Dépouillements

Editorial / Lonnie ZWAIGENBAUM in Autism, 12-1 (January 2008)  

Public ISBD [article]  inAutism > 12-1 (January 2008) . - p.5-7 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : Lonnie ZWAIGENBAUM, Auteur Année de publication : 2008 Article en page(s) : p.5-7 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361307087845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Editorial [Texte imprimé et/ou numérique] / Lonnie ZWAIGENBAUM, Auteur . - 2008 . - p.5-7. Langues : Anglais (eng) in Autism > 12-1 (January 2008) . - p.5-7 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361307087845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

Communicative spontaneity of children with autism / Hsu-Min CHIANG in Autism, 12-1 (January 2008)  

Public ISBD [article]  inAutism > 12-1 (January 2008) . - p.9-21 Titre : Communicative spontaneity of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur Année de publication : 2008 Article en page(s) : p.9-21 Langues : Anglais (eng) Mots-clés : Autism Communication Communicative-spontaneity Index. décimale : PER Périodiques Résumé : The communicative spontaneity of children with autism who had limited spoken language in their natural environment was investigated. This naturalistic observation is a preliminary study using a continuum model to describe the nature of communicative spontaneity. The results indicate that the level of communicative spontaneity in the natural environment varied (1) along a continuum, (2) across communicative forms, functions, activities, partners and consequences, and (3) across the effectiveness of requesting and rejecting functions. The findings from this study may provide some directions for future study. En ligne : http://dx.doi.org/10.1177/1362361307085264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Communicative spontaneity of children with autism [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur . - 2008 . - p.9-21. Langues : Anglais (eng) in Autism > 12-1 (January 2008) . - p.9-21 Mots-clés : Autism Communication Communicative-spontaneity Index. décimale : PER Périodiques Résumé : The communicative spontaneity of children with autism who had limited spoken language in their natural environment was investigated. This naturalistic observation is a preliminary study using a continuum model to describe the nature of communicative spontaneity. The results indicate that the level of communicative spontaneity in the natural environment varied (1) along a continuum, (2) across communicative forms, functions, activities, partners and consequences, and (3) across the effectiveness of requesting and rejecting functions. The findings from this study may provide some directions for future study. En ligne : http://dx.doi.org/10.1177/1362361307085264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

`Make me normal' / Neil HUMPHREY in Autism, 12-1 (January 2008)  

Public ISBD [article]  inAutism > 12-1 (January 2008) . - p.23-46 Titre : `Make me normal' Type de document : Texte imprimé et/ou numérique Auteurs : Neil HUMPHREY, Auteur ; Sarah LEWIS, Auteur Année de publication : 2008 Article en page(s) : p.23-46 Langues : Anglais (eng) Mots-clés : Asperger-syndrome Inclusive-education Pupil-perspectives Index. décimale : PER Périodiques Résumé : Facilitating the learning and participation of pupils with Asperger syndrome and high-functioning autism (herein referred to as AS) in mainstream schools is complex and poorly understood. We report on a small-scale qualitative study of the views and experiences of 20 such pupils drawn from four secondary schools in north-west England. Data were collected through semi-structured interviews and pupil diaries. Interpretive phenomenological analysis was used to explore how pupils with AS make sense of their educational experiences. The central theme was how participants constructed their understanding of what their AS meant to them. This was often characterized by negative perceptions of their differences, such as being `retarded' or having a `bad brain'. The links between this understanding and reported difficulties with peers and teachers, the desire to `fit in', and other themes are discussed. The implications of these findings for policy and practice in this area are also presented. En ligne : http://dx.doi.org/10.1177/1362361307085267 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] `Make me normal' [Texte imprimé et/ou numérique] / Neil HUMPHREY, Auteur ; Sarah LEWIS, Auteur . - 2008 . - p.23-46. Langues : Anglais (eng) in Autism > 12-1 (January 2008) . - p.23-46 Mots-clés : Asperger-syndrome Inclusive-education Pupil-perspectives Index. décimale : PER Périodiques Résumé : Facilitating the learning and participation of pupils with Asperger syndrome and high-functioning autism (herein referred to as AS) in mainstream schools is complex and poorly understood. We report on a small-scale qualitative study of the views and experiences of 20 such pupils drawn from four secondary schools in north-west England. Data were collected through semi-structured interviews and pupil diaries. Interpretive phenomenological analysis was used to explore how pupils with AS make sense of their educational experiences. The central theme was how participants constructed their understanding of what their AS meant to them. This was often characterized by negative perceptions of their differences, such as being `retarded' or having a `bad brain'. The links between this understanding and reported difficulties with peers and teachers, the desire to `fit in', and other themes are discussed. The implications of these findings for policy and practice in this area are also presented. En ligne : http://dx.doi.org/10.1177/1362361307085267 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

