Effects of repetitive transcranial magnetic stimulation in performing eye–hand integration tasks: Four preliminary studies with children showing low-functioning autism / Simonetta PANERAI in Autism, 18-6 (August 2014)  

Public ISBD [article]  inAutism > 18-6 (August 2014) . - p.638-650 Titre : Effects of repetitive transcranial magnetic stimulation in performing eye–hand integration tasks: Four preliminary studies with children showing low-functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : Simonetta PANERAI, Auteur ; Domenica TASCA, Auteur ; Bartolo LANUZZA, Auteur ; Grazia TRUBIA, Auteur ; Raffaele FERRI, Auteur ; Sabrina MUSSO, Auteur ; Giovanna ALAGONA, Auteur ; Giuseppe DI GUARDO, Auteur ; Concetta BARONE, Auteur ; Maria P. GAGLIONE, Auteur ; Maurizio ELIA, Auteur Article en page(s) : p.638-650 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  premotor cortex  rehabilitation  transcranial magnetic stimulation Index. décimale : PER Périodiques Résumé : This report, based on four studies with children with low-functioning autism, aimed at evaluating the effects of repetitive transcranial magnetic stimulation delivered on the left and right premotor cortices on eye–hand integration tasks; defining the long-lasting effects of high-frequency repetitive transcranial magnetic stimulation; and investigating the real efficacy of high-frequency repetitive transcranial magnetic stimulation by comparing three kinds of treatments (high-frequency repetitive transcranial magnetic stimulation, a traditional eye–hand integration training, and both treatments combined). Results showed a significant increase in eye–hand performances only when high-frequency repetitive transcranial magnetic stimulation was delivered on the left premotor cortex; a persistent improvement up to 1 h after the end of the stimulation; better outcomes in the treatment combining high-frequency repetitive transcranial magnetic stimulation and eye–hand integration training. Based on these preliminary findings, further evaluations on the usefulness of high-frequency repetitive transcranial magnetic stimulation in rehabilitation of children with autism are strongly recommended. En ligne : http://dx.doi.org/10.1177/1362361313495717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 [article] Effects of repetitive transcranial magnetic stimulation in performing eye–hand integration tasks: Four preliminary studies with children showing low-functioning autism [Texte imprimé et/ou numérique] / Simonetta PANERAI, Auteur ; Domenica TASCA, Auteur ; Bartolo LANUZZA, Auteur ; Grazia TRUBIA, Auteur ; Raffaele FERRI, Auteur ; Sabrina MUSSO, Auteur ; Giovanna ALAGONA, Auteur ; Giuseppe DI GUARDO, Auteur ; Concetta BARONE, Auteur ; Maria P. GAGLIONE, Auteur ; Maurizio ELIA, Auteur . - p.638-650. Langues : Anglais (eng) in Autism > 18-6 (August 2014) . - p.638-650 Mots-clés : autism spectrum disorders  premotor cortex  rehabilitation  transcranial magnetic stimulation Index. décimale : PER Périodiques Résumé : This report, based on four studies with children with low-functioning autism, aimed at evaluating the effects of repetitive transcranial magnetic stimulation delivered on the left and right premotor cortices on eye–hand integration tasks; defining the long-lasting effects of high-frequency repetitive transcranial magnetic stimulation; and investigating the real efficacy of high-frequency repetitive transcranial magnetic stimulation by comparing three kinds of treatments (high-frequency repetitive transcranial magnetic stimulation, a traditional eye–hand integration training, and both treatments combined). Results showed a significant increase in eye–hand performances only when high-frequency repetitive transcranial magnetic stimulation was delivered on the left premotor cortex; a persistent improvement up to 1 h after the end of the stimulation; better outcomes in the treatment combining high-frequency repetitive transcranial magnetic stimulation and eye–hand integration training. Based on these preliminary findings, further evaluations on the usefulness of high-frequency repetitive transcranial magnetic stimulation in rehabilitation of children with autism are strongly recommended. En ligne : http://dx.doi.org/10.1177/1362361313495717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237

Special Education Versus Inclusive Education: The Role of the TEACCH Program / Simonetta PANERAI in Journal of Autism and Developmental Disorders, 39-6 (June 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-6 (June 2009) . - p.874-882 Titre : Special Education Versus Inclusive Education: The Role of the TEACCH Program Type de document : Texte imprimé et/ou numérique Auteurs : Simonetta PANERAI, Auteur ; Marinella ZINGALE, Auteur ; Grazia TRUBIA, Auteur ; Maria FINOCCHIARO, Auteur ; Rosa ZUCCARELLO, Auteur ; Raffaele FERRI, Auteur ; Maurizio ELIA, Auteur Année de publication : 2009 Article en page(s) : p.874-882 Langues : Anglais (eng) Mots-clés : Autistic-disorder Parent-training Individualized-educational-program Inclusion Index. décimale : PER Périodiques Résumé : Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value. En ligne : http://dx.doi.org/10.1007/s10803-009-0696-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=758 [article] Special Education Versus Inclusive Education: The Role of the TEACCH Program [Texte imprimé et/ou numérique] / Simonetta PANERAI, Auteur ; Marinella ZINGALE, Auteur ; Grazia TRUBIA, Auteur ; Maria FINOCCHIARO, Auteur ; Rosa ZUCCARELLO, Auteur ; Raffaele FERRI, Auteur ; Maurizio ELIA, Auteur . - 2009 . - p.874-882. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-6 (June 2009) . - p.874-882 Mots-clés : Autistic-disorder Parent-training Individualized-educational-program Inclusion Index. décimale : PER Périodiques Résumé : Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value. En ligne : http://dx.doi.org/10.1007/s10803-009-0696-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=758

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