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The impact of parenting stress and cultural orientation on communication skills in minimally verbal children with autism spectrum disorders: A comparative study in India and the US / Suma SUSWARAM in Research in Autism Spectrum Disorders, 112 (April 2024)
[article]
Titre : The impact of parenting stress and cultural orientation on communication skills in minimally verbal children with autism spectrum disorders: A comparative study in India and the US Type de document : Texte imprimé et/ou numérique Auteurs : Suma SUSWARAM, Auteur ; Nancy C. BRADY, Auteur ; Brian BOYD, Auteur Article en page(s) : p.102337 Langues : Anglais (eng) Mots-clés : Minimal verbal Autism Spectrum Disorders (ASD) Communication skills Parenting stress Culture Parent-reported Index. décimale : PER Périodiques Résumé : Background Assessing the impact of intrinsic and extrinsic factors on communication skill development in minimally verbal children with Autism Spectrum Disorders (MV-ASD) is crucial, yet limited research exists on cultural variations of these factors. This study explored the associations between parenting stress, cultural orientation, and communication skills in children with MV-ASD from India and the US. Methods Data were collected through parent-report questionnaires and standardized assessments. Participants included parents of children with MV-ASD from India and the US. The study examined the relationship between parenting stress, cultural orientation, and communication skills in these cultural communities. Results Parenting stress exhibited a negative association with communication skills in both the Indian and US groups of children with MV-ASD. Cultural orientation was identified as a moderator in the relationship when child?s communication skills predicted variability in parenting stress. Conclusions This study emphasizes the influence of parenting stress and cultural orientation on the development of communication skills in children with MV-ASD across cultural communities. Understanding these factors can aid in addressing the unique challenges faced by these children and inform culturally sensitive interventions. En ligne : https://doi.org/10.1016/j.rasd.2024.102337 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524
in Research in Autism Spectrum Disorders > 112 (April 2024) . - p.102337[article] The impact of parenting stress and cultural orientation on communication skills in minimally verbal children with autism spectrum disorders: A comparative study in India and the US [Texte imprimé et/ou numérique] / Suma SUSWARAM, Auteur ; Nancy C. BRADY, Auteur ; Brian BOYD, Auteur . - p.102337.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 112 (April 2024) . - p.102337
Mots-clés : Minimal verbal Autism Spectrum Disorders (ASD) Communication skills Parenting stress Culture Parent-reported Index. décimale : PER Périodiques Résumé : Background Assessing the impact of intrinsic and extrinsic factors on communication skill development in minimally verbal children with Autism Spectrum Disorders (MV-ASD) is crucial, yet limited research exists on cultural variations of these factors. This study explored the associations between parenting stress, cultural orientation, and communication skills in children with MV-ASD from India and the US. Methods Data were collected through parent-report questionnaires and standardized assessments. Participants included parents of children with MV-ASD from India and the US. The study examined the relationship between parenting stress, cultural orientation, and communication skills in these cultural communities. Results Parenting stress exhibited a negative association with communication skills in both the Indian and US groups of children with MV-ASD. Cultural orientation was identified as a moderator in the relationship when child?s communication skills predicted variability in parenting stress. Conclusions This study emphasizes the influence of parenting stress and cultural orientation on the development of communication skills in children with MV-ASD across cultural communities. Understanding these factors can aid in addressing the unique challenges faced by these children and inform culturally sensitive interventions. En ligne : https://doi.org/10.1016/j.rasd.2024.102337 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 A Meta-Analysis of Single Case Research Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum Disorders / Jennifer B. GANZ in Journal of Autism and Developmental Disorders, 42-1 (January 2012)
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Titre : A Meta-Analysis of Single Case Research Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Theresa L. EARLES-VOLLRATH, Auteur ; Amy K. HEATH, Auteur ; Richard I. PARKER, Auteur ; Mandy RISPOLI, Auteur ; Jaime DURAN, Auteur Année de publication : 2012 Article en page(s) : p.60-74 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Augmentative and alternative communication Aided AAC Communication skills Social skills Interventions Meta-analysis Voice output communication aid Speech-generating device Picture Exchange Communication System Index. décimale : PER Périodiques Résumé : Many individuals with autism cannot speak or cannot speak intelligibly. A variety of aided augmentative and alternative communication (AAC) approaches have been investigated. Most of the