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Détail de l'indexation
PER : Périodiques |
Ouvrages de la bibliothèque en indexation PER (28758)
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The Effect of Parenting Style on Social Smiling in Infants at High and Low Risk for ASD / Colleen M. HARKER in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
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Titre : The Effect of Parenting Style on Social Smiling in Infants at High and Low Risk for ASD Type de document : Texte imprimé et/ou numérique Auteurs : Colleen M. HARKER, Auteur ; Lisa V. IBANEZ, Auteur ; Thanh P. NGUYEN, Auteur ; Daniel S. MESSINGER, Auteur ; Wendy L. STONE, Auteur Article en page(s) : p.2399-2407 Langues : Anglais (eng) Mots-clés : Autism High-risk infants Social smiling Maternal directiveness Maternal responsiveness Parent–child interactions Index. décimale : PER Périodiques Résumé : This study examined how parenting style at 9 months predicts growth in infant social engagement (i.e., social smiling) between 9 and 18 months during a free-play interaction in infants at high (HR-infants) and low (LR-infants) familial risk for autism spectrum disorder (ASD). Results indicated that across all infants, higher levels of maternal responsiveness were concurrently associated with higher levels of social smiling, while higher levels of maternal directiveness predicted slower growth in social smiling. When accounting for maternal directiveness, which was higher in mothers of HR-infants, HR-infants exhibited greater growth in social smiling than LR-infants. Overall, each parenting style appears to make a unique contribution to the development of social engagement in infants at high- and low-risk for ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2772-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2399-2407[article] The Effect of Parenting Style on Social Smiling in Infants at High and Low Risk for ASD [Texte imprimé et/ou numérique] / Colleen M. HARKER, Auteur ; Lisa V. IBANEZ, Auteur ; Thanh P. NGUYEN, Auteur ; Daniel S. MESSINGER, Auteur ; Wendy L. STONE, Auteur . - p.2399-2407.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2399-2407
Mots-clés : Autism High-risk infants Social smiling Maternal directiveness Maternal responsiveness Parent–child interactions Index. décimale : PER Périodiques Résumé : This study examined how parenting style at 9 months predicts growth in infant social engagement (i.e., social smiling) between 9 and 18 months during a free-play interaction in infants at high (HR-infants) and low (LR-infants) familial risk for autism spectrum disorder (ASD). Results indicated that across all infants, higher levels of maternal responsiveness were concurrently associated with higher levels of social smiling, while higher levels of maternal directiveness predicted slower growth in social smiling. When accounting for maternal directiveness, which was higher in mothers of HR-infants, HR-infants exhibited greater growth in social smiling than LR-infants. Overall, each parenting style appears to make a unique contribution to the development of social engagement in infants at high- and low-risk for ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2772-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings / Chia-Hua CHU in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
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Titre : The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings Type de document : Texte imprimé et/ou numérique Auteurs : Chia-Hua CHU, Auteur ; Chien-Yu PAN, Auteur Année de publication : 2012 Article en page(s) : p.1211-1223 Langues : Anglais (eng) Mots-clés : Peer Sibling Interaction behaviors Aquatic skills Autism Index. décimale : PER Périodiques Résumé : The purpose of this study was to assess the effect of peer- and sibling-assisted learning on interaction behaviors and aquatic skills in children with autism spectrum disorders (ASD). Outcome measures were also examined in their typically developing (TD) peers/siblings. Twenty-one children with ASD and 21 TD children were assigned in three groups: peer-assisted (PG), sibling-assisted (SG), and control (CG). All participated in 16-week aquatic settings under three instructional conditions (teacher-directed, peer/sibling-assisted, and voluntary support). The main findings were that (a) PG and SG of children with ASD showed significantly more improvement on physical and social interactions with their TD peers/siblings during peer/sibling-assisted condition as compared to CG (p < 0.01), (b) PG and SG of children with ASD showed significantly more improvement on physical interactions with their TD peers/siblings (p < 0.01) and social interactions with their teachers and other children with ASD (p < 0.01) during voluntary support condition as compared to CG, and (c) all children with ASD and their TD peers/siblings significantly increased their aquatic skills after the program. The benefit for children with ASD as well as TD peers/siblings makes the use of TD peer/sibling assisted learning an even more desirable instructional strategy. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1211-1223[article] The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings [Texte imprimé et/ou numérique] / Chia-Hua CHU, Auteur ; Chien-Yu PAN, Auteur . - 2012 . - p.1211-1223.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1211-1223
