Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
4 recherche sur le mot-clé 'Rhythm'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Auditory-motor rhythm synchronization in children with autism spectrum disorder / Ana TRYFON in Research in Autism Spectrum Disorders, 35 (March 2017)
[article]
Titre : Auditory-motor rhythm synchronization in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ana TRYFON, Auteur ; Nicholas E. FOSTER, Auteur ; Tia OUIMET, Auteur ; Krissy DOYLE-THOMAS, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Megha SHARDA, Auteur ; Krista L. HYDE, Auteur Article en page(s) : p.51-61 Langues : Anglais (eng) Mots-clés : Autism Auditory Motor Rhythm Synchronization Development Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is characterized by difficulties in social and communication skills as well as atypical sensory perception and motor skills. Sensorimotor abilities such as auditory-motor integration are essential for social interaction and communication. The goal of this research was to investigate the development of auditory-motor rhythm synchronization for the first time in ASD versus typically-developing (TD) children. Methods Participants were 31 boys with ASD and 23 TD boys that were matched in age and IQ. Participants were tested on an auditory-motor rhythm synchronization task in which they tapped in synchrony with rhythms of varying metrical complexity. Results Both children with ASD and TD performed similarly on this task and both groups performed better with age. This work demonstrates that non-verbal rhythm synchronization is intact in ASD over the course of childhood development. This research serves to better understand sensorimotor interactions in ASD and to better define sensory phenotypes in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.51-61[article] Auditory-motor rhythm synchronization in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Ana TRYFON, Auteur ; Nicholas E. FOSTER, Auteur ; Tia OUIMET, Auteur ; Krissy DOYLE-THOMAS, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Megha SHARDA, Auteur ; Krista L. HYDE, Auteur . - p.51-61.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.51-61
Mots-clés : Autism Auditory Motor Rhythm Synchronization Development Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is characterized by difficulties in social and communication skills as well as atypical sensory perception and motor skills. Sensorimotor abilities such as auditory-motor integration are essential for social interaction and communication. The goal of this research was to investigate the development of auditory-motor rhythm synchronization for the first time in ASD versus typically-developing (TD) children. Methods Participants were 31 boys with ASD and 23 TD boys that were matched in age and IQ. Participants were tested on an auditory-motor rhythm synchronization task in which they tapped in synchrony with rhythms of varying metrical complexity. Results Both children with ASD and TD performed similarly on this task and both groups performed better with age. This work demonstrates that non-verbal rhythm synchronization is intact in ASD over the course of childhood development. This research serves to better understand sensorimotor interactions in ASD and to better define sensory phenotypes in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 A comparison of the effects of rhythm and robotic interventions on repetitive behaviors and affective states of children with Autism Spectrum Disorder (ASD) / Sudha M. SRINIVASAN in Research in Autism Spectrum Disorders, 18 (October 2015)
[article]
Titre : A comparison of the effects of rhythm and robotic interventions on repetitive behaviors and affective states of children with Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Sudha M. SRINIVASAN, Auteur ; Isabel K. PARK, Auteur ; Linda B. NEELLY, Auteur ; Anjana N. BHAT, Auteur Article en page(s) : p.51-63 Langues : Anglais (eng) Mots-clés : Music Rhythm Robots Autism Repetitive behaviors Affective states Multisystem interventions Index. décimale : PER Périodiques Résumé : Abstract Repetitive behaviors and poor affect regulation are commonly seen in children with Autism Spectrum Disorder (ASD). We compared the effects of two novel interventions—rhythm and robotic therapies, with those of a standard-of-care intervention, on the repetitive behaviors and affective states of 36 children with ASD between 5 and 12 years using a randomized controlled trial design. We coded for frequencies of sensory, negative, and stereotyped behaviors and the duration of positive, negative, and interested affective states in children during early, mid, and late training sessions. In terms of repetitive behaviors, in the early session, the rhythm and robot groups engaged in greater negative