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3 recherche sur le mot-clé 'vocal stereotypy'
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Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions / Danni WANG in Research in Autism Spectrum Disorders, 78 (October 2020)
[article]
Titre : Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Danni WANG, Auteur ; Rose A. MASON, Auteur ; Catharine LORY, Auteur ; So Yeon KIM, Auteur ; Marie DAVID, Auteur ; Xiaojie GUO, Auteur Article en page(s) : 101647 Langues : Anglais (eng) Mots-clés : vocal stereotypy repetitive behavior autism ASD systematic review behavior intervention Index. décimale : PER Périodiques Résumé : Background Individuals with autism spectrum disorder (ASD) often engage in vocal stereotypy (VS), which hinders inclusion in educational activities and may lead to poor social and adaptive outcomes. Interventions that address VS in individuals with ASD have been examined for a few decades. However, there are no current reviews that evaluate the methodological rigor of the empirical literature and provide a synthesis of the evidence based on high-quality research. Therefore, the present review aimed to evaluate the quality of VS interventions for individuals with ASD, summarize the characteristics of studies that demonstrate quality, and determine the strength of evidence. Method Systematic search procedures were implemented and articles were identified based on predetermined inclusion criteria. Sixty studies were included for quality evaluation against the What Works Clearinghouse single-case research design standards, of which 39 studies were further synthesized. Results Findings indicate response interruption and redirection, auditory stimulus-based and consequence based interventions to be promising with moderate to strong effects, whereas sensory integration interventions have no empirical support. However, majority of the interventions were implemented by researchers rather than practitioners and few studies addressed social validity. Conclusions While much of the VS literature demonstrates strong internal validity, we encourage future researchers to investigate the efficacy and feasibility of these interventions when implemented by practitioners and parents. Additionally, assessment of social validity of the interventions is strongly encouraged. We also recommend that practitioners consider the strength of intervention effect when making treatment selection decisions. En ligne : https://doi.org/10.1016/j.rasd.2020.101647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101647[article] Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions [Texte imprimé et/ou numérique] / Danni WANG, Auteur ; Rose A. MASON, Auteur ; Catharine LORY, Auteur ; So Yeon KIM, Auteur ; Marie DAVID, Auteur ; Xiaojie GUO, Auteur . - 101647.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101647
Mots-clés : vocal stereotypy repetitive behavior autism ASD systematic review behavior intervention Index. décimale : PER Périodiques Résumé : Background Individuals with autism spectrum disorder (ASD) often engage in vocal stereotypy (VS), which hinders inclusion in educational activities and may lead to poor social and adaptive outcomes. Interventions that address VS in individuals with ASD have been examined for a few decades. However, there are no current reviews that evaluate the methodological rigor of the empirical literature and provide a synthesis of the evidence based on high-quality research. Therefore, the present review aimed to evaluate the quality of VS interventions for individuals with ASD, summarize the characteristics of studies that demonstrate quality, and determine the strength of evidence. Method Systematic search procedures were implemented and articles were identified based on predetermined inclusion criteria. Sixty studies were included for quality evaluation against the What Works Clearinghouse single-case research design standards, of which 39 studies were further synthesized. Results Findings indicate response interruption and redirection, auditory stimulus-based and consequence based interventions to be promising with moderate to strong effects, whereas sensory integration interventions have no empirical support. However, majority of the interventions were implemented by researchers rather than practitioners and few studies addressed social validity. Conclusions While much of the VS literature demonstrates strong internal validity, we encourage future researchers to investigate the efficacy and feasibility of these interventions when implemented by practitioners and parents. Additionally, assessment of social validity of the interventions is strongly encouraged. We also recommend that practitioners consider the strength of intervention effect when making treatment selection decisions. En ligne : https://doi.org/10.1016/j.rasd.2020.101647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 Vocal stereotypy in children with autism: Structural characteristics, variability, and effects of auditory stimulation / Marc J. LANOVAZ in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
[article]
Titre : Vocal stereotypy in children with autism: Structural characteristics, variability, and effects of auditory stimulation Type de document : Texte imprimé et/ou numérique Auteurs : Marc J. LANOVAZ, Auteur ; Ingrid E. SLADECZEK, Auteur Année de publication : 2011 Article en page(s) : p.1159-1168 Langues : Anglais (eng) Mots-clés : Autism Matched stimulation Music Structural characteristics Variability Vocal stereotypy Index. décimale : PER Périodiques Résumé : Two experiments were conducted to examine (a) the relationship between the structural characteristics (i.e., bout duration, inter-response time [IRT], pitch, and energy) and overall duration of vocal stereotypy, and (b) the effects of auditory stimulation on the duration and temporal structure of the behavior. In the first experiment, we measured the structural characteristics of vocal stereotypy in five children with autism during five 