research on these approaches has been single-case research, with small numbers of participants. The purpose of this investigation was to meta-analyze the single case research on the use of aided AAC with individuals with autism spectrum disorders (ASD). Twenty-four single-case studies were analyzed via an effect size measure, the Improvement Rate Difference (IRD). Three research questions were investigated concerning the overall impact of AAC interventions on targeted behavioral outcomes, effects of AAC interventions on individual targeted behavioral outcomes, and effects of three types of AAC interventions. Results indicated that, overall, aided AAC interventions had large effects on targeted behavioral outcomes in individuals with ASD. AAC interventions had positive effects on all of the targeted behavioral outcome; however, effects were greater for communication skills than other categories of skills. Effects of the Picture Exchange Communication System and speech-generating devices were larger than those for other picture-based systems, though picture-based systems did have small effects. En ligne : http://dx.doi.org/10.1007/s10803-011-1212-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151
in Journal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.60-74[article] A Meta-Analysis of Single Case Research Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Theresa L. EARLES-VOLLRATH, Auteur ; Amy K. HEATH, Auteur ; Richard I. PARKER, Auteur ; Mandy RISPOLI, Auteur ; Jaime DURAN, Auteur . - 2012 . - p.60-74.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.60-74
Mots-clés : Autism spectrum disorders Augmentative and alternative communication Aided AAC Communication skills Social skills Interventions Meta-analysis Voice output communication aid Speech-generating device Picture Exchange Communication System Index. décimale : PER Périodiques Résumé : Many individuals with autism cannot speak or cannot speak intelligibly. A variety of aided augmentative and alternative communication (AAC) approaches have been investigated. Most of the research on these approaches has been single-case research, with small numbers of participants. The purpose of this investigation was to meta-analyze the single case research on the use of aided AAC with individuals with autism spectrum disorders (ASD). Twenty-four single-case studies were analyzed via an effect size measure, the Improvement Rate Difference (IRD). Three research questions were investigated concerning the overall impact of AAC interventions on targeted behavioral outcomes, effects of AAC interventions on individual targeted behavioral outcomes, and effects of three types of AAC interventions. Results indicated that, overall, aided AAC interventions had large effects on targeted behavioral outcomes in individuals with ASD. AAC interventions had positive effects on all of the targeted behavioral outcome; however, effects were greater for communication skills than other categories of skills. Effects of the Picture Exchange Communication System and speech-generating devices were larger than those for other picture-based systems, though picture-based systems did have small effects. En ligne : http://dx.doi.org/10.1007/s10803-011-1212-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 Hidden communicative competence: Case study evidence using eye-tracking and video analysis / Andrew GRAYSON in Autism, 16-1 (January 2012)
[article]
Titre : Hidden communicative competence: Case study evidence using eye-tracking and video analysis Type de document : Texte imprimé et/ou numérique Auteurs : Andrew GRAYSON, Auteur ; Anne EMERSON, Auteur ; Patricia HOWARD-JONES, Auteur ; Lynne O’NEIL, Auteur Année de publication : 2012 Article en page(s) : p.75-86 Langues : Anglais (eng) Mots-clés : autism case study communication disability communication skills eye-tracking facilitated communication intellectual disability learning disability literacy video analysis systematic observation Index. décimale : PER Périodiques Résumé : A facilitated communication (FC) user with an autism spectrum disorder produced sophisticated texts by pointing, with physical support, to letters on a letterboard while their eyes were tracked and while their pointing movements were video recorded. This FC user has virtually no independent means of expression, and is held to have no literacy skills. The resulting data were subjected to a variety of analyses aimed at describing the relationship between the FC user’s looking and pointing behaviours, in order to make inferences about the complex question of ‘authorship’. The eye-tracking data present a challenge to traditional ‘facilitator influence’ accounts of authorship, and are consistent with the proposition that this FC user does indeed author the sophisticated texts that are attributed to him; he looks for longer at to-be-typed letters before typing them, and looks ahead to subsequent letters of words before the next letter of the word is typed. En ligne : http://dx.doi.org/10.1177/1362361310393260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153
in Autism > 16-1 (January 2012) . - p.75-86[article] Hidden communicative competence: Case study evidence using eye-tracking and video analysis [Texte imprimé et/ou numérique] / Andrew GRAYSON, Auteur ; Anne EMERSON, Auteur ; Patricia HOWARD-JONES, Auteur ; Lynne O’NEIL, Auteur . - 2012 . - p.75-86.