behaviors, whereas the comparison group engaged in greater sensory behaviors. With training, the rhythm group reduced negative behaviors whereas there were no training-related changes in the other groups. In terms of affective states, the rhythm and robot groups showed greater negative affect, whereas the comparison group demonstrated greater interested affect across all sessions. With training, the rhythm group showed a reduction in negative affect and an increase in interested affect whereas the robot group showed a reduction in positive affect. Overall, it appears that rhythm-based interventions are socially engaging treatment tools to target core impairments in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268
in Research in Autism Spectrum Disorders > 18 (October 2015) . - p.51-63[article] A comparison of the effects of rhythm and robotic interventions on repetitive behaviors and affective states of children with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / Sudha M. SRINIVASAN, Auteur ; Isabel K. PARK, Auteur ; Linda B. NEELLY, Auteur ; Anjana N. BHAT, Auteur . - p.51-63.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 18 (October 2015) . - p.51-63
Mots-clés : Music Rhythm Robots Autism Repetitive behaviors Affective states Multisystem interventions Index. décimale : PER Périodiques Résumé : Abstract Repetitive behaviors and poor affect regulation are commonly seen in children with Autism Spectrum Disorder (ASD). We compared the effects of two novel interventions—rhythm and robotic therapies, with those of a standard-of-care intervention, on the repetitive behaviors and affective states of 36 children with ASD between 5 and 12 years using a randomized controlled trial design. We coded for frequencies of sensory, negative, and stereotyped behaviors and the duration of positive, negative, and interested affective states in children during early, mid, and late training sessions. In terms of repetitive behaviors, in the early session, the rhythm and robot groups engaged in greater negative behaviors, whereas the comparison group engaged in greater sensory behaviors. With training, the rhythm group reduced negative behaviors whereas there were no training-related changes in the other groups. In terms of affective states, the rhythm and robot groups showed greater negative affect, whereas the comparison group demonstrated greater interested affect across all sessions. With training, the rhythm group showed a reduction in negative affect and an increase in interested affect whereas the robot group showed a reduction in positive affect. Overall, it appears that rhythm-based interventions are socially engaging treatment tools to target core impairments in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial / Sudha M. SRINIVASAN in Research in Autism Spectrum Disorders, 27 (July 2016)
[article]
Titre : The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Sudha M. SRINIVASAN, Auteur ; Inge-Marie EIGSTI, Auteur ; Linda NEELLY, Auteur ; Anjana N. BHAT, Auteur Article en page(s) : p.54-72 Langues : Anglais (eng) Mots-clés : Rhythm Robots Attention Autism Embodied interventions Index. décimale : PER Périodiques Résumé : Abstract We compared the effects of 8-weeks of rhythm and robotic interventions with those of a comparison, standard-of-care intervention, on the spontaneous and responsive social attention patterns of school-age children with autism spectrum disorder. Attention patterns were examined within a standardized pretest/posttest measure of joint attention (JA) and a training-specific social attention measure during early, mid, and late training sessions. The rhythm and comparison groups demonstrated improvements in JA. Social attention was greater in the rhythm followed by the robot and lastly the comparison group. The robot and comparison groups spent maximum time fixating on the robot and objects, respectively. Across sessions, the robot group decreased attention to the robot and increased attention to elsewhere. Overall, rhythmic movement contexts afford sustained social monitoring in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.54-72[article] The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial [Texte imprimé et/ou numérique] / Sudha M. SRINIVASAN, Auteur ; Inge-Marie EIGSTI, Auteur ; Linda NEELLY, Auteur ; Anjana N. BHAT, Auteur . - p.54-72.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.54-72
