Dépouillements

Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device / Jeff SIGAFOOS in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.923-930 Titre : Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device Type de document : Texte imprimé et/ou numérique Auteurs : Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Mark F. O’REILLY, Auteur ; Donna ACHMADI, Auteur ; Michelle STEVENS, Auteur ; Laura ROCHE, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Laurie MCLAY, Auteur ; Flaviu HODIS, Auteur ; Vanessa A. GREEN, Auteur Année de publication : 2013 Article en page(s) : p.923-930 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  iPad®  Requesting  Speech-generating device  Systematic instruction Index. décimale : PER Périodiques Résumé : Abstract We evaluated a set of instructional procedures for teaching two nonverbal boys with autism spectrum disorders (ASD) to request the continuation of toy play using an iPad®-based speech-generating device (SGD). The effects of the instructional procedures were evaluated in a multiple baseline across participants design. Instruction focused on teaching the boys to select a TOY PLAY symbol from the iPad® screen when their toy play was briefly interrupted. The instructional procedures included behavior chain interruption, time delay, graduated guidance, and differential reinforcement. Results showed that both boys learned to use the SGD to request and maintained this skill without prompting. SGD-based requesting also generalized to other objects/activities. Acquisition of SGD-based requesting was associated with decreases in reaching and aggressive behavior. Results suggest that systematic instruction with the iPad®-based SGD effectively replaced reaching and aggression with socially acceptable communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device [Texte imprimé et/ou numérique] / Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Mark F. O’REILLY, Auteur ; Donna ACHMADI, Auteur ; Michelle STEVENS, Auteur ; Laura ROCHE, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Laurie MCLAY, Auteur ; Flaviu HODIS, Auteur ; Vanessa A. GREEN, Auteur . - 2013 . - p.923-930. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.923-930 Mots-clés : Autism spectrum disorders  iPad®  Requesting  Speech-generating device  Systematic instruction Index. décimale : PER Périodiques Résumé : Abstract We evaluated a set of instructional procedures for teaching two nonverbal boys with autism spectrum disorders (ASD) to request the continuation of toy play using an iPad®-based speech-generating device (SGD). The effects of the instructional procedures were evaluated in a multiple baseline across participants design. Instruction focused on teaching the boys to select a TOY PLAY symbol from the iPad® screen when their toy play was briefly interrupted. The instructional procedures included behavior chain interruption, time delay, graduated guidance, and differential reinforcement. Results showed that both boys learned to use the SGD to request and maintained this skill without prompting. SGD-based requesting also generalized to other objects/activities. Acquisition of SGD-based requesting was associated with decreases in reaching and aggressive behavior. Results suggest that systematic instruction with the iPad®-based SGD effectively replaced reaching and aggression with socially acceptable communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Differences in social vulnerability among individuals with autism spectrum disorder, Williams syndrome, and Down syndrome / Marisa H. FISHER in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.931-937 Titre : Differences in social vulnerability among individuals with autism spectrum disorder, Williams syndrome, and Down syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Marisa H. FISHER, Auteur ; Andrew L. MOSKOWITZ, Auteur ; Robert M. HODAPP, Auteur Année de publication : 2013 Article en page(s) : p.931-937 Langues : Anglais (eng) Mots-clés : Victimization  Social vulnerability  Autism spectrum disorder  Williams syndrome  Down syndrome Index. décimale : PER Périodiques Résumé : Abstract Although individuals with disabilities are at increased risk of victimization, few studies examine persons with different disability conditions to determine whether distinctive cognitive–behavioral profiles are associated with different levels of social vulnerability. To determine the differences in social vulnerability and experiences of victimization, caregiver responses to a Social Vulnerability Questionnaire were examined for 103 caregivers of individuals with autism spectrum disorder (ASD), Williams syndrome (WS), and Down syndrome (DS). Although all three groups experienced similar rates and types of victimization, the specific correlates of social vulnerability differed by disability. Individuals with ASD displayed less risk awareness and had less social protection; those with WS were rated higher on risk factors related to perceived vulnerability and parental independence; and those with DS had less risk awareness and were perceived to be more vulnerable. Safety interventions should be tailored to address each group's specific correlates of social vulnerability. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Differences in social vulnerability among individuals with autism spectrum disorder, Williams syndrome, and Down syndrome [Texte imprimé et/ou numérique] / Marisa H. FISHER, Auteur ; Andrew L. MOSKOWITZ, Auteur ; Robert M. HODAPP, Auteur . - 2013 . - p.931-937. