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Détail de l'auteur
Auteur Kelly STICKLES GOODS |
Documents disponibles écrits par cet auteur (2)
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Joint Attention Intervention for Children with Autism / Connie KASARI
Titre : Joint Attention Intervention for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Danai KASAMBIRA FANNIN, Auteur ; Kelly STICKLES GOODS, Auteur Année de publication : 2012 Importance : p.139-161 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190 Joint Attention Intervention for Children with Autism [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Danai KASAMBIRA FANNIN, Auteur ; Kelly STICKLES GOODS, Auteur . - 2012 . - p.139-161.
Langues : Anglais (eng)
Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT / Kelly STICKLES GOODS in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
[article]
Titre : Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT Type de document : Texte imprimé et/ou numérique Auteurs : Kelly STICKLES GOODS, Auteur ; Eric ISHIJIMA, Auteur ; Ya-Chih CHANG, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1050-1056 Langues : Anglais (eng) Mots-clés : Autism Minimally verbal Intervention Index. décimale : PER Périodiques Résumé : In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a treatment group (substitution of 30 min of JASPER treatment, twice weekly during their regular program). A baseline of 12 weeks in which no changes were noted in core deficits was followed by 12 weeks of intervention for children randomized to the JASPER treatment. Participants in the treatment group demonstrated greater play diversity on a standardized assessment. Effects also generalized to the classroom, where participants in the treatment group initiated more gestures and spent less time unengaged. These results provide further support that even brief, targeted interventions on joint attention and play can improve core deficits in minimally verbal children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1644-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195
in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1050-1056[article] Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT [Texte imprimé et/ou numérique] / Kelly STICKLES GOODS, Auteur ; Eric ISHIJIMA, Auteur ; Ya-Chih CHANG, Auteur ; Connie KASARI, Auteur . - p.1050-1056.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1050-1056
Mots-clés : Autism Minimally verbal Intervention Index. décimale : PER Périodiques Résumé : In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a treatment group (substitution of 30 min of JASPER treatment, twice weekly during their regular program). A baseline of 12 weeks in which no changes were noted in core deficits was followed by 12 weeks of intervention for children randomized to the JASPER treatment. Participants in the treatment group demonstrated greater play diversity on a standardized assessment. Effects also generalized to the classroom, where participants in the treatment group initiated more gestures and spent less time unengaged. These results provide further support that even brief, targeted interventions on joint attention and play can improve core deficits in minimally verbal children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1644-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195