Langues : Anglais (eng)
in Autism > 16-1 (January 2012) . - p.75-86
Mots-clés : autism case study communication disability communication skills eye-tracking facilitated communication intellectual disability learning disability literacy video analysis systematic observation Index. décimale : PER Périodiques Résumé : A facilitated communication (FC) user with an autism spectrum disorder produced sophisticated texts by pointing, with physical support, to letters on a letterboard while their eyes were tracked and while their pointing movements were video recorded. This FC user has virtually no independent means of expression, and is held to have no literacy skills. The resulting data were subjected to a variety of analyses aimed at describing the relationship between the FC user’s looking and pointing behaviours, in order to make inferences about the complex question of ‘authorship’. The eye-tracking data present a challenge to traditional ‘facilitator influence’ accounts of authorship, and are consistent with the proposition that this FC user does indeed author the sophisticated texts that are attributed to him; he looks for longer at to-be-typed letters before typing them, and looks ahead to subsequent letters of words before the next letter of the word is typed. En ligne : http://dx.doi.org/10.1177/1362361310393260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 Music therapy for children and adolescents with behavioural and emotional problems: a randomised controlled trial / Sam PORTER in Journal of Child Psychology and Psychiatry, 58-5 (May 2017)
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Titre : Music therapy for children and adolescents with behavioural and emotional problems: a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Sam PORTER, Auteur ; Tracey MCCONNELL, Auteur ; Katrina MCLAUGHLIN, Auteur ; Fiona LYNN, Auteur ; Christopher CARDWELL, Auteur ; Hannah-Jane BRAIDEN, Auteur ; Jackie BOYLAN, Auteur ; Valerie HOLMES, Auteur ; Group, THE MUSIC IN MIND STUDY, Auteur Article en page(s) : p.586-594 Langues : Anglais (eng) Mots-clés : Music therapy children adolescents communication skills mental health Index. décimale : PER Périodiques Résumé : Background Although music therapy (MT) is considered an effective intervention for young people with mental health needs, its efficacy in clinical settings is unclear. We therefore examined the efficacy of MT in clinical practice. Methods Two hundred and fifty-one child (8–16 years, with social, emotional, behavioural and developmental difficulties) and parent dyads from six Child and Adolescent Mental Health Service community care facilities in Northern Ireland were randomised to 12 weekly sessions of MT plus usual care [n = 123; 76 in final analyses] or usual care alone [n = 128; 105 in final analyses]. Follow-up occurred at 13 weeks and 26 weeks postrandomisation. Primary outcome was improvement in communication (Social Skills Improvement System Rating Scales) (SSIS) at 13 weeks. Secondary outcomes included social functioning, self-esteem, depression and family functioning. Results There was no significant difference for the child SSIS at week 13 (adjusted difference in mean 2.4; 95% CI ?1.2 to 6.1; p = .19) or for the guardian SSIS (0.5; 95% CI ?2.9 to 3.8; p = .78). However, for participants aged 13 and over in the intervention group, the child SSIS communication was significantly improved (6.1, 95% CI 1.6 to 10.5; p = .007) but not the guardian SSIS (1.1; 95% CI ?2.9 to 5.2; p = .59). Overall, self-esteem was significantly improved and depression scores were significantly lower at week 13. There was no significant difference in family or social functioning at week 13. Conclusions While the findings provide some evidence for the integration of music therapy into clinical practice, differences relating to subgroups and secondary outcomes indicate the need for further study. ISRCTN Register; ISRCTN96352204. En ligne : http://dx.doi.org/10.1111/jcpp.12656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306
in Journal of Child Psychology and Psychiatry > 58-5 (May 2017) . - p.586-594[article] Music therapy for children and adolescents with behavioural and emotional problems: a randomised controlled trial [Texte imprimé et/ou numérique] / Sam PORTER, Auteur ; Tracey MCCONNELL, Auteur ; Katrina MCLAUGHLIN, Auteur ; Fiona LYNN, Auteur ; Christopher CARDWELL, Auteur ; Hannah-Jane BRAIDEN, Auteur ; Jackie BOYLAN, Auteur ; Valerie HOLMES, Auteur ; Group, THE MUSIC IN MIND STUDY, Auteur . - p.586-594.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-5 (May 2017) . - p.586-594
