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Effects of a Computer-Based Intervention on Emotion Understanding in Children with Autism Spectrum Conditions / I. VASILEVSKA PETROVSKA in Journal of Autism and Developmental Disorders, 49-10 (October 2019)
[article]
Titre : Effects of a Computer-Based Intervention on Emotion Understanding in Children with Autism Spectrum Conditions Type de document : Texte imprimé et/ou numérique Auteurs : I. VASILEVSKA PETROVSKA, Auteur ; V. TRAJKOVSKI, Auteur Article en page(s) : p.4244-4255 Langues : Anglais (eng) Mots-clés : Autism Computer-based intervention Emotion recognition Emotion understanding Facial expressions Intellectual disability Intervention Index. décimale : PER Périodiques Résumé : This randomized controlled study evaluated a computer-based intervention on emotion understanding in 32 children with autism spectrum conditions with and without intellectual disability (ID) aged 7-15 years. The intervention group (n = 16) used the program for 12 h while the control group (n = 16) was not included in any intervention or training beside the usual educational curriculum. After controlling for pre-intervention scores and symptom severity, strong positive effects were observed in emotion recognition from real face photographs and pictograms, as well as in understanding situation-based emotion across both intellectual ability groups. The typical and ID intervention groups performed significantly better on all EU measures, compared to controls, at the level of feature based distant generalization. En ligne : http://dx.doi.org/10.1007/s10803-019-04135-5 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.4244-4255[article] Effects of a Computer-Based Intervention on Emotion Understanding in Children with Autism Spectrum Conditions [Texte imprimé et/ou numérique] / I. VASILEVSKA PETROVSKA, Auteur ; V. TRAJKOVSKI, Auteur . - p.4244-4255.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4244-4255
Mots-clés : Autism Computer-based intervention Emotion recognition Emotion understanding Facial expressions Intellectual disability Intervention Index. décimale : PER Périodiques Résumé : This randomized controlled study evaluated a computer-based intervention on emotion understanding in 32 children with autism spectrum conditions with and without intellectual disability (ID) aged 7-15 years. The intervention group (n = 16) used the program for 12 h while the control group (n = 16) was not included in any intervention or training beside the usual educational curriculum. After controlling for pre-intervention scores and symptom severity, strong positive effects were observed in emotion recognition from real face photographs and pictograms, as well as in understanding situation-based emotion across both intellectual ability groups. The typical and ID intervention groups performed significantly better on all EU measures, compared to controls, at the level of feature based distant generalization. En ligne : http://dx.doi.org/10.1007/s10803-019-04135-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism / Kamran KHOWAJA in Research in Autism Spectrum Disorders, 7-9 (September 2013)
[article]
Titre : A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Kamran KHOWAJA, Auteur ; Siti Salwah SALIM, Auteur Article en page(s) : p.1111-1121 Langues : Anglais (eng) Mots-clés : Systematic review Autism Computer-based intervention Reading comprehension Vocabulary Index. décimale : PER Périodiques Résumé : Abstract This paper presents a systematic review of relevant published studies on reading comprehension for children with autism, focusing on vocabulary instruction and text comprehension instruction from years 2000 to 2011. This systematic review attempts to address three specific research questions: strategies of vocabulary instruction and text comprehension instruction used, computer-based intervention (CBI) used or developed during study, and the effectiveness of using CBI for teaching children with autism. There are five strategies of vocabulary instruction and seven strategies of text comprehension instruction. Results indicate that two strategies of vocabulary instruction, multimedia methods and explicit instruction were found to be more commonly used than the other three. On the same note, question answering strategy of text comprehension instruction was discovered to be used more often than the other six. Results also indicate that children with autism can benefit from the strategies of reading comprehension and that the use of CBI as a mode of instruction for reading comprehension improved learning of children. This is clearly evident judging from the performance of children between pre-tests and post-tests of studies in which CBI was used. However, due to heterogeneity of participants, this is not always the case; a few studies reported no improvement in the learning of children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1111-1121[article] A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism [Texte imprimé et/ou numérique] / Kamran KHOWAJA, Auteur ; Siti Salwah SALIM, Auteur . - p.1111-1121.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1111-1121
