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Détail de l'auteur
Auteur Susan W. WHITE |
Documents disponibles écrits par cet auteur (69)
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Group Social Skills Instruction for Adolescents With High-Functioning Autism Spectrum Disorders / Susan W. WHITE in Focus on Autism and Other Developmental Disabilities, 25-4 (December 2010)
[article]
Titre : Group Social Skills Instruction for Adolescents With High-Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Susan W. WHITE, Auteur ; Kathleen KOENIG, Auteur ; Lawrence SCAHILL, Auteur Année de publication : 2010 Article en page(s) : p.209-219 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Given the increased recognition of autism spectrum disorders (ASD) and the chronic and pervasive nature of associated deficits, there is a pressing need for effective treatments. The feasibility and preliminary efficacy of a structured, group social skills training program for high-functioning youth with ASD was examined in this study. Fifteen participants (14 boys and 1 girl; age M = 12.55 years ± 1 year) completed a 16-week outpatient group-based intervention. The structured treatment was acceptable to families based on session attendance (89%) and postgroup satisfaction ratings. Treatment integrity was acceptable. Nine participants demonstrated significant improvement based on reliable change indices. Gains were not, however, uniform across school and home, nor were they consistently maintained following treatment. En ligne : http://dx.doi.org/10.1177/1088357610380595 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114
in Focus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.209-219[article] Group Social Skills Instruction for Adolescents With High-Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Susan W. WHITE, Auteur ; Kathleen KOENIG, Auteur ; Lawrence SCAHILL, Auteur . - 2010 . - p.209-219.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.209-219
Index. décimale : PER Périodiques Résumé : Given the increased recognition of autism spectrum disorders (ASD) and the chronic and pervasive nature of associated deficits, there is a pressing need for effective treatments. The feasibility and preliminary efficacy of a structured, group social skills training program for high-functioning youth with ASD was examined in this study. Fifteen participants (14 boys and 1 girl; age M = 12.55 years ± 1 year) completed a 16-week outpatient group-based intervention. The structured treatment was acceptable to families based on session attendance (89%) and postgroup satisfaction ratings. Treatment integrity was acceptable. Nine participants demonstrated significant improvement based on reliable change indices. Gains were not, however, uniform across school and home, nor were they consistently maintained following treatment. En ligne : http://dx.doi.org/10.1177/1088357610380595 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 Handbook of Autism and Anxiety / Thompson E. III DAVIS
Titre : Handbook of Autism and Anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Thompson E. III DAVIS, Directeur de publication ; Susan W. WHITE, Directeur de publication ; Thomas H. OLLENDICK, Directeur de publication Editeur : Berlin [Allemagne] : Springer Année de publication : 2014 Collection : Autism and Child Psychopathology Series, ISSN 2192-922X Importance : 264 p. Format : 18cm x 26cm x 2cm ISBN/ISSN/EAN : 978-3-319-06795-7 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : PAR-B PAR-B - Anxiété Résumé : The diagnosis of autism spectrum disorder (ASD) has evolved greatly since Asperger's day. And as our clinical understanding of this spectrum of disorders has grown, so has recognition of the connections between anxiety disorders and ASD—a welcome development, but also a source of confusion for many in the field.
The Handbook of Autism and Anxiety brings together leading experts to explain this comorbidity, the diagnostic similarities and differences between the two disorders and the extent to which treatment for each can be coordinated for optimum results. Focusing on repetitive behaviors, social difficulties and fears as core components of anxiety disorders as well as ASD, contributors discuss specific symptoms in depth to aid in diagnosis. Assessment and treatment issues relevant to the autism-anxiety connection are considered in clinical and school contexts. And an especially timely conclusion details how key changes in the DSM-5 affect the diagnosis and conceptualization of each disorder.
Key topics addressed in the Handbook include:
- Phenotypic variability in ASD: clinical considerations.
- Etiologic factors and transdiagnostic processes.
- Social worries and difficulties: autism and/or social anxiety disorder?
- Implementing group CBT interventions for youth with ASD and anxiety in clinical practice.
- Autism and anxiety in school settings.
- DSM-5 and autism spectrum disorder.
The Handbook of Autism and Anxiety is an essential resource for researchers, clinicians/professionals and graduate students in child and school psychology, psychiatry, social work, education, clinical counseling and behavioral therapy. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301 Handbook of Autism and Anxiety [Texte imprimé et/ou numérique] / Thompson E. III DAVIS, Directeur de publication ; Susan W. WHITE, Directeur de publication ; Thomas H. OLLENDICK, Directeur de publication . - Berlin [Allemagne] : Springer, 2014 . - 264 p. ; 18cm x 26cm x 2cm. - (Autism and Child Psychopathology Series, ISSN 2192-922X) .
