Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'indexation
PER : Périodiques |
Ouvrages de la bibliothèque en indexation PER (29993)
Faire une suggestion Affiner la recherche
The social ecology of aggression in youths with autism spectrum disorder / C. E. BROWN in Autism Research, 12-11 (November 2019)
[article]
Titre : The social ecology of aggression in youths with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. E. BROWN, Auteur ; C. M. BORDUIN, Auteur ; A. R. DOPP, Auteur ; M. O. MAZUREK, Auteur Article en page(s) : p.1636-1647 Langues : Anglais (eng) Mots-clés : aggression autism spectrum disorder disruptive behaviors social ecology Index. décimale : PER Périodiques Résumé : This study examined the social-ecological correlates of aggressive behavior in 120 youths with autism spectrum disorder. Youths were divided into three groups based on caregiver reports of the youth's aggressive acts: youths who engaged in acts of both physical and verbal aggression, youths who engaged only in acts of physical aggression, and nonaggressive youths. Caregivers and youths completed self-report instruments and behavior rating inventories that assessed youth individual functioning, family relations, and extrafamilial factors (i.e., peer relations, academic performance). Results showed that youths who engaged in both verbal and physical aggression were characterized by poor sleep quality and victimization by peers, and their caregivers evidenced high levels of distress and avoidant coping. In contrast, youths who were physically but not verbally aggressive were distinguished by difficulties in social interaction and communication. In general, each group of youths who were aggressive experienced more problems with repetitive behaviors, family relations, and academic performance than did their nonaggressive counterparts. The implications of these findings for theory, research, and treatment are discussed. Autism Res 2019. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The present study demonstrated that youths with autism spectrum disorder may be classified by the types of aggressive behaviors that they exhibit: youths who are verbally and physically aggressive, physically aggressive only, or not aggressive. Compared to the nonaggressive group, both groups of youths who were aggressive experienced difficulties in their individual, family, peer, and academic functioning. Youths with both verbal and physical aggression showed the most problems in their functioning. En ligne : http://dx.doi.org/10.1002/aur.2157 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412
in Autism Research > 12-11 (November 2019) . - p.1636-1647[article] The social ecology of aggression in youths with autism spectrum disorder [Texte imprimé et/ou numérique] / C. E. BROWN, Auteur ; C. M. BORDUIN, Auteur ; A. R. DOPP, Auteur ; M. O. MAZUREK, Auteur . - p.1636-1647.
Langues : Anglais (eng)
in Autism Research > 12-11 (November 2019) . - p.1636-1647
Mots-clés : aggression autism spectrum disorder disruptive behaviors social ecology Index. décimale : PER Périodiques Résumé : This study examined the social-ecological correlates of aggressive behavior in 120 youths with autism spectrum disorder. Youths were divided into three groups based on caregiver reports of the youth's aggressive acts: youths who engaged in acts of both physical and verbal aggression, youths who engaged only in acts of physical aggression, and nonaggressive youths. Caregivers and youths completed self-report instruments and behavior rating inventories that assessed youth individual functioning, family relations, and extrafamilial factors (i.e., peer relations, academic performance). Results showed that youths who engaged in both verbal and physical aggression were characterized by poor sleep quality and victimization by peers, and their caregivers evidenced high levels of distress and avoidant coping. In contrast, youths who were physically but not verbally aggressive were distinguished by difficulties in social interaction and communication. In general, each group of youths who were aggressive experienced more problems with repetitive behaviors, family relations, and academic performance than did their nonaggressive counterparts. The implications of these findings for theory, research, and treatment are discussed. Autism Res 2019. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The present study demonstrated that youths with autism spectrum disorder may be classified by the types of aggressive behaviors that they exhibit: youths who are verbally and physically aggressive, physically aggressive only, or not aggressive. Compared to the nonaggressive group, both groups of youths who were aggressive experienced difficulties in their individual, family, peer, and academic functioning. Youths with both verbal and physical aggression showed the most problems in their functioning. En ligne : http://dx.doi.org/10.1002/aur.2157 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 The social interactive behaviour of young children with autism spectrum disorder and their mothers: Is there an effect of familiarity of the interaction partner? / Mieke MEIRSSCHAUT in Autism, 15-1 (January 2011)
