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Emotion, Intent and Voluntary Movement in Children with Autism. An Example: The Goal Directed Locomotion / Sophie LONGUET in Journal of Autism and Developmental Disorders, 42-7 (July 2012)
[article]
Titre : Emotion, Intent and Voluntary Movement in Children with Autism. An Example: The Goal Directed Locomotion Type de document : Texte imprimé et/ou numérique Auteurs : Sophie LONGUET, Auteur ; Carole FERREL-CHAPUS, Auteur ; Marie-Joëlle OREVE, Auteur ; Jean-Marc CHAMOT, Auteur ; Sylvie VERNAZZA-MARTIN, Auteur Année de publication : 2012 Article en page(s) : p.1446-1458 Langues : Anglais (eng) Mots-clés : Planning Programming Motor control Emotions Valence Autism Index. décimale : PER Périodiques Résumé : This article focuses on the impact of intentionality on goal directed locomotion in healthy and autistic children. Closely linked with emotions and motivation, it is directly connected with movement planning. Is planning only preserved when the goal of the action appears motivating for healthy and autistic children? Is movement programming similar for autistic and healthy children, and does it vary according to the emotional valence of the object? Moving in a straight line, twenty autistic and healthy children had to retrieve a positive or aversive emotional valence object. The results suggest planning and programming are preserved in an emotionally positive situation. However, in an aversive situation, autistic children appear to have a deficit in terms of planning and sometimes programming. En ligne : http://dx.doi.org/10.1007/s10803-011-1383-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1446-1458[article] Emotion, Intent and Voluntary Movement in Children with Autism. An Example: The Goal Directed Locomotion [Texte imprimé et/ou numérique] / Sophie LONGUET, Auteur ; Carole FERREL-CHAPUS, Auteur ; Marie-Joëlle OREVE, Auteur ; Jean-Marc CHAMOT, Auteur ; Sylvie VERNAZZA-MARTIN, Auteur . - 2012 . - p.1446-1458.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1446-1458
Mots-clés : Planning Programming Motor control Emotions Valence Autism Index. décimale : PER Périodiques Résumé : This article focuses on the impact of intentionality on goal directed locomotion in healthy and autistic children. Closely linked with emotions and motivation, it is directly connected with movement planning. Is planning only preserved when the goal of the action appears motivating for healthy and autistic children? Is movement programming similar for autistic and healthy children, and does it vary according to the emotional valence of the object? Moving in a straight line, twenty autistic and healthy children had to retrieve a positive or aversive emotional valence object. The results suggest planning and programming are preserved in an emotionally positive situation. However, in an aversive situation, autistic children appear to have a deficit in terms of planning and sometimes programming. En ligne : http://dx.doi.org/10.1007/s10803-011-1383-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
[article]
Titre : Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior Type de document : Texte imprimé et/ou numérique Auteurs : V. F. KNIGHT, Auteur ; J. WRIGHT, Auteur ; K. WILSON, Auteur ; A. HOOPER, Auteur Article en page(s) : p.3113-3126 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Coding Emotional behavior disorder Programming Robotics Stem Index. décimale : PER Périodiques Résumé : The use of robots to teach students with autism spectrum disorder communication skills has basis in the literature; however, research investigating the effects of teaching coding or programming of robotics to promote learning in STEM to this population has not yet been conducted. The purpose of the current study was to evaluate the effects of teaching one code explicitly, using model-lead-test on the following dependent variables: (a) acquisition of the explicitly-taught code (i.e., robotic movement); (b) generalization of the explicitly-taught code to other novel codes (i.e., robotic sounds, light effects, complex movements), and (c) self-generated novel sets of codes. Results of the multiple probe across participants design demonstrate that all three students with ASD and challenging behaviors were able to acquire the initial code, generalize the initial code to novel codes, and self-generate (i.e., create, test, and evaluate) their own coding. Implications for practitioners, study limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04033-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3113-3126[article] Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior [Texte imprimé et/ou numérique] / V. F. KNIGHT, Auteur ; J. WRIGHT, Auteur ; K. WILSON, Auteur ; A. HOOPER, Auteur . - p.3113-3126.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3113-3126
Mots-clés : Autism spectrum disorder Coding Emotional behavior disorder Programming Robotics Stem Index. décimale : PER Périodiques Résumé : The use of robots to teach students with autism spectrum disorder communication skills has basis in the literature; however, research investigating the effects of teaching coding or programming of robotics to promote learning in STEM to this population has not yet been conducted. The purpose of the current study was to evaluate the effects of teaching one code explicitly, using model-lead-test on the following dependent variables: (a) acquisition of the explicitly-taught code (i.e., robotic movement); (b) generalization of the explicitly-taught code to other novel codes (i.e., robotic sounds, light effects, complex movements), and (c) self-generated novel sets of codes. Results of the multiple probe across participants design demonstrate that all three students with ASD and challenging behaviors were able to acquire the initial code, generalize the initial code to novel codes, and self-generate (i.e., create, test, and evaluate) their own coding. Implications for practitioners, study limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04033-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 Annual Research Review: New frontiers in developmental neuropharmacology: can long-term therapeutic effects of drugs be optimized through carefully timed early intervention? / Susan L. ANDERSEN in Journal of Child Psychology and Psychiatry, 52-4 (April 2011)
[article]