ISBN : 978-3-319-06795-7
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : PAR-B PAR-B - Anxiété Résumé : The diagnosis of autism spectrum disorder (ASD) has evolved greatly since Asperger's day. And as our clinical understanding of this spectrum of disorders has grown, so has recognition of the connections between anxiety disorders and ASD—a welcome development, but also a source of confusion for many in the field.
The Handbook of Autism and Anxiety brings together leading experts to explain this comorbidity, the diagnostic similarities and differences between the two disorders and the extent to which treatment for each can be coordinated for optimum results. Focusing on repetitive behaviors, social difficulties and fears as core components of anxiety disorders as well as ASD, contributors discuss specific symptoms in depth to aid in diagnosis. Assessment and treatment issues relevant to the autism-anxiety connection are considered in clinical and school contexts. And an especially timely conclusion details how key changes in the DSM-5 affect the diagnosis and conceptualization of each disorder.
Key topics addressed in the Handbook include:
- Phenotypic variability in ASD: clinical considerations.
- Etiologic factors and transdiagnostic processes.
- Social worries and difficulties: autism and/or social anxiety disorder?
- Implementing group CBT interventions for youth with ASD and anxiety in clinical practice.
- Autism and anxiety in school settings.
- DSM-5 and autism spectrum disorder.
The Handbook of Autism and Anxiety is an essential resource for researchers, clinicians/professionals and graduate students in child and school psychology, psychiatry, social work, education, clinical counseling and behavioral therapy. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301 Contenu
- The History of Autism: From Pillar to Post / Lawrence SCAHILL
- Phenotypic Variability in Autism Spectrum Disorder: Clinical Considerations / Luc LECAVALIER
- Anxiety Disorders / Peter MURIS
- Other Disorders Frequently Comorbid with Autism / Marie NEBEL-SCHWALM
- Obsessions, Compulsions, and Repetitive Behavior: Autism and/or OCD / Monica S. WU
- Anxiety Assessment and Treatment in Typically Developing Children / Laura D. SELIGMAN
- Autism and Anxiety: Overlap, Similarities, and Differences / Connor M. KERNS
- Autism and Anxiety: Etiologic Factors and Transdiagnostic Processes / Carla A. MAZEFSKY
- Social Worries and Difficulties: Autism and/or Social Anxiety Disorder? / Susan W. WHITE
- Fear: Autism Spectrum Disorder and/or Specific Phobia / Thompson E. III DAVIS
- Behavioral Assessment and Treatment for Anxiety for Those with Autism Spectrum Disorder / Louis P. HAGOPIAN
- Treating Transdiagnostic Processes in ASD: Going Beyond Anxiety / Kate SOFRONOFF
- Bridging the Research to Practice Gap in Autism Research: Implementing Group CBT Interventions for Youth with ASD and Anxiety in Clinical Practice / Judy REAVEN
- DSM-5 Criteria for ASD: Research Review and Commentary / James C. MCPARTLAND
- DSM-5 and ASD: Reflections and Commentary / Catherine LORD
- Autism and Anxiety in School / Christopher LOPATA
- The Evolution of Autism as a Diagnostic Concept: From Kanner to DSM-5: A commentary / Fred R. VOLKMAR
Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0004040 PAR-B THO Livre Centre d'Information et de Documentation du CRA Rhône-Alpes PAR - Particularités et Fonctionnement Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
The Social Skills Picture Book BAKER, Jed E. Sociabilus CECOM - CENTRE DE COMMUNICATION EN SANTÉ MENTALE A User Guide to the GF/CF Diet for Autism, Asperger Syndrome and AD/HD JACKSON, Luke 8ème dimension MARCELLI, Daniel What Are They Thinking? ColorCards Emotions & Expressions Colorcards BOYCE, Sioban Improving emotion regulation ability in autism: The Emotional Awareness and Skills Enhancement (EASE) program / C. M. CONNER in Autism, 23-5 (July 2019)
[article]
Titre : Improving emotion regulation ability in autism: The Emotional Awareness and Skills Enhancement (EASE) program Type de document : Texte imprimé et/ou numérique Auteurs : C. M. CONNER, Auteur ; Susan W. WHITE, Auteur ; K. B. BECK, Auteur ; J. GOLT, Auteur ; I. C. SMITH, Auteur ; C. A. MAZEFSKY, Auteur Article en page(s) : p.1273-1287 Langues : Anglais (eng) Mots-clés : autism spectrum disorder emotion regulation irritability mindfulness transdiagnostic Index. décimale : PER Périodiques Résumé : Emotion regulation impairments are common among individuals with autism spectrum disorder and are believed to often underlie commonly seen problems with aggression, depression, and anxiety. The Emotional Awareness and Skills Enhancement