Dépouillements

Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder / Bethany R. SMITH in Research in Autism Spectrum Disorders, 7-3 (March 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-3 (March 2013) . - p.433-443 Titre : Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur Article en page(s) : p.433-443 Mots-clés : Science instruction  Embedded instruction  Computer-assisted instruction  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom and a multiple probe across participants design was used to examine the effectiveness of the intervention. Results showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder [Texte imprimé et/ou numérique] / Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur . - p.433-443. in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.433-443 Mots-clés : Science instruction  Embedded instruction  Computer-assisted instruction  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom and a multiple probe across participants design was used to examine the effectiveness of the intervention. Results showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Face processing in children with ASD: Literature review / Giulia CAMPATELLI in Research in Autism Spectrum Disorders, 7-3 (March 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-3 (March 2013) . - p.444-454 Titre : Face processing in children with ASD: Literature review Type de document : Texte imprimé et/ou numérique Auteurs : Giulia CAMPATELLI, Auteur ; R. R. FEDERICO, Auteur ; Fabio APICELLA, Auteur ; F. SICCA, Auteur ; Filippo MURATORI, Auteur Article en page(s) : p.444-454 Mots-clés : Autism  Face processing  ERPs  fMRI Index. décimale : PER Périodiques Résumé : Face processing has been studied and discussed in depth during previous decades in several branches of science, and evidence from research supports the view that this process is a highly specialized brain function. Several authors argue that difficulties in the use and comprehension of the information conveyed by human faces could represent a core deficit in autism. Neuroimaging and ERP studies show that the brains of individuals with autism spectrum disorders (ASD) fail to activate and coordinate the activation of the cortical regions that are specialized in face processing. However, the mechanisms for the occurrence of this impairment remain poorly understood. ERP studies that investigate brain activity in ASD individuals during face processing have yielded mixed results. This review reports several debates in the literature regarding the interpretation of recorded neural components, their correlation with ASD, the possible organization of neural networks, the strategies of encoding structural and emotional stimuli, and the future goals of research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Face processing in children with ASD: Literature review [Texte imprimé et/ou numérique] / Giulia CAMPATELLI, Auteur ; R. R. FEDERICO, Auteur ; Fabio APICELLA, Auteur ; F. SICCA, Auteur ; Filippo MURATORI, Auteur . - p.444-454. in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.444-454 Mots-clés : Autism  Face processing  ERPs  fMRI Index. décimale : PER Périodiques Résumé : Face processing has been studied and discussed in depth during previous decades in several branches of science, and evidence from research supports the view that this process is a highly specialized brain function. Several authors argue that difficulties in the use and comprehension of the information conveyed by human faces could represent a core deficit in autism. Neuroimaging and ERP studies show that the brains of individuals with autism spectrum disorders (ASD) fail to activate and coordinate the activation of the cortical regions that are specialized in face processing. However, the mechanisms for the occurrence of this impairment remain poorly understood. ERP studies that investigate brain activity in ASD individuals during face processing have yielded mixed results. This review reports several debates in the literature regarding the interpretation of recorded neural components, their correlation with ASD, the possible organization of neural networks, the strategies of encoding structural and emotional stimuli, and the future goals of research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Physical aggression in children and adolescents with autism spectrum disorders / Micah O. MAZUREK in Research in Autism Spectrum Disorders, 7-3 (March 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-3 (March 2013) . - p.455-465 Titre : Physical aggression in children and adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Micah O. MAZUREK, Auteur ; Stephen M. KANNE, Auteur ; Ericka L. WODKA, Auteur Article en page(s) : p.455-465 Mots-clés : Autism spectrum disorder  Aggression  Sleep problems  Sensory problems  Gastrointestinal problems Index. décimale : PER Périodiques Résumé : Aggression is a clinically significant problem for many children and adolescents with autism spectrum disorders (ASD). However, there have been few large-scale studies addressing this issue. The current study examined the prevalence and correlates of physical aggression in a sample of 1584 children and adolescents with ASD enrolled in the Autism Treatment Network. The prevalence of aggression was 53%, with highest prevalence among young children. Aggression was significantly associated with a number of clinical features, including self-injury, sleep problems, sensory problems, GI problems, communication and social functioning. In multivariate models, self-injury, sleep problems, and sensory problems were most strongly associated with aggression. The results indicate that aggression is markedly prevalent, and clinical implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.11.