Mots-clés : Music therapy children adolescents communication skills mental health Index. décimale : PER Périodiques Résumé : Background Although music therapy (MT) is considered an effective intervention for young people with mental health needs, its efficacy in clinical settings is unclear. We therefore examined the efficacy of MT in clinical practice. Methods Two hundred and fifty-one child (8–16 years, with social, emotional, behavioural and developmental difficulties) and parent dyads from six Child and Adolescent Mental Health Service community care facilities in Northern Ireland were randomised to 12 weekly sessions of MT plus usual care [n = 123; 76 in final analyses] or usual care alone [n = 128; 105 in final analyses]. Follow-up occurred at 13 weeks and 26 weeks postrandomisation. Primary outcome was improvement in communication (Social Skills Improvement System Rating Scales) (SSIS) at 13 weeks. Secondary outcomes included social functioning, self-esteem, depression and family functioning. Results There was no significant difference for the child SSIS at week 13 (adjusted difference in mean 2.4; 95% CI ?1.2 to 6.1; p = .19) or for the guardian SSIS (0.5; 95% CI ?2.9 to 3.8; p = .78). However, for participants aged 13 and over in the intervention group, the child SSIS communication was significantly improved (6.1, 95% CI 1.6 to 10.5; p = .007) but not the guardian SSIS (1.1; 95% CI ?2.9 to 5.2; p = .59). Overall, self-esteem was significantly improved and depression scores were significantly lower at week 13. There was no significant difference in family or social functioning at week 13. Conclusions While the findings provide some evidence for the integration of music therapy into clinical practice, differences relating to subgroups and secondary outcomes indicate the need for further study. ISRCTN Register; ISRCTN96352204. En ligne : http://dx.doi.org/10.1111/jcpp.12656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306 Increasing Verbal Interaction in Children with Autism Spectrum Disorders Using Audio Script Procedure / C. TOPUZ in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
[article]
Titre : Increasing Verbal Interaction in Children with Autism Spectrum Disorders Using Audio Script Procedure Type de document : Texte imprimé et/ou numérique Auteurs : C. TOPUZ, Auteur ; B. ULKE-KURKCUOGLU, Auteur Article en page(s) : p.4847-4861 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Communication skills Initiation Script Script fading Index. décimale : PER Périodiques Résumé : This study aimed at investigating the effectiveness of audio script and script-fading procedure in teaching initiation to children with ASD. Three children with ASD and a parent of each child participated in the study. A nonconcurrent multiple baseline design across children was used. The findings showed that the initiation emitted by the children increased during audio script and script-fading procedure. Children also generalized initiation across different conditions and maintained the acquired skills. Finally, the social validity findings showed that the opinions of the parents regarding the procedure were overall positive. Results were discussed in terms of recommendations for practitioners and future research. En ligne : http://dx.doi.org/10.1007/s10803-019-04203-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411
in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4847-4861[article] Increasing Verbal Interaction in Children with Autism Spectrum Disorders Using Audio Script Procedure [Texte imprimé et/ou numérique] / C. TOPUZ, Auteur ; B. ULKE-KURKCUOGLU, Auteur . - p.4847-4861.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4847-4861
Mots-clés : Autism spectrum disorder Communication skills Initiation Script Script fading Index. décimale : PER Périodiques Résumé : This study aimed at investigating the effectiveness of audio script and script-fading procedure in teaching initiation to children with ASD. Three children with ASD and a parent of each child participated in the study. A nonconcurrent multiple baseline design across children was used. The findings showed that the initiation emitted by the children increased during audio script and script-fading procedure. Children also generalized initiation across different conditions and maintained the acquired skills. Finally, the social validity findings showed that the opinions of the parents regarding the procedure were overall positive. Results were discussed in terms of recommendations for practitioners and future research. En ligne : http://dx.doi.org/10.1007/s10803-019-04203-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 Pilot study measuring the effects of therapeutic horseback riding on school-age children and adolescents with autism spectrum disorders / Robin GABRIELS in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
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