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Reply to Comment on "Association Between DCC Polymorphisms and Susceptibility to Autism Spectrum Disorder" / Yan LI in Journal of Autism and Developmental Disorders, 50-10 (October 2020)
[article]
Titre : Reply to Comment on "Association Between DCC Polymorphisms and Susceptibility to Autism Spectrum Disorder" Type de document : Texte imprimé et/ou numérique Auteurs : Yan LI, Auteur ; Yi CHENG, Auteur ; Yawen LIU, Auteur Article en page(s) : p.3811-3812 Langues : Anglais (eng) Mots-clés : Comment Reason Respond Index. décimale : PER Périodiques Résumé : The comments from Dr. Meisami about our article "Association between DCC polymorphisms and Susceptibility to Autism Spectrum Disorder", and we wish to respond to several points. First, 100% of detection rate for each SNP genotype cannot be obtained. Second, we listed the detection rates in Supplemental Table 1. Last, Dr. Meisami referred an article focused on two SNPs; however, our article focused on seven SNPs. If we marked the number of detected cases, we had to make a table for each result, occupying a large part of the layout. Moreover, if the number of detected cases was marked respectively, it was not in accordance with academic norms. For these reasons, we provided the actual number of cases in Table 3. En ligne : http://dx.doi.org/10.1007/s10803-020-04585-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3811-3812[article] Reply to Comment on "Association Between DCC Polymorphisms and Susceptibility to Autism Spectrum Disorder" [Texte imprimé et/ou numérique] / Yan LI, Auteur ; Yi CHENG, Auteur ; Yawen LIU, Auteur . - p.3811-3812.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3811-3812
Mots-clés : Comment Reason Respond Index. décimale : PER Périodiques Résumé : The comments from Dr. Meisami about our article "Association between DCC polymorphisms and Susceptibility to Autism Spectrum Disorder", and we wish to respond to several points. First, 100% of detection rate for each SNP genotype cannot be obtained. Second, we listed the detection rates in Supplemental Table 1. Last, Dr. Meisami referred an article focused on two SNPs; however, our article focused on seven SNPs. If we marked the number of detected cases, we had to make a table for each result, occupying a large part of the layout. Moreover, if the number of detected cases was marked respectively, it was not in accordance with academic norms. For these reasons, we provided the actual number of cases in Table 3. En ligne : http://dx.doi.org/10.1007/s10803-020-04585-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 A systematic review of school-based interventions targeting social communication behaviors for students with autism / B. M. SUTTON in Autism, 23-2 (February 2019)
[article]
Titre : A systematic review of school-based interventions targeting social communication behaviors for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : B. M. SUTTON, Auteur ; Amanda A. WEBSTER, Auteur ; Marleen F. WESTERVELD, Auteur Article en page(s) : p.274-286 Langues : Anglais (eng) Mots-clés : autism spectrum disorder initiate intervention respond school social communication social interaction Index. décimale : PER Périodiques Résumé : Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism. These interventions were resource-intensive and usually delivered by researchers or teaching assistants away from the classroom. Future research should build on this emerging evidence base to consider interventions which could be implemented by classroom teachers as part of the classroom program. En ligne : http://dx.doi.org/10.1177/1362361317753564 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383
in Autism > 23-2 (February 2019) . - p.274-286[article] A systematic review of school-based interventions targeting social communication behaviors for students with autism [Texte imprimé et/ou numérique] / B. M. SUTTON, Auteur ; Amanda A. WEBSTER, Auteur ; Marleen F. WESTERVELD, Auteur . - p.274-286.
Langues : Anglais (eng)
in Autism > 23-2 (February 2019) . - p.274-286
Mots-clés : autism spectrum disorder initiate intervention respond school social communication social interaction Index. décimale : PER Périodiques Résumé : Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism. These interventions were resource-intensive and usually delivered by researchers or teaching assistants away from the classroom. Future research should build on this emerging evidence base to consider interventions which could be implemented by classroom teachers as part of the classroom program. En ligne : http://dx.doi.org/10.1177/1362361317753564 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383