[article]
Titre : The social interactive behaviour of young children with autism spectrum disorder and their mothers: Is there an effect of familiarity of the interaction partner? Type de document : Texte imprimé et/ou numérique Auteurs : Mieke MEIRSSCHAUT, Auteur ; Herbert ROEYERS, Auteur ; Petra WARREYN, Auteur Année de publication : 2011 Article en page(s) : p.43-64 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this study the social behaviour of young children with autism spectrum disorder (ASD) and their mothers is compared within two different dyads: a dyad consisting of a mother and her own child and a dyad consisting of a mother and an unfamiliar child. Mothers did not change the frequency of their social initiatives and responsiveness with an unfamiliar child, but they became less directive than with their own child. Children with ASD did not show significantly better social behaviour with their own mother than with an unfamiliar mother. The results suggest that the social behaviour of a child with autism is not significantly enhanced by the familiarity of the social partner, but rather by the partner’s autism-adapted interaction style. Clinical implications of these findings have been discussed. En ligne : http://dx.doi.org/10.1177/1362361309353911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117
in Autism > 15-1 (January 2011) . - p.43-64[article] The social interactive behaviour of young children with autism spectrum disorder and their mothers: Is there an effect of familiarity of the interaction partner? [Texte imprimé et/ou numérique] / Mieke MEIRSSCHAUT, Auteur ; Herbert ROEYERS, Auteur ; Petra WARREYN, Auteur . - 2011 . - p.43-64.
Langues : Anglais (eng)
in Autism > 15-1 (January 2011) . - p.43-64
Index. décimale : PER Périodiques Résumé : In this study the social behaviour of young children with autism spectrum disorder (ASD) and their mothers is compared within two different dyads: a dyad consisting of a mother and her own child and a dyad consisting of a mother and an unfamiliar child. Mothers did not change the frequency of their social initiatives and responsiveness with an unfamiliar child, but they became less directive than with their own child. Children with ASD did not show significantly better social behaviour with their own mother than with an unfamiliar mother. The results suggest that the social behaviour of a child with autism is not significantly enhanced by the familiarity of the social partner, but rather by the partner’s autism-adapted interaction style. Clinical implications of these findings have been discussed. En ligne : http://dx.doi.org/10.1177/1362361309353911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 The Social Living Complex: A New, All Day, Yearlong Intervention Model for Individuals with Autism Spectrum Disorder and Their Parents / Ceymi DOENYAS in Journal of Autism and Developmental Disorders, 46-9 (September 2016)
[article]
Titre : The Social Living Complex: A New, All Day, Yearlong Intervention Model for Individuals with Autism Spectrum Disorder and Their Parents Type de document : Texte imprimé et/ou numérique Auteurs : Ceymi DOENYAS, Auteur Article en page(s) : p.3037-3053 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder ASD Social Skills Intervention Support Parent Living Coping Stress Index. décimale : PER Périodiques Résumé : We propose an unprecedented intervention for individuals with autism spectrum disorder (ASD) and their parents: the social living complex. Unlike existing social skills interventions, peer-mediated interventions here are not limited to the school/experiment duration and setting. Whereas other supported living services house adults with ASD only, here children with ASD and their families live and interact with typically developing (TD) individuals. Another novelty is support groups for parents of children with ASD, who report feeling higher levels of stress than parents of TD children and children with other disabilities, feeling isolated, and not receiving social support. This complex will enable the practice and generalization of schooled skills in the lives of children with ASD and foster an accepting, autism-friendly community. En ligne : http://dx.doi.org/10.1007/s10803-016-2846-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.3037-3053[article] The Social Living Complex: A New, All Day, Yearlong Intervention Model for Individuals with Autism Spectrum Disorder and Their Parents [Texte imprimé et/ou numérique] / Ceymi DOENYAS, Auteur . - p.3037-3053.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.3037-3053