Mots-clés : Peer Sibling Interaction behaviors Aquatic skills Autism Index. décimale : PER Périodiques Résumé : The purpose of this study was to assess the effect of peer- and sibling-assisted learning on interaction behaviors and aquatic skills in children with autism spectrum disorders (ASD). Outcome measures were also examined in their typically developing (TD) peers/siblings. Twenty-one children with ASD and 21 TD children were assigned in three groups: peer-assisted (PG), sibling-assisted (SG), and control (CG). All participated in 16-week aquatic settings under three instructional conditions (teacher-directed, peer/sibling-assisted, and voluntary support). The main findings were that (a) PG and SG of children with ASD showed significantly more improvement on physical and social interactions with their TD peers/siblings during peer/sibling-assisted condition as compared to CG (p < 0.01), (b) PG and SG of children with ASD showed significantly more improvement on physical interactions with their TD peers/siblings (p < 0.01) and social interactions with their teachers and other children with ASD (p < 0.01) during voluntary support condition as compared to CG, and (c) all children with ASD and their TD peers/siblings significantly increased their aquatic skills after the program. The benefit for children with ASD as well as TD peers/siblings makes the use of TD peer/sibling assisted learning an even more desirable instructional strategy. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 The effect of perceptual-motor training on attention in the children with autism spectrum disorders / Javad AFSHARI in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
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Titre : The effect of perceptual-motor training on attention in the children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Javad AFSHARI, Auteur Année de publication : 2012 Article en page(s) : p.1331-1336 Langues : Anglais (eng) Mots-clés : Children Autism spectrum disorder Perceptual-motor training Attention Index. décimale : PER Périodiques Résumé : The present study attempted to investigate the effect of perceptual-motor training on attention in children with autism spectrum disorders. The participants (20 girls and 20 boys) were divided into experimental and control groups. They were selected from among 85 subjects after primary tests to be matched. The design of the study was quasi-experimental including an independent variable, a pretest and a posttest. After considering the research hypotheses using descriptive statistics and one-way Analysis of Covariance (ANCOVA), the results suggested a significant difference in posttest scores of experimental and control groups after independent variable being applied. The results also showed that perceptual-motor trainings for children with autism increase their attention because of the impact they have on increasing neurological and cognitive function. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1331-1336[article] The effect of perceptual-motor training on attention in the children with autism spectrum disorders [Texte imprimé et/ou numérique] / Javad AFSHARI, Auteur . - 2012 . - p.1331-1336.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1331-1336
Mots-clés : Children Autism spectrum disorder Perceptual-motor training Attention Index. décimale : PER Périodiques Résumé : The present study attempted to investigate the effect of perceptual-motor training on attention in children with autism spectrum disorders. The participants (20 girls and 20 boys) were divided into experimental and control groups. They were selected from among 85 subjects after primary tests to be matched. The design of the study was quasi-experimental including an independent variable, a pretest and a posttest. After considering the research hypotheses using descriptive statistics and one-way Analysis of Covariance (ANCOVA), the results suggested a significant difference in posttest scores of experimental and control groups after independent variable being applied. The results also showed that perceptual-motor trainings for children with autism increase their attention because of the impact they have on increasing neurological and cognitive function. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 The effect of person-centred staff training on the incidents of challenging behaviour in adults with autism / Sarah JACKSON in Good Autism Practice - GAP, 13-1 (May 2012)
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Titre : The effect of person-centred staff training on the incidents of challenging behaviour in adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah JACKSON, Auteur ; Helen DUPEROUZEL, Auteur Année de publication : 2012 Article en page(s) : p.64-68 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sarah Jackson works as an Advanced Practitioner and Helen Duperouzel works as a Governance Coordinator within an NHS Foundation Trust in Lancashire. In this paper, they highlight the fact that a lack of effective autism-specific interventions and staff guidance in their use can lead to ineffective treatment and care. When adults with autism are flot having their needs met appropriately, this leads to frustration and a deterioration of behaviour, which may then be labelled ‘challenging’. They describe pilot staff training programme made up of autism-specific interventions targeted at a core staff team in a hospital ward supporting several men with autism described as having chailenging behaviour. The training was tailored to the needs of these specific individuals, with an emphasis on positive behavioural support. The impact of such training led to a marked decrease in challenging behaviour as well as to a significant increase staff knowledge - an important correlation for ail staff working with individuals with autism and ail those involved in training. One member of staff said:
‘I learnt a lot, I now know that I shouldn’t be making decisions for my service users.’Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Good Autism Practice - GAP > 13-1 (May 2012) . - p.64-68[article] The effect of person-centred staff training on the incidents of challenging behaviour in adults with autism [Texte imprimé et/ou numérique] / Sarah JACKSON, Auteur ; Helen DUPEROUZEL, Auteur . - 2012 . - p.64-68.
