback
Discover how to use natural learning opportunities to target and modify key behaviors in children with autism—leading to widespread positive effects on communication, behavior, and social skills. It’s all possible with the innovative, widely used Pivotal Response Treatment (PRT), an empirically supported treatment for autism recognized by the National Professional Development Center on Autism Spectrum Disorders and the National Standards Project.
The product of 20 years of research from Robert and Lynn Koegel—co–founders of the renowned Autism Research Center at the University of California, Santa Barbara—this proven approach is now clearly presented in one accessible book. Keeping parents involved in every aspect of behavioral intervention, therapists and educators of children from preschool to elementary school will use the research-supported PRT strategies to
•advance children's communication and language skills, even in extremely challenging cases
•foster social interactions and friendships with typically developing peers
•reduce disruptive behaviors by combining functional assessment with self-management strategies
•aid early identification and intervention
•reduce ritualistic behaviors and broaden children's interests
•improve children's performance in school activities and on homework assignments
Because PRT works with each child's natural motivations and stresses functional communication over rote learning, this comprehensive model helps children develop skills they can really use. With this timely resource, educators and therapists will support children with autism as they enjoy more positive interactions, more effective communication, and higher academic achievement in natural, inclusive settings. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 Pivotal Response Treatments for Autism : Communication, Social, and Academic Development [Texte imprimé et/ou numérique] / Robert L. KOEGEL, Directeur de publication ; Lynn KERN KOEGEL, Directeur de publication . - Baltimore [Etats-Unis] : Brookes Publishing, 2006 . - 312 p. : ill. ; 18cm x 25,5cm x 2cm.
ISBN : 978-1-55766-819-6
Bibliogr., Index
Langues : Anglais (eng)
Mots-clés : Pivotal Response Treatment (PRT) Motivation Index. décimale : APP-E APP-E - Pivotal Response Treatment (PRT) Résumé : Size: 7.0 x 10.0
Stock Number: 68196
Format: Paperback
Discover how to use natural learning opportunities to target and modify key behaviors in children with autism—leading to widespread positive effects on communication, behavior, and social skills. It’s all possible with the innovative, widely used Pivotal Response Treatment (PRT), an empirically supported treatment for autism recognized by the National Professional Development Center on Autism Spectrum Disorders and the National Standards Project.
The product of 20 years of research from Robert and Lynn Koegel—co–founders of the renowned Autism Research Center at the University of California, Santa Barbara—this proven approach is now clearly presented in one accessible book. Keeping parents involved in every aspect of behavioral intervention, therapists and educators of children from preschool to elementary school will use the research-supported PRT strategies to
•advance children's communication and language skills, even in extremely challenging cases
•foster social interactions and friendships with typically developing peers
•reduce disruptive behaviors by combining functional assessment with self-management strategies
•aid early identification and intervention
•reduce ritualistic behaviors and broaden children's interests
•improve children's performance in school activities and on homework assignments
Because PRT works with each child's natural motivations and stresses functional communication over rote learning, this comprehensive model helps children develop skills they can really use. With this timely resource, educators and therapists will support children with autism as they enjoy more positive interactions, more effective communication, and higher academic achievement in natural, inclusive settings. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 Contenu
- The Basics of Pivotal Response Treatment / Robert L. KOEGEL
- A Screening, Training, and Education Program (First S.T.E.P.) / Lynn KERN KOEGEL
- Interventions in General Education Classrooms. One Boy's Story as Seen by His Mother / Cheryl FISHER
- Incorporating Motivational Procedures to Improve Homework Performance / Robert L. KOEGEL
- Parent Perspectives of Parent Education Programs / Jennifer B. SYMON
- Ecocultural Theory and Cultural Diversity in Intervention Programs / Karen M. SZE
- Developmental Trajectories with Early Intervention / Robert L. KOEGEL
- First Words: Getting Verbal Communication Started / Robert L. KOEGEL
- The Pivotal Role of Initiations in the Habilitation / Rosy MATOS FREDEEN
- Working with Paraprofessionals to Improve Socialization in Inclusive Settings / Robert L. KOEGEL
- Play Dates, Social Interactions, and Friendships / Grace A. WERNER
- Reducing Ritualistic Behaviors and Broadening Children's Interests / Robert L. KOEGEL
- Improving Social-Communication, Empathy, and Pragmatics in Individuals with Asperger Syndrome / Lynn KERN KOEGEL
- Combining Functional Assessment and Self-Management Procedures to Rapidly Reduce Disruptive Behaviors / Lynn KERN KOEGEL
Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0002917 APP-E KOE Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
iPad Air Autisme et psychomotricité PERRIN, Julien Banjo doit choisir ses amis CHARRIER, Caroline 100 idées pour accompagner un enfant avec autisme dans un cadre scolaire PRY, René Démarche clinique en neurologie du développement AMIEL-TISON, Claudine Test of Emotion Comprehension (TEC) : Girl PONS, Francisco Play Dates, Social Interactions, and Friendships / Grace A. WERNER
Titre : Play Dates, Social Interactions, and Friendships Type de document : Texte imprimé et/ou numérique Auteurs : Grace A. WERNER, Auteur ; Laurie A. VISMARA, Auteur ; Robert L. KOEGEL, Auteur ; Lynn KERN KOEGEL, Auteur Année de publication : 2006 Importance : p.199-213 Langues : Anglais (eng) Index. décimale : APP-E APP-E - Pivotal Response Treatment (PRT) Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 Play Dates, Social Interactions, and Friendships [Texte imprimé et/ou numérique] / Grace A. WERNER, Auteur ; Laurie A. VISMARA, Auteur ; Robert L. KOEGEL, Auteur ; Lynn KERN KOEGEL, Auteur . - 2006 . - p.199-213.