program was developed to reduce emotion regulation impairment and thereby improve behavioral disturbance, via mindfulness. Emotional Awareness and Skills Enhancement consists of a 16-week individual therapy treatment targeting emotion regulation impairments among individuals with autism spectrum disorder. We describe the conceptual framework and development of the program and present data on feasibility and preliminary efficacy from a pilot trial. The Emotional Awareness and Skills Enhancement manual was developed using a participatory action framework, based on emotion regulation research specific to autism spectrum disorder and input from individuals with autism spectrum disorder, therapists, and parents of children with autism spectrum disorder. Emotional Awareness and Skills Enhancement was piloted in a two-site open trial with 20 participants with autism spectrum disorder (12-17 years old, confirmed autism spectrum disorder diagnosis, IQ > 80).Outcome data support program feasibility and acceptability to participants, as well as significant improvement in emotion regulation impairments and related concerns.Findings offer preliminary support for both the feasibility and clinical effectiveness of the Emotional Awareness and Skills Enhancement program. En ligne : http://dx.doi.org/10.1177/1362361318810709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Autism > 23-5 (July 2019) . - p.1273-1287[article] Improving emotion regulation ability in autism: The Emotional Awareness and Skills Enhancement (EASE) program [Texte imprimé et/ou numérique] / C. M. CONNER, Auteur ; Susan W. WHITE, Auteur ; K. B. BECK, Auteur ; J. GOLT, Auteur ; I. C. SMITH, Auteur ; C. A. MAZEFSKY, Auteur . - p.1273-1287.
Langues : Anglais (eng)
in Autism > 23-5 (July 2019) . - p.1273-1287
Mots-clés : autism spectrum disorder emotion regulation irritability mindfulness transdiagnostic Index. décimale : PER Périodiques Résumé : Emotion regulation impairments are common among individuals with autism spectrum disorder and are believed to often underlie commonly seen problems with aggression, depression, and anxiety. The Emotional Awareness and Skills Enhancement program was developed to reduce emotion regulation impairment and thereby improve behavioral disturbance, via mindfulness. Emotional Awareness and Skills Enhancement consists of a 16-week individual therapy treatment targeting emotion regulation impairments among individuals with autism spectrum disorder. We describe the conceptual framework and development of the program and present data on feasibility and preliminary efficacy from a pilot trial. The Emotional Awareness and Skills Enhancement manual was developed using a participatory action framework, based on emotion regulation research specific to autism spectrum disorder and input from individuals with autism spectrum disorder, therapists, and parents of children with autism spectrum disorder. Emotional Awareness and Skills Enhancement was piloted in a two-site open trial with 20 participants with autism spectrum disorder (12-17 years old, confirmed autism spectrum disorder diagnosis, IQ > 80).Outcome data support program feasibility and acceptability to participants, as well as significant improvement in emotion regulation impairments and related concerns.Findings offer preliminary support for both the feasibility and clinical effectiveness of the Emotional Awareness and Skills Enhancement program. En ligne : http://dx.doi.org/10.1177/1362361318810709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 Introduction to Special Issue ASD in Adulthood: Comorbidity and Intervention / Susan W. WHITE in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
[article]
Titre : Introduction to Special Issue ASD in Adulthood: Comorbidity and Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Susan W. WHITE, Auteur ; Antoinette SABATINO-DICRISCIO, Auteur Article en page(s) : p.3905-3907 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-015-2635-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3905-3907[article] Introduction to Special Issue ASD in Adulthood: Comorbidity and Intervention [Texte imprimé et/ou numérique] / Susan W. WHITE, Auteur ; Antoinette SABATINO-DICRISCIO, Auteur . - p.3905-3907.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3905-3907
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-015-2635-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 Long-Term Effects of CBT on Social Impairment in Adolescents with ASD / B. B. MADDOX in Journal of Autism and Developmental Disorders, 47-12 (December 2017)
[article]
