Dépouillements

The role of joint control in teaching listener responding to children with autism and other developmental disabilities / Kaitlin G. CAUSIN in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.997-1011 Titre : The role of joint control in teaching listener responding to children with autism and other developmental disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Kaitlin G. CAUSIN, Auteur ; Kristin M. ALBERT, Auteur ; Vincent J. CARBONE, Auteur ; Emily J. SWEENEY-KERWIN, Auteur Article en page(s) : p.997-1011 Langues : Anglais (eng) Mots-clés : Autism  Joint control  Listener behavior  Verbal behavior Index. décimale : PER Périodiques Résumé : Abstract This study evaluated the effectiveness of a teaching procedure derived from the analysis of joint control in increasing listener responses for three children with autism using a multiple probe design across participants. One nonvocal and two vocal children with autism were taught to select multiple pictures of items from a large array in the order in which they were requested (e.g., “Give me the ball, cup, and spoon”) using the joint control teaching procedure. The effect of these procedures on the emission of accurate selection responses to both trained and novel stimulus sets was measured. The results indicated that listener responses to trained stimuli increased following the implementation of the independent variable and untrained responses across novel stimulus sets also emerged. Implications for designing language training programs for children with autism based on an analysis of joint control are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] The role of joint control in teaching listener responding to children with autism and other developmental disabilities [Texte imprimé et/ou numérique] / Kaitlin G. CAUSIN, Auteur ; Kristin M. ALBERT, Auteur ; Vincent J. CARBONE, Auteur ; Emily J. SWEENEY-KERWIN, Auteur . - p.997-1011. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.997-1011 Mots-clés : Autism  Joint control  Listener behavior  Verbal behavior Index. décimale : PER Périodiques Résumé : Abstract This study evaluated the effectiveness of a teaching procedure derived from the analysis of joint control in increasing listener responses for three children with autism using a multiple probe design across participants. One nonvocal and two vocal children with autism were taught to select multiple pictures of items from a large array in the order in which they were requested (e.g., “Give me the ball, cup, and spoon”) using the joint control teaching procedure. The effect of these procedures on the emission of accurate selection responses to both trained and novel stimulus sets was measured. The results indicated that listener responses to trained stimuli increased following the implementation of the independent variable and untrained responses across novel stimulus sets also emerged. Implications for designing language training programs for children with autism based on an analysis of joint control are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Effectiveness of low intensity behavioral treatment for children with autism spectrum disorder and intellectual disability / Nienke PETERS-SCHEFFER in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1012-1025 Titre : Effectiveness of low intensity behavioral treatment for children with autism spectrum disorder and intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur ; Monique MULDERS, Auteur ; Hubert KORZILIUS, Auteur Article en page(s) : p.1012-1025 Langues : Anglais (eng) Mots-clés : Applied Behavior Analysis  Autism spectrum disorder  Intervention  Discrete trial training  Intellectual disability Index. décimale : PER Périodiques Résumé : Abstract To determine the effectiveness of low intensity behavioral treatment (LIBT) supplementing regular treatment in young children with autism spectrum disorder (ASD) and intellectual disability (ID) standardized tests of cognition, adaptive behavior, interpersonal relations, play, language, characteristics of autism, emotional and behavioral problems, behavioral flexibility, early social communication, and maternal stress were administered in a treatment group (n = 20), receiving 4–10 h LIBT per week and a control group (n = 20) receiving treatment as usual. At baseline, no differences were found between groups (mean chronological age: 5.3 years; mean developmental age: 1.11 years) on several key variables, but after two years of intervention the treatment group outperformed the control group on IQ, developmental age, adaptive behavior, interpersonal relations, play and receptive language, and less autistic symptoms were seen in treatment group. Following intervention, no differences between groups were found on expressive language, behavioral flexibility and maternal stress. Progress in developmental age, adaptive behavior, interpersonal relations, play and receptive and expressive language was clinically and reliably significant for the majority of the LIBT group. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Effectiveness of low intensity behavioral treatment for children with autism spectrum disorder and intellectual disability [Texte imprimé et/ou numérique] / Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur ; Monique MULDERS, Auteur ; Hubert KORZILIUS, Auteur . - p.1012-1025. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1012-1025 Mots-clés : Applied Behavior Analysis  Autism spectrum disorder  Intervention  Discrete trial training  Intellectual disability Index. décimale : PER Périodiques Résumé : Abstract To determine the effectiveness of low intensity behavioral treatment (LIBT) supplementing regular treatment in young children with autism spectrum disorder (ASD) and intellectual disability (ID) standardized tests of cognition, adaptive behavior, interpersonal relations, play, language, characteristics of autism, emotional and behavioral problems, behavioral flexibility, early social communication, and maternal stress were administered in a treatment group (n = 20), receiving 4–10 h LIBT per week and a control group (n = 20) receiving treatment as usual. At baseline, no differences were found between groups (mean chronological age: 5.3 years; mean developmental age: 1.11 years) on several key variables, but after two years of intervention the treatment group outperformed the control group on IQ, developmental age, adaptive behavior, interpersonal relations, play and receptive language, and less autistic symptoms were seen in treatment group. Following intervention, no differences between groups were found on expressive language, behavioral flexibility and maternal stress. Progress in developmental age, adaptive behavior, interpersonal relations, play and receptive and expressive language was clinically and reliably significant for the majority of the LIBT group. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

