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Contributions de la recherche clinique et neuroscientifique à la compréhension de l’hypnose / Pierre RAINVILLE
Titre : Contributions de la recherche clinique et neuroscientifique à la compréhension de l’hypnose Type de document : Texte imprimé et/ou numérique Auteurs : Pierre RAINVILLE, Auteur Année de publication : 2009 Importance : p.157-175 Langues : Français (fre) Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=896 Contributions de la recherche clinique et neuroscientifique à la compréhension de l’hypnose [Texte imprimé et/ou numérique] / Pierre RAINVILLE, Auteur . - 2009 . - p.157-175.
Langues : Français (fre)
Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=896 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire A Preliminary Randomized Controlled Trial of Two Social Skills Interventions for Youth With High-Functioning Autism Spectrum Disorders / Matthew D. LERNER in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)
[article]
Titre : A Preliminary Randomized Controlled Trial of Two Social Skills Interventions for Youth With High-Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew D. LERNER, Auteur ; Amori Yee MIKAMI, Auteur Année de publication : 2012 Article en page(s) : p.147-157 Langues : Anglais (eng) Mots-clés : high-functioning autism social skills intervention randomized-controlled trial treatment effectiveness evaluation psychotherapy research Index. décimale : PER Périodiques Résumé : This study examined the effects of two social skills interventions, Sociodramatic Affective Relational Intervention (SDARI) and Skillstreaming, to compare their treatment mechanisms, social performance- and knowledge-training. A total of 13 youth with autism spectrum disorders were randomly assigned to 4 weeks of 1-day/week SDARI or Skillstreaming. Groups were matched on parent and child demographics, and intervention staff training. Participants were assessed on social behavior during treatment sessions, peer sociometrics, staff-reported social skills, and parent-reported social skill generalization. Results indicated that both groups increased in reciprocated friendship nominations and staff-reported social skills. Relative to Skillstreaming participants, SDARI participants liked and interacted more with each other after a single session. However, Skillstreaming participants increased in peer liking and interaction over the course of the intervention; SDARI participants decreased slightly. Parents reported no change in social functioning at home. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612450613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.147-157[article] A Preliminary Randomized Controlled Trial of Two Social Skills Interventions for Youth With High-Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Matthew D. LERNER, Auteur ; Amori Yee MIKAMI, Auteur . - 2012 . - p.147-157.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.147-157
Mots-clés : high-functioning autism social skills intervention randomized-controlled trial treatment effectiveness evaluation psychotherapy research Index. décimale : PER Périodiques Résumé : This study examined the effects of two social skills interventions, Sociodramatic Affective Relational Intervention (SDARI) and Skillstreaming, to compare their treatment mechanisms, social performance- and knowledge-training. A total of 13 youth with autism spectrum disorders were randomly assigned to 4 weeks of 1-day/week SDARI or Skillstreaming. Groups were matched on parent and child demographics, and intervention staff training. Participants were assessed on social behavior during treatment sessions, peer sociometrics, staff-reported social skills, and parent-reported social skill generalization. Results indicated that both groups increased in reciprocated friendship nominations and staff-reported social skills. Relative to Skillstreaming participants, SDARI participants liked and interacted more with each other after a single session. However, Skillstreaming participants increased in peer liking and interaction over the course of the intervention; SDARI participants decreased slightly. Parents reported no change in social functioning at home. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612450613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 Randomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder / Helen E. YOUNG in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
[article]
Titre : Randomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helen E. YOUNG, Auteur ; Ruth A. FALCO, Auteur ; Makoto HANITA, Auteur Année de publication : 2016 Article en page(s) : p.544-560 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Comprehensive treatment model Evidence-based practices Hierarchical linear modeling Randomized controlled trial School-based intervention Index. décimale : PER Périodiques Résumé : This randomized, controlled trial, comparing the Comprehensive Autism Program (CAP) and business as usual programs, studied outcomes for 3–5 year old students with autism spectrum disorder (ASD). Participants included 84 teachers and 302 students with ASD and their parents. CAP utilized specialized curricula and training components to implement specific evidence-based practices both at school and home. A comprehensive set of outcome areas was studied. Hierarchical linear modeling was used to estimate the treatment impact. CAP had small positive impacts on the students’ receptive language (effect size of .13) and on their social skills as rated by teachers (effect size of .19). Treatment effects were moderated by severity of ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2597-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.544-560[article] Randomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Helen E. YOUNG, Auteur ; Ruth A. FALCO, Auteur ; Makoto HANITA, Auteur . - 2016 . - p.544-560.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.544-560
Mots-clés : Autism spectrum disorder Comprehensive treatment model Evidence-based practices Hierarchical linear modeling Randomized controlled trial School-based intervention Index. décimale : PER Périodiques Résumé : This randomized, controlled trial, comparing the Comprehensive Autism Program (CAP) and business as usual programs, studied outcomes for 3–5 year old students with autism spectrum disorder (ASD). Participants included 84 teachers and 302 students with ASD and their parents. CAP utilized specialized curricula and training components to implement specific evidence-based practices both at school and home. A comprehensive set of outcome areas was studied. Hierarchical linear modeling was used to estimate the treatment impact. CAP had small positive impacts on the students’ receptive language (effect size of .13) and on their social skills as rated by teachers (effect size of .19). Treatment effects were moderated by severity of ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2597-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280