Mots-clés : Autism spectrum disorder ASD Social Skills Intervention Support Parent Living Coping Stress Index. décimale : PER Périodiques Résumé : We propose an unprecedented intervention for individuals with autism spectrum disorder (ASD) and their parents: the social living complex. Unlike existing social skills interventions, peer-mediated interventions here are not limited to the school/experiment duration and setting. Whereas other supported living services house adults with ASD only, here children with ASD and their families live and interact with typically developing (TD) individuals. Another novelty is support groups for parents of children with ASD, who report feeling higher levels of stress than parents of TD children and children with other disabilities, feeling isolated, and not receiving social support. This complex will enable the practice and generalization of schooled skills in the lives of children with ASD and foster an accepting, autism-friendly community. En ligne : http://dx.doi.org/10.1007/s10803-016-2846-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms / J. CHEN in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
[article]
Titre : The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : J. CHEN, Auteur ; T. J. LIN, Auteur ; L. JUSTICE, Auteur ; B. SAWYER, Auteur Article en page(s) : p.2779-2794 Langues : Anglais (eng) Mots-clés : Disability status Exponential random graph models (ERGMs) Inclusive preschool classrooms Peer interaction Index. décimale : PER Périodiques Résumé : Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with children's disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers' report of children's social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children's play and conflict networks were segregated by children's disability status. En ligne : http://dx.doi.org/10.1007/s10803-017-3272-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2779-2794[article] The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms [Texte imprimé et/ou numérique] / J. CHEN, Auteur ; T. J. LIN, Auteur ; L. JUSTICE, Auteur ; B. SAWYER, Auteur . - p.2779-2794.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2779-2794
Mots-clés : Disability status Exponential random graph models (ERGMs) Inclusive preschool classrooms Peer interaction Index. décimale : PER Périodiques Résumé : Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with children's disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers' report of children's social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children's play and conflict networks were segregated by children's disability status. En ligne : http://dx.doi.org/10.1007/s10803-017-3272-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 The Social Orienting Continuum and Response Scale (SOC-RS): A Dimensional Measure for Preschool-aged Children / Matthew W. MOSCONI in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
[article]
Titre : The Social Orienting Continuum and Response Scale (SOC-RS): A Dimensional Measure for Preschool-aged Children Type de document : Texte imprimé et/ou numérique Auteurs : Matthew W. MOSCONI, Auteur ; Gary MESIBOV, Auteur ; J. Steven REZNICK, Auteur ; Joseph PIVEN, Auteur Année de publication : 2009 Article en page(s) : p.242-250 Langues : Anglais (eng) Mots-clés : Autism Development Social ADOS Joint-attention Index. décimale : PER Périodiques Résumé : Children with autism show deficits in social referencing, joint attention, orienting to their names, and social smiling as early as the first year of life. The present study describes the development of the Social Orienting Continuum and Response Scale (SOC-RS), a quantitative scale assessing each of these behaviors during the course of video-recorded Autism Diagnostic Observation Schedule (ADOS) sessions. The SOC-RS was shown to be reliable and valid, and when applied to a longitudinal sample of children studied at 2 and 4 years of age, was shown to be sensitive to decreased levels of social referencing, joint attention, orienting to name, and social smiling in autism. The implications of these findings and potential applications of the SOC-RS are discussed. En ligne : http://dx.doi.org/10.1007/s10803-008-0620-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=683
in Journal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.242-250[article] The Social Orienting Continuum and Response Scale (SOC-RS): A Dimensional Measure for Preschool-aged Children [Texte imprimé et/ou numérique] / Matthew W. MOSCONI, Auteur ; Gary MESIBOV, Auteur ; J. Steven REZNICK, Auteur ; Joseph PIVEN, Auteur . - 2009 . - p.242-250.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.242-250