Maternal involvement in the education of young children with autism spectrum disorders / Paul R. BENSON in Autism, 12-1 (January 2008)  

Public ISBD [article]  inAutism > 12-1 (January 2008) . - p.47-63 Titre : Maternal involvement in the education of young children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Paul R. BENSON, Auteur ; Kristie L. KARLOF, Auteur ; Gary N. SIPERSTEIN, Auteur Année de publication : 2008 Article en page(s) : p.47-63 Langues : Anglais (eng) Mots-clés : Educational-activities Family-life Parent-involvement Index. décimale : PER Périodiques Résumé : Parent involvement is widely acknowledged to be a critical `best practice' in the education of young children with ASD. Despite its importance, no studies to date have systematically examined the relative influence of child, family, and school factors on the extent to which parents participate in the education of their children with ASD. In the present study, questionnaire and interview data collected from the mothers and teachers of 95 children receiving public school services for ASD were used to address this issue. Descriptively, wide variation was found in both type and intensity of mothers' educational involvement. Regression analyses showed involvement, both at school and at home, to be heavily influenced by the extent to which school staff actively encouraged, assisted, and provided opportunities for parent involvement. In addition, severity of child behavior problems was also found to exert a uniformly negative effect on intensity of mothers' educational involvement, while the influence of family resources and demand variables varied, depending on whether involvement occurred at school or at home. Implications of these findings for future research and for the support of parents seeking to participate in the learning and development of their children with ASD are discussed. En ligne : http://dx.doi.org/10.1177/1362361307085269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Maternal involvement in the education of young children with autism spectrum disorders [Texte imprimé et/ou numérique] / Paul R. BENSON, Auteur ; Kristie L. KARLOF, Auteur ; Gary N. SIPERSTEIN, Auteur . - 2008 . - p.47-63. Langues : Anglais (eng) in Autism > 12-1 (January 2008) . - p.47-63 Mots-clés : Educational-activities Family-life Parent-involvement Index. décimale : PER Périodiques Résumé : Parent involvement is widely acknowledged to be a critical `best practice' in the education of young children with ASD. Despite its importance, no studies to date have systematically examined the relative influence of child, family, and school factors on the extent to which parents participate in the education of their children with ASD. In the present study, questionnaire and interview data collected from the mothers and teachers of 95 children receiving public school services for ASD were used to address this issue. Descriptively, wide variation was found in both type and intensity of mothers' educational involvement. Regression analyses showed involvement, both at school and at home, to be heavily influenced by the extent to which school staff actively encouraged, assisted, and provided opportunities for parent involvement. In addition, severity of child behavior problems was also found to exert a uniformly negative effect on intensity of mothers' educational involvement, while the influence of family resources and demand variables varied, depending on whether involvement occurred at school or at home. Implications of these findings for future research and for the support of parents seeking to participate in the learning and development of their children with ASD are discussed. En ligne : http://dx.doi.org/10.1177/1362361307085269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

Characteristics of children with autism spectrum disorders who received services through community mental health centers / Stephanie A. BRYSON in Autism, 12-1 (January 2008)  

Public ISBD [article]  inAutism > 12-1 (January 2008) . - p.65-82 Titre : Characteristics of children with autism spectrum disorders who received services through community mental health centers Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie A. BRYSON, Auteur ; Susan K. CORRIGAN, Auteur ; Thomas P. MCDONALD, Auteur ; Cheryl HOLMES, Auteur Année de publication : 2008 Article en page(s) : p.65-82 Langues : Anglais (eng) Mots-clés : Community-mental-health Comorbidity Psychiatric-comorbidity Index. décimale : PER Périodiques Résumé : Despite the presence of significant psychiatric comorbidity among children with autism spectrum disorders (ASDs), little research exists on those who receive community-based mental health services. This project examined one year (2004) of data from the database maintained by 26 community mental health centers (CMHCs) in the Midwestern US state of Kansas. Children with autism were compared to children with other ASDs — Asperger's disorder, Rett's disorder, and PDD-NOS. Children with autism predictably received more special education services than children with other ASDs, while the latter were more likely to have experienced prior psychiatric hospitalization. Children with ASDs other than autism were also significantly more likely to be diagnosed with attention deficit hyperactivity disorder, oppositional defiant disorder, depressive disorders, and bipolar disorder. In 2004, Kansas CMHCs served less than 15 percent of the children estimated to have an ASD. Implications of these findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361307085214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Characteristics of children with autism spectrum disorders who received services through community mental health centers [Texte imprimé et/ou numérique] / Stephanie A. BRYSON, Auteur ; Susan K. CORRIGAN, Auteur ; Thomas P. MCDONALD, Auteur ; Cheryl HOLMES, Auteur . - 2008 . - p.65-82. Langues : Anglais (eng) in Autism > 12-1 (January 2008) . - p.65-82 Mots-clés : Community-mental-health Comorbidity Psychiatric-comorbidity Index. décimale : PER Périodiques Résumé : Despite the presence of significant psychiatric comorbidity among children with autism spectrum disorders (ASDs), little research exists on those who receive community-based mental health services. This project examined one year (2004) of data from the database maintained by 26 community mental health centers (CMHCs) in the Midwestern US state of Kansas. Children with autism were compared to children with other ASDs — Asperger's disorder, Rett's disorder, and PDD-NOS. Children with autism predictably received more special education services than children with other ASDs, while the latter were more likely to have experienced prior psychiatric hospitalization. Children with ASDs other than autism were also significantly more likely to be diagnosed with attention deficit hyperactivity disorder, oppositional defiant disorder, depressive disorders, and bipolar disorder. In 2004, Kansas CMHCs served less than 15 percent of the children estimated to have an ASD. Implications of these findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361307085214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

