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Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study / M. M. SPANIOL in Journal of Autism and Developmental Disorders, 48-2 (February 2018)
[article]
Titre : Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : M. M. SPANIOL, Auteur ; L. SHALEV, Auteur ; L. KOSSYVAKI, Auteur ; C. MEVORACH, Auteur Article en page(s) : p.592-610 Langues : Anglais (eng) Mots-clés : Academic performance Attention training Autism Computerized training School-based intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population. En ligne : https://doi.org/10.1007/s10803-017-3371-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338
in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.592-610[article] Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study [Texte imprimé et/ou numérique] / M. M. SPANIOL, Auteur ; L. SHALEV, Auteur ; L. KOSSYVAKI, Auteur ; C. MEVORACH, Auteur . - p.592-610.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.592-610
Mots-clés : Academic performance Attention training Autism Computerized training School-based intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population. En ligne : https://doi.org/10.1007/s10803-017-3371-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 Pilot Study of an Attention and Executive Function Cognitive Intervention in Children with Autism Spectrum Disorders / S. J. MACOUN in Journal of Autism and Developmental Disorders, 51-8 (August 2021)
[article]
Titre : Pilot Study of an Attention and Executive Function Cognitive Intervention in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : S. J. MACOUN, Auteur ; I. SCHNEIDER, Auteur ; B. BEDIR, Auteur ; J. SHEEHAN, Auteur ; A. SUNG, Auteur Article en page(s) : p.2600-2610 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Child Cognition Communication Emotional Regulation Executive Function Female Humans Male Parents Pilot Projects Schools Social Skills Attention training Autism Cognitive intervention Executive function training Metacognitive strategy teaching Process specific intervention Index. décimale : PER Périodiques Résumé : This pilot study investigated the efficacy of a game-based cognitive training program (Caribbean Quest; CQ) for improving attention and executive function (EF) in school-aged children with Autism Spectrum Disorder (ASD). CQ is a 'serious game' that uses a hybrid process-specific/compensatory approach to remediate attention and EF abilities through repetitive, hierarchically graded exercises delivered in an adaptive format. Game-play is accompanied by instruction in metacognitive strategies delivered by an adult trainer. Twenty children diagnosed with ASD (ages 6-12 years) completed 12 h of intervention in schools over 8-10 weeks that was facilitated by a trained Research Assistant. Pre-post testing indicated near transfer gains for visual working memory and selective attention and far transfer effects for math fluency. Exit interviews with parents and school staff indicated anecdotal gains in attention, EF, emotion-regulation, flexibility, communication, and social skills. Overall, this study provides preliminary support for the feasibility and potential efficacy of the CQ when delivered in schools to children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04723-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2600-2610[article] Pilot Study of an Attention and Executive Function Cognitive Intervention in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / S. J. MACOUN, Auteur ; I. SCHNEIDER, Auteur ; B. BEDIR, Auteur ; J. SHEEHAN, Auteur ; A. SUNG, Auteur . - p.2600-2610.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2600-2610
Mots-clés : Autism Spectrum Disorder/therapy Child Cognition Communication Emotional Regulation Executive Function Female Humans Male Parents Pilot Projects Schools Social Skills Attention training Autism Cognitive intervention Executive function training Metacognitive strategy teaching Process specific intervention Index. décimale : PER Périodiques Résumé : This pilot study investigated the efficacy of a game-based cognitive training program (Caribbean Quest; CQ) for improving attention and executive function (EF) in school-aged children with Autism Spectrum Disorder (ASD). CQ is a 'serious game' that uses a hybrid process-specific/compensatory approach to remediate attention and EF abilities through repetitive, hierarchically graded exercises delivered in an adaptive format. Game-play is accompanied by instruction in metacognitive strategies delivered by an adult trainer. Twenty children diagnosed with ASD (ages 6-12 years) completed 12 h of intervention in schools over 8-10 weeks that was facilitated by a trained Research Assistant. Pre-post testing indicated near transfer gains for visual working memory and selective attention and far transfer effects for math fluency. Exit interviews with parents and school staff indicated anecdotal gains in attention, EF, emotion-regulation, flexibility, communication, and social skills. Overall, this study provides preliminary support for the feasibility and potential efficacy of the CQ when delivered in schools to children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04723-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Attention Modification to Attenuate Facial Emotion Recognition Deficits in Children with Autism: A Pilot Study / Andrea Trubanova WIECKOWSKI in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
[article]
Titre : Attention Modification to Attenuate Facial Emotion Recognition Deficits in Children with Autism: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Andrea Trubanova WIECKOWSKI, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.30-41 Langues : Anglais (eng) Mots-clés : Attention training Autism spectrum disorder Eye-tracking Facial emotion recognition Index. décimale : PER Périodiques Résumé : Diminished attending to faces may contribute to the impairments in emotion recognition and expression in autism spectrum disorder (ASD). The current study evaluated the acceptability, feasibility, and preliminary efficacy of an attention modification intervention designed to attenuate deficits in facial emotion recognition (FER). During the 10-session experimental treatment, children (n = 8) with ASD watched dynamic videos of people expressing different emotions with the facial features highlighted to guide children's attention. Children and their parents generally rated the treatment as acceptable and helpful. Although FER improvement was not apparent on task-based measures, parents reported slight improvements and decreased socioemotional problems following treatment. Results suggest that further research on visual attention retraining for ASD, within an experimental therapeutic program, may be promising. En ligne : http://dx.doi.org/10.1007/s10803-019-04223-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.30-41[article] Attention Modification to Attenuate Facial Emotion Recognition Deficits in Children with Autism: A Pilot Study [Texte imprimé et/ou numérique] / Andrea Trubanova WIECKOWSKI, Auteur ; Susan W. WHITE, Auteur . - p.30-41.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.30-41
Mots-clés : Attention training Autism spectrum disorder Eye-tracking Facial emotion recognition Index. décimale : PER Périodiques Résumé : Diminished attending to faces may contribute to the impairments in emotion recognition and expression in autism spectrum disorder (ASD). The current study evaluated the acceptability, feasibility, and preliminary efficacy of an attention modification intervention designed to attenuate deficits in facial emotion recognition (FER). During the 10-session experimental treatment, children (n = 8) with ASD watched dynamic videos of people expressing different emotions with the facial features highlighted to guide children's attention. Children and their parents generally rated the treatment as acceptable and helpful. Although FER improvement was not apparent on task-based measures, parents reported slight improvements and decreased socioemotional problems following treatment. Results suggest that further research on visual attention retraining for ASD, within an experimental therapeutic program, may be promising. En ligne : http://dx.doi.org/10.1007/s10803-019-04223-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414