Mots-clés : Autism Development Social ADOS Joint-attention Index. décimale : PER Périodiques Résumé : Children with autism show deficits in social referencing, joint attention, orienting to their names, and social smiling as early as the first year of life. The present study describes the development of the Social Orienting Continuum and Response Scale (SOC-RS), a quantitative scale assessing each of these behaviors during the course of video-recorded Autism Diagnostic Observation Schedule (ADOS) sessions. The SOC-RS was shown to be reliable and valid, and when applied to a longitudinal sample of children studied at 2 and 4 years of age, was shown to be sensitive to decreased levels of social referencing, joint attention, orienting to name, and social smiling in autism. The implications of these findings and potential applications of the SOC-RS are discussed. En ligne : http://dx.doi.org/10.1007/s10803-008-0620-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=683 The social responsiveness scale in relation to DSM IV and DSM5 ASD in Korean children / Keun-Ah CHEON in Autism Research, 9-9 (September 2016)
PermalinkThe Social Responsiveness Scale (SRS-2) in school-age children with Down syndrome at low risk for autism spectrum disorder / Marie M. CHANNELL in Autism & Developmental Language Impairments, 5 (January-December 2020)
PermalinkThe Social Skills and Attachment to Dogs of Children with Autism Spectrum Disorder / Gretchen K. CARLISLE in Journal of Autism and Developmental Disorders, 45-5 (May 2015)
PermalinkThe Social Support Network of Adults with an Autism Spectrum Condition: An Exploration Using the Network in Action-Questionnaire / Rinske M. VAN DEN HEUVEL in Journal of Autism and Developmental Disorders, 53-5 (May 2023)
PermalinkThe social withdrawal and social anxiety feedback loop and the role of peer victimization and acceptance in the pathways / Stefania A. BARZEVA in Development and Psychopathology, 32-4 (October 2020)
PermalinkThe socialization of boys and men in the modern era: An evolutionary mismatch / A. BIGLAN in Development and Psychopathology, 31-5 (December 2019)
PermalinkThe Socially Included Child: A Parent’s Guide to Successful Playdates, Recreation, and Family Events for Children with Autism / Kerry A. DEBENEDICTIS in Journal of Autism and Developmental Disorders, 41-8 (August 2011)
PermalinkThe Socioemotional Development of 5-year-old Children of Postnatally Depressed Mothers / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 40-8 (November 1999)
PermalinkThe SOFIA Study: Negative Multi-center Study of Low Dose Fluoxetine on Repetitive Behaviors in Children and Adolescents with Autistic Disorder / Paul HERSCU in Journal of Autism and Developmental Disorders, 50-9 (September 2020)
PermalinkThe Spanish adaptation of the Gilliam Autism Rating Scale-2: Translation and psychometric analysis / Linda Sue JACKSON in Research in Autism Spectrum Disorders, 7-9 (September 2013)
PermalinkThe Specificity of Inhibitory Impairments in Autism and Their Relation to ADHD-Type Symptoms / Charlotte SANDERSON in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
PermalinkThe spectrum of attitudes towards the spectrum of autism and its relationship to psychological distress in mothers of children with autism / Kinga FERENC in Autism, 27-1 (January 2023)
PermalinkThe Spinal Cord in Motor Disorders Children / Martin C. O. BAX in Developmental Medicine & Child Neurology, 30-6 (December 1988)
PermalinkThe Spinal Cord in Neurologically Stable Spina Bifida: A Clinical and MRI Study / G. MCENERY in Developmental Medicine & Child Neurology, 34-4 (April 1992)
PermalinkThe spinal cord lesion in myelomeningocele / Gordon D. STARK in Developmental Medicine & Child Neurology, S25 (1971)
PermalinkThe Spinal Muscular Atrophies / Neil GORDON in Developmental Medicine & Child Neurology, 33-10 (October 1991)
PermalinkThe stability and validity of automated vocal analysis in preverbal preschoolers with autism spectrum disorder / Tiffany G. WOYNAROSKI in Autism Research, 10-3 (March 2017)
PermalinkThe Stability of Comorbid Psychiatric Disorders: A 7 Year Follow Up of Children with Pervasive Developmental Disorder-Not Otherwise Specified / C. VERHEIJ in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
PermalinkThe stability of joint engagement states in infant siblings of children with and without ASD: Implications for measurement practices / Kristen BOTTEMA-BEUTEL in Autism Research, 12-3 (March 2019)
PermalinkThe stability of psychopathy across adolescence / Donald R. LYNAM in Development and Psychopathology, 21-4 (November 2009)
Permalink