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Physical aggression in children and adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Micah O. MAZUREK, Auteur ; Stephen M. KANNE, Auteur ; Ericka L. WODKA, Auteur . - p.455-465. in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.455-465 Mots-clés : Autism spectrum disorder  Aggression  Sleep problems  Sensory problems  Gastrointestinal problems Index. décimale : PER Périodiques Résumé : Aggression is a clinically significant problem for many children and adolescents with autism spectrum disorders (ASD). However, there have been few large-scale studies addressing this issue. The current study examined the prevalence and correlates of physical aggression in a sample of 1584 children and adolescents with ASD enrolled in the Autism Treatment Network. The prevalence of aggression was 53%, with highest prevalence among young children. Aggression was significantly associated with a number of clinical features, including self-injury, sleep problems, sensory problems, GI problems, communication and social functioning. In multivariate models, self-injury, sleep problems, and sensory problems were most strongly associated with aggression. The results indicate that aggression is markedly prevalent, and clinical implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.11.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Why are there so many unsubstantiated treatments in autism? / Johnny L. MATSON in Research in Autism Spectrum Disorders, 7-3 (March 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-3 (March 2013) . - p.466-474 Titre : Why are there so many unsubstantiated treatments in autism? Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Hilary L. ADAMS, Auteur ; Lindsey W. WILLIAMS, Auteur ; Robert D. RIESKE, Auteur Article en page(s) : p.466-474 Mots-clés : Unsubstantiated treatments  Autism  Evidence based treatments Index. décimale : PER Périodiques Résumé : The number of interventions used in the field of autism is astronomical. Unfortunately, while there are effective and well-researched methods, many of the techniques that parents use have no empirical support. These interventions are expensive, take up valuable time, and in some cases are dangerous. How bad is this problem, how did the field get here, and what are potential solutions? This review covers this important but infrequently discussed topic. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Why are there so many unsubstantiated treatments in autism? [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Hilary L. ADAMS, Auteur ; Lindsey W. WILLIAMS, Auteur ; Robert D. RIESKE, Auteur . - p.466-474. in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.466-474 Mots-clés : Unsubstantiated treatments  Autism  Evidence based treatments Index. décimale : PER Périodiques Résumé : The number of interventions used in the field of autism is astronomical. Unfortunately, while there are effective and well-researched methods, many of the techniques that parents use have no empirical support. These interventions are expensive, take up valuable time, and in some cases are dangerous. How bad is this problem, how did the field get here, and what are potential solutions? This review covers this important but infrequently discussed topic. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

What is the evidence for long term effects of early autism interventions? / Johnny L. MATSON in Research in Autism Spectrum Disorders, 7-3 (March 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-3 (March 2013) . - p.475-479 Titre : What is the evidence for long term effects of early autism interventions? Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Matthew J. KONST, Auteur Article en page(s) : p.475-479 Mots-clés : EIBI  Autism  Follow-up  Treatment outcomes  Infants Index. décimale : PER Périodiques Résumé : At this point there is sufficient research to demonstrate the efficacy of Early Intensive Behavior Interventions (EIBI) for young children with autism spectrum disorders (ASDs). However, also of great importance is the value of these early efforts over time. The purpose of this review was to assess existing EIBI papers with respect to follow-up and overall long term efficacy of intervention. Twenty-two treatment studies were reviewed which used the term follow-up. Of these, 19 included actual post-test data. Only 3 followed children after termination of treatment. Thus, a major problem with the current EIBI literature is that little can be said about the impact of these treatments long term. Details of these studies and their implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.11.