Improving question asking in high-functioning adolescents with autism spectrum disorders / Annemiek PALMEN in Autism, 12-1 (January 2008)  

Public ISBD [article]  inAutism > 12-1 (January 2008) . - p.83-98 Titre : Improving question asking in high-functioning adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur ; Marieke ARTS, Auteur Année de publication : 2008 Article en page(s) : p.83-98 Langues : Anglais (eng) Mots-clés : High-functioning-adolescents Autism-Spectrum-Disorder discourse-deficit question-asking generalization Index. décimale : PER Périodiques Résumé : Small-group training consisting of feedback and self-management was effective in improving question-asking skills during tutorial conversations in nine high-functioning adolescents with autism spectrum disorder. Training was implemented in a therapy room and lasted 6 weeks. Sessions were conducted once a week and lasted about an hour. Experimenters collected data during tutorial conversations in a natural setting. Training of question-asking skills consisted of verbal feedback and role-play during short simulated conversations and a table game. A self-management strategy and common stimuli (e.g., flowchart) were included to promote generalization. Mean percentage of correct questions during tutorial conversations improved significantly after training. Response efficiency also increased. Participants and personal coaches evaluated the training as effective and acceptable. En ligne : http://dx.doi.org/10.1177/1362361307085265 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Improving question asking in high-functioning adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur ; Marieke ARTS, Auteur . - 2008 . - p.83-98. Langues : Anglais (eng) in Autism > 12-1 (January 2008) . - p.83-98 Mots-clés : High-functioning-adolescents Autism-Spectrum-Disorder discourse-deficit question-asking generalization Index. décimale : PER Périodiques Résumé : Small-group training consisting of feedback and self-management was effective in improving question-asking skills during tutorial conversations in nine high-functioning adolescents with autism spectrum disorder. Training was implemented in a therapy room and lasted 6 weeks. Sessions were conducted once a week and lasted about an hour. Experimenters collected data during tutorial conversations in a natural setting. Training of question-asking skills consisted of verbal feedback and role-play during short simulated conversations and a table game. A self-management strategy and common stimuli (e.g., flowchart) were included to promote generalization. Mean percentage of correct questions during tutorial conversations improved significantly after training. Response efficiency also increased. Participants and personal coaches evaluated the training as effective and acceptable. En ligne : http://dx.doi.org/10.1177/1362361307085265 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

Factor analysis of the Autism Spectrum Screening Questionnaire / Maj-Britt POSSERUD in Autism, 12-1 (January 2008)  

