Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Beth T. WILLIAMS |
Documents disponibles écrits par cet auteur (2)
Faire une suggestion Affiner la recherche
Teaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme / Beth T. WILLIAMS in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)
[article]
Titre : Teaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme Type de document : Texte imprimé et/ou numérique Auteurs : Beth T. WILLIAMS, Auteur ; Kylie M. GRAY, Auteur ; Bruce J. TONGE, Auteur Article en page(s) : p.1268-1276 Langues : Anglais (eng) Mots-clés : Autism emotion recognition intervention training Index. décimale : PER Périodiques Résumé : Background: Children with autism have difficulties in emotion recognition and a number of interventions have been designed to target these problems. However, few emotion training interventions have been trialled with young children with autism and co-morbid ID. This study aimed to evaluate the efficacy of an emotion training programme for a group of young children with autism with a range of intellectual ability. Methods: Participants were 55 children with autistic disorder, aged 4?7 years (FSIQ 42?107). Children were randomly assigned to an intervention (n = 28) or control group (n = 27). Participants in the intervention group watched a DVD designed to teach emotion recognition skills to children with autism (the Transporters), whereas the control group watched a DVD of Thomas the Tank Engine. Participants were assessed on their ability to complete basic emotion recognition tasks, mindreading and theory of mind (TOM) tasks before and after the 4-week intervention period, and at 3-month follow-up. Results: Analyses controlled for the effect of chronological age, verbal intelligence, gender and DVD viewing time on outcomes. Children in the intervention group showed improved performance in the recognition of anger compared with the control group, with few improvements maintained at 3-month follow-up. There was no generalisation of skills to TOM or social skills. Conclusions: The Transporters programme showed limited efficacy in teaching basic emotion recognition skills to young children with autism with a lower range of cognitive ability. Improvements were limited to the recognition of expressions of anger, with poor maintenance of these skills at follow-up. These findings provide limited support for the efficacy of the Transporters programme for young children with autism of a lower cognitive range. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02593.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185
in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1268-1276[article] Teaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme [Texte imprimé et/ou numérique] / Beth T. WILLIAMS, Auteur ; Kylie M. GRAY, Auteur ; Bruce J. TONGE, Auteur . - p.1268-1276.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1268-1276
Mots-clés : Autism emotion recognition intervention training Index. décimale : PER Périodiques Résumé : Background: Children with autism have difficulties in emotion recognition and a number of interventions have been designed to target these problems. However, few emotion training interventions have been trialled with young children with autism and co-morbid ID. This study aimed to evaluate the efficacy of an emotion training programme for a group of young children with autism with a range of intellectual ability. Methods: Participants were 55 children with autistic disorder, aged 4?7 years (FSIQ 42?107). Children were randomly assigned to an intervention (n = 28) or control group (n = 27). Participants in the intervention group watched a DVD designed to teach emotion recognition skills to children with autism (the Transporters), whereas the control group watched a DVD of Thomas the Tank Engine. Participants were assessed on their ability to complete basic emotion recognition tasks, mindreading and theory of mind (TOM) tasks before and after the 4-week intervention period, and at 3-month follow-up. Results: Analyses controlled for the effect of chronological age, verbal intelligence, gender and DVD viewing time on outcomes. Children in the intervention group showed improved performance in the recognition of anger compared with the control group, with few improvements maintained at 3-month follow-up. There was no generalisation of skills to TOM or social skills. Conclusions: The Transporters programme showed limited efficacy in teaching basic emotion recognition skills to young children with autism with a lower range of cognitive ability. Improvements were limited to the recognition of expressions of anger, with poor maintenance of these skills at follow-up. These findings provide limited support for the efficacy of the Transporters programme for young children with autism of a lower cognitive range. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02593.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 The relationship between emotion recognition ability and social skills in young children with autism / Beth T. WILLIAMS in Autism, 17-6 (November 2013)
[article]
Titre : The relationship between emotion recognition ability and social skills in young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Beth T. WILLIAMS, Auteur ; Kylie M. GRAY, Auteur Année de publication : 2013 Article en page(s) : p.762-768 Langues : Anglais (eng) Mots-clés : Autism emotion recognition social skills Index. décimale : PER Périodiques Résumé : This study assessed the relationship between emotion recognition ability and social skills in 42 young children with autistic disorder aged 4–7 years. The analyses revealed that accuracy in recognition of sadness, but not happiness, anger or fear, was associated with higher ratings on the Vineland-II Socialization domain, above and beyond the influence of chronological age, cognitive ability and autism symptom severity. These findings extend previous research with adolescents and adults with autism spectrum disorders, suggesting that sadness recognition is also associated with social skills in children with autism. En ligne : http://dx.doi.org/10.1177/1362361312465355 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Autism > 17-6 (November 2013) . - p.762-768[article] The relationship between emotion recognition ability and social skills in young children with autism [Texte imprimé et/ou numérique] / Beth T. WILLIAMS, Auteur ; Kylie M. GRAY, Auteur . - 2013 . - p.762-768.
Langues : Anglais (eng)
in Autism > 17-6 (November 2013) . - p.762-768
Mots-clés : Autism emotion recognition social skills Index. décimale : PER Périodiques Résumé : This study assessed the relationship between emotion recognition ability and social skills in 42 young children with autistic disorder aged 4–7 years. The analyses revealed that accuracy in recognition of sadness, but not happiness, anger or fear, was associated with higher ratings on the Vineland-II Socialization domain, above and beyond the influence of chronological age, cognitive ability and autism symptom severity. These findings extend previous research with adolescents and adults with autism spectrum disorders, suggesting that sadness recognition is also associated with social skills in children with autism. En ligne : http://dx.doi.org/10.1177/1362361312465355 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218