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Brief Report: Just-in-Time Visual Supports to Children with Autism via the Apple Watch:® A Pilot Feasibility Study / Amanda M. O'BRIEN in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
[article]
Titre : Brief Report: Just-in-Time Visual Supports to Children with Autism via the Apple Watch:® A Pilot Feasibility Study Type de document : Texte imprimé et/ou numérique Auteurs : Amanda M. O'BRIEN, Auteur ; Ralf W. SCHLOSSER, Auteur ; Howard C. SHANE, Auteur ; Jennifer ABRAMSON, Auteur ; Anna A. ALLEN, Auteur ; Suzanne FLYNN, Auteur ; Christina YU, Auteur ; Katherine DIMERY, Auteur Article en page(s) : p.3818-3823 Langues : Anglais (eng) Mots-clés : Autism Instruction following Just-in-time Technology Visual supports Index. décimale : PER Périodiques Résumé : Using augmented input might be an effective means for supplementing spoken language for children with autism who have difficulties following spoken directives. This study aimed to (a) explore whether JIT-delivered scene cues (photos, video clips) via the Apple Watch® enable children with autism to carry out directives they were unable to implement with speech alone, and (b) test the feasibility of the Apple Watch® (with a focus on display size). Results indicated that the hierarchical JIT supports enabled five children with autism to carry out the majority of directives. Hence, the relatively small display size of the Apple Watch does not seem to hinder children with autism to glean critical information from visual supports. En ligne : http://dx.doi.org/10.1007/s10803-016-2891-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3818-3823[article] Brief Report: Just-in-Time Visual Supports to Children with Autism via the Apple Watch:® A Pilot Feasibility Study [Texte imprimé et/ou numérique] / Amanda M. O'BRIEN, Auteur ; Ralf W. SCHLOSSER, Auteur ; Howard C. SHANE, Auteur ; Jennifer ABRAMSON, Auteur ; Anna A. ALLEN, Auteur ; Suzanne FLYNN, Auteur ; Christina YU, Auteur ; Katherine DIMERY, Auteur . - p.3818-3823.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3818-3823
Mots-clés : Autism Instruction following Just-in-time Technology Visual supports Index. décimale : PER Périodiques Résumé : Using augmented input might be an effective means for supplementing spoken language for children with autism who have difficulties following spoken directives. This study aimed to (a) explore whether JIT-delivered scene cues (photos, video clips) via the Apple Watch® enable children with autism to carry out directives they were unable to implement with speech alone, and (b) test the feasibility of the Apple Watch® (with a focus on display size). Results indicated that the hierarchical JIT supports enabled five children with autism to carry out the majority of directives. Hence, the relatively small display size of the Apple Watch does not seem to hinder children with autism to glean critical information from visual supports. En ligne : http://dx.doi.org/10.1007/s10803-016-2891-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Test of Gross Motor Development-3 (TGMD-3) with the Use of Visual Supports for Children with Autism Spectrum Disorder: Validity and Reliability / K. A. ALLEN in Journal of Autism and Developmental Disorders, 47-3 (March 2017)
[article]
Titre : Test of Gross Motor Development-3 (TGMD-3) with the Use of Visual Supports for Children with Autism Spectrum Disorder: Validity and Reliability Type de document : Texte imprimé et/ou numérique Auteurs : K. A. ALLEN, Auteur ; B. BREDERO, Auteur ; T. VAN DAMME, Auteur ; D. A. ULRICH, Auteur ; J. SIMONS, Auteur Article en page(s) : p.813-833 Langues : Anglais (eng) Mots-clés : Test of Gross Motor Development-3 Autism spectrum disorder Visual supports Validity Reliability Gross motor performance Index. décimale : PER Périodiques Résumé : The validity and reliability of the Test of Gross Motor Development-3 (TGMD-3) were measured, taking into consideration the preference for visual learning of children with autism spectrum disorder (ASD). The TGMD-3 was administered to 14 children with ASD (4–10 years) and 21 age-matched typically developing children under two conditions: TGMD-3 traditional protocol, and TGMD-3 visual support protocol. Excellent levels of internal consistency, test–retest, interrater and intrarater reliability were achieved for the TGMD-3 visual support protocol. TGMD-3 raw scores of children with ASD were significantly lower than typically developing peers, however, significantly improved using the TGMD-3 visual support protocol. This demonstrates that the TGMD-3 visual support protocol is a valid and reliable assessment of gross motor performance for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-3005-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.813-833[article] Test of Gross Motor Development-3 (TGMD-3) with the Use of Visual Supports for Children with Autism Spectrum Disorder: Validity and Reliability [Texte imprimé et/ou numérique] / K. A. ALLEN, Auteur ; B. BREDERO, Auteur ; T. VAN DAMME, Auteur ; D. A. ULRICH, Auteur ; J. SIMONS, Auteur . - p.813-833.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.813-833