Mots-clés : Rhythm Robots Attention Autism Embodied interventions Index. décimale : PER Périodiques Résumé : Abstract We compared the effects of 8-weeks of rhythm and robotic interventions with those of a comparison, standard-of-care intervention, on the spontaneous and responsive social attention patterns of school-age children with autism spectrum disorder. Attention patterns were examined within a standardized pretest/posttest measure of joint attention (JA) and a training-specific social attention measure during early, mid, and late training sessions. The rhythm and comparison groups demonstrated improvements in JA. Social attention was greater in the rhythm followed by the robot and lastly the comparison group. The robot and comparison groups spent maximum time fixating on the robot and objects, respectively. Across sessions, the robot group decreased attention to the robot and increased attention to elsewhere. Overall, rhythmic movement contexts afford sustained social monitoring in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 The effects of embodied rhythm and robotic interventions on the spontaneous and responsive verbal communication skills of children with Autism Spectrum Disorder (ASD): A further outcome of a pilot randomized controlled trial / Sudha M. SRINIVASAN in Research in Autism Spectrum Disorders, 27 (July 2016)
[article]
Titre : The effects of embodied rhythm and robotic interventions on the spontaneous and responsive verbal communication skills of children with Autism Spectrum Disorder (ASD): A further outcome of a pilot randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Sudha M. SRINIVASAN, Auteur ; Inge-Marie EIGSTI, Auteur ; Timothy GIFFORD, Auteur ; Anjana N. BHAT, Auteur Article en page(s) : p.73-87 Langues : Anglais (eng) Mots-clés : Rhythm Robots Communication Autism Embodied interventions Index. décimale : PER Périodiques Résumé : Abstract The current manuscript is the second in a mini-series of manuscripts reporting the effects of alternative, movement-based, rhythm and robotic interventions on the social communication skills of 36 school-age children with ASD. This pilot randomized controlled trial compared the effects of 8-weeks of rhythm and robotic interventions to those of a standard-of-care, comparison intervention. The first manuscript reported intervention effects on the spontaneous and responsive social attention skills of children. In this manuscript, we report intervention effects on the spontaneous and responsive verbal communication skills of children. Communication skills were assessed within a standardized test of responsive communication during the pretest and posttest as well as using training-specific measures of social verbalization during early, mid, and late training sessions. The rhythm and comparison groups improved on the standardized test in the posttest compared to the pretest. The rhythm and robot groups increased levels of social verbalization across training sessions. Movement-based and stationary contexts afford different types and amounts of communication in children with ASD. Overall, movement-based interventions are a promising tool to enhance verbal and non-verbal communication skills in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.73-87[article] The effects of embodied rhythm and robotic interventions on the spontaneous and responsive verbal communication skills of children with Autism Spectrum Disorder (ASD): A further outcome of a pilot randomized controlled trial [Texte imprimé et/ou numérique] / Sudha M. SRINIVASAN, Auteur ; Inge-Marie EIGSTI, Auteur ; Timothy GIFFORD, Auteur ; Anjana N. BHAT, Auteur . - p.73-87.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.73-87
Mots-clés : Rhythm Robots Communication Autism Embodied interventions Index. décimale : PER Périodiques Résumé : Abstract The current manuscript is the second in a mini-series of manuscripts reporting the effects of alternative, movement-based, rhythm and robotic interventions on the social communication skills of 36 school-age children with ASD. This pilot randomized controlled trial compared the effects of 8-weeks of rhythm and robotic interventions to those of a standard-of-care, comparison intervention. The first manuscript reported intervention effects on the spontaneous and responsive social attention skills of children. In this manuscript, we report intervention effects on the spontaneous and responsive verbal communication skills of children. Communication skills were assessed within a standardized test of responsive communication during the pretest and posttest as well as using training-specific measures of social verbalization during early, mid, and late training sessions. The rhythm and comparison groups improved on the standardized test in the posttest compared to the pretest. The rhythm and robot groups increased levels of social verbalization across training sessions. Movement-based and stationary contexts afford different types and amounts of communication in children with ASD. Overall, movement-based interventions are a promising tool to enhance verbal and non-verbal communication skills in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289