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3 recherche sur le mot-clé 'Children with autism spectrum disorders'
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Using a 3D Immersive Virtual Environment System to Enhance Social Understanding and Social Skills for Children With Autism Spectrum Disorders / Yufang CHENG in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)
[article]
Titre : Using a 3D Immersive Virtual Environment System to Enhance Social Understanding and Social Skills for Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yufang CHENG, Auteur ; Cheng-Li HUANG, Auteur ; Chung-Sung YANG, Auteur Article en page(s) : p.222-236 Langues : Anglais (eng) Mots-clés : single-subject experimental research virtual environment social understanding and social skills children with autism spectrum disorders Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) have a severe deficiency in social understanding and skills. The present study utilized single-subject design (N = 3) with multiple probes to investigate the effectiveness of a three-dimensional social understanding system with a head-mounted display to improve social understanding and skills in three children with ASD. We tested the proposed system based on immersive virtual environments. The target behaviors of non-verbal communication, social initiations, and social cognition for each participant and the impact of using immersive digital equipment with this population were examined simultaneously. A preliminary empirical study for three participants diagnosed with ASD was conducted over a 6-week period. The findings indicate that participants’ targeted behaviors improved from baseline to intervention through maintenance following their use of the system. These suggest that the system may present an effective learning environment for the promotion of social understanding and skills in children with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.222-236[article] Using a 3D Immersive Virtual Environment System to Enhance Social Understanding and Social Skills for Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Yufang CHENG, Auteur ; Cheng-Li HUANG, Auteur ; Chung-Sung YANG, Auteur . - p.222-236.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.222-236
Mots-clés : single-subject experimental research virtual environment social understanding and social skills children with autism spectrum disorders Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) have a severe deficiency in social understanding and skills. The present study utilized single-subject design (N = 3) with multiple probes to investigate the effectiveness of a three-dimensional social understanding system with a head-mounted display to improve social understanding and skills in three children with ASD. We tested the proposed system based on immersive virtual environments. The target behaviors of non-verbal communication, social initiations, and social cognition for each participant and the impact of using immersive digital equipment with this population were examined simultaneously. A preliminary empirical study for three participants diagnosed with ASD was conducted over a 6-week period. The findings indicate that participants’ targeted behaviors improved from baseline to intervention through maintenance following their use of the system. These suggest that the system may present an effective learning environment for the promotion of social understanding and skills in children with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Effectiveness of early behavioral intervention in public and mainstream settings: The case of preschool-age children with autism spectrum disorders / Mélina RIVARD in Research in Autism Spectrum Disorders, 8-9 (September 2014)
[article]
Titre : Effectiveness of early behavioral intervention in public and mainstream settings: The case of preschool-age children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Mélina RIVARD, Auteur ; Amélie TERROUX, Auteur ; Céline MERCIER, Auteur Article en page(s) : p.1031-1043 Langues : Anglais (eng) Mots-clés : Children with autism spectrum disorders Early behavioral intervention Intensity Mainstream day care Parental coaching Effectiveness Index. décimale : PER Périodiques Résumé : Abstract Despite the demonstrated positive outcomes of early intensive behavioral intervention (EIBI) among children with autism spectrum disorders (ASD), several challenges to its implementation on a large scale and in community settings remain. In order to maximize the accessibility and cost-effectiveness of its services, a regional public agency serving children with ASD implemented two consecutive programs: a 1 year pre-program for parents (intensive sessions followed by 1 hour per week of individual coaching) and an early behavioral intervention (EBI) program with less than optimal weekly intensity (16–20 hours) delivered in mainstream day care settings. The outcomes of these programs were assessed among 93 children. Their IQ, adaptive behavior, and socioaffective competencies were found to have improved after 12 months in the EBI program. Their autism symptoms had also decreased marginally. Although the pre-program did not have observable effects on children's outcomes, their parents reported positive impact on their well-being and family life. These results demonstrate the feasibility and sustainability of offering EBI to large, unselected populations. However, the pre-program may need to be offered more intensively in order to yield positive outcomes for children. Delivering EBI services in mainstream settings may foster the development of skills linked to social integration. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1031-1043[article] Effectiveness of early behavioral intervention in public and mainstream settings: The case of preschool-age children with autism spectrum disorders [Texte imprimé et/ou numérique] / Mélina RIVARD, Auteur ; Amélie TERROUX, Auteur ; Céline MERCIER, Auteur . - p.1031-1043.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1031-1043