Langues : Anglais (eng)
Index. décimale : APP-E APP-E - Pivotal Response Treatment (PRT) Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism / Fereshteh MOHAMMADZAHERI in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
[article]
Titre : A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Fereshteh MOHAMMADZAHERI, Auteur ; Lynn KERN KOEGEL, Auteur ; Mohammad REZAEI, Auteur ; Enayatolah BAKHSHI, Auteur Article en page(s) : p.2899-2907 Langues : Anglais (eng) Mots-clés : Disruptive behavior Autism Pivotal Response Treatment Applied behavior analysis Language intervention Index. décimale : PER Périodiques Résumé : Children with autism often demonstrate disruptive behaviors during demanding teaching tasks. Language intervention can be particularly difficult as it involves social and communicative areas, which are challenging for this population. The purpose of this study was to compare two intervention conditions, a naturalistic approach, Pivotal Response Treatment (PRT) with an adult-directed ABA approach on disruptive behavior during language intervention in the public schools. A randomized clinical trial design was used with two groups of children, matched according to age, sex and mean length of utterance. The data showed that the children demonstrated significantly lower levels of disruptive behavior during the PRT condition. The results are discussed with respect to antecedent manipulations that may be helpful in reducing disruptive behavior. En ligne : http://dx.doi.org/10.1007/s10803-015-2451-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267
in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2899-2907[article] A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism [Texte imprimé et/ou numérique] / Fereshteh MOHAMMADZAHERI, Auteur ; Lynn KERN KOEGEL, Auteur ; Mohammad REZAEI, Auteur ; Enayatolah BAKHSHI, Auteur . - p.2899-2907.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2899-2907
Mots-clés : Disruptive behavior Autism Pivotal Response Treatment Applied behavior analysis Language intervention Index. décimale : PER Périodiques Résumé : Children with autism often demonstrate disruptive behaviors during demanding teaching tasks. Language intervention can be particularly difficult as it involves social and communicative areas, which are challenging for this population. The purpose of this study was to compare two intervention conditions, a naturalistic approach, Pivotal Response Treatment (PRT) with an adult-directed ABA approach on disruptive behavior during language intervention in the public schools. A randomized clinical trial design was used with two groups of children, matched according to age, sex and mean length of utterance. The data showed that the children demonstrated significantly lower levels of disruptive behavior during the PRT condition. The results are discussed with respect to antecedent manipulations that may be helpful in reducing disruptive behavior. En ligne : http://dx.doi.org/10.1007/s10803-015-2451-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Structured Applied Behavior Analysis (ABA) Intervention for Children with Autism / Fereshteh MOHAMMADZAHERI in Journal of Autism and Developmental Disorders, 44-11 (November 2014)
PermalinkReducing Ritualistic Behaviors and Broadening Children's Interests / Robert L. KOEGEL
PermalinkRelationships, Independence, and Communication in Autism and Asperger's Disorder / Lynn KERN KOEGEL
PermalinkA Screening, Training, and Education Program (First S.T.E.P.) / Lynn KERN KOEGEL
PermalinkThe Basics of Pivotal Response Treatment / Robert L. KOEGEL
PermalinkThe Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial / Fereshteh MOHAMMADZAHERI in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
PermalinkThe PRT Pocket Guide / Robert L. KOEGEL
PermalinkTraining Paraprofessionals to Improve Socialization in Students with ASD / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
PermalinkUsing Individualized Reinforcers and Hierarchical Exposure to Increase Food Flexibility in Children with Autism Spectrum Disorders / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 42-8 (August 2012)
PermalinkUsing Self-Management to Improve the Reciprocal Social Conversation of Children with Autism Spectrum Disorder / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 44-5 (May 2014)
PermalinkWorking with Paraprofessionals to Improve Socialization in Inclusive Settings / Robert L. KOEGEL
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