Dépouillements

From the Editors / L. Juane HEFLIN in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.199 Titre : From the Editors Type de document : Texte imprimé et/ou numérique Auteurs : L. Juane HEFLIN, Auteur ; Paul A. ALBERTO, Auteur Article en page(s) : p.199 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612460654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] From the Editors [Texte imprimé et/ou numérique] / L. Juane HEFLIN, Auteur ; Paul A. ALBERTO, Auteur . - p.199. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.199 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612460654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Bullying and Victimization Experiences of Students With Autism Spectrum Disorders in Elementary Schools / Pei-Yu CHEN in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.200-212 Titre : Bullying and Victimization Experiences of Students With Autism Spectrum Disorders in Elementary Schools Type de document : Texte imprimé et/ou numérique Auteurs : Pei-Yu CHEN, Auteur ; Ilene S. SCHWARTZ, Auteur Article en page(s) : p.200-212 Langues : Anglais (eng) Mots-clés : bullying  victimization  autism  inclusion  positive behavior support Index. décimale : PER Périodiques Résumé : We explored bullying and victimization experienced by third- to fifth-grade students with autism spectrum disorders (ASD), by surveying students with ASD, their parents, and their teachers. A total of 25 triads, each including one student with ASD, one of the student’s parents, and one teacher, were involved in data analysis. We found that all three respondent groups reported high prevalence of bullying and victimization experienced by students with ASD. While students with ASD, their parents, and their teachers reported similar victimization scores, teachers reported significantly higher bullying scores than those found in student- and parent-reports. The three respondent groups showed some differences in bullying status of students with ASD. We discuss implications for including students with ASD in bullying prevention and schoolwide models of intervention to improve the quality of life of students with ASD. En ligne : http://dx.doi.org/10.1177/1088357612459556 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Bullying and Victimization Experiences of Students With Autism Spectrum Disorders in Elementary Schools [Texte imprimé et/ou numérique] / Pei-Yu CHEN, Auteur ; Ilene S. SCHWARTZ, Auteur . - p.200-212. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.200-212 Mots-clés : bullying  victimization  autism  inclusion  positive behavior support Index. décimale : PER Périodiques Résumé : We explored bullying and victimization experienced by third- to fifth-grade students with autism spectrum disorders (ASD), by surveying students with ASD, their parents, and their teachers. A total of 25 triads, each including one student with ASD, one of the student’s parents, and one teacher, were involved in data analysis. We found that all three respondent groups reported high prevalence of bullying and victimization experienced by students with ASD. While students with ASD, their parents, and their teachers reported similar victimization scores, teachers reported significantly higher bullying scores than those found in student- and parent-reports. The three respondent groups showed some differences in bullying status of students with ASD. We discuss implications for including students with ASD in bullying prevention and schoolwide models of intervention to improve the quality of life of students with ASD. En ligne : http://dx.doi.org/10.1177/1088357612459556 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

The Experience of Anxiety in Young Adults With Autism Spectrum Disorders / David TREMBATH in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.213-224 Titre : The Experience of Anxiety in Young Adults With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : David TREMBATH, Auteur ; Carmela GERMANO, Auteur ; Graeme JOHANSON, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.213-224 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  anxiety  qualitative  coping Index. décimale : PER Périodiques Résumé : Anxiety is known to be common among young adults with autism spectrum disorders (ASD), yet little is known about the nature of their experiences or the strategies they use to live and cope with their reported anxiety. In this qualitative study, we began to address this issue through two focus groups involving 11 young adults with ASD, and 10 parents and professionals. Participants in each group were asked to discuss the triggers for anxiety, the consequences of anxiety, and strategies they have used, would like to use, or have seen individuals with ASD use to manage their anxiety. The participants identified multiple personal and environmental sources of anxiety, noting the substantial impact they have on their everyday lives at home, work, university, and in the community. Their individual experiences and strategies for living and coping with anxiety are presented. En ligne : http://dx.doi.org/10.1177/1088357612454916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] The Experience of Anxiety in Young Adults With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / David TREMBATH, Auteur ; Carmela GERMANO, Auteur ; Graeme JOHANSON, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.213-224. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.213-224 Mots-clés : autism spectrum disorders  anxiety  qualitative  coping Index. décimale : PER Périodiques Résumé : Anxiety is known to be common among young adults with autism spectrum disorders (ASD), yet little is known about the nature of their experiences or the strategies they use to live and cope with their reported anxiety. In this qualitative study, we began to address this issue through two focus groups involving 11 young adults with ASD, and 10 parents and professionals. Participants in each group were asked to discuss the triggers for anxiety, the consequences of anxiety, and strategies they have used, would like to use, or have seen individuals with ASD use to manage their anxiety. The participants identified multiple personal and environmental sources of anxiety, noting the substantial impact they have on their everyday lives at home, work, university, and in the community. Their individual experiences and strategies for living and coping with anxiety are presented. En ligne : http://dx.doi.org/10.1177/1088357612454916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Using Transfer of Stimulus Control Technology to Promote Generalization and Spontaneity of Language / Trina D. SPENCER in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.225-236 Titre : Using Transfer of Stimulus Control Technology to Promote Generalization and Spontaneity of Language Type de document : Texte imprimé et/ou numérique Auteurs : Trina D. SPENCER, Auteur ; Thomas S. HIGBEE, Auteur Article en page(s) : p.225-236 Langues : Anglais (eng) Mots-clés : script training  generalization  language  autism  conversation Index. décimale : PER Périodiques Résumé : Children with autism often use newly acquired language in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. In this study, we explored the integration of textual scripts and explicit engineering of transfer of stimulus control procedures to facilitate functional conversation skills of a young girl with autism. The generalized use of prepositions, coordinating conjunctions, and subordinating conjunctions was assessed within the context of natural conversation with teachers, parents, and peers. The intentional programming of training contexts has the potential to affect language spontaneity, generalization, and variability without relying on script-fading conventions. En ligne : http://dx.doi.org/10.1177/1088357612460274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Using Transfer of Stimulus Control Technology to Promote Generalization and Spontaneity of Language [Texte imprimé et/ou numérique] / Trina D. SPENCER, Auteur ; Thomas S. HIGBEE, Auteur . - p.225-236. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.225-236 Mots-clés : script training  generalization  language  autism  conversation Index. décimale : PER Périodiques Résumé : Children with autism often use newly acquired language in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. In this study, we explored the integration of textual scripts and explicit engineering of transfer of stimulus control procedures to facilitate functional conversation skills of a young girl with autism. The generalized use of prepositions, coordinating conjunctions, and subordinating conjunctions was assessed within the context of natural conversation with teachers, parents, and peers. The intentional programming of training contexts has the potential to affect language spontaneity, generalization, and variability without relying on script-fading conventions. En ligne : http://dx.doi.org/10.1177/1088357612460274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Effect of Observing-Response Procedures on Overselectivity in Individuals With Autism Spectrum Disorders / Phil REED in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.237-246 Titre : Effect of Observing-Response Procedures on Overselectivity in Individuals With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Laura ALTWECK, Auteur ; Laura BROOMFIELD, Auteur ; Anna SIMPSON, Auteur ; Louise MCHUGH, Auteur Article en page(s) : p.237-246 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  stimulus overselectivity  observing response Index. décimale : PER Périodiques Résumé : Stimulus overselectivity occurs when one aspect of the environment controls behavior at the expense of other equally salient aspects. Stimulus overselectivity can be reduced for some individuals with learning disabilities, if they engage in an observing response in which they point to, touch, or name each of the stimuli prior to selecting the one requested. To see whether this would apply to another population, a total of 55 participants with autism spectrum disorders (ASD) were trained on match-to-sample (MTS), or simple discrimination tasks, to determine whether overselectivity could be eliminated by using an observing response. MTS tasks were presented in a table-top format as well as on a computer. The observing-response procedure did not eliminate overselectivity for any of the participants, regardless of age, task, or format of presentation. These results are interpreted to call to question the effectiveness of this procedure in this context for individuals with ASD. En ligne : http://dx.doi.org/10.1177/1088357612457986 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Effect of Observing-Response Procedures on Overselectivity in Individuals With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Laura ALTWECK, Auteur ; Laura BROOMFIELD, Auteur ; Anna SIMPSON, Auteur ; Louise MCHUGH, Auteur . - p.237-246. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.237-246 Mots-clés : autism spectrum disorders  stimulus overselectivity  observing response Index. décimale : PER Périodiques Résumé : Stimulus overselectivity occurs when one aspect of the environment controls behavior at the expense of other equally salient aspects. Stimulus overselectivity can be reduced for some individuals with learning disabilities, if they engage in an observing response in which they point to, touch, or name each of the stimuli prior to selecting the one requested. To see whether this would apply to another population, a total of 55 participants with autism spectrum disorders (ASD) were trained on match-to-sample (MTS), or simple discrimination tasks, to determine whether overselectivity could be eliminated by using an observing response. MTS tasks were presented in a table-top format as well as on a computer. The observing-response procedure did not eliminate overselectivity for any of the participants, regardless of age, task, or format of presentation. These results are interpreted to call to question the effectiveness of this procedure in this context for individuals with ASD. En ligne : http://dx.doi.org/10.1177/1088357612457986 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Comparing Neuropsychological Profiles Between Girls With Asperger’s Disorder and Girls With Learning Disabilities / Megan E. MCKNIGHT in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.247-253 Titre : Comparing Neuropsychological Profiles Between Girls With Asperger’s Disorder and Girls With Learning Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. MCKNIGHT, Auteur ; Vincent P. CULOTTA, Auteur Article en page(s) : p.247-253 Langues : Anglais (eng) Mots-clés : Asperger’s disorder  autism spectrum disorders  neuropsychological profile  cortical underconnectivity  learning disabilities Index. décimale : PER Périodiques Résumé : Research examining neuropsychological profiles of girls with Asperger’s disorder (AD) is sparse. In this study, we sought to characterize neurocognitive profiles of girls with AD compared to girls with learning disabilities (LD). Two groups of school-age girls referred for neuropsychological assessment participated in the study. A total of 23 girls with AD were compared to 50 girls with LD using intellectual, academic, neuropsychological, and behavioral assessments. Standard two-tailed t-tests revealed statistically significant discrepancies in a number of areas, and results were interpreted to conclude that the participants with AD had a more severe cognitive and behavioral presentation than same-age girls with LD. The severity of these discrepancies indicates the need for routine neuropsychological and behavioral screening to promote early diagnosis and intervention. Based on this study, we challenge the idea that girls present with a more benign expression of AD than boys. En ligne : http://dx.doi.org/10.1177/1088357612454917 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Comparing Neuropsychological Profiles Between Girls With Asperger’s Disorder and Girls With Learning Disabilities [Texte imprimé et/ou numérique] / Megan E. MCKNIGHT, Auteur ; Vincent P. CULOTTA, Auteur . - p.247-253. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.247-253 Mots-clés : Asperger’s disorder  autism spectrum disorders  neuropsychological profile  cortical underconnectivity  learning disabilities Index. décimale : PER Périodiques Résumé : Research examining neuropsychological profiles of girls with Asperger’s disorder (AD) is sparse. In this study, we sought to characterize neurocognitive profiles of girls with AD compared to girls with learning disabilities (LD). Two groups of school-age girls referred for neuropsychological assessment participated in the study. A total of 23 girls with AD were compared to 50 girls with LD using intellectual, academic, neuropsychological, and behavioral assessments. Standard two-tailed t-tests revealed statistically significant discrepancies in a number of areas, and results were interpreted to conclude that the participants with AD had a more severe cognitive and behavioral presentation than same-age girls with LD. The severity of these discrepancies indicates the need for routine neuropsychological and behavioral screening to promote early diagnosis and intervention. Based on this study, we challenge the idea that girls present with a more benign expression of AD than boys. En ligne : http://dx.doi.org/10.1177/1088357612454917 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Children With Autism: Sleep Problems and Symptom Severity / Megan E. TUDOR in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.254-262 Titre : Children With Autism: Sleep Problems and Symptom Severity Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. TUDOR, Auteur ; Charles D. HOFFMAN, Auteur ; Dwight P. SWEENEY, Auteur Article en page(s) : p.254-262 Langues : Anglais (eng) Mots-clés : autism  sleep problems  stereotyped behaviors  communication  social interaction Index. décimale : PER Périodiques Résumé : Relationships between the specific sleep problems and specific behavioral problems of children with autism were evaluated. Mothers’ reports of sleep habits and autism symptoms were collected for 109 children with autism. Unlike previous research in this area, only children diagnosed with autism without any commonly comorbid diagnoses (e.g., intellectual disability, epilepsy) were included in the analysis. Consistent with prior work, a positive correlation between the severity of sleep problems and the severity of autism symptoms was obtained. Sleep onset delay and sleep duration were positively correlated with autism symptoms and autism severity. Sleep onset delay was the strongest predictor of communication deficit, stereotyped behavior, and autism severity. These results provide support for specific sleep problem and symptom relationships that are unique to autism and suggest the importance of including the treatment of sleep problems as part of a comprehensive behavioral intervention for children with autism. En ligne : http://dx.doi.org/10.1177/1088357612457989 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Children With Autism: Sleep Problems and Symptom Severity [Texte imprimé et/ou numérique] / Megan E. TUDOR, Auteur ; Charles D. HOFFMAN, Auteur ; Dwight P. SWEENEY, Auteur . - p.254-262. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.254-262 Mots-clés : autism  sleep problems  stereotyped behaviors  communication  social interaction Index. décimale : PER Périodiques Résumé : Relationships between the specific sleep problems and specific behavioral problems of children with autism were evaluated. Mothers’ reports of sleep habits and autism symptoms were collected for 109 children with autism. Unlike previous research in this area, only children diagnosed with autism without any commonly comorbid diagnoses (e.g., intellectual disability, epilepsy) were included in the analysis. Consistent with prior work, a positive correlation between the severity of sleep problems and the severity of autism symptoms was obtained. Sleep onset delay and sleep duration were positively correlated with autism symptoms and autism severity. Sleep onset delay was the strongest predictor of communication deficit, stereotyped behavior, and autism severity. These results provide support for specific sleep problem and symptom relationships that are unique to autism and suggest the importance of including the treatment of sleep problems as part of a comprehensive behavioral intervention for children with autism. En ligne : http://dx.doi.org/10.1177/1088357612457989 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184