Mots-clés : Children with autism spectrum disorders Early behavioral intervention Intensity Mainstream day care Parental coaching Effectiveness Index. décimale : PER Périodiques Résumé : Abstract Despite the demonstrated positive outcomes of early intensive behavioral intervention (EIBI) among children with autism spectrum disorders (ASD), several challenges to its implementation on a large scale and in community settings remain. In order to maximize the accessibility and cost-effectiveness of its services, a regional public agency serving children with ASD implemented two consecutive programs: a 1 year pre-program for parents (intensive sessions followed by 1 hour per week of individual coaching) and an early behavioral intervention (EBI) program with less than optimal weekly intensity (16–20 hours) delivered in mainstream day care settings. The outcomes of these programs were assessed among 93 children. Their IQ, adaptive behavior, and socioaffective competencies were found to have improved after 12 months in the EBI program. Their autism symptoms had also decreased marginally. Although the pre-program did not have observable effects on children's outcomes, their parents reported positive impact on their well-being and family life. These results demonstrate the feasibility and sustainability of offering EBI to large, unselected populations. However, the pre-program may need to be offered more intensively in order to yield positive outcomes for children. Delivering EBI services in mainstream settings may foster the development of skills linked to social integration. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Effectiveness of the Program "Acqua Mediatrice di Comunicazione" (Water as a Mediator of Communication) on Social Skills, Autistic Behaviors and Aquatic Skills in ASD Children / M. ZANOBINI in Journal of Autism and Developmental Disorders, 49-10 (October 2019)
[article]
Titre : Effectiveness of the Program "Acqua Mediatrice di Comunicazione" (Water as a Mediator of Communication) on Social Skills, Autistic Behaviors and Aquatic Skills in ASD Children Type de document : Texte imprimé et/ou numérique Auteurs : M. ZANOBINI, Auteur ; S. SOLARI, Auteur Article en page(s) : p.4134-4146 Langues : Anglais (eng) Mots-clés : Aquatic abilities Autistic behaviors Children with autism spectrum disorders Social skills Swimming program Index. décimale : PER Périodiques Résumé : The study aims to analyze the effectiveness of a swimming program on interpersonal skills, autistic mannerisms, and aquatic abilities in children with autism spectrum disorders (ASD). Research on aquatic therapy showed improvements in motor skills, whereas there is little evidence of effectiveness of this approach on social impairments of ASD. Participants included 25 children, 13 in the experimental group and 12 in the control group, matched for gender, age and autism score. The results showed an advantage in the relational skills for the experimental group at the post-test. The tendency to ameliorate other symptomatology, e.g., autonomy and negative behaviors, persisted at follow-up. Likewise, positive changes in aquatic skills were maintained 6 months after the end of the program. En ligne : http://dx.doi.org/10.1007/s10803-019-04128-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407
in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4134-4146[article] Effectiveness of the Program "Acqua Mediatrice di Comunicazione" (Water as a Mediator of Communication) on Social Skills, Autistic Behaviors and Aquatic Skills in ASD Children [Texte imprimé et/ou numérique] / M. ZANOBINI, Auteur ; S. SOLARI, Auteur . - p.4134-4146.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4134-4146
Mots-clés : Aquatic abilities Autistic behaviors Children with autism spectrum disorders Social skills Swimming program Index. décimale : PER Périodiques Résumé : The study aims to analyze the effectiveness of a swimming program on interpersonal skills, autistic mannerisms, and aquatic abilities in children with autism spectrum disorders (ASD). Research on aquatic therapy showed improvements in motor skills, whereas there is little evidence of effectiveness of this approach on social impairments of ASD. Participants included 25 children, 13 in the experimental group and 12 in the control group, matched for gender, age and autism score. The results showed an advantage in the relational skills for the experimental group at the post-test. The tendency to ameliorate other symptomatology, e.g., autonomy and negative behaviors, persisted at follow-up. Likewise, positive changes in aquatic skills were maintained 6 months after the end of the program. En ligne : http://dx.doi.org/10.1007/s10803-019-04128-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407