Public ISBD [article]  inAutism > 12-1 (January 2008) . - p.99-112 Titre : Factor analysis of the Autism Spectrum Screening Questionnaire Type de document : Texte imprimé et/ou numérique Auteurs : Maj-Britt POSSERUD, Auteur ; Christopher GILLBERG, Auteur ; Astri J. LUNDERVOLD, Auteur ; Maaike C. STEIJNEN, Auteur ; Sophie VERHOEVEN, Auteur ; Kjell MORTEN STORMAK, Auteur Année de publication : 2008 Article en page(s) : p.99-112 Langues : Anglais (eng) Mots-clés : Asperger-syndrome Autism-Spectrum-Screening-Questionnaire factor-analysis Norway screening Index. décimale : PER Périodiques Résumé : The present study investigated the factor structure of parent and teacher Autism Spectrum Screening Questionnaire (ASSQ) in a population of 7—9 years old children. For validation purposes, factors derived were correlated with results on the Strengths and Difficulties Questionnaire (SDQ). A three-factor solution was identified on both parent and teacher ASSQ. Most of the variance was explained by one factor including measures of social function, validated by a high correlation with the SDQ peer problems scale. The second factor included measures of autism-associated problems. The items allocated to the third factor were more specific for a cognitive style typically found in high-functioning individuals with autism/Asperger syndrome. This factor did not correlate highly with any of the SDQ subscales. The results indicated that the screening efficiency of ASSQ could be increased by closer examination of the individual profile of factor scores. En ligne : http://dx.doi.org/10.1177/1362361307085268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Factor analysis of the Autism Spectrum Screening Questionnaire [Texte imprimé et/ou numérique] / Maj-Britt POSSERUD, Auteur ; Christopher GILLBERG, Auteur ; Astri J. LUNDERVOLD, Auteur ; Maaike C. STEIJNEN, Auteur ; Sophie VERHOEVEN, Auteur ; Kjell MORTEN STORMAK, Auteur . - 2008 . - p.99-112. Langues : Anglais (eng) in Autism > 12-1 (January 2008) . - p.99-112 Mots-clés : Asperger-syndrome Autism-Spectrum-Screening-Questionnaire factor-analysis Norway screening Index. décimale : PER Périodiques Résumé : The present study investigated the factor structure of parent and teacher Autism Spectrum Screening Questionnaire (ASSQ) in a population of 7—9 years old children. For validation purposes, factors derived were correlated with results on the Strengths and Difficulties Questionnaire (SDQ). A three-factor solution was identified on both parent and teacher ASSQ. Most of the variance was explained by one factor including measures of social function, validated by a high correlation with the SDQ peer problems scale. The second factor included measures of autism-associated problems. The items allocated to the third factor were more specific for a cognitive style typically found in high-functioning individuals with autism/Asperger syndrome. This factor did not correlate highly with any of the SDQ subscales. The results indicated that the screening efficiency of ASSQ could be increased by closer examination of the individual profile of factor scores. En ligne : http://dx.doi.org/10.1177/1362361307085268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

Book review: Autism Spectrum Disorders: Psychological Theory and Research by Dermot Bowler. Chichester, West Sussex: John Wiley & Sons Ltd., 2007. ISBN 978—0—470—02686—1. Pbk. 308 pp / Christopher JARROLD in Autism, 12-1 (January 2008)  

Public ISBD [article]  inAutism > 12-1 (January 2008) . - p.113-115 Titre : Book review: Autism Spectrum Disorders: Psychological Theory and Research by Dermot Bowler. Chichester, West Sussex: John Wiley & Sons Ltd., 2007. ISBN 978—0—470—02686—1. Pbk. 308 pp Type de document : Texte imprimé et/ou numérique Auteurs : Christopher JARROLD, Auteur Année de publication : 2008 Article en page(s) : p.113-115 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361307087843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315 [article] Book review: Autism Spectrum Disorders: Psychological Theory and Research by Dermot Bowler. Chichester, West Sussex: John Wiley & Sons Ltd., 2007. ISBN 978—0—470—02686—1. Pbk. 308 pp [Texte imprimé et/ou numérique] / Christopher JARROLD, Auteur . - 2008 . - p.113-115. Langues : Anglais (eng) in Autism > 12-1 (January 2008) . - p.113-115 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361307087843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315

Book review: Counselling People on the Autistic Spectrum: A Practical Manual by K. Paxton and I.A. Estay, London: Jessica Kingsley Publishers, 2007. ISBN 9781843105527. $24.95 pbk. 206 pp / Mitzi WALTZ in Autism, 12-1 (January 2008)  

Public ISBD [article]  inAutism > 12-1 (January 2008) . - p.115-116 Titre : Book review: Counselling People on the Autistic Spectrum: A Practical Manual by K. Paxton and I.A. Estay, London: Jessica Kingsley Publishers, 2007. ISBN 9781843105527. $24.95 pbk. 206 pp Type de document : Texte imprimé et/ou numérique Auteurs : Mitzi WALTZ, Auteur Année de publication : 2008 Article en page(s) : p.115-116 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613080120010702 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315 [article] Book review: Counselling People on the Autistic Spectrum: A Practical Manual by K. Paxton and I.A. Estay, London: Jessica Kingsley Publishers, 2007. ISBN 9781843105527. $24.95 pbk. 206 pp [Texte imprimé et/ou numérique] / Mitzi WALTZ, Auteur . - 2008 . - p.115-116. Langues : Anglais (eng) in Autism > 12-1 (January 2008) . - p.115-116 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613080120010702 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315