Dépouillements

Teaching children with autism to detect and respond to deceptive statements / Jennifer RANICK in Research in Autism Spectrum Disorders, 7-4 (April 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.503-508 Titre : Teaching children with autism to detect and respond to deceptive statements Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer RANICK, Auteur ; Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jake A. KORNACK, Auteur Article en page(s) : p.503-508 Langues : Anglais (eng) Mots-clés : Deception  Non-literal language  Multiple exemplar training  Bullying  Relational Frame Theory Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism often have deficits in deception, both in the ability to lie to others and in the ability to detect when they are being lied to. Additionally, children with autism are frequently the victims of bullying and difficulty with understanding deception likely makes the population more vulnerable to bullying. The purpose of this study was to teach individuals with autism to identify when others were lying to them, specifically to exclude them or to take their possessions. The treatment package consisted of multiple exemplar training, including rules, modeling, role-play, and immediate feedback. The results indicated that the procedure was effective for all three participants. Additionally, generalization was demonstrated to novel, untrained lies and to same-age peer confederates who were not involved in training. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Teaching children with autism to detect and respond to deceptive statements [Texte imprimé et/ou numérique] / Jennifer RANICK, Auteur ; Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jake A. KORNACK, Auteur . - p.503-508. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.503-508 Mots-clés : Deception  Non-literal language  Multiple exemplar training  Bullying  Relational Frame Theory Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism often have deficits in deception, both in the ability to lie to others and in the ability to detect when they are being lied to. Additionally, children with autism are frequently the victims of bullying and difficulty with understanding deception likely makes the population more vulnerable to bullying. The purpose of this study was to teach individuals with autism to identify when others were lying to them, specifically to exclude them or to take their possessions. The treatment package consisted of multiple exemplar training, including rules, modeling, role-play, and immediate feedback. The results indicated that the procedure was effective for all three participants. Additionally, generalization was demonstrated to novel, untrained lies and to same-age peer confederates who were not involved in training. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism / Leslie NEELY in Research in Autism Spectrum Disorders, 7-4 (April 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.509-516 Titre : The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Leslie NEELY, Auteur ; Mandy RISPOLI, Auteur ; Siglia CAMARGO, Auteur ; Heather S. DAVIS, Auteur ; Margot B. BOLES, Auteur Article en page(s) : p.509-516 Langues : Anglais (eng) Mots-clés : iPad®  Autism spectrum disorder  Challenging behavior  Academic demand Index. décimale : PER Périodiques Résumé : iPads® are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads® on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad® to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad® and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad® condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad® as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism [Texte imprimé et/ou numérique] / Leslie NEELY, Auteur ; Mandy RISPOLI, Auteur ; Siglia CAMARGO, Auteur ; Heather S. DAVIS, Auteur ; Margot B. BOLES, Auteur . - p.509-516. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.509-516 Mots-clés : iPad®  Autism spectrum disorder  Challenging behavior  Academic demand Index. décimale : PER Périodiques Résumé : iPads® are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads® on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad® to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad® and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad® condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad® as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Attentional shifts between audition and vision in Autism Spectrum Disorders / Valeria OCCELLI in Research in Autism Spectrum Disorders, 7-4 (April 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.517-525 Titre : Attentional shifts between audition and vision in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Valeria OCCELLI, Auteur ; Gianluca ESPOSITO, Auteur ; Paola VENUTI, Auteur ; Giuseppe Maurizio ARDUINO, Auteur ; Massimiliano ZAMPINI, Auteur Article en page(s) : p.517-525 Langues : Anglais (eng) Mots-clés : Attention  Shifting  Autism Spectrum Disorders (ASDs)  Multisensory  Auditory  Visual Index. décimale : PER Périodiques Résumé : Previous evidence on neurotypical adults shows that the presentation of a stimulus allocates the attention to its modality, resulting in faster responses to a subsequent target presented in the same (vs. different) modality. People with Autism Spectrum Disorders (ASDs) often fail to detect a (visual or auditory) target in a stream of stimuli after shifting attention between modalities, possibly because they do not fully switch their attention from one modality to the other. In this study, the performance of a group of high-functioning patients with ASDs and a group of neurotypical controls was compared. Participants were asked to detect a target, auditory or visual, which was preceded, at different temporal intervals (i.e., 150, 600, 1000 ms), by an uninformative cue, either in the same or a different modality. In controls, when the target was visual, the cue modality did not affect performance. Unlike, when the target was auditory, a visual cue produced longer reaction times as compared to when it was auditory. In the ASD group, irrespectively of the modality of the cue, a slowing-down of responses to the target was observed at increasing temporal intervals. The discrepancy of performance is consistent with the ‘over-focused’ theory of sensory processing. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Attentional shifts between audition and vision in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Valeria OCCELLI, Auteur ; Gianluca ESPOSITO, Auteur ; Paola VENUTI, Auteur ; Giuseppe Maurizio ARDUINO, Auteur ; Massimiliano ZAMPINI, Auteur . - p.517-525. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.517-525 Mots-clés : Attention  Shifting  Autism Spectrum Disorders (ASDs)  Multisensory  Auditory  Visual Index. décimale : PER Périodiques Résumé : Previous evidence on neurotypical adults shows that the presentation of a stimulus allocates the attention to its modality, resulting in faster responses to a subsequent target presented in the same (vs. different) modality. People with Autism Spectrum Disorders (ASDs) often fail to detect a (visual or auditory) target in a stream of stimuli after shifting attention between modalities, possibly because they do not fully switch their attention from one modality to the other. In this study, the performance of a group of high-functioning patients with ASDs and a group of neurotypical controls was compared. Participants were asked to detect a target, auditory or visual, which was preceded, at different temporal intervals (i.e., 150, 600, 1000 ms), by an uninformative cue, either in the same or a different modality. In controls, when the target was visual, the cue modality did not affect performance. Unlike, when the target was auditory, a visual cue produced longer reaction times as compared to when it was auditory. In the ASD group, irrespectively of the modality of the cue, a slowing-down of responses to the target was observed at increasing temporal intervals. The discrepancy of performance is consistent with the ‘over-focused’ theory of sensory processing. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders / Heather SCHENNING in Research in Autism Spectrum Disorders, 7-4 (April 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.526-540 Titre : Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Heather SCHENNING, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur Article en page(s) : p.526-540 Langues : Anglais (eng) Mots-clés : Moderate and severe disabilities  Moderate disability  Severe disability  Access to general curriculum  Social studies Index. décimale : PER Périodiques Résumé : In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to “real-world” applications. Future research and implications for practices are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders [Texte imprimé et/ou numérique] / Heather SCHENNING, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur . - p.526-540. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.526-540 Mots-clés : Moderate and severe disabilities  Moderate disability  Severe disability  Access to general curriculum  Social studies Index. décimale : PER Périodiques Résumé : In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to “real-world” applications. Future research and implications for practices are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Blood and brain glutamate levels in children with autistic disorder / Tamer H. HASSAN in Research in Autism Spectrum Disorders, 7-4 (April 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.541-548 Titre : Blood and brain glutamate levels in children with autistic disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tamer H. HASSAN, Auteur ; Hadeel M. ABDELRAHMAN, Auteur ; Nelly R. ABDEL FATTAH, Auteur ; Nagda M. EL-MASRY, Auteur ; Haitham M. HASHIM, Auteur ; Khaled M. EL-GERBY, Auteur ; Nermin R. ABDEL FATTAH, Auteur Article en page(s) : p.541-548 Langues : Anglais (eng) Mots-clés : Blood glutamate  Brain glutamate  Autism Index. décimale : PER Périodiques Résumé : Despite of the great efforts that move forward to clarify the pathophysiologic mechanisms in autism, the cause of this disorder, however, remains largely unknown. There is an increasing body of literature concerning neurochemical contributions to the pathophysiology of autism. We aimed to determine blood and brain levels of glutamate in children with autistic disorder and to correlate between them. The study included 10 children with autism and 10 age- and sex-matched healthy controls. Blood glutamate levels were measured using high performance liquid chromatography technique. Brain glutamate levels were measured using proton magnetic resonance spectroscopy. The mean blood and brain glutamate levels were significantly higher in patients than controls (p lt; 0.001). There was highly significant positive correlation between blood glutamate level and brain glutamate levels in the four tested brain regions (p lt; 0.001). Glutamate plays an important role in the pathogenesis of autism. Further larger studies are required to support our findings. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Blood and brain glutamate levels in children with autistic disorder [Texte imprimé et/ou numérique] / Tamer H. HASSAN, Auteur ; Hadeel M. ABDELRAHMAN, Auteur ; Nelly R. ABDEL FATTAH, Auteur ; Nagda M. EL-MASRY, Auteur ; Haitham M. HASHIM, Auteur ; Khaled M. EL-GERBY, Auteur ; Nermin R. ABDEL FATTAH, Auteur . - p.541-548. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.541-548 Mots-clés : Blood glutamate  Brain glutamate  Autism Index. décimale : PER Périodiques Résumé : Despite of the great efforts that move forward to clarify the pathophysiologic mechanisms in autism, the cause of this disorder, however, remains largely unknown. There is an increasing body of literature concerning neurochemical contributions to the pathophysiology of autism. We aimed to determine blood and brain levels of glutamate in children with autistic disorder and to correlate between them. The study included 10 children with autism and 10 age- and sex-matched healthy controls. Blood glutamate levels were measured using high performance liquid chromatography technique. Brain glutamate levels were measured using proton magnetic resonance spectroscopy. The mean blood and brain glutamate levels were significantly higher in patients than controls (p lt; 0.001). There was highly significant positive correlation between blood glutamate level and brain glutamate levels in the four tested brain regions (p lt; 0.001). Glutamate plays an important role in the pathogenesis of autism. Further larger studies are required to support our findings. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

The link between emotion regulation, social functioning, and depression in boys with ASD / Lucinda B. C. POUW in Research in Autism Spectrum Disorders, 7-4 (April 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.549-556 Titre : The link between emotion regulation, social functioning, and depression in boys with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Lucinda B. C. POUW, Auteur ; Carolien RIEFFE, Auteur ; Lex STOCKMANN, Auteur ; Kenneth D. GADOW, Auteur Article en page(s) : p.549-556 Langues : Anglais (eng) Mots-clés : Autism  Depression  Emotion regulation  Coping  Victimization Index. décimale : PER Périodiques Résumé : Purpose Symptoms of depression are common in children and adolescents with an autism spectrum disorder (ASD), but information about underlying developmental factors is limited. Depression is often linked to aspects of emotional functioning such as coping strategies, but in children with ASD difficulties with social interactions are also a likely contributor to depressive symptoms. Methodology We examined several aspects of emotional coping (approach, avoidant, maladaptive) and social functioning (victimization, negative friendship interactions) and their relation to depression symptoms in children with ASD (N = 63) and typically developing (TD) peers (N = 57). Children completed a battery of self-report questionnaires. Results Less approach and avoidant, but more maladaptive coping strategies, and poor social functioning were uniquely associated with more symptoms of depression in children with ASD. Only less approach and more maladaptive coping were uniquely associated with depression severity in TD boys. Conclusions Unlike TD boys, boys with ASD who report using avoidant strategies to deal with stressful situations report fewer symptoms of depression, suggesting that this may be an adaptive emotion regulation strategy. However, understanding the role of over-arousal in this process, inferences about long-term effects of this strategy, its causality and direction of effects will require additional research. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] The link between emotion regulation, social functioning, and depression in boys with ASD [Texte imprimé et/ou numérique] / Lucinda B. C. POUW, Auteur ; Carolien RIEFFE, Auteur ; Lex STOCKMANN, Auteur ; Kenneth D. GADOW, Auteur . - p.549-556. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.549-556 Mots-clés : Autism  Depression  Emotion regulation  Coping  Victimization Index. décimale : PER Périodiques Résumé : Purpose Symptoms of depression are common in children and adolescents with an autism spectrum disorder (ASD), but information about underlying developmental factors is limited. Depression is often linked to aspects of emotional functioning such as coping strategies, but in children with ASD difficulties with social interactions are also a likely contributor to depressive symptoms. Methodology We examined several aspects of emotional coping (approach, avoidant, maladaptive) and social functioning (victimization, negative friendship interactions) and their relation to depression symptoms in children with ASD (N = 63) and typically developing (TD) peers (N = 57). Children completed a battery of self-report questionnaires. Results Less approach and avoidant, but more maladaptive coping strategies, and poor social functioning were uniquely associated with more symptoms of depression in children with ASD. Only less approach and more maladaptive coping were uniquely associated with depression severity in TD boys. Conclusions Unlike TD boys, boys with ASD who report using avoidant strategies to deal with stressful situations report fewer symptoms of depression, suggesting that this may be an adaptive emotion regulation strategy. However, understanding the role of over-arousal in this process, inferences about long-term effects of this strategy, its causality and direction of effects will require additional research. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192