Titre : Long-Term Effects of CBT on Social Impairment in Adolescents with ASD Type de document : Texte imprimé et/ou numérique Auteurs : B. B. MADDOX, Auteur ; Y. MIYAZAKI, Auteur ; Susan W. WHITE, Auteur Année de publication : 2017 Article en page(s) : p.3872-3882 Langues : Anglais (eng) Mots-clés : Adolescents Anxiety Autism spectrum disorder Cbt Social skills Index. décimale : PER Périodiques Résumé : Anxiety interventions involving social skills training and CBT for youth with ASD have shown promise, but few studies have examined the effects on social functioning or the maintenance of treatment gains. This study evaluated change in social skills during a randomized controlled trial of CBT and during the 1-year follow-up for 25 adolescents with ASD and anxiety. We examined the effect of pretreatment social anxiety and loneliness on treatment response. Social impairment improved during treatment and continued to improve through the 3-month follow-up. Although adolescents with higher social anxiety had greater pretreatment social impairment, they showed steeper improvement in social skills during treatment. Loneliness was not a significant predictor of change during treatment. CBT targeting social skills and anxiety can lead to long-term improvements in social functioning. En ligne : http://dx.doi.org/10.1007/s10803-016-2779-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326
in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3872-3882[article] Long-Term Effects of CBT on Social Impairment in Adolescents with ASD [Texte imprimé et/ou numérique] / B. B. MADDOX, Auteur ; Y. MIYAZAKI, Auteur ; Susan W. WHITE, Auteur . - 2017 . - p.3872-3882.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3872-3882
Mots-clés : Adolescents Anxiety Autism spectrum disorder Cbt Social skills Index. décimale : PER Périodiques Résumé : Anxiety interventions involving social skills training and CBT for youth with ASD have shown promise, but few studies have examined the effects on social functioning or the maintenance of treatment gains. This study evaluated change in social skills during a randomized controlled trial of CBT and during the 1-year follow-up for 25 adolescents with ASD and anxiety. We examined the effect of pretreatment social anxiety and loneliness on treatment response. Social impairment improved during treatment and continued to improve through the 3-month follow-up. Although adolescents with higher social anxiety had greater pretreatment social impairment, they showed steeper improvement in social skills during treatment. Loneliness was not a significant predictor of change during treatment. CBT targeting social skills and anxiety can lead to long-term improvements in social functioning. En ligne : http://dx.doi.org/10.1007/s10803-016-2779-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326 Measuring change in facial emotion recognition in individuals with autism spectrum disorder: A systematic review / Andrea Trubanova WIECKOWSKI in Autism, 24-7 (October 2020)
PermalinkMeasuring Social Motivation in Autism Spectrum Disorder: Development of the Social Motivation Interview / Rebecca ELIAS in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
PermalinkMultimodal Treatment for Anxiety and Social Skills Difficulties in Adolescents on the Autism Spectrum / Susan W. WHITE
PermalinkNo Offense Intended: Fear of Negative Evaluation in Adolescents and Adults with Autism Spectrum Disorder / N. N. CAPRIOLA in Journal of Autism and Developmental Disorders, 47-12 (December 2017)
PermalinkParents’ State and Trait Anxiety: Relationships with Anxiety Severity and Treatment Response in Adolescents with Autism Spectrum Disorders / Caitlin M. CONNER in Journal of Autism and Developmental Disorders, 43-8 (August 2013)
PermalinkPerspectives d’avenir dans l’évaluation et le traitement des troubles du spectre de l’autisme / Isaac C. SMITH
PermalinkPreliminary Efficacy of a Cognitive-Behavioral Treatment Program for Anxious Youth with Autism Spectrum Disorders / Susan W. WHITE in Journal of Autism and Developmental Disorders, 39-12 (December 2009)
PermalinkPriorities for Advancing Research on Youth with Autism Spectrum Disorder and Co-occurring Anxiety / R. A. VASA in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
PermalinkPromoting Social Skill Development in Children With Pervasive Developmental Disorders: A Feasibility and Efficacy Study / Kathleen KOENIG in Journal of Autism and Developmental Disorders, 40-10 (October 2010)
PermalinkRandomized Controlled Trial: Multimodal Anxiety and Social Skill Intervention for Adolescents with Autism Spectrum Disorder / Susan W. WHITE in Journal of Autism and Developmental Disorders, 43-2 (February 2013)
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