Mots-clés : Systematic review Autism Computer-based intervention Reading comprehension Vocabulary Index. décimale : PER Périodiques Résumé : Abstract This paper presents a systematic review of relevant published studies on reading comprehension for children with autism, focusing on vocabulary instruction and text comprehension instruction from years 2000 to 2011. This systematic review attempts to address three specific research questions: strategies of vocabulary instruction and text comprehension instruction used, computer-based intervention (CBI) used or developed during study, and the effectiveness of using CBI for teaching children with autism. There are five strategies of vocabulary instruction and seven strategies of text comprehension instruction. Results indicate that two strategies of vocabulary instruction, multimedia methods and explicit instruction were found to be more commonly used than the other three. On the same note, question answering strategy of text comprehension instruction was discovered to be used more often than the other six. Results also indicate that children with autism can benefit from the strategies of reading comprehension and that the use of CBI as a mode of instruction for reading comprehension improved learning of children. This is clearly evident judging from the performance of children between pre-tests and post-tests of studies in which CBI was used. However, due to heterogeneity of participants, this is not always the case; a few studies reported no improvement in the learning of children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 Designing Serious Game Interventions for Individuals with Autism / Elisabeth M. WHYTE in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
[article]
Titre : Designing Serious Game Interventions for Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elisabeth M. WHYTE, Auteur ; Joshua M. SMYTH, Auteur ; K. Suzanne SCHERF, Auteur Année de publication : 2015 Article en page(s) : p.3820-3831 Langues : Anglais (eng) Mots-clés : Autism Serious game Virtual reality Technology Computer-based intervention Cognitive training Index. décimale : PER Périodiques Résumé : The design of “Serious games” that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning. En ligne : http://dx.doi.org/10.1007/s10803-014-2333-1 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.3820-3831[article] Designing Serious Game Interventions for Individuals with Autism [Texte imprimé et/ou numérique] / Elisabeth M. WHYTE, Auteur ; Joshua M. SMYTH, Auteur ; K. Suzanne SCHERF, Auteur . - 2015 . - p.3820-3831.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3820-3831
Mots-clés : Autism Serious game Virtual reality Technology Computer-based intervention Cognitive training Index. décimale : PER Périodiques Résumé : The design of “Serious games” that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning. En ligne : http://dx.doi.org/10.1007/s10803-014-2333-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 Use of an iPad Play Story to Increase Play Dialogue of Preschoolers with Autism Spectrum Disorders / Linda C. MURDOCK in Journal of Autism and Developmental Disorders, 43-9 (September 2013)
[article]
Titre : Use of an iPad Play Story to Increase Play Dialogue of Preschoolers with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MURDOCK, Auteur ; Jennifer B. GANZ, Auteur ; Jessica CRITTENDON, Auteur Article en page(s) : p.2174-2189 Langues : Anglais (eng) Mots-clés : Autism Language Play Intervention Scripting Computer-based intervention Index. décimale : PER Périodiques Résumé : An iPad play story was utilized to increase the pretend play skills of 4 preschoolers with autism spectrum disorders. The story utilized a series of video clips depicting toy figures producing scripted character dialogue, engaged in a pretend play vignette. A multiple baseline design across participants was utilized with play dialogue as the dependent variable. Three of the participants demonstrated increases in the target behavior with Nonoverlap of All Pairs analysis revealing moderate and strong effects across intervention phases. Effects were largely maintained during generalization opportunities with peers and during a 3-week follow-up condition. En ligne : http://dx.doi.org/10.1007/s10803-013-1770-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2174-2189[article] Use of an iPad Play Story to Increase Play Dialogue of Preschoolers with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Linda C. MURDOCK, Auteur ; Jennifer B. GANZ, Auteur ; Jessica CRITTENDON, Auteur . - p.2174-2189.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2174-2189
Mots-clés : Autism Language Play Intervention Scripting Computer-based intervention Index. décimale : PER Périodiques Résumé : An iPad play story was utilized to increase the pretend play skills of 4 preschoolers with autism spectrum disorders. The story utilized a series of video clips depicting toy figures producing scripted character dialogue, engaged in a pretend play vignette. A multiple baseline design across participants was utilized with play dialogue as the dependent variable. Three of the participants demonstrated increases in the target behavior with Nonoverlap of All Pairs analysis revealing moderate and strong effects across intervention phases. Effects were largely maintained during generalization opportunities with peers and during a 3-week follow-up condition. En ligne : http://dx.doi.org/10.1007/s10803-013-1770-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212