Dépouillements

From the New Editors / Alisa LOWREY in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.3 Titre : From the New Editors Type de document : Texte imprimé et/ou numérique Auteurs : Alisa LOWREY, Auteur ; Kevin M. AYRES, Auteur Article en page(s) : p.3 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357613477835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] From the New Editors [Texte imprimé et/ou numérique] / Alisa LOWREY, Auteur ; Kevin M. AYRES, Auteur . - p.3. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.3 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357613477835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Emotional Intelligence, Theory of Mind, and Executive Functions as Predictors of Social Outcomes in Young Adults With Asperger Syndrome / Janine M. MONTGOMERY in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.4-13 Titre : Emotional Intelligence, Theory of Mind, and Executive Functions as Predictors of Social Outcomes in Young Adults With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Janine M. MONTGOMERY, Auteur ; Brenda M. STOESZ, Auteur ; Adam W. MCCRIMMON, Auteur Article en page(s) : p.4-13 Mots-clés : autism spectrum disorders  Asperger’s syndrome  pervasive developmental disorders  social cognition  mindreading Index. décimale : PER Périodiques Résumé : Social difficulties are frequently cited as a core deficit of individuals with Asperger syndrome (AS). This deficit is particularly evident when processing of emotional information is required in social situations. Deficits in theory of mind and executive functions are the two explanatory hypotheses for social deficits in AS that are predominant in the literature; however, each of these explanations has limitations. Emotional intelligence (EI) has emerged as a relatively new explanation for social difficulties in typically developing individuals. Recently, researchers also have demonstrated that EI predicted important social outcomes for individuals with AS. In this study, we explored EI as an alternative or additive explanation for the social deficits observed in young adults with AS in light of the two predominant theories accounting for social difficulties. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612461525 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Emotional Intelligence, Theory of Mind, and Executive Functions as Predictors of Social Outcomes in Young Adults With Asperger Syndrome [Texte imprimé et/ou numérique] / Janine M. MONTGOMERY, Auteur ; Brenda M. STOESZ, Auteur ; Adam W. MCCRIMMON, Auteur . - p.4-13. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.4-13 Mots-clés : autism spectrum disorders  Asperger’s syndrome  pervasive developmental disorders  social cognition  mindreading Index. décimale : PER Périodiques Résumé : Social difficulties are frequently cited as a core deficit of individuals with Asperger syndrome (AS). This deficit is particularly evident when processing of emotional information is required in social situations. Deficits in theory of mind and executive functions are the two explanatory hypotheses for social deficits in AS that are predominant in the literature; however, each of these explanations has limitations. Emotional intelligence (EI) has emerged as a relatively new explanation for social difficulties in typically developing individuals. Recently, researchers also have demonstrated that EI predicted important social outcomes for individuals with AS. In this study, we explored EI as an alternative or additive explanation for the social deficits observed in young adults with AS in light of the two predominant theories accounting for social difficulties. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612461525 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders / Elizabeth LANTER in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.14-25 Titre : Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth LANTER, Auteur ; Daniel FREEMAN, Auteur ; Stephanie DOVE, Auteur Article en page(s) : p.14-25 Mots-clés : emergent literacy  autism spectrum disorders  print knowledge  home literacy  early literacy  print awareness Index. décimale : PER Périodiques Résumé : A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD. En ligne : http://dx.doi.org/10.1177/1088357612459270 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Elizabeth LANTER, Auteur ; Daniel FREEMAN, Auteur ; Stephanie DOVE, Auteur . - p.14-25. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.14-25 Mots-clés : emergent literacy  autism spectrum disorders  print knowledge  home literacy  early literacy  print awareness Index. décimale : PER Périodiques Résumé : A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD. En ligne : http://dx.doi.org/10.1177/1088357612459270 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Intensive Behavioral Treatment of Urinary Incontinence of Children With Autism Spectrum Disorders: An Archival Analysis of Procedures and Outcomes From an Outpatient Clinic / Nicole M. HANNEY in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.26-31 Titre : Intensive Behavioral Treatment of Urinary Incontinence of Children With Autism Spectrum Disorders: An Archival Analysis of Procedures and Outcomes From an Outpatient Clinic Type de document : Texte imprimé et/ou numérique Auteurs : Nicole M. HANNEY, Auteur ; Candice M. JOSTAD, Auteur ; Linda A. LEBLANC, Auteur ; James E. CARR, Auteur ; Allison J. CASTILE, Auteur Article en page(s) : p.26-31 Mots-clés : autism  continence  toilet training  urinary incontinence Index. décimale : PER Périodiques Résumé : LeBlanc, Crossett, Bennett, Detweiler, and Carr (2005) described an outpatient model for conducting intensive toilet training with young children with autism using a modified Azrin and Foxx, protocol. In this article, we summarize the use of the protocol in an outpatient setting and the outcomes achieved with a large sample of children with autism spectrum disorders. Thirty archival clinical records were coded for several variables related to treatment implementation and outcome. The majority of participants achieved full continence in an average of approximately 2 weeks. Details on the typical implementation and course of treatment are presented to provide a profile for future practitioners. En ligne : http://dx.doi.org/10.1177/1088357612457987 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Intensive Behavioral Treatment of Urinary Incontinence of Children With Autism Spectrum Disorders: An Archival Analysis of Procedures and Outcomes From an Outpatient Clinic [Texte imprimé et/ou numérique] / Nicole M. HANNEY, Auteur ; Candice M. JOSTAD, Auteur ; Linda A. LEBLANC, Auteur ; James E. CARR, Auteur ; Allison J. CASTILE, Auteur . - p.26-31. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.26-31 Mots-clés : autism  continence  toilet training  urinary incontinence Index. décimale : PER Périodiques Résumé : LeBlanc, Crossett, Bennett, Detweiler, and Carr (2005) described an outpatient model for conducting intensive toilet training with young children with autism using a modified Azrin and Foxx, protocol. In this article, we summarize the use of the protocol in an outpatient setting and the outcomes achieved with a large sample of children with autism spectrum disorders. Thirty archival clinical records were coded for several variables related to treatment implementation and outcome. The majority of participants achieved full continence in an average of approximately 2 weeks. Details on the typical implementation and course of treatment are presented to provide a profile for future practitioners. En ligne : http://dx.doi.org/10.1177/1088357612457987 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions / Cari DUTTLINGER in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.32-43 Titre : The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions Type de document : Texte imprimé et/ou numérique Auteurs : Cari DUTTLINGER, Auteur ; Kevin M. AYRES, Auteur ; Alicia BEVILL-DAVIS, Auteur ; Karen H. DOUGLAS, Auteur Article en page(s) : p.32-43 Mots-clés : intellectual disability  middle school  picture activity schedule  independence Index. décimale : PER Périodiques Résumé : We investigated instruction of independent creation of picture activity schedules (PASs) and how four middle school students with intellectual disability used them to complete tasks independently. A withdrawal design (A-BC-B-A-B) was used to evaluate whether the intervention had an effect on the dependent variable and to test for generalization to a community setting in a pre/post format. After instruction on the PAS, participants learned to self-manage a strategy that served as a reminder for the tasks they needed to complete. All participants exhibited increased abilities to complete a sequence of three or five tasks following verbal directions when using the PAS as compared with the conditions where no PAS was utilized. In addition, these results generalized to the community setting of a mall food court. Our findings have implications for enhancing the independent functioning of individuals with intellectual disability and reducing reliance on others, with the potential for greater levels of self-determination. En ligne : http://dx.doi.org/10.1177/1088357612460572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions [Texte imprimé et/ou numérique] / Cari DUTTLINGER, Auteur ; Kevin M. AYRES, Auteur ; Alicia BEVILL-DAVIS, Auteur ; Karen H. DOUGLAS, Auteur . - p.32-43. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.32-43 Mots-clés : intellectual disability  middle school  picture activity schedule  independence Index. décimale : PER Périodiques Résumé : We investigated instruction of independent creation of picture activity schedules (PASs) and how four middle school students with intellectual disability used them to complete tasks independently. A withdrawal design (A-BC-B-A-B) was used to evaluate whether the intervention had an effect on the dependent variable and to test for generalization to a community setting in a pre/post format. After instruction on the PAS, participants learned to self-manage a strategy that served as a reminder for the tasks they needed to complete. All participants exhibited increased abilities to complete a sequence of three or five tasks following verbal directions when using the PAS as compared with the conditions where no PAS was utilized. In addition, these results generalized to the community setting of a mall food court. Our findings have implications for enhancing the independent functioning of individuals with intellectual disability and reducing reliance on others, with the potential for greater levels of self-determination. En ligne : http://dx.doi.org/10.1177/1088357612460572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Beliefs and Practices Regarding Autism in Indian Families Now Settled Abroad: An Internet Survey / Neeraja RAVINDRAN in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.44-53 Titre : Beliefs and Practices Regarding Autism in Indian Families Now Settled Abroad: An Internet Survey Type de document : Texte imprimé et/ou numérique Auteurs : Neeraja RAVINDRAN, Auteur ; Barbara J. MYERS, Auteur Article en page(s) : p.44-53 Mots-clés : autism spectrum disorders  culture  India  beliefs  treatments Index. décimale : PER Périodiques Résumé : Beliefs and practices regarding autism were explored in Indian families living outside India. Parents (N = 24) of children (3 to 15 years) with an autism spectrum disorder wrote open-ended answers in an online questionnaire regarding their beliefs about causes, treatments and services received, use of and preference for Indian medicine and practices, and acculturation. Although two participants did not provide enough answers to be categorized, three groups of parents emerged: Those who were primarily Western (n = 4) in their beliefs and practices concerning autism, those who were primarily Indian (n = 4), and those who endorsed a combination of Western and Indian beliefs and practices (n = 14). Most parents acknowledged traditional beliefs and practices only when specifically asked and did not volunteer this information. Professionals need to avoid assuming there is a universal set of attitudes and practices related to autism when working with culturally diverse families. En ligne : http://dx.doi.org/10.1177/1088357612458970 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Beliefs and Practices Regarding Autism in Indian Families Now Settled Abroad: An Internet Survey [Texte imprimé et/ou numérique] / Neeraja RAVINDRAN, Auteur ; Barbara J. MYERS, Auteur . - p.44-53. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.44-53 Mots-clés : autism spectrum disorders  culture  India  beliefs  treatments Index. décimale : PER Périodiques Résumé : Beliefs and practices regarding autism were explored in Indian families living outside India. Parents (N = 24) of children (3 to 15 years) with an autism spectrum disorder wrote open-ended answers in an online questionnaire regarding their beliefs about causes, treatments and services received, use of and preference for Indian medicine and practices, and acculturation. Although two participants did not provide enough answers to be categorized, three groups of parents emerged: Those who were primarily Western (n = 4) in their beliefs and practices concerning autism, those who were primarily Indian (n = 4), and those who endorsed a combination of Western and Indian beliefs and practices (n = 14). Most parents acknowledged traditional beliefs and practices only when specifically asked and did not volunteer this information. Professionals need to avoid assuming there is a universal set of attitudes and practices related to autism when working with culturally diverse families. En ligne : http://dx.doi.org/10.1177/1088357612458970 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Differential Effect of Features of Autism on IQs Reported Using Wechsler Scales / Douglas E. CAROTHERS in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.54-59 Titre : Differential Effect of Features of Autism on IQs Reported Using Wechsler Scales Type de document : Texte imprimé et/ou numérique Auteurs : Douglas E. CAROTHERS, Auteur ; Ronald L. TAYLOR, Auteur Article en page(s) : p.54-59 Mots-clés : autism  intelligence  WISC Index. décimale : PER Périodiques Résumé : Many children with autistic disorder, or autism, are described as having low intelligence quotients. These descriptions are partially based on use of various editions of the Wechsler Intelligence Scale for Children (WISC), the most widely used intelligence test for children with autism. An important question is whether task demands of the Wechsler scales are sensitive to unique characteristics of children with autism that might affect test performance. Another question relates to how changes in the newest edition of the WISC have affected its sensitivity for the population of individuals with autism. The administration guidelines and task demands of the third (WISC-III) and fourth (WISC-IV) editions were examined to determine appropriateness when measuring intelligence of children with autism. Implications related to use of these instruments with children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1088357612457988 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Differential Effect of Features of Autism on IQs Reported Using Wechsler Scales [Texte imprimé et/ou numérique] / Douglas E. CAROTHERS, Auteur ; Ronald L. TAYLOR, Auteur . - p.54-59. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.54-59 Mots-clés : autism  intelligence  WISC Index. décimale : PER Périodiques Résumé : Many children with autistic disorder, or autism, are described as having low intelligence quotients. These descriptions are partially based on use of various editions of the Wechsler Intelligence Scale for Children (WISC), the most widely used intelligence test for children with autism. An important question is whether task demands of the Wechsler scales are sensitive to unique characteristics of children with autism that might affect test performance. Another question relates to how changes in the newest edition of the WISC have affected its sensitivity for the population of individuals with autism. The administration guidelines and task demands of the third (WISC-III) and fourth (WISC-IV) editions were examined to determine appropriateness when measuring intelligence of children with autism. Implications related to use of these instruments with children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1088357612457988 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Book Review: Managing My Money: Banking and Budgeting Basics / Sheral L. FROHBERG in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.60 Titre : Book Review: Managing My Money: Banking and Budgeting Basics Type de document : Texte imprimé et/ou numérique Auteurs : Sheral L. FROHBERG, Auteur Article en page(s) : p.60 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612451122 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Book Review: Managing My Money: Banking and Budgeting Basics [Texte imprimé et/ou numérique] / Sheral L. FROHBERG, Auteur . - p.60. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.60 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612451122 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Book Review: LINKing Authentic Assessment and Early Childhood Intervention: Best Measures for Best Practices (2nd ed.) / Elizabeth A. STEED in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.60-62 Titre : Book Review: LINKing Authentic Assessment and Early Childhood Intervention: Best Measures for Best Practices (2nd ed.) Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. STEED, Auteur Article en page(s) : p.60-62 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612459557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Book Review: LINKing Authentic Assessment and Early Childhood Intervention: Best Measures for Best Practices (2nd ed.) [Texte imprimé et/ou numérique] / Elizabeth A. STEED, Auteur . - p.60-62. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.60-62 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612459557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191