Langues : Anglais (eng)
in Good Autism Practice - GAP > 13-1 (May 2012) . - p.64-68
Index. décimale : PER Périodiques Résumé : Sarah Jackson works as an Advanced Practitioner and Helen Duperouzel works as a Governance Coordinator within an NHS Foundation Trust in Lancashire. In this paper, they highlight the fact that a lack of effective autism-specific interventions and staff guidance in their use can lead to ineffective treatment and care. When adults with autism are flot having their needs met appropriately, this leads to frustration and a deterioration of behaviour, which may then be labelled ‘challenging’. They describe pilot staff training programme made up of autism-specific interventions targeted at a core staff team in a hospital ward supporting several men with autism described as having chailenging behaviour. The training was tailored to the needs of these specific individuals, with an emphasis on positive behavioural support. The impact of such training led to a marked decrease in challenging behaviour as well as to a significant increase staff knowledge - an important correlation for ail staff working with individuals with autism and ail those involved in training. One member of staff said:
‘I learnt a lot, I now know that I shouldn’t be making decisions for my service users.’Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 The Effect of Pethidine on the Neonatal EEG / Deborah G. MURDOCH EATON in Developmental Medicine & Child Neurology, 34-2 (February 1992)
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Titre : The Effect of Pethidine on the Neonatal EEG Type de document : Texte imprimé et/ou numérique Auteurs : Deborah G. MURDOCH EATON, Auteur ; David WERTHEIM, Auteur ; Rowena C. OOZEER, Auteur ; Patrick ROYSTON, Auteur ; Lilly M. S. DUBOWITZ, Auteur ; Victor DUBOWITZ, Auteur Année de publication : 1992 Article en page(s) : p.155-163 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Effet de la péthidine sur l'EEG du nouveau-né
Un enregistrement EEG permanent au berceau du malade a été pratiqué chez trente deux prématurés durant des périodes allant jusqu'à neuf jours. Des modifications dans l'allure normale de discontinuité des EEG ont été observées sous l'action de la péthidine. La durée de la suppression de l'EEG après administration de péthidine fut plus forte après la première dose el progressivement moindre lors des administrations ultérieures. II n'y avait pas de relation avec la maturité de gestation ou avec l'âge postnatal lors de l'administration. Ce système d'analyse EEG permet la reconnaissance de cet effet antérieurement décrit, de la péthidine sur l'EEG du nouveau-né et pourrait avoir des applications pour surveiller les effets sur la fonction cérébrale, d'autres médications, dans la pratique routinière de soins néo-nataux.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=137
in Developmental Medicine & Child Neurology > 34-2 (February 1992) . - p.155-163[article] The Effect of Pethidine on the Neonatal EEG [Texte imprimé et/ou numérique] / Deborah G. MURDOCH EATON, Auteur ; David WERTHEIM, Auteur ; Rowena C. OOZEER, Auteur ; Patrick ROYSTON, Auteur ; Lilly M. S. DUBOWITZ, Auteur ; Victor DUBOWITZ, Auteur . - 1992 . - p.155-163.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 34-2 (February 1992) . - p.155-163
Index. décimale : PER Périodiques Résumé : Effet de la péthidine sur l'EEG du nouveau-né
Un enregistrement EEG permanent au berceau du malade a été pratiqué chez trente deux prématurés durant des périodes allant jusqu'à neuf jours. Des modifications dans l'allure normale de discontinuité des EEG ont été observées sous l'action de la péthidine. La durée de la suppression de l'EEG après administration de péthidine fut plus forte après la première dose el progressivement moindre lors des administrations ultérieures. II n'y avait pas de relation avec la maturité de gestation ou avec l'âge postnatal lors de l'administration. Ce système d'analyse EEG permet la reconnaissance de cet effet antérieurement décrit, de la péthidine sur l'EEG du nouveau-né et pourrait avoir des applications pour surveiller les effets sur la fonction cérébrale, d'autres médications, dans la pratique routinière de soins néo-nataux.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=137 The Effect of Physical Activity Interventions on Executive Function Among People with Neurodevelopmental Disorders: A Meta-Analysis / M. C. SUNG in Journal of Autism and Developmental Disorders, 52-3 (March 2022)
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PermalinkThe effect of physical activity interventions on youth with autism spectrum disorder: A meta-analysis / S. HEALY in Autism Research, 11-6 (June 2018)