Titre : Annual Research Review: New frontiers in developmental neuropharmacology: can long-term therapeutic effects of drugs be optimized through carefully timed early intervention? Type de document : Texte imprimé et/ou numérique Auteurs : Susan L. ANDERSEN, Auteur ; Carryl P. NAVALTA, Auteur Année de publication : 2011 Article en page(s) : p.476-503 Langues : Anglais (eng) Mots-clés : Adolescent child development imprinting medication programming Index. décimale : PER Périodiques Résumé : Our aim is to present a working model that may serve as a valuable heuristic to predict enduring effects of drugs when administered during development. Our primary tenet is that a greater understanding of neurodevelopment can lead to improved treatment that intervenes early in the progression of a given disorder and prevents symptoms from manifesting. The immature brain undergoes significant changes during the transitions between childhood, adolescence, and adulthood. Such changes in innervation, neurotransmitter levels, and their respective signaling mechanisms have profound and observable changes on typical behavior, but also increase vulnerability to psychiatric disorders when the maturational process goes awry. Given the remarkable plasticity of the immature brain to adapt to its external milieu, preventive interventions may be possible. We intend for this review to initiate a discussion of how currently used psychotropic agents can influence brain development. Drug exposure during sensitive periods may have beneficial long-term effects, but harmful delayed consequences may be possible as well. Regardless of the outcome, this information needs to be used to improve or develop alternative approaches for the treatment of childhood disorders. With this framework in mind, we present what is known about the effects of stimulants, antidepressants, and antipsychotics on brain maturation (including animal studies that use more clinically-relevant dosing paradigms or relevant animal models). We endeavor to provocatively set the stage for altering treatment approaches for improving mental health in non-adult populations. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02376.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Journal of Child Psychology and Psychiatry > 52-4 (April 2011) . - p.476-503[article] Annual Research Review: New frontiers in developmental neuropharmacology: can long-term therapeutic effects of drugs be optimized through carefully timed early intervention? [Texte imprimé et/ou numérique] / Susan L. ANDERSEN, Auteur ; Carryl P. NAVALTA, Auteur . - 2011 . - p.476-503.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-4 (April 2011) . - p.476-503
Mots-clés : Adolescent child development imprinting medication programming Index. décimale : PER Périodiques Résumé : Our aim is to present a working model that may serve as a valuable heuristic to predict enduring effects of drugs when administered during development. Our primary tenet is that a greater understanding of neurodevelopment can lead to improved treatment that intervenes early in the progression of a given disorder and prevents symptoms from manifesting. The immature brain undergoes significant changes during the transitions between childhood, adolescence, and adulthood. Such changes in innervation, neurotransmitter levels, and their respective signaling mechanisms have profound and observable changes on typical behavior, but also increase vulnerability to psychiatric disorders when the maturational process goes awry. Given the remarkable plasticity of the immature brain to adapt to its external milieu, preventive interventions may be possible. We intend for this review to initiate a discussion of how currently used psychotropic agents can influence brain development. Drug exposure during sensitive periods may have beneficial long-term effects, but harmful delayed consequences may be possible as well. Regardless of the outcome, this information needs to be used to improve or develop alternative approaches for the treatment of childhood disorders. With this framework in mind, we present what is known about the effects of stimulants, antidepressants, and antipsychotics on brain maturation (including animal studies that use more clinically-relevant dosing paradigms or relevant animal models). We endeavor to provocatively set the stage for altering treatment approaches for improving mental health in non-adult populations. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02376.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 Teaching Robotics Coding to a Student with ASD and Severe Problem Behavior / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 49-6 (June 2019)
[article]
Titre : Teaching Robotics Coding to a Student with ASD and Severe Problem Behavior Type de document : Texte imprimé et/ou numérique Auteurs : V. F. KNIGHT, Auteur ; J. WRIGHT, Auteur ; A. DEFREESE, Auteur Article en page(s) : p.2632-2636 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Coding Emotional behavior disorder Programming Robotics Stem Index. décimale : PER Périodiques Résumé : Research on teaching STEM, especially in the areas of teaching coding for students with ASD, is lacking. The purpose of the current study was to evaluate the effects of using model-lead-test to teach an elementary-aged student with ASD and severe problem behavior the following dependent variables: (a) calibrating the robot; (b) drawing tracks for the robot to follow; and (c) creating a code (e.g., to make the robot move quickly). Results of the multiple probe across skills design demonstrate a functional relation between the model-lead-test strategy and the acquisition of all of the skills. Further, he generalized the coding skill to novel codes, and maintained the skills over time. Implications, study limitations, and recommendations for future research are discussed. En ligne : https://dx.doi.org/10.1007/s10803-019-03888-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400
in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2632-2636[article] Teaching Robotics Coding to a Student with ASD and Severe Problem Behavior [Texte imprimé et/ou numérique] / V. F. KNIGHT, Auteur ; J. WRIGHT, Auteur ; A. DEFREESE, Auteur . - p.2632-2636.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2632-2636
Mots-clés : Autism spectrum disorder Coding Emotional behavior disorder Programming Robotics Stem Index. décimale : PER Périodiques Résumé : Research on teaching STEM, especially in the areas of teaching coding for students with ASD, is lacking. The purpose of the current study was to evaluate the effects of using model-lead-test to teach an elementary-aged student with ASD and severe problem behavior the following dependent variables: (a) calibrating the robot; (b) drawing tracks for the robot to follow; and (c) creating a code (e.g., to make the robot move quickly). Results of the multiple probe across skills design demonstrate a functional relation between the model-lead-test strategy and the acquisition of all of the skills. Further, he generalized the coding skill to novel codes, and maintained the skills over time. Implications, study limitations, and recommendations for future research are discussed. En ligne : https://dx.doi.org/10.1007/s10803-019-03888-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400