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Détail de l'auteur
Auteur Heidi AASE |
Documents disponibles écrits par cet auteur (2)
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Frequency and latency of social interaction in an inclusive kindergarten setting / Erik JAHR in Autism, 11-4 (July 2007)
[article]
Titre : Frequency and latency of social interaction in an inclusive kindergarten setting Type de document : Texte imprimé et/ou numérique Auteurs : Erik JAHR, Auteur ; Heidi AASE, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur Année de publication : 2007 Article en page(s) : p.349-363 Langues : Anglais (eng) Mots-clés : Autism Frequency Inclusive-setting Latency Social-interaction Typical-children Index. décimale : PER Périodiques Résumé : This study investigated the frequency and latency of naturally occurring social interaction with typically developing children and those with autism in inclusive kindergarten settings. The children with autism were also subdivided into two groups according to intellectual functioning in order to analyze frequency and latency of social interaction in relation to degree of disability. The results showed a significant difference in frequency of social interaction between the typical children and those with autism. There was no difference between the groups on latency to initiate interaction. However, shorter latency was associated with higher frequency in the typical group but not in the group of children with autism. Significant differences in IQ and adaptive functioning were found between the children with autism who showed interaction and those who did not. The results for the typical children may be used as benchmark values for the assessment of treatment outcome for children with autism.
En ligne : http://dx.doi.org/10.1177/1362361307078134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158
in Autism > 11-4 (July 2007) . - p.349-363[article] Frequency and latency of social interaction in an inclusive kindergarten setting [Texte imprimé et/ou numérique] / Erik JAHR, Auteur ; Heidi AASE, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur . - 2007 . - p.349-363.
Langues : Anglais (eng)
in Autism > 11-4 (July 2007) . - p.349-363
Mots-clés : Autism Frequency Inclusive-setting Latency Social-interaction Typical-children Index. décimale : PER Périodiques Résumé : This study investigated the frequency and latency of naturally occurring social interaction with typically developing children and those with autism in inclusive kindergarten settings. The children with autism were also subdivided into two groups according to intellectual functioning in order to analyze frequency and latency of social interaction in relation to degree of disability. The results showed a significant difference in frequency of social interaction between the typical children and those with autism. There was no difference between the groups on latency to initiate interaction. However, shorter latency was associated with higher frequency in the typical group but not in the group of children with autism. Significant differences in IQ and adaptive functioning were found between the children with autism who showed interaction and those who did not. The results for the typical children may be used as benchmark values for the assessment of treatment outcome for children with autism.
En ligne : http://dx.doi.org/10.1177/1362361307078134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158 Infrequent, but not frequent, reinforcers produce more variable responding and deficient sustained attention in young children with attention-deficit/hyperactivity disorder (ADHD) / Heidi AASE in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)
[article]
Titre : Infrequent, but not frequent, reinforcers produce more variable responding and deficient sustained attention in young children with attention-deficit/hyperactivity disorder (ADHD) Type de document : Texte imprimé et/ou numérique Auteurs : Heidi AASE, Auteur ; Terje SAGVOLDEN, Auteur Année de publication : 2006 Article en page(s) : p.457–471 Langues : Anglais (eng) Mots-clés : Hyperkinetic-disorder reward variance computer-task operant-analysis Index. décimale : PER Périodiques Résumé : Background: The underlying behavioral/psychological processes of attention-deficit/hyperactivity disorder are unclear. Motivational factors, related to dopamine dysfunction, may play an important role in the development of the behavioral symptoms. Particularly, infrequent, but not frequent, reinforcers have been suggested to be associated with altered responding and deviant behavior in children with ADHD. The present study was designed to analyze the influence of reinforcement frequency on operationalized measures of hyperactivity, impulsiveness, sustained attention, and response variability.
Methods: Fifty-six boys, half of whom were diagnosed with ADHD, completed a computerized task presented as a game with two squares on the screen. One square was associated with reinforcement. The task required responses by the computer mouse under contingencies alternating between variable interval schedules of short (mean 2 s) and long (mean 20 s) durations. Reinforcers were cartoon pictures and small trinkets.
Results: Overall, there was no difference between children with ADHD and comparison children when reinforcers were given frequently. Statistically significant differences on measures of sustained attention and variability, but not hyperactivity and impulsiveness, were found during infrequent reinforcement only. Age effects interacted with group effects on sustained attention, showing that group differences were found in the young children only. Surprisingly, older comparison children showed increased response variability and no learning.
Conclusions: When reinforcers are infrequent, children with ADHD show deficient sustained attention and increased variability in responding. Computer experience may have interfered with measures of hyperactivity and impulsiveness. The unexpectedly poor performance of the older comparison children may have been due to inefficient reinforcers or to verbally governed behavior overruling reinforcer effects. Reinforcer characteristics and experimental procedures are important factors influencing findings in studies investigating motivational factors. The study provides some support for the dynamic developmental theory of ADHD predicting relationships between neurobiological deficits, altered reinforcement mechanisms, and treatment recommendations.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01468.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731
in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.457–471[article] Infrequent, but not frequent, reinforcers produce more variable responding and deficient sustained attention in young children with attention-deficit/hyperactivity disorder (ADHD) [Texte imprimé et/ou numérique] / Heidi AASE, Auteur ; Terje SAGVOLDEN, Auteur . - 2006 . - p.457–471.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.457–471
Mots-clés : Hyperkinetic-disorder reward variance computer-task operant-analysis Index. décimale : PER Périodiques Résumé : Background: The underlying behavioral/psychological processes of attention-deficit/hyperactivity disorder are unclear. Motivational factors, related to dopamine dysfunction, may play an important role in the development of the behavioral symptoms. Particularly, infrequent, but not frequent, reinforcers have been suggested to be associated with altered responding and deviant behavior in children with ADHD. The present study was designed to analyze the influence of reinforcement frequency on operationalized measures of hyperactivity, impulsiveness, sustained attention, and response variability.
Methods: Fifty-six boys, half of whom were diagnosed with ADHD, completed a computerized task presented as a game with two squares on the screen. One square was associated with reinforcement. The task required responses by the computer mouse under contingencies alternating between variable interval schedules of short (mean 2 s) and long (mean 20 s) durations. Reinforcers were cartoon pictures and small trinkets.
Results: Overall, there was no difference between children with ADHD and comparison children when reinforcers were given frequently. Statistically significant differences on measures of sustained attention and variability, but not hyperactivity and impulsiveness, were found during infrequent reinforcement only. Age effects interacted with group effects on sustained attention, showing that group differences were found in the young children only. Surprisingly, older comparison children showed increased response variability and no learning.
Conclusions: When reinforcers are infrequent, children with ADHD show deficient sustained attention and increased variability in responding. Computer experience may have interfered with measures of hyperactivity and impulsiveness. The unexpectedly poor performance of the older comparison children may have been due to inefficient reinforcers or to verbally governed behavior overruling reinforcer effects. Reinforcer characteristics and experimental procedures are important factors influencing findings in studies investigating motivational factors. The study provides some support for the dynamic developmental theory of ADHD predicting relationships between neurobiological deficits, altered reinforcement mechanisms, and treatment recommendations.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01468.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731