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The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children / A. COOK in Autism, 23-4 (May 2019)
[article]
Titre : The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children Type de document : Texte imprimé et/ou numérique Auteurs : A. COOK, Auteur ; J. OGDEN, Auteur ; N. WINSTONE, Auteur Article en page(s) : p.933-942 Langues : Anglais (eng) Mots-clés : attitudes bullying contact exposure group-based emotion inclusion interventions - psychosocial/behavioural school-age children social cognition and social behaviour social exclusion Index. décimale : PER Périodiques Résumé : Children with autism are more likely to be socially excluded than their neurotypical peers. Since the majority of children with autism attend mainstream schools, interventions are needed to improve the attitudes and behaviours of their peers. Many studies highlight the influence of contact on positive attitudes and reduced discrimination. Group music-making provides an ideal opportunity for positive contact to occur in the classroom. This study evaluated the impact of music-based contact with autistic peers on the attitudes, emotions and behaviours of neurotypical children. Changes in those with autism were also assessed. Neurotypical participants ( n = 55) aged 10-11 years took part in an 11-week music programme designed to increase social interaction, which either did or did not include contact with autistic children ( n = 10). Measures of attitudes, emotions and behaviours were assessed at baseline and follow-up. In response to a hypothetical scenario depicting social exclusion of a child with autism, neurotypical participants in the contact group showed a greater increase in prosocial emotions and a greater decrease in tendency to be a victim than those in the no-contact group. Participants with autism also showed a 19.7% decrease in victimisation. Implications of group music-making for tackling social exclusion of children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361318787793 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Autism > 23-4 (May 2019) . - p.933-942[article] The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children [Texte imprimé et/ou numérique] / A. COOK, Auteur ; J. OGDEN, Auteur ; N. WINSTONE, Auteur . - p.933-942.
Langues : Anglais (eng)
in Autism > 23-4 (May 2019) . - p.933-942
Mots-clés : attitudes bullying contact exposure group-based emotion inclusion interventions - psychosocial/behavioural school-age children social cognition and social behaviour social exclusion Index. décimale : PER Périodiques Résumé : Children with autism are more likely to be socially excluded than their neurotypical peers. Since the majority of children with autism attend mainstream schools, interventions are needed to improve the attitudes and behaviours of their peers. Many studies highlight the influence of contact on positive attitudes and reduced discrimination. Group music-making provides an ideal opportunity for positive contact to occur in the classroom. This study evaluated the impact of music-based contact with autistic peers on the attitudes, emotions and behaviours of neurotypical children. Changes in those with autism were also assessed. Neurotypical participants ( n = 55) aged 10-11 years took part in an 11-week music programme designed to increase social interaction, which either did or did not include contact with autistic children ( n = 10). Measures of attitudes, emotions and behaviours were assessed at baseline and follow-up. In response to a hypothetical scenario depicting social exclusion of a child with autism, neurotypical participants in the contact group showed a greater increase in prosocial emotions and a greater decrease in tendency to be a victim than those in the no-contact group. Participants with autism also showed a 19.7% decrease in victimisation. Implications of group music-making for tackling social exclusion of children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361318787793 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 Factors underlying cross-cultural differences in stigma toward autism among college students in Lebanon and the United States / K. GILLESPIE-LYNCH in Autism, 23-8 (November 2019)
[article]
Titre : Factors underlying cross-cultural differences in stigma toward autism among college students in Lebanon and the United States Type de document : Texte imprimé et/ou numérique Auteurs : K. GILLESPIE-LYNCH, Auteur ; N. DAOU, Auteur ; M. J. SANCHEZ-RUIZ, Auteur ; Steven K. KAPP, Auteur ; R. OBEID, Auteur ; Patricia J. BROOKS, Auteur ; F. SOMEKI, Auteur ; N. SILTON, Auteur ; R. ABI-HABIB, Auteur Article en page(s) : p.1993-2006 Langues : Anglais (eng) Mots-clés : autism contact cross-cultural knowledge stigma training Index. décimale : PER Périodiques Résumé : Although stigma negatively impacts autistic people globally, the degree of stigma varies across cultures. Prior research suggests that stigma may be higher in cultures with more collectivistic orientations. This study aimed to identify cultural values and other individual differences that contribute to cross-cultural differences in autism stigma (assessed with a social distance scale) between college students in Lebanon (n = 556) and those in the United States (n = 520). Replicating prior work, stigma was lower in women than men and in the United States relative to Lebanon. Heightened autism knowledge, quality of contact with autistic people, openness to experience, and reduced acceptance of inequality predicted lower stigma. Collectivism was not associated with heightened stigma. Findings highlight the need to address structural inequalities, combat harmful misconceptions, and foster positive contact to combat stigma. En ligne : http://dx.doi.org/10.1177/1362361318823550 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407
in Autism > 23-8 (November 2019) . - p.1993-2006[article] Factors underlying cross-cultural differences in stigma toward autism among college students in Lebanon and the United States [Texte imprimé et/ou numérique] / K. GILLESPIE-LYNCH, Auteur ; N. DAOU, Auteur ; M. J. SANCHEZ-RUIZ, Auteur ; Steven K. KAPP, Auteur ; R. OBEID, Auteur ; Patricia J. BROOKS, Auteur ; F. SOMEKI, Auteur ; N. SILTON, Auteur ; R. ABI-HABIB, Auteur . - p.1993-2006.
Langues : Anglais (eng)
in Autism > 23-8 (November 2019) . - p.1993-2006
Mots-clés : autism contact cross-cultural knowledge stigma training Index. décimale : PER Périodiques Résumé : Although stigma negatively impacts autistic people globally, the degree of stigma varies across cultures. Prior research suggests that stigma may be higher in cultures with more collectivistic orientations. This study aimed to identify cultural values and other individual differences that contribute to cross-cultural differences in autism stigma (assessed with a social distance scale) between college students in Lebanon (n = 556) and those in the United States (n = 520). Replicating prior work, stigma was lower in women than men and in the United States relative to Lebanon. Heightened autism knowledge, quality of contact with autistic people, openness to experience, and reduced acceptance of inequality predicted lower stigma. Collectivism was not associated with heightened stigma. Findings highlight the need to address structural inequalities, combat harmful misconceptions, and foster positive contact to combat stigma. En ligne : http://dx.doi.org/10.1177/1362361318823550 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407