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.931-937 Mots-clés : Victimization  Social vulnerability  Autism spectrum disorder  Williams syndrome  Down syndrome Index. décimale : PER Périodiques Résumé : Abstract Although individuals with disabilities are at increased risk of victimization, few studies examine persons with different disability conditions to determine whether distinctive cognitive–behavioral profiles are associated with different levels of social vulnerability. To determine the differences in social vulnerability and experiences of victimization, caregiver responses to a Social Vulnerability Questionnaire were examined for 103 caregivers of individuals with autism spectrum disorder (ASD), Williams syndrome (WS), and Down syndrome (DS). Although all three groups experienced similar rates and types of victimization, the specific correlates of social vulnerability differed by disability. Individuals with ASD displayed less risk awareness and had less social protection; those with WS were rated higher on risk factors related to perceived vulnerability and parental independence; and those with DS had less risk awareness and were perceived to be more vulnerable. Safety interventions should be tailored to address each group's specific correlates of social vulnerability. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Intervention for increasing the comprehension of affective prosody in children with autism spectrum disorders / Soichiro MATSUDA in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.938-946 Titre : Intervention for increasing the comprehension of affective prosody in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur Année de publication : 2013 Article en page(s) : p.938-946 Langues : Anglais (eng) Mots-clés : Affective prosody  Autism  Cross-modal matching  Emotion perception  Facial expression Index. décimale : PER Périodiques Résumé : Abstract Deficits in comprehension of others’ emotions have been well documented in children with autism spectrum disorders (ASDs). As to variety of methodological procedures, many of them can be analyzed by matching-to-sample (MTS) procedures. When using affective prosody as a sample stimulus, children with ASD have been found to have difficulties with cross-modal MTS, including understanding the relationship between affective prosody (auditory stimulus) and affective illustrations or texts (visual stimulus). Furthermore, several studies have attempted to train the perception of cross-modal processing relationships in older children with high functioning ASD or Asperger's syndrome. The purpose of the present study was to examine whether four young children with ASD (mean age, 5 years 6 months) could be taught the relationships between affective prosody and facial expression via cross-modal MTS training and, if so, whether or not this skills generalized to novel stimuli. A multiple baseline design across participants was implemented. Results showed that all four of the children acquired the cross-modal emotion relationships and generalized this learned relationship to the perception of untrained stimuli. These findings are discussed in terms of the procedures to increase the understanding of the richness of other's emotions at an early developmental stage. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Intervention for increasing the comprehension of affective prosody in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur . - 2013 . - p.938-946. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.938-946 Mots-clés : Affective prosody  Autism  Cross-modal matching  Emotion perception  Facial expression Index. décimale : PER Périodiques Résumé : Abstract Deficits in comprehension of others’ emotions have been well documented in children with autism spectrum disorders (ASDs). As to variety of methodological procedures, many of them can be analyzed by matching-to-sample (MTS) procedures. When using affective prosody as a sample stimulus, children with ASD have been found to have difficulties with cross-modal MTS, including understanding the relationship between affective prosody (auditory stimulus) and affective illustrations or texts (visual stimulus). Furthermore, several studies have attempted to train the perception of cross-modal processing relationships in older children with high functioning ASD or Asperger's syndrome. The purpose of the present study was to examine whether four young children with ASD (mean age, 5 years 6 months) could be taught the relationships between affective prosody and facial expression via cross-modal MTS training and, if so, whether or not this skills generalized to novel stimuli. A multiple baseline design across participants was implemented. Results showed that all four of the children acquired the cross-modal emotion relationships and generalized this learned relationship to the perception of untrained stimuli. These findings are discussed in terms of the procedures to increase the understanding of the richness of other's emotions at an early developmental stage. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.947-955 Titre : Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dwight W. IRVIN, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur ; Samuel L ODOM, Auteur Année de publication : 2013 Article en page(s) : p.947-955 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Preschool  Adult language  Natural environment  LENA system Index. décimale : PER Périodiques Résumé : Abstract The aim of this study was to examine associations between the automated Language ENvironment Analysis (LENA) system adult word count (AWC) variable and characteristics of classrooms (e.g., teacher burnout) and preschoolers with autism spectrum disorder (ASD) (e.g., autism severity). The AWC samples from 67 preschoolers with ASD were collected during typical morning classroom routines (e.g., center time). Results indicated that AWC was positively associated with children's cognitive ability and negatively associated teacher burnout and adult to student with ASD ratio. Lower adult to children with ASD ratio (i.e., fewer adults relative to students with ASD) resulted in preschoolers receiving less adult language. Additional factors thought to be related to child and classroom characteristics affecting the adult language directed at children with ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder [Texte imprimé et/ou numérique] / Dwight W. IRVIN, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur ; Samuel L ODOM, Auteur . - 2013 . - p.947-955. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.947-955 Mots-clés : Autism spectrum disorder  Preschool  Adult language  Natural environment  LENA system Index. décimale : PER Périodiques Résumé : Abstract The aim of this study was to examine associations between the automated Language ENvironment Analysis (LENA) system adult word count (AWC) variable and characteristics of classrooms (e.g., teacher burnout) and preschoolers with autism spectrum disorder (ASD) (e.g., autism severity). The AWC samples from 67 preschoolers with ASD were collected during typical morning classroom routines (e.g., center time). Results indicated that AWC was positively associated with children's cognitive ability and negatively associated teacher burnout and adult to student with ASD ratio. Lower adult to children with ASD ratio (i.e., fewer adults relative to students with ASD) resulted in preschoolers receiving less adult language. Additional factors thought to be related to child and classroom characteristics affecting the adult language directed at children with ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Navigation and exploration of an urban virtual environment by children with autism spectrum disorder compared to children with typical development / Livia FORNASARI in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.956-965 Titre : Navigation and exploration of an urban virtual environment by children with autism spectrum disorder compared to children with typical development Type de document : Texte imprimé et/ou numérique Auteurs : Livia FORNASARI, Auteur ; Luca CHITTARO, Auteur ; Lucio IERONUTTI, Auteur ; Lucio COTTINI, Auteur ; Sebastiano DASSI, Auteur ; Silvana CREMASCHI, Auteur ; Massimo MOLTENI, Auteur ; Franco FABBRO, Auteur ; Paolo BRAMBILLA, Auteur Année de publication : 2013 Article en page(s) : p.956-965 Langues : Anglais (eng) Mots-clés : Virtual reality  Navigation  Exploration  Disability  CBCL Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is a severe disorder therefore the importance to implement targeted interventions in order to improve daily life of children with ASD. For this purpose, virtual environments (VEs), i.e., simulations of the real world based on 3D computer graphics, can offer a safe learning environment for them. This study analyzed navigation and exploration of an urban VE by children with ASD in comparison to children with a typical development. Sixteen children with ASD and 16 matched control ones were involved. After an initial training phase, children carried out two tasks: the first one was navigating in an unfamiliar urban environment which they could freely explore; the second one was navigating in the same environment but with the goal of finding specific target objects, as in a treasure hunt. In the first task, children with ASD spent significantly less time in active exploration and explored fewer zones than controls. No differences were found between the two groups in the second task. Our data indicate that, when freely exploring an unfamiliar VE, children with ASD explore less the environment compared to the control ones. By repeating the exploration with a game-like goal, no differences were found instead. Neuropsychological and motivational aspects should be considered in order to explain these findings. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Navigation and exploration of an urban virtual environment by children with autism spectrum disorder compared to children with typical development [Texte imprimé et/ou numérique] / Livia FORNASARI, Auteur ; Luca CHITTARO, Auteur ; Lucio IERONUTTI, Auteur ; Lucio COTTINI, Auteur ; Sebastiano DASSI, Auteur ; Silvana CREMASCHI, Auteur ; Massimo MOLTENI, Auteur ; Franco FABBRO, Auteur ; Paolo BRAMBILLA, Auteur . - 2013 . - p.956-965. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.956-965 Mots-clés : Virtual reality  Navigation  Exploration  Disability  CBCL Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is a severe disorder therefore the importance to implement targeted interventions in order to improve daily life of children with ASD. For this purpose, virtual environments (VEs), i.e., simulations of the real world based on 3D computer graphics, can offer a safe learning environment for them. This study analyzed navigation and exploration of an urban VE by children with ASD in comparison to children with a typical development. Sixteen children with ASD and 16 matched control ones were involved. After an initial training phase, children carried out two tasks: the first one was navigating in an unfamiliar urban environment which they could freely explore; the second one was navigating in the same environment but with the goal of finding specific target objects, as in a treasure hunt. In the first task, children with ASD spent significantly less time in active exploration and explored fewer zones than controls. No differences were found between the two groups in the second task. Our data indicate that, when freely exploring an unfamiliar VE, children with ASD explore less the environment compared to the control ones. By repeating the exploration with a game-like goal, no differences were found instead. Neuropsychological and motivational aspects should be considered in order to explain these findings. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Challenging behaviors in toddlers diagnosed with autism spectrum disorders with the DSM-IV-TR and the proposed DSM-5 criteria / Lindsey W. WILLIAMS in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.966-972 Titre : Challenging behaviors in toddlers diagnosed with autism spectrum disorders with the DSM-IV-TR and the proposed DSM-5 criteria Type de document : Texte imprimé et/ou numérique Auteurs : Lindsey W. WILLIAMS, Auteur ; Johnny L. MATSON, Auteur ; Jina JANG, Auteur ; Jennifer BEIGHLEY, Auteur ; Robert D. RIESKE, Auteur ; Hilary L. ADAMS, Auteur Année de publication : 2013 Article en page(s) : p.966-972 Langues : Anglais (eng) Mots-clés : Autism  Challenging behaviors  DSM-5  BISCUIT Index. décimale : PER Périodiques Résumé : Abstract With publication of the DSM-5 slated for May 2013, it has been predicted that the new diagnostic criteria will cause a decrease in the prevalence of autism spectrum disorders (ASDs), seriously impacting children no longer meeting criteria for the disorder. A majority of individuals with ASD have behavior problems which are not considered core features of the disorder but are significantly impairing and often the focus of intervention. The aim of the current study was to investigate types of challenging behaviors in toddlers who may no longer meet diagnostic criteria for ASD using a psychometrically sound measure, the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT) – Part 3. The study included 3339 toddlers, 501 who will retain ASD diagnosis according to the DSM-5; 439 who will no longer meet criteria, and a comparison group of 2399 toddlers referred for evaluation due to atypical development. Though toddlers diagnosed under the DSM-5 exhibited the most challenging behaviors, those who did not meet DSM-5 criteria exhibited significantly more challenging behaviors than the atypically developing toddlers. The effect of the changes in ASD diagnostic criteria on access to early behavioral interventions warrants careful consideration as the new DSM-5 criteria are adopted. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Challenging behaviors in toddlers diagnosed with autism spectrum disorders with the DSM-IV-TR and the proposed DSM-5 criteria [Texte imprimé et/ou numérique] / Lindsey W. WILLIAMS, Auteur ; Johnny L. MATSON, Auteur ; Jina JANG, Auteur ; Jennifer BEIGHLEY, Auteur ; Robert D. RIESKE, Auteur ; Hilary L. ADAMS, Auteur . - 2013 . - p.966-972. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.966-972 Mots-clés : Autism  Challenging behaviors  DSM-5  BISCUIT Index. décimale : PER Périodiques Résumé : Abstract With publication of the DSM-5 slated for May 2013, it has been predicted that the new diagnostic criteria will cause a decrease in the prevalence of autism spectrum disorders (ASDs), seriously impacting children no longer meeting criteria for the disorder. A majority of individuals with ASD have behavior problems which are not considered core features of the disorder but are significantly impairing and often the focus of intervention. The aim of the current study was to investigate types of challenging behaviors in toddlers who may no longer meet diagnostic criteria for ASD using a psychometrically sound measure, the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT) – Part 3. The study included 3339 toddlers, 501 who will retain ASD diagnosis according to the DSM-5; 439 who will no longer meet criteria, and a comparison group of 2399 toddlers referred for evaluation due to atypical development. Though toddlers diagnosed under the DSM-5 exhibited the most challenging behaviors, those who did not meet DSM-5 criteria exhibited significantly more challenging behaviors than the atypically developing toddlers. The effect of the changes in ASD diagnostic criteria on access to early behavioral interventions warrants careful consideration as the new DSM-5 criteria are adopted. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD / Jennifer B. GANZ in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.973-983 Titre : Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Fara D. GOODWYN, Auteur Année de publication : 2013 Article en page(s) : p.973-983 Langues : Anglais (eng) Mots-clés : Picture Exchange Communication System  PECS  AAC  Augmentative and alternative communication  Autism  Single-case research Index. décimale : PER Périodiques Résumé : Abstract We investigated the efficacy of a tablet-computer-based Picture Exchange Communication System (PECS) application for use with three preschoolers with ASD and investigated participant preference for the app versus traditional PECS (i.e., with a physical communication book) once the participants demonstrated minimal levels of mastery of both. We implemented a single-case multiple baseline design to determine the efficacy of the app. Results indicated that participants rapidly demonstrated above-chance level mastery of the app. Following mastery, two participants demonstrated a preference for the app, while the other preferred the traditional PECS communication book. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Fara D. GOODWYN, Auteur . - 2013 . - p.973-983. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.973-983 Mots-clés : Picture Exchange Communication System  PECS  AAC  Augmentative and alternative communication  Autism  Single-case research Index. décimale : PER Périodiques Résumé : Abstract We investigated the efficacy of a tablet-computer-based Picture Exchange Communication System (PECS) application for use with three preschoolers with ASD and investigated participant preference for the app versus traditional PECS (i.e., with a physical communication book) once the participants demonstrated minimal levels of mastery of both. We implemented a single-case multiple baseline design to determine the efficacy of the app. Results indicated that participants rapidly demonstrated above-chance level mastery of the app. Following mastery, two participants demonstrated a preference for the app, while the other preferred the traditional PECS communication book. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Do maternal attributions play a role in the acceptability of behavioural interventions for problem behaviour in children with autism spectrum disorders? / Kathy Y. K. CHOI in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.984-996 Titre : Do maternal attributions play a role in the acceptability of behavioural interventions for problem behaviour in children with autism spectrum disorders? Type de document : Texte imprimé et/ou numérique Auteurs : Kathy Y. K. CHOI, Auteur ; Hanna KOVSHOFF, Auteur Année de publication : 2013 Article en page(s) : p.984-996 Langues : Anglais (eng) Mots-clés : Treatment acceptability  Attributions  Behavioural intervention  Problem behaviour  Autism Index. décimale : PER Périodiques Résumé : Abstract The present study explored the relationship between parental attributions and treatment acceptability of behavioural interventions for problem behaviour in children with autism spectrum disorders (ASD). Mothers of children with ASD aged 3–9 years (N = 139) completed survey measures that assessed demographics, parental attributions, treatment acceptability of parent-focused and child-focused behavioural interventions, severity of their child's disruptive behaviour, and severity of their child's ASD symptoms. The results showed that parental attributions of parent-referent stability, but not the other attributional dimensions, negatively predicted treatment acceptability of a parent-focused behavioural intervention, even when severity of disruptive behaviour was statistically controlled. Conversely, no associations were found between any attributional dimension and treatment acceptability of a child-focused behavioural intervention. Preliminary analyses also revealed that mothers’ ratings of the severity of their child's disruptive behaviour were significantly negatively associated with the acceptability of both parent-focused and child-focused behavioural interventions. The findings have potential implications for professionals to identify and challenge distorted attributions of parent-referent stability to promote parental acceptance of a parent-focused behavioural intervention for problem behaviour in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Do maternal attributions play a role in the acceptability of behavioural interventions for problem behaviour in children with autism spectrum disorders? [Texte imprimé et/ou numérique] / Kathy Y. K. CHOI, Auteur ; Hanna KOVSHOFF, Auteur . - 2013 . - p.984-996. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.984-996 Mots-clés : Treatment acceptability  Attributions  Behavioural intervention  Problem behaviour  Autism Index. décimale : PER Périodiques Résumé : Abstract The present study explored the relationship between parental attributions and treatment acceptability of behavioural interventions for problem behaviour in children with autism spectrum disorders (ASD). Mothers of children with ASD aged 3–9 years (N = 139) completed survey measures that assessed demographics, parental attributions, treatment acceptability of parent-focused and child-focused behavioural interventions, severity of their child's disruptive behaviour, and severity of their child's ASD symptoms. The results showed that parental attributions of parent-referent stability, but not the other attributional dimensions, negatively predicted treatment acceptability of a parent-focused behavioural intervention, even when severity of disruptive behaviour was statistically controlled. Conversely, no associations were found between any attributional dimension and treatment acceptability of a child-focused behavioural intervention. Preliminary analyses also revealed that mothers’ ratings of the severity of their child's disruptive behaviour were significantly negatively associated with the acceptability of both parent-focused and child-focused behavioural interventions. The findings have potential implications for professionals to identify and challenge distorted attributions of parent-referent stability to promote parental acceptance of a parent-focused behavioural intervention for problem behaviour in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202