Mots-clés : Test of Gross Motor Development-3 Autism spectrum disorder Visual supports Validity Reliability Gross motor performance Index. décimale : PER Périodiques Résumé : The validity and reliability of the Test of Gross Motor Development-3 (TGMD-3) were measured, taking into consideration the preference for visual learning of children with autism spectrum disorder (ASD). The TGMD-3 was administered to 14 children with ASD (4–10 years) and 21 age-matched typically developing children under two conditions: TGMD-3 traditional protocol, and TGMD-3 visual support protocol. Excellent levels of internal consistency, test–retest, interrater and intrarater reliability were achieved for the TGMD-3 visual support protocol. TGMD-3 raw scores of children with ASD were significantly lower than typically developing peers, however, significantly improved using the TGMD-3 visual support protocol. This demonstrates that the TGMD-3 visual support protocol is a valid and reliable assessment of gross motor performance for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-3005-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 Use of Visual Supports with Young Children with Autism Spectrum Disorders / Kara HUME
Titre : Use of Visual Supports with Young Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Connie S. WONG, Auteur ; Joshua B. PLAVNICK, Auteur ; Tia SCHULTZ, Auteur Année de publication : 2014 Importance : p.293-313 Langues : Anglais (eng) Mots-clés : Visual supports Visual schedules Visual cues Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Use of Visual Supports with Young Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Connie S. WONG, Auteur ; Joshua B. PLAVNICK, Auteur ; Tia SCHULTZ, Auteur . - 2014 . - p.293-313.
Langues : Anglais (eng)
Mots-clés : Visual supports Visual schedules Visual cues Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Improving the Social Skills of Children with HFASD: An Intervention Study / Cynthia WAUGH in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
[article]
Titre : Improving the Social Skills of Children with HFASD: An Intervention Study Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia WAUGH, Auteur ; Joan PESKIN, Auteur Article en page(s) : p.2961-2980 Langues : Anglais (eng) Mots-clés : Theory of mind Visual supports Social skills High-functioning autism Friendship training Community intervention Index. décimale : PER Périodiques Résumé : The present study examines the efficacy of a social skills and Theory of Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify and consider their peer’s mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes and dislikes, while learning friendship-making skills and strategies, through the use of visual scaffolds in story format. Compared to two control groups, S.S.ToM participants demonstrated significantly greater gains on measures of Theory of Mind and social responsiveness. At a 3-month follow-up assessment, improvements appeared to have been maintained and continued gains were observed. These results provide support for the utility of a visually supported Theory of Mind and social skills intervention that may be delivered in community settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2459-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267
in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2961-2980[article] Improving the Social Skills of Children with HFASD: An Intervention Study [Texte imprimé et/ou numérique] / Cynthia WAUGH, Auteur ; Joan PESKIN, Auteur . - p.2961-2980.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2961-2980
Mots-clés : Theory of mind Visual supports Social skills High-functioning autism Friendship training Community intervention Index. décimale : PER Périodiques Résumé : The present study examines the efficacy of a social skills and Theory of Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify and consider their peer’s mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes and dislikes, while learning friendship-making skills and strategies, through the use of visual scaffolds in story format. Compared to two control groups, S.S.ToM participants demonstrated significantly greater gains on measures of Theory of Mind and social responsiveness. At a 3-month follow-up assessment, improvements appeared to have been maintained and continued gains were observed. These results provide support for the utility of a visually supported Theory of Mind and social skills intervention that may be delivered in community settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2459-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267