30-min free-operant sessions. The results suggested that the structure of vocal stereotypy varied considerably within and across participants. Furthermore, the overall duration of vocal stereotypy was positively correlated with bout duration and negatively correlated with IRT. In the second experiment, reversal designs were used to examine the effects of noncontingent access to auditory stimulation (i.e., music) on the vocal stereotypy of three participants. Music decreased engagement in vocal stereotypy for two of the participants. The reductions were mostly associated with a considerable increase in IRT. The implications of the results are discussed in terms of measuring the structural characteristics of vocal stereotypy to identify more effective matched stimuli and using music to facilitate the implementation of other interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1159-1168[article] Vocal stereotypy in children with autism: Structural characteristics, variability, and effects of auditory stimulation [Texte imprimé et/ou numérique] / Marc J. LANOVAZ, Auteur ; Ingrid E. SLADECZEK, Auteur . - 2011 . - p.1159-1168.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1159-1168
Mots-clés : Autism Matched stimulation Music Structural characteristics Variability Vocal stereotypy Index. décimale : PER Périodiques Résumé : Two experiments were conducted to examine (a) the relationship between the structural characteristics (i.e., bout duration, inter-response time [IRT], pitch, and energy) and overall duration of vocal stereotypy, and (b) the effects of auditory stimulation on the duration and temporal structure of the behavior. In the first experiment, we measured the structural characteristics of vocal stereotypy in five children with autism during five 30-min free-operant sessions. The results suggested that the structure of vocal stereotypy varied considerably within and across participants. Furthermore, the overall duration of vocal stereotypy was positively correlated with bout duration and negatively correlated with IRT. In the second experiment, reversal designs were used to examine the effects of noncontingent access to auditory stimulation (i.e., music) on the vocal stereotypy of three participants. Music decreased engagement in vocal stereotypy for two of the participants. The reductions were mostly associated with a considerable increase in IRT. The implications of the results are discussed in terms of measuring the structural characteristics of vocal stereotypy to identify more effective matched stimuli and using music to facilitate the implementation of other interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 Brief Report: Evaluating College Students' Perceptions of a Child Displaying Stereotypic Behaviors: Do Changes in Stereotypy Levels Affect Ratings? / Jodi C COON in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
[article]
Titre : Brief Report: Evaluating College Students' Perceptions of a Child Displaying Stereotypic Behaviors: Do Changes in Stereotypy Levels Affect Ratings? Type de document : Texte imprimé et/ou numérique Auteurs : Jodi C COON, Auteur ; John T RAPP, Auteur Article en page(s) : p.1827-1833 Langues : Anglais (eng) Mots-clés : Judgements of stereotypy Leisure time Motor stereotypy Vocal stereotypy Index. décimale : PER Périodiques Résumé : One reason for treating stereotypic behavior is that it may negatively impact how others perceive the individual displaying the behavior, thus impeding social interactions; however, few studies have directly evaluated this possibility. As a first step toward testing this position, participants (college students) in Study 1 watched 5-min video clips of a child engaging in hand/finger motor stereotypy at varying levels (0%, 17%, 37%, and 40% of the time) while sound was muted. Following each video, participants completed a questionnaire to evaluate their perception of the child. In Study 2, additional participants completed the same questionnaire after watching the same videos with the sound unmuted to determine if the addition of vocal stereotypy altered their perceptions of the child. Results indicate that (a) observers negatively rated the child when he displayed motor stereotypy for 17% or more of a video clip and (b) the addition of vocal stereotypy yielded more negative judgements than motor stereotypy alone. En ligne : http://dx.doi.org/10.1007/s10803-019-03916-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1827-1833[article] Brief Report: Evaluating College Students' Perceptions of a Child Displaying Stereotypic Behaviors: Do Changes in Stereotypy Levels Affect Ratings? [Texte imprimé et/ou numérique] / Jodi C COON, Auteur ; John T RAPP, Auteur . - p.1827-1833.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1827-1833
Mots-clés : Judgements of stereotypy Leisure time Motor stereotypy Vocal stereotypy Index. décimale : PER Périodiques Résumé : One reason for treating stereotypic behavior is that it may negatively impact how others perceive the individual displaying the behavior, thus impeding social interactions; however, few studies have directly evaluated this possibility. As a first step toward testing this position, participants (college students) in Study 1 watched 5-min video clips of a child engaging in hand/finger motor stereotypy at varying levels (0%, 17%, 37%, and 40% of the time) while sound was muted. Following each video, participants completed a questionnaire to evaluate their perception of the child. In Study 2, additional participants completed the same questionnaire after watching the same videos with the sound unmuted to determine if the addition of vocal stereotypy altered their perceptions of the child. Results indicate that (a) observers negatively rated the child when he displayed motor stereotypy for 17% or more of a video clip and (b) the addition of vocal stereotypy yielded more negative judgements than motor stereotypy alone. En ligne : http://dx.doi.org/10.1007/s10803-019-03916-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422