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] What is the evidence for long term effects of early autism interventions? [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Matthew J. KONST, Auteur . - p.475-479. in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.475-479 Mots-clés : EIBI  Autism  Follow-up  Treatment outcomes  Infants Index. décimale : PER Périodiques Résumé : At this point there is sufficient research to demonstrate the efficacy of Early Intensive Behavior Interventions (EIBI) for young children with autism spectrum disorders (ASDs). However, also of great importance is the value of these early efforts over time. The purpose of this review was to assess existing EIBI papers with respect to follow-up and overall long term efficacy of intervention. Twenty-two treatment studies were reviewed which used the term follow-up. Of these, 19 included actual post-test data. Only 3 followed children after termination of treatment. Thus, a major problem with the current EIBI literature is that little can be said about the impact of these treatments long term. Details of these studies and their implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.11.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills / Miriam C. BOESCH in Research in Autism Spectrum Disorders, 7-3 (March 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-3 (March 2013) . - p.480-493 Titre : Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills Type de document : Texte imprimé et/ou numérique Auteurs : Miriam C. BOESCH, Auteur ; Oliver WENDT, Auteur ; Anu SUBRAMANIAN, Auteur ; Ning HSU, Auteur Article en page(s) : p.480-493 Mots-clés : Augmentative and alternative communication  Autism  Picture Exchange Communication System  Requesting skills  Speech-generating devices Index. décimale : PER Périodiques Résumé : An experimental, single-subject research study investigated the comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device (SGD) in developing requesting skills for three elementary-age children with severe autism and little to no functional speech. Results demonstrated increases in requesting behavior for all participants across intervention phases with both augmentative and alternative communication (AAC) intervention strategies; however, difficulties were observed with picture discrimination. The Wilcoxon signed pair test did not reveal significant differences between PECS and the SGD for any participant. Findings suggest PECS and SGD are equally appropriate for developing initial requesting skills. Based on the current findings, successful implementation of either AAC strategy is achievable when appropriate instructional strategies are used. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills [Texte imprimé et/ou numérique] / Miriam C. BOESCH, Auteur ; Oliver WENDT, Auteur ; Anu SUBRAMANIAN, Auteur ; Ning HSU, Auteur . - p.480-493. in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.480-493 Mots-clés : Augmentative and alternative communication  Autism  Picture Exchange Communication System  Requesting skills  Speech-generating devices Index. décimale : PER Périodiques Résumé : An experimental, single-subject research study investigated the comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device (SGD) in developing requesting skills for three elementary-age children with severe autism and little to no functional speech. Results demonstrated increases in requesting behavior for all participants across intervention phases with both augmentative and alternative communication (AAC) intervention strategies; however, difficulties were observed with picture discrimination. The Wilcoxon signed pair test did not reveal significant differences between PECS and the SGD for any participant. Findings suggest PECS and SGD are equally appropriate for developing initial requesting skills. Based on the current findings, successful implementation of either AAC strategy is achievable when appropriate instructional strategies are used. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

The interplay of language on executive functions in children with ASD / Maysa AKBAR in Research in Autism Spectrum Disorders, 7-3 (March 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-3 (March 2013) . - p.494-501 Titre : The interplay of language on executive functions in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Maysa AKBAR, Auteur ; Rebecca LOOMIS, Auteur ; Rhea PAUL, Auteur Article en page(s) : p.494-501 Mots-clés : Autism  Executive functioning  Language  Working Memory  Mediating effect Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is a neurodevelopmental disability characterized by deficits in social interaction and communication and by repetitive behaviors and restricted interests. Prior research has revealed executive function (EF) deficits in children with ASD. It has been suggested that these EF impairments are associated with