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PermalinkThe Effect of Picture Communication Symbols on the Verbal Comprehension of Commands by Young Children With Autism / Janet PREIS in Focus on Autism and Other Developmental Disabilities, 21-4 (Winter 2006)
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PermalinkThe Effect of Pivotal Response Treatment in Children with Autism Spectrum Disorders: A Non-randomized Study with a Blinded Outcome Measure / E. A. DUIFHUIS in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
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PermalinkThe Effect of a Platform Swing on the Independent Work Behaviors of Children With Autism Spectrum Disorders / Linda C. MURDOCK in Focus on Autism and Other Developmental Disabilities, 29-1 (March 2014)
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PermalinkThe effect of recasting by mothers with different conversational styles on the communication behavior of autistic children: Lag sequential analysis / Yonghan PENG ; Yiting LU ; Yumin ZHANG in Autism Research, 17-1 (January 2024)
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PermalinkThe effect of relationship-based interventions for maltreated children and adolescents: a systematic review and meta-analysis / Hans Bugge BERGSUND in Development and Psychopathology, 35-3 (August 2023)
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PermalinkThe effect of relationship-based interventions for maltreated children and adolescents: a systematic review and meta-analysis - ERRATUM / Hans Bugge BERGSUND in Development and Psychopathology, 35-3 (August 2023)
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PermalinkThe Effect of Robot-Child Interactions on Social Attention and Verbalization Patterns of Typically Developing Children and Children With Autism Between 4 and 8 Years / Sudha SRINIVASAN in Autism - Open Access, 3-2 (September 2013)
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PermalinkThe effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group / Anna COOK in Autism, 24-8 (November 2020)
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PermalinkThe effect of a script-fading procedure on responses to peer initiations among young children with autism / Alison M. WICHNICK in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)
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PermalinkThe effect of a script-fading procedure on social interactions among young children with autism / Alison M. WICHNICK-GILLIS in Research in Autism Spectrum Disorders, 26 (June 2016)
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PermalinkThe effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism / Alison M. WICHNICK in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)
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PermalinkThe effect of sensory activities on correct responding for children with autism spectrum disorders / Ginny L. VAN RIE in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)
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PermalinkThe effect of social disadvantage on motor development in young children: a comparative study / Martin MCPHILLIPS in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)
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PermalinkThe Effect of Stimulus Salience on Over-selectivity / Geraldine LEADER in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
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PermalinkThe Effect of Tai Chi Chuan Training on Stereotypic Behavior of Children with Autism Spectrum Disorder / Roza TABESHIAN in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
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PermalinkThe Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial / Fereshteh MOHAMMADZAHERI in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
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PermalinkThe effect of the Infant Behavioral Assessment and Intervention Program on mother–infant interaction after very preterm birth / Dominique MEIJSSEN in Journal of Child Psychology and Psychiatry, 51-11 (November 2010)
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PermalinkThe Effect of the Low FODMAP Diet on Gastrointestinal Symptoms, Behavioral Problems and Nutrient Intake in Children with Autism Spectrum Disorder: A Randomized Controlled Pilot Trial / N. H. NOGAY in Journal of Autism and Developmental Disorders, 51-8 (August 2021)
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