language deficits intrinsic to ASD, specifically the inability to utilize inner speech to regulate non-routine behaviors (Russell, Jarrold, amp; Hood, 1999). Other studies, however, have found no link between language ability and EF (Joseph, McGrath, amp; Tager-Flusberg, 2005). The present study seeks to clarify the link between language and EF deficits in children with ASD in a cognitively heterogeneous sample. Four specific domains of EF (Working Memory, Organization, Shift, and Inhibition) were assessed in 62 children with ASD using direct measures (DKEFS, NEPSY, and WISC), and indirect parent/teacher report (BRIEF). Analysis by stepwise regressions showed measures of language skill, nonverbal cognition, and autistic symptom severity to be predictive of several domains of EF. Direct measure of Working Memory (WM) was predicted by structural and pragmatic language ability, direct measure of Organization (O) was predicted by nonverbal cognition, and direct measure of Shift (S) was predicted by nonverbal cognition and autistic symptom severity. Additionally, parent and teacher reports of WM were predicted by structural and pragmatic language skills, respectively. Results are interpreted to demonstrate a mediating effect of language on the WM component of EF when assessed directly or indirectly. Implications for theories linking language skill to EF in the ASD population are discussed, and the observed deficit is compared with findings on EF and language ability in the SLI population. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] The interplay of language on executive functions in children with ASD [Texte imprimé et/ou numérique] / Maysa AKBAR, Auteur ; Rebecca LOOMIS, Auteur ; Rhea PAUL, Auteur . - p.494-501. in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.494-501 Mots-clés : Autism  Executive functioning  Language  Working Memory  Mediating effect Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is a neurodevelopmental disability characterized by deficits in social interaction and communication and by repetitive behaviors and restricted interests. Prior research has revealed executive function (EF) deficits in children with ASD. It has been suggested that these EF impairments are associated with language deficits intrinsic to ASD, specifically the inability to utilize inner speech to regulate non-routine behaviors (Russell, Jarrold, amp; Hood, 1999). Other studies, however, have found no link between language ability and EF (Joseph, McGrath, amp; Tager-Flusberg, 2005). The present study seeks to clarify the link between language and EF deficits in children with ASD in a cognitively heterogeneous sample. Four specific domains of EF (Working Memory, Organization, Shift, and Inhibition) were assessed in 62 children with ASD using direct measures (DKEFS, NEPSY, and WISC), and indirect parent/teacher report (BRIEF). Analysis by stepwise regressions showed measures of language skill, nonverbal cognition, and autistic symptom severity to be predictive of several domains of EF. Direct measure of Working Memory (WM) was predicted by structural and pragmatic language ability, direct measure of Organization (O) was predicted by nonverbal cognition, and direct measure of Shift (S) was predicted by nonverbal cognition and autistic symptom severity. Additionally, parent and teacher reports of WM were predicted by structural and pragmatic language skills, respectively. Results are interpreted to demonstrate a mediating effect of language on the WM component of EF when assessed directly or indirectly. Implications for theories linking language skill to EF in the ASD population are discussed, and the observed deficit is compared with findings on EF and language ability in the SLI population. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Erratum to: “A review of declared factors identified by parents of children with autism spectrum disorders (ASD) in making intervention decisions” [Res. Autism Spectrum Disord. 7 (2013) 369–381] / Sarah CARLON in Research in Autism Spectrum Disorders, 7-3 (March 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-3 (March 2013) . - p.502-503 Titre : Erratum to: “A review of declared factors identified by parents of children with autism spectrum disorders (ASD) in making intervention decisions” [Res. Autism Spectrum Disord. 7 (2013) 369–381] Type de document : Texte imprimé et/ou numérique Auteurs : Sarah CARLON, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur Article en page(s) : p.502-503 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1016/j.rasd.2013.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Erratum to: “A review of declared factors identified by parents of children with autism spectrum disorders (ASD) in making intervention decisions” [Res. Autism Spectrum Disord. 7 (2013) 369–381] [Texte imprimé et/ou numérique] / Sarah CARLON, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur . - p.502-503. in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.502-503 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1016/j.rasd.2013.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191