A comparison of data collection techniques used with discrete trial teaching / Mitchell T. TAUBMAN in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1026-1034 Titre : A comparison of data collection techniques used with discrete trial teaching Type de document : Texte imprimé et/ou numérique Auteurs : Mitchell T. TAUBMAN, Auteur ; Ronald B. LEAF, Auteur ; John J. MCEACHIN, Auteur ; Sasha PAPOVICH, Auteur ; Justin B. LEAF, Auteur Article en page(s) : p.1026-1034 Langues : Anglais (eng) Mots-clés : Autism  Data  Data collection  Measurement  Time sample  Trial by trial Index. décimale : PER Périodiques Résumé : Abstract This study was designed to examine the comparative value of three discrete trial teaching data collection techniques: Continuous recording, time sample, and estimation. The data collection was conducted by behavior interventionists while teaching children diagnosed with autism spectrum disorder skills using discrete trial teaching. Utilizing a counter-balanced design, data collection techniques were examined in regards to their accuracy, that is, their correspondence to the independent measurement of a primary observer collecting contemporaneous trial-by-trial data. Also assessed were the relative impacts of the various techniques on efficiency of therapy and rate of children's acquisition. Finally, interventionists rated their preference of and satisfaction with each of the three techniques. Continuous recording was generally the most accurate, although the other methods were accurate to a degree when used by trained recorders to justify their usage in applied settings. Estimation was the most efficient and time sample was the most preferred. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] A comparison of data collection techniques used with discrete trial teaching [Texte imprimé et/ou numérique] / Mitchell T. TAUBMAN, Auteur ; Ronald B. LEAF, Auteur ; John J. MCEACHIN, Auteur ; Sasha PAPOVICH, Auteur ; Justin B. LEAF, Auteur . - p.1026-1034. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1026-1034 Mots-clés : Autism  Data  Data collection  Measurement  Time sample  Trial by trial Index. décimale : PER Périodiques Résumé : Abstract This study was designed to examine the comparative value of three discrete trial teaching data collection techniques: Continuous recording, time sample, and estimation. The data collection was conducted by behavior interventionists while teaching children diagnosed with autism spectrum disorder skills using discrete trial teaching. Utilizing a counter-balanced design, data collection techniques were examined in regards to their accuracy, that is, their correspondence to the independent measurement of a primary observer collecting contemporaneous trial-by-trial data. Also assessed were the relative impacts of the various techniques on efficiency of therapy and rate of children's acquisition. Finally, interventionists rated their preference of and satisfaction with each of the three techniques. Continuous recording was generally the most accurate, although the other methods were accurate to a degree when used by trained recorders to justify their usage in applied settings. Estimation was the most efficient and time sample was the most preferred. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Health-related quality of life for children with ASD: Associations with behavioral characteristics / Karen A. KUHLTHAU in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1035-1042 Titre : Health-related quality of life for children with ASD: Associations with behavioral characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Karen A. KUHLTHAU, Auteur ; Erica A. KOVACS, Auteur ; Trevor A. HALL, Auteur ; Traci CLEMMONS, Auteur ; Felice ORLICH, Auteur ; Jennifer DELAHAYE, Auteur ; Darryn SIKORA, Auteur Article en page(s) : p.1035-1042 Langues : Anglais (eng) Mots-clés : Health-related quality of life  Behavior Index. décimale : PER Périodiques Résumé : Abstract This paper examines health-related quality of life (HRQoL) of children age 6–11 years with an autism spectrum disorder (ASD) using the Child Health and Illness Profile – Child Edition (CHIP–CE). We further examine associations of HRQoL scores with measures of behavior using regression models. Overall HRQoL scores are lower than those for normative samples. We find that both externalizing and internalizing behaviors (measured with the Child Behavior Checklist) are correlated with HRQoL as are several of the subscales of the aberrant behavior checklist. These results suggest that some potentially modifiable aspects of ASD, in particular ASD-related and aberrant behaviors, are associated with HRQoL. These associations are suggestive of the potential for improvements in behaviors in some domains having the potential to improve HRQoL. Future studies should determine whether improvements in behaviors are associated with improvements in HRQoL. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Health-related quality of life for children with ASD: Associations with behavioral characteristics [Texte imprimé et/ou numérique] / Karen A. KUHLTHAU, Auteur ; Erica A. KOVACS, Auteur ; Trevor A. HALL, Auteur ; Traci CLEMMONS, Auteur ; Felice ORLICH, Auteur ; Jennifer DELAHAYE, Auteur ; Darryn SIKORA, Auteur . - p.1035-1042. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1035-1042 Mots-clés : Health-related quality of life  Behavior Index. décimale : PER Périodiques Résumé : Abstract This paper examines health-related quality of life (HRQoL) of children age 6–11 years with an autism spectrum disorder (ASD) using the Child Health and Illness Profile – Child Edition (CHIP–CE). We further examine associations of HRQoL scores with measures of behavior using regression models. Overall HRQoL scores are lower than those for normative samples. We find that both externalizing and internalizing behaviors (measured with the Child Behavior Checklist) are correlated with HRQoL as are several of the subscales of the aberrant behavior checklist. These results suggest that some potentially modifiable aspects of ASD, in particular ASD-related and aberrant behaviors, are associated with HRQoL. These associations are suggestive of the potential for improvements in behaviors in some domains having the potential to improve HRQoL. Future studies should determine whether improvements in behaviors are associated with improvements in HRQoL. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Effects of eye gaze directions of facial images on looking behaviour and autonomic responses in adolescents with autism spectrum disorders / A. LOUWERSE in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1043-1053 Titre : Effects of eye gaze directions of facial images on looking behaviour and autonomic responses in adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : A. LOUWERSE, Auteur ; J. N. VAN DER GEEST, Auteur ; J. H. M. TULEN, Auteur ; J. VAN DER ENDE, Auteur ; A. R. VAN GOOL, Auteur ; F. C. VERHULST, Auteur ; Kirstin GREAVES-LORD, Auteur Article en page(s) : p.1043-1053 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Eyes  Gaze direction  Eye-tracking  Heart rate  Skin conductance response Index. décimale : PER Périodiques Résumé : Abstract It has been suggested that atypical eye contact of individuals with autism spectrum disorders (ASDs) arises from an unusually high level of autonomic activity elicited by another person's gaze. The present study investigated visual fixation duration and autonomic reactivity (heart rate, skin conductance response) simultaneously, while adolescents looked towards photographs of neutral faces, with either direct eye gaze, averted eye gaze or closed eyes. Both cognitively able adolescents with ASD (n = 31, mean age = 16 years, mean IQ = 104) and typically developing (TD) adolescents (n = 34, mean age = 16 years, mean IQ = 108) looked significantly longer towards the eye region of faces with direct eye gaze compared with faces with averted eye gaze or closed eyes. The adolescents with ASD did not show higher levels of autonomic activity than TD adolescents while they were instructed to look at the eye region. This suggests that looking at the eye region of static faces does not particularly trigger high autonomic arousal in adolescents with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Effects of eye gaze directions of facial images on looking behaviour and autonomic responses in adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / A. LOUWERSE, Auteur ; J. N. VAN DER GEEST, Auteur ; J. H. M. TULEN, Auteur ; J. VAN DER ENDE, Auteur ; A. R. VAN GOOL, Auteur ; F. C. VERHULST, Auteur ; Kirstin GREAVES-LORD, Auteur . - p.1043-1053. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1043-1053 Mots-clés : Autism spectrum disorders  Eyes  Gaze direction  Eye-tracking  Heart rate  Skin conductance response Index. décimale : PER Périodiques Résumé : Abstract It has been suggested that atypical eye contact of individuals with autism spectrum disorders (ASDs) arises from an unusually high level of autonomic activity elicited by another person's gaze. The present study investigated visual fixation duration and autonomic reactivity (heart rate, skin conductance response) simultaneously, while adolescents looked towards photographs of neutral faces, with either direct eye gaze, averted eye gaze or closed eyes. Both cognitively able adolescents with ASD (n = 31, mean age = 16 years, mean IQ = 104) and typically developing (TD) adolescents (n = 34, mean age = 16 years, mean IQ = 108) looked significantly longer towards the eye region of faces with direct eye gaze compared with faces with averted eye gaze or closed eyes. The adolescents with ASD did not show higher levels of autonomic activity than TD adolescents while they were instructed to look at the eye region. This suggests that looking at the eye region of static faces does not particularly trigger high autonomic arousal in adolescents with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Improvement in social dysfunction of children with autism spectrum disorder following long term Kata techniques training / Ahmadreza MOVAHEDI in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1054-1061 Titre : Improvement in social dysfunction of children with autism spectrum disorder following long term Kata techniques training Type de document : Texte imprimé et/ou numérique Auteurs : Ahmadreza MOVAHEDI, Auteur ; Fatimah BAHRAMI, Auteur ; Sayed Mohammad MARANDI, Auteur ; Ahmad ABEDI, Auteur Article en page(s) : p.1054-1061 Langues : Anglais (eng) Mots-clés : Social interaction  Autism  Karate  Exercise Index. décimale : PER Périodiques Résumé : Abstract The purpose of the present study was to investigate the effects of long term Kata techniques training on social interaction of children with autism spectrum disorders (ASD). We assigned 30 school aged children with ASD to an exercise (n = 15) or a no-exercise group (n = 15). We required participants of the exercise group to exercise Kata techniques for 14 weeks, while participants of the control group received no exercise. We evaluated the social interaction of the participants at baseline, post-intervention (week 14), and at one month follow up. Results revealed that Kata techniques training significantly improved social dysfunction in the exercise group. Interestingly, at one month follow up improvement in social deficiency in the exercise group remained unchanged compared to post-intervention time. The social deficiency of participants of the control group was not changed across the experimental period. We concluded that teaching martial arts techniques to children with ASD leads to significant improvement in their social interaction. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Improvement in social dysfunction of children with autism spectrum disorder following long term Kata techniques training [Texte imprimé et/ou numérique] / Ahmadreza MOVAHEDI, Auteur ; Fatimah BAHRAMI, Auteur ; Sayed Mohammad MARANDI, Auteur ; Ahmad ABEDI, Auteur . - p.1054-1061. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1054-1061 Mots-clés : Social interaction  Autism  Karate  Exercise Index. décimale : PER Périodiques Résumé : Abstract The purpose of the present study was to investigate the effects of long term Kata techniques training on social interaction of children with autism spectrum disorders (ASD). We assigned 30 school aged children with ASD to an exercise (n = 15) or a no-exercise group (n = 15). We required participants of the exercise group to exercise Kata techniques for 14 weeks, while participants of the control group received no exercise. We evaluated the social interaction of the participants at baseline, post-intervention (week 14), and at one month follow up. Results revealed that Kata techniques training significantly improved social dysfunction in the exercise group. Interestingly, at one month follow up improvement in social deficiency in the exercise group remained unchanged compared to post-intervention time. The social deficiency of participants of the control group was not changed across the experimental period. We concluded that teaching martial arts techniques to children with ASD leads to significant improvement in their social interaction. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Episodic memory and self-awareness in Asperger Syndrome: Analysis of memory narratives / Valérie CHAPUT in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1062-1067 Titre : Episodic memory and self-awareness in Asperger Syndrome: Analysis of memory narratives Type de document : Texte imprimé et/ou numérique Auteurs : Valérie CHAPUT, Auteur ; Frédérique AMSELLEM, Auteur ; Isabel URDAPILLETA, Auteur ; Pauline CHASTE, Auteur ; Marion LEBOYER, Auteur ; Richard DELORME, Auteur ; Véronique GOUSSE, Auteur Article en page(s) : p.1062-1067 Langues : Anglais (eng) Mots-clés : Episodic memory  Asperger Syndrome  Self-awareness  Autonoetic consciousness  Theory of mind Index. décimale : PER Périodiques Résumé : Abstract Previous findings from researchers on individuals with Asperger Syndrome (AS) suggest peculiarities of autobiographical memory (AM). They have shown a personal episodic memory deficit in the absence of a personal semantic memory impairment. The primary aim of this study was to explore AM in individuals with AS, and more specifically to investigate the link between episodic memory, self-awareness, and autonoetic consciousness through language analysis. We asked fifteen adults with AS and fifteen age- and IQ-matched controls to recall autobiographical memories from three life periods. Recorded interviews were processed using Alceste software. We found that participants with AS recalled fewer and less-detailed episodic memories than did controls. A content analysis revealed that family-related vocabulary as well as possessive pronouns was significantly less frequent in AS interviews than in those of controls. In conclusion, our results support the hypothesis that a deficiency of episodic memory may be due to poor awareness of the self in social relationships. Reduced use of possessive pronouns may also indicate less self-investment in life experiences, which would in turn impact recall. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Episodic memory and self-awareness in Asperger Syndrome: Analysis of memory narratives [Texte imprimé et/ou numérique] / Valérie CHAPUT, Auteur ; Frédérique AMSELLEM, Auteur ; Isabel URDAPILLETA, Auteur ; Pauline CHASTE, Auteur ; Marion LEBOYER, Auteur ; Richard DELORME, Auteur ; Véronique GOUSSE, Auteur . - p.1062-1067. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1062-1067 Mots-clés : Episodic memory  Asperger Syndrome  Self-awareness  Autonoetic consciousness  Theory of mind Index. décimale : PER Périodiques Résumé : Abstract Previous findings from researchers on individuals with Asperger Syndrome (AS) suggest peculiarities of autobiographical memory (AM). They have shown a personal episodic memory deficit in the absence of a personal semantic memory impairment. The primary aim of this study was to explore AM in individuals with AS, and more specifically to investigate the link between episodic memory, self-awareness, and autonoetic consciousness through language analysis. We asked fifteen adults with AS and fifteen age- and IQ-matched controls to recall autobiographical memories from three life periods. Recorded interviews were processed using Alceste software. We found that participants with AS recalled fewer and less-detailed episodic memories than did controls. A content analysis revealed that family-related vocabulary as well as possessive pronouns was significantly less frequent in AS interviews than in those of controls. In conclusion, our results support the hypothesis that a deficiency of episodic memory may be due to poor awareness of the self in social relationships. Reduced use of possessive pronouns may also indicate less self-investment in life experiences, which would in turn impact recall. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Exploration of the correlation between autism spectrum disorder symptomology and tantrum behaviors / Matthew J. KONST in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1068-1074 Titre : Exploration of the correlation between autism spectrum disorder symptomology and tantrum behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. KONST, Auteur ; Johnny L. MATSON, Auteur ; Nicole TURYGIN, Auteur Article en page(s) : p.1068-1074 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Tantrum behavior  Autism Spectrum Disorders – Comorbidity for Children (ASD-CC)  Comorbidity Index. décimale : PER Périodiques Résumé : Abstract The purpose of the current study was to investigate the relationship between the presence of Autism Spectrum Disorder (ASD) symptoms and tantrum behaviors in 598 children ranging in age from two to sixteen years old who meet cutoffs for ASD. Diagnostic categories created in the current study were provided by the Autism Spectrum Disorder – Diagnostic Child Version (ASD-DC). Initial analysis replicated previous research revealing significant differences in the expression of tantrum behavior between the ASD, Atypical, and Normal groups. Pearson Bivariate correlations were then computed for each individual's ASD symptom score and their total score on the Tantrum behavior subscale. Follow-up correlations found significant positive correlations between individual's in the Atypical, Normal, and ASD categories and their scores for the Tantrum behavior subscale of the Autism Spectrum Disorders – Comorbidity for Children (ASD-CC). Post hoc analyses revealed that the correlation between ASD symptomology and tantrum behaviors in the Normal group was significantly different when compared to children in the ASD group. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Exploration of the correlation between autism spectrum disorder symptomology and tantrum behaviors [Texte imprimé et/ou numérique] / Matthew J. KONST, Auteur ; Johnny L. MATSON, Auteur ; Nicole TURYGIN, Auteur . - p.1068-1074. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1068-1074 Mots-clés : Autism spectrum disorders  Tantrum behavior  Autism Spectrum Disorders – Comorbidity for Children (ASD-CC)  Comorbidity Index. décimale : PER Périodiques Résumé : Abstract The purpose of the current study was to investigate the relationship between the presence of Autism Spectrum Disorder (ASD) symptoms and tantrum behaviors in 598 children ranging in age from two to sixteen years old who meet cutoffs for ASD. Diagnostic categories created in the current study were provided by the Autism Spectrum Disorder – Diagnostic Child Version (ASD-DC). Initial analysis replicated previous research revealing significant differences in the expression of tantrum behavior between the ASD, Atypical, and Normal groups. Pearson Bivariate correlations were then computed for each individual's ASD symptom score and their total score on the Tantrum behavior subscale. Follow-up correlations found significant positive correlations between individual's in the Atypical, Normal, and ASD categories and their scores for the Tantrum behavior subscale of the Autism Spectrum Disorders – Comorbidity for Children (ASD-CC). Post hoc analyses revealed that the correlation between ASD symptomology and tantrum behaviors in the Normal group was significantly different when compared to children in the ASD group. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Teaching social studies content to students with autism using a graphic organizer intervention / Tracie-Lynn ZAKAS in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1075-1086 Titre : Teaching social studies content to students with autism using a graphic organizer intervention Type de document : Texte imprimé et/ou numérique Auteurs : Tracie-Lynn ZAKAS, Auteur ; Diane M. BROWDER, Auteur ; Lynn AHLGRIM-DELZELL, Auteur ; Tina HEAFNER, Auteur Article en page(s) : p.1075-1086 Langues : Anglais (eng) Mots-clés : Autism  Social studies  History  Graphic organizer  Adapted text  Single-case design Index. décimale : PER Périodiques Résumé : Abstract The National Council for the Social Studies (NCSS) emphasizes the teaching of social studies to provide students with information, critical thinking skills, and experiences to allow them to grow into responsible and effective citizens. There have been few studies focused on social studies instruction for students with autism spectrum disorders or other developmental disabilities. One of the barriers to teaching social studies to students without and with disabilities is students’ ability to read and understand written expository text. This current study investigated the use of a modified graphic organizer to promote improved expository text comprehension for middle school students with autism. Three students were instructed to use a modified graphic organizer intervention to answer nine items from United States history passages. Results indicated that each of the three students increased their ability to independently respond to the nine comprehension items. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Teaching social studies content to students with autism using a graphic organizer intervention [Texte imprimé et/ou numérique] / Tracie-Lynn ZAKAS, Auteur ; Diane M. BROWDER, Auteur ; Lynn AHLGRIM-DELZELL, Auteur ; Tina HEAFNER, Auteur . - p.1075-1086. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1075-1086 Mots-clés : Autism  Social studies  History  Graphic organizer  Adapted text  Single-case design Index. décimale : PER Périodiques Résumé : Abstract The National Council for the Social Studies (NCSS) emphasizes the teaching of social studies to provide students with information, critical thinking skills, and experiences to allow them to grow into responsible and effective citizens. There have been few studies focused on social studies instruction for students with autism spectrum disorders or other developmental disabilities. One of the barriers to teaching social studies to students without and with disabilities is students’ ability to read and understand written expository text. This current study investigated the use of a modified graphic organizer to promote improved expository text comprehension for middle school students with autism. Three students were instructed to use a modified graphic organizer intervention to answer nine items from United States history passages. Results indicated that each of the three students increased their ability to independently respond to the nine comprehension items. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Patterns of gaze behavior during an eye-tracking measure of joint attention in typically developing children and children with autism spectrum disorder / Meghan R. SWANSON in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1087-1096 Titre : Patterns of gaze behavior during an eye-tracking measure of joint attention in typically developing children and children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Meghan R. SWANSON, Auteur ; Michael SILLER, Auteur Article en page(s) : p.1087-1096 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Response to joint attention  Gaze following  Eye-tracking  Endophenotype Index. décimale : PER Périodiques Résumé : Abstract This study evaluated whether diagnostic classifications or features of ASD were associated with individual differences in children's gaze pattern during an eye-tracking measure of joint attention. The sample included 21 children with ASD (mean age, 7.3 ± 1.5 years) and 24 typically developing children (mean age, 6.8 ± 1.6 years), matched on receptive language abilities. Results revealed no significant group differences on global measures of gaze allocation (total gaze time allocation). However, significant group differences emerged using a measure evaluating a microstructure of children's gaze (duration of first fixation). In addition, individual differences in children's gaze pattern were reliably predicted by parent report measures of children's social abilities. The majority of children in this sample (including all typically developing children and those children with ASD who scored lowest on the SRS Social Awareness subscale) showed significant modulation in eye-gaze between the two experimental conditions. In contrast, children with ASD who also scored the highest on the SRS Social Awareness subscale consistently failed to modulate their eye gaze in accordance with the experimental condition. This failure to flexibly modulate gaze in the context of a joint attention eye-tracking paradigm may reveal children's limited awareness of social cues that may further limit social learning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Patterns of gaze behavior during an eye-tracking measure of joint attention in typically developing children and children with autism spectrum disorder [Texte imprimé et/ou numérique] / Meghan R. SWANSON, Auteur ; Michael SILLER, Auteur . - p.1087-1096. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1087-1096 Mots-clés : Autism spectrum disorder  Response to joint attention  Gaze following  Eye-tracking  Endophenotype Index. décimale : PER Périodiques Résumé : Abstract This study evaluated whether diagnostic classifications or features of ASD were associated with individual differences in children's gaze pattern during an eye-tracking measure of joint attention. The sample included 21 children with ASD (mean age, 7.3 ± 1.5 years) and 24 typically developing children (mean age, 6.8 ± 1.6 years), matched on receptive language abilities. Results revealed no significant group differences on global measures of gaze allocation (total gaze time allocation). However, significant group differences emerged using a measure evaluating a microstructure of children's gaze (duration of first fixation). In addition, individual differences in children's gaze pattern were reliably predicted by parent report measures of children's social abilities. The majority of children in this sample (including all typically developing children and those children with ASD who scored lowest on the SRS Social Awareness subscale) showed significant modulation in eye-gaze between the two experimental conditions. In contrast, children with ASD who also scored the highest on the SRS Social Awareness subscale consistently failed to modulate their eye gaze in accordance with the experimental condition. This failure to flexibly modulate gaze in the context of a joint attention eye-tracking paradigm may reveal children's limited awareness of social cues that may further limit social learning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Validation of the Lebanese Childhood Autism Rating Scale-Second Edition-Standard Version / Leyla AKOURY-DIRANI in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1097-1103 Titre : Validation of the Lebanese Childhood Autism Rating Scale-Second Edition-Standard Version Type de document : Texte imprimé et/ou numérique Auteurs : Leyla AKOURY-DIRANI, Auteur ; Maysam ALAMEDDINE, Auteur ; Mariana SALAMOUN, Auteur Article en page(s) : p.1097-1103 Langues : Anglais (eng) Mots-clés : CARS2 Standard Version  Validation  Autism  Intellectual disability Index. décimale : PER Périodiques Résumé : Abstract The purpose of this study is to validate the Childhood Autism Rating Scale-Second Edition-Standard Version (CARS2-ST) to the Lebanese population. The participants consisted of 109 children among which 90 had autism spectrum disorder (ASD) and 19 had intellectual disability (ID). Forward and backward translation was ensured before administration. The Wechsler Nonverbal Scale of Ability (WNV) was used to estimate the level of intellectual functioning. The Lebanese CARS2-ST was found to have a good reliability as measured by internal consistency (.95), inter-rater reliability (.99), and test–retest reliability (.89). It classified individuals as having ASD versus ID based on a cutoff score of 26 or higher for children younger than 13 years old and a cutoff score of 28.5 or higher for adolescents (?13 years). A similar level of psychometric properties was found with the original CARS2-ST. Therefore, the Lebanese CARS2-ST is a useful tool for assessing for ASD among the Lebanese population. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Validation of the Lebanese Childhood Autism Rating Scale-Second Edition-Standard Version [Texte imprimé et/ou numérique] / Leyla AKOURY-DIRANI, Auteur ; Maysam ALAMEDDINE, Auteur ; Mariana SALAMOUN, Auteur . - p.1097-1103. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1097-1103 Mots-clés : CARS2 Standard Version  Validation  Autism  Intellectual disability Index. décimale : PER Périodiques Résumé : Abstract The purpose of this study is to validate the Childhood Autism Rating Scale-Second Edition-Standard Version (CARS2-ST) to the Lebanese population. The participants consisted of 109 children among which 90 had autism spectrum disorder (ASD) and 19 had intellectual disability (ID). Forward and backward translation was ensured before administration. The Wechsler Nonverbal Scale of Ability (WNV) was used to estimate the level of intellectual functioning. The Lebanese CARS2-ST was found to have a good reliability as measured by internal consistency (.95), inter-rater reliability (.99), and test–retest reliability (.89). It classified individuals as having ASD versus ID based on a cutoff score of 26 or higher for children younger than 13 years old and a cutoff score of 28.5 or higher for adolescents (?13 years). A similar level of psychometric properties was found with the original CARS2-ST. Therefore, the Lebanese CARS2-ST is a useful tool for assessing for ASD among the Lebanese population. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Comparing social skill profiles of children with autism spectrum disorders versus children with attention deficit hyperactivity disorder: Where the deficits lie / Paige E. CERVANTES in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1104-1110 Titre : Comparing social skill profiles of children with autism spectrum disorders versus children with attention deficit hyperactivity disorder: Where the deficits lie Type de document : Texte imprimé et/ou numérique Auteurs : Paige E. CERVANTES, Auteur ; Johnny L. MATSON, Auteur ; Hilary L. ADAMS, Auteur ; Lindsey W. WILLIAMS, Auteur ; Rachel L. GOLDIN, Auteur ; Jina JANG, Auteur Article en page(s) : p.1104-1110 Langues : Anglais (eng) Mots-clés : ASD  ADHD  Social skills  MESSY-II Index. décimale : PER Périodiques Résumé : Abstract Marked socialization impairment is evident in both individuals with autism spectrum disorders (ASD) and individuals with attention deficit/hyperactivity disorder (ADHD). The current study utilizes the Matson Evaluation of Social Skills for Youngsters-II (MESSY-II) to explore similarities and discrepancies in the social skill profiles of children with ASD and children with ADHD ages 6–9 years old and 10–16 years old. Children with ASD and children with ADHD were both found to be significantly deficient in social skills compared to atypically developing peers without an Axis I or Axis II diagnosis; however, specific skill deficits vary between the groups. In particular, children with ASD exhibited a lack of adaptive social skills whereas children with ADHD demonstrated social skill knowledge but an increased level of maladaptive social behavior. The trends of socialization impairment over time were also found to differ in children with ASD versus children with ADHD. While children with ASD remained at similar levels of adaptive social skill impairment over age groups, children with ADHD were found to become more socially impaired in more areas over time. The distinct patterns and trends of social skill deficit found in children with ASD and children with ADHD can inform treatments targeted toward the specific deficits observed within each disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Comparing social skill profiles of children with autism spectrum disorders versus children with attention deficit hyperactivity disorder: Where the deficits lie [Texte imprimé et/ou numérique] / Paige E. CERVANTES, Auteur ; Johnny L. MATSON, Auteur ; Hilary L. ADAMS, Auteur ; Lindsey W. WILLIAMS, Auteur ; Rachel L. GOLDIN, Auteur ; Jina JANG, Auteur . - p.1104-1110. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1104-1110 Mots-clés : ASD  ADHD  Social skills  MESSY-II Index. décimale : PER Périodiques Résumé : Abstract Marked socialization impairment is evident in both individuals with autism spectrum disorders (ASD) and individuals with attention deficit/hyperactivity disorder (ADHD). The current study utilizes the Matson Evaluation of Social Skills for Youngsters-II (MESSY-II) to explore similarities and discrepancies in the social skill profiles of children with ASD and children with ADHD ages 6–9 years old and 10–16 years old. Children with ASD and children with ADHD were both found to be significantly deficient in social skills compared to atypically developing peers without an Axis I or Axis II diagnosis; however, specific skill deficits vary between the groups. In particular, children with ASD exhibited a lack of adaptive social skills whereas children with ADHD demonstrated social skill knowledge but an increased level of maladaptive social behavior. The trends of socialization impairment over time were also found to differ in children with ASD versus children with ADHD. While children with ASD remained at similar levels of adaptive social skill impairment over age groups, children with ADHD were found to become more socially impaired in more areas over time. The distinct patterns and trends of social skill deficit found in children with ASD and children with ADHD can inform treatments targeted toward the specific deficits observed within each disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism / Kamran KHOWAJA in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1111-1121 Titre : A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Kamran KHOWAJA, Auteur ; Siti Salwah SALIM, Auteur Article en page(s) : p.1111-1121 Langues : Anglais (eng) Mots-clés : Systematic review  Autism  Computer-based intervention  Reading comprehension  Vocabulary Index. décimale : PER Périodiques Résumé : Abstract This paper presents a systematic review of relevant published studies on reading comprehension for children with autism, focusing on vocabulary instruction and text comprehension instruction from years 2000 to 2011. This systematic review attempts to address three specific research questions: strategies of vocabulary instruction and text comprehension instruction used, computer-based intervention (CBI) used or developed during study, and the effectiveness of using CBI for teaching children with autism. There are five strategies of vocabulary instruction and seven strategies of text comprehension instruction. Results indicate that two strategies of vocabulary instruction, multimedia methods and explicit instruction were found to be more commonly used than the other three. On the same note, question answering strategy of text comprehension instruction was discovered to be used more often than the other six. Results also indicate that children with autism can benefit from the strategies of reading comprehension and that the use of CBI as a mode of instruction for reading comprehension improved learning of children. This is clearly evident judging from the performance of children between pre-tests and post-tests of studies in which CBI was used. However, due to heterogeneity of participants, this is not always the case; a few studies reported no improvement in the learning of children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism [Texte imprimé et/ou numérique] / Kamran KHOWAJA, Auteur ; Siti Salwah SALIM, Auteur . - p.1111-1121. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1111-1121 Mots-clés : Systematic review  Autism  Computer-based intervention  Reading comprehension  Vocabulary Index. décimale : PER Périodiques Résumé : Abstract This paper presents a systematic review of relevant published studies on reading comprehension for children with autism, focusing on vocabulary instruction and text comprehension instruction from years 2000 to 2011. This systematic review attempts to address three specific research questions: strategies of vocabulary instruction and text comprehension instruction used, computer-based intervention (CBI) used or developed during study, and the effectiveness of using CBI for teaching children with autism. There are five strategies of vocabulary instruction and seven strategies of text comprehension instruction. Results indicate that two strategies of vocabulary instruction, multimedia methods and explicit instruction were found to be more commonly used than the other three. On the same note, question answering strategy of text comprehension instruction was discovered to be used more often than the other six. Results also indicate that children with autism can benefit from the strategies of reading comprehension and that the use of CBI as a mode of instruction for reading comprehension improved learning of children. This is clearly evident judging from the performance of children between pre-tests and post-tests of studies in which CBI was used. However, due to heterogeneity of participants, this is not always the case; a few studies reported no improvement in the learning of children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Are special abilities in autism spectrum disorder associated with a distinct clinical presentation? / Esther BEN-ITZCHAK in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1122-1128 Titre : Are special abilities in autism spectrum disorder associated with a distinct clinical presentation? Type de document : Texte imprimé et/ou numérique Auteurs : Esther BEN-ITZCHAK, Auteur ; Binet AVIVA, Auteur ; Ditza A. ZACHOR, Auteur Article en page(s) : p.1122-1128 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Special abilities  Autism severity symptoms  Adaptive skills  Head circumference percentile Index. décimale : PER Périodiques Résumé : Abstract Special abilities may be common in autism spectrum disorders (ASD). The aim of this study was to investigate the clinical presentation of ASD with special abilities. Special abilities were defined based on the Autism Diagnostic Interview-Revised (ADI-R). Based on a sample of 398 children, ages 2–7 years old with ASD, 112 with special skills were compared to an age- and gender-matched group without special abilities (n = 79). The examined measures included autism symptoms severity, adaptive behaviors and head circumference percentile. Children with ASD and special abilities seemed to exhibit significantly less impaired ASD symptoms in the social, communication and stereotyped behaviors and significantly better adaptive skills than individuals with ASD without special skills. Children with ASD and special abilities had a larger head circumference percentile than children without special abilities. Special abilities occurred in 28% of the study participants. Memory skills were the most frequently reported special ability, followed by musical, visuospatial and reading skills. The authors conclude that individuals with ASD and special abilities might represent a distinct ASD subgroup with milder clinical ASD presentation. Larger head circumference in ASD was previously associated with enhanced “local” connectivity which provides detailed information processing and therefore might be related to the appearance of special abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Are special abilities in autism spectrum disorder associated with a distinct clinical presentation? [Texte imprimé et/ou numérique] / Esther BEN-ITZCHAK, Auteur ; Binet AVIVA, Auteur ; Ditza A. ZACHOR, Auteur . - p.1122-1128. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1122-1128 Mots-clés : Autism spectrum disorders  Special abilities  Autism severity symptoms  Adaptive skills  Head circumference percentile Index. décimale : PER Périodiques Résumé : Abstract Special abilities may be common in autism spectrum disorders (ASD). The aim of this study was to investigate the clinical presentation of ASD with special abilities. Special abilities were defined based on the Autism Diagnostic Interview-Revised (ADI-R). Based on a sample of 398 children, ages 2–7 years old with ASD, 112 with special skills were compared to an age- and gender-matched group without special abilities (n = 79). The examined measures included autism symptoms severity, adaptive behaviors and head circumference percentile. Children with ASD and special abilities seemed to exhibit significantly less impaired ASD symptoms in the social, communication and stereotyped behaviors and significantly better adaptive skills than individuals with ASD without special skills. Children with ASD and special abilities had a larger head circumference percentile than children without special abilities. Special abilities occurred in 28% of the study participants. Memory skills were the most frequently reported special ability, followed by musical, visuospatial and reading skills. The authors conclude that individuals with ASD and special abilities might represent a distinct ASD subgroup with milder clinical ASD presentation. Larger head circumference in ASD was previously associated with enhanced “local” connectivity which provides detailed information processing and therefore might be related to the appearance of special abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Family influences on social and play outcomes among children with ASD during middle childhood / Paul R. BENSON in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1129-1141 Titre : Family influences on social and play outcomes among children with ASD during middle childhood Type de document : Texte imprimé et/ou numérique Auteurs : Paul R. BENSON, Auteur Article en page(s) : p.1129-1141 Langues : Anglais (eng) Mots-clés : Autism  Social functioning  Peer play  Family  Mothers Index. décimale : PER Périodiques Résumé : Abstract Using data drawn from a longitudinal study of families of children with autism spectrum disorders (ASD), I examined the concurrent and prospective impact of two family factors, marital quality and maternal expressed emotion (EE) on five indicators of parent-reported child social functioning (number of peers in the child's play network, child participation in unstructured group play, and the extent to which group play was characterized by play interaction, disruption, and disconnection). Controlling for child autism symptom severity, regression analyses indicated martial quality and maternal EE to be significant cross-sectional predictors of number of playmates and group play participation. In addition, marital quality was found to mediate the relationship between symptom severity and both play outcomes. Despite these significant cross-sectional effects, initial analyses revealed no significant longitudinal family effects on play outcomes. Subsequent analyses focusing specifically on the prediction of substantial change in child social functioning over time, however, did find increased play disconnection to be significantly linked to heightened levels of maternal EE, suggesting that familial influences may play a role in hindering improvement in some aspects of social functioning among mid-aged children with ASD. Study implications and limitations are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Family influences on social and play outcomes among children with ASD during middle childhood [Texte imprimé et/ou numérique] / Paul R. BENSON, Auteur . - p.1129-1141. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1129-1141 Mots-clés : Autism  Social functioning  Peer play  Family  Mothers Index. décimale : PER Périodiques Résumé : Abstract Using data drawn from a longitudinal study of families of children with autism spectrum disorders (ASD), I examined the concurrent and prospective impact of two family factors, marital quality and maternal expressed emotion (EE) on five indicators of parent-reported child social functioning (number of peers in the child's play network, child participation in unstructured group play, and the extent to which group play was characterized by play interaction, disruption, and disconnection). Controlling for child autism symptom severity, regression analyses indicated martial quality and maternal EE to be significant cross-sectional predictors of number of playmates and group play participation. In addition, marital quality was found to mediate the relationship between symptom severity and both play outcomes. Despite these significant cross-sectional effects, initial analyses revealed no significant longitudinal family effects on play outcomes. Subsequent analyses focusing specifically on the prediction of substantial change in child social functioning over time, however, did find increased play disconnection to be significantly linked to heightened levels of maternal EE, suggesting that familial influences may play a role in hindering improvement in some aspects of social functioning among mid-aged children with ASD. Study implications and limitations are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

The relative importance of age and IQ as predictors of outcomes in Intensive Behavioral Intervention / Adrienne PERRY in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1142-1150 Titre : The relative importance of age and IQ as predictors of outcomes in Intensive Behavioral Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Adrienne PERRY, Auteur ; Ksusha BLACKLOCK, Auteur ; Jennifer DUNN GEIER, Auteur Article en page(s) : p.1142-1150 Langues : Anglais (eng) Mots-clés : Intensive Behavioral Intervention  Predictors of outcome  Cognitive  IQ  Adaptive behavior  Age effects Index. décimale : PER Périodiques Résumé : Abstract Outcomes of Intensive Behavioral Intervention are known to be highly variable. We report on two studies examining the role of age at entry to treatment and initial IQ in relationship to cognitive and adaptive outcomes in the Ontario province-wide program. Study 1 included 207 children aged 2–14 at entry. Age was modestly negatively correlated with several outcome variables; IQ was strongly predictive of most cognitive and adaptive outcomes. Age accounted for additional variance, beyond that accounted for by IQ, for cognitive outcomes, especially change in IQ. Children who made very large gains were all under age 6 at entry. Children who were over 8 years of age and/or had very low IQ showed uniformly poor outcomes. Study 2 was a comparison of IQ-matched younger (2–5 years) versus older (6–13 years) children (n = 60 each). The two groups of children, who were on the same initial trajectory, showed different outcomes. Only the younger group showed substantial cognitive gains. Results strongly argue for the importance of early intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] The relative importance of age and IQ as predictors of outcomes in Intensive Behavioral Intervention [Texte imprimé et/ou numérique] / Adrienne PERRY, Auteur ; Ksusha BLACKLOCK, Auteur ; Jennifer DUNN GEIER, Auteur . - p.1142-1150. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1142-1150 Mots-clés : Intensive Behavioral Intervention  Predictors of outcome  Cognitive  IQ  Adaptive behavior  Age effects Index. décimale : PER Périodiques Résumé : Abstract Outcomes of Intensive Behavioral Intervention are known to be highly variable. We report on two studies examining the role of age at entry to treatment and initial IQ in relationship to cognitive and adaptive outcomes in the Ontario province-wide program. Study 1 included 207 children aged 2–14 at entry. Age was modestly negatively correlated with several outcome variables; IQ was strongly predictive of most cognitive and adaptive outcomes. Age accounted for additional variance, beyond that accounted for by IQ, for cognitive outcomes, especially change in IQ. Children who made very large gains were all under age 6 at entry. Children who were over 8 years of age and/or had very low IQ showed uniformly poor outcomes. Study 2 was a comparison of IQ-matched younger (2–5 years) versus older (6–13 years) children (n = 60 each). The two groups of children, who were on the same initial trajectory, showed different outcomes. Only the younger group showed substantial cognitive gains. Results strongly argue for the importance of early intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET) / Lisa A. RUBLE in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1151-1159 Titre : Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET) Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; Michael D. TOLAND, Auteur ; Jessica L. BIRDWHISTELL, Auteur ; John H. MCGREW, Auteur ; Ellen L. USHER, Auteur Article en page(s) : p.1151-1159 Langues : Anglais (eng) Mots-clés : Teacher self-efficacy  Autism spectrum disorders  Special education  Reliability  Teacher stress  Teacher burnout Index. décimale : PER Périodiques Résumé : Abstract The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers’ responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET) [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; Michael D. TOLAND, Auteur ; Jessica L. BIRDWHISTELL, Auteur ; John H. MCGREW, Auteur ; Ellen L. USHER, Auteur . - p.1151-1159. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1151-1159 Mots-clés : Teacher self-efficacy  Autism spectrum disorders  Special education  Reliability  Teacher stress  Teacher burnout Index. décimale : PER Périodiques Résumé : Abstract The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers’ responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

The Spanish adaptation of the Gilliam Autism Rating Scale-2: Translation and psychometric analysis / Linda Sue JACKSON in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1160-1167 Titre : The Spanish adaptation of the Gilliam Autism Rating Scale-2: Translation and psychometric analysis Type de document : Texte imprimé et/ou numérique Auteurs : Linda Sue JACKSON, Auteur ; Steven G. LITTLE, Auteur ; Angeleque AKIN-LITTLE, Auteur Article en page(s) : p.1160-1167 Langues : Anglais (eng) Mots-clés : Gilliam Autism Rating Scale  Autism  Spanish  Assessment Index. décimale : PER Périodiques Résumé : Abstract Autism is an increasingly prevalent developmental neurological condition that manifests in pervasive impairments in social interaction, communication, and stereotypic behavior and interests. Early identification leads to positive long-term outcomes. At present, all standardized rating instruments are written in English; therefore, the purpose of the present study was to adapt the Gilliam Autism Rating Scale-2 from English into Spanish using the state-of-the-art procedures described in the literature. The English instrument was translated into Spanish, back-translated into English, and then revised using an iterative process. The adapted instrument's psychometric qualities were substantiated. An alpha coefficient of .96 verified the adapted instrument's internal consistency. Results from test–retest comparisons verified the instrument's time stability. The instrument's discriminative validity was confirmed using analysis of variance; the autism group had significantly higher scores than did the other diagnostic groups. Factor analysis verified the construct validity as the items loaded into three clusters that corresponded to the defining characteristics of autism: social interaction, language, and stereotyped behaviors. This culturally and linguistically appropriate assessment tool could be an important instrument for autistic children with Spanish-speaking parents who would otherwise be disenfranchised in regards to early intervention services. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] The Spanish adaptation of the Gilliam Autism Rating Scale-2: Translation and psychometric analysis [Texte imprimé et/ou numérique] / Linda Sue JACKSON, Auteur ; Steven G. LITTLE, Auteur ; Angeleque AKIN-LITTLE, Auteur . - p.1160-1167. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1160-1167 Mots-clés : Gilliam Autism Rating Scale  Autism  Spanish  Assessment Index. décimale : PER Périodiques Résumé : Abstract Autism is an increasingly prevalent developmental neurological condition that manifests in pervasive impairments in social interaction, communication, and stereotypic behavior and interests. Early identification leads to positive long-term outcomes. At present, all standardized rating instruments are written in English; therefore, the purpose of the present study was to adapt the Gilliam Autism Rating Scale-2 from English into Spanish using the state-of-the-art procedures described in the literature. The English instrument was translated into Spanish, back-translated into English, and then revised using an iterative process. The adapted instrument's psychometric qualities were substantiated. An alpha coefficient of .96 verified the adapted instrument's internal consistency. Results from test–retest comparisons verified the instrument's time stability. The instrument's discriminative validity was confirmed using analysis of variance; the autism group had significantly higher scores than did the other diagnostic groups. Factor analysis verified the construct validity as the items loaded into three clusters that corresponded to the defining characteristics of autism: social interaction, language, and stereotyped behaviors. This culturally and linguistically appropriate assessment tool could be an important instrument for autistic children with Spanish-speaking parents who would otherwise be disenfranchised in regards to early intervention services. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Comparison of community-based verbal behavior and pivotal response treatment programs for young children with autism spectrum disorder / Richard STOCK in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1168-1181 Titre : Comparison of community-based verbal behavior and pivotal response treatment programs for young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Richard STOCK, Auteur ; Pat MIRENDA, Auteur ; Isabel M. SMITH, Auteur Article en page(s) : p.1168-1181 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Early intensive behavioral intervention  Verbal behavior  Pivotal response treatment Index. décimale : PER Périodiques Résumé : Abstract This research compared the outcomes of a community-based group program based on the verbal behavior approach to early intervention (Sautter amp; LeBlanc, 2006; Sundberg amp; Michael, 2001) to the outcomes of a program based on Pivotal Response Treatment (Bryson et al., 2007; Koegel amp; Koegel, 2006). Fourteen preschool children with autism spectrum disorder in each program were matched by baseline chronological age and cognitive score. Assessments were conducted at the initiation of treatment and 12 months later to measure cognitive, receptive and expressive language, and adaptive behavior skills, as well as problem behavior and parenting stress. Results for both groups showed statistically significant changes in cognitive scores, receptive and expressive language age equivalents, and problem behavior scores. Significant results were not found for either adaptive behavior or parenting stress scores. Changes in cognitive and adaptive behavior scores were similar to those reported in published studies of applied behavior analytic programs of similar intensity. Study limitations and recommendations for future research are provided. Although additional research is needed to examine the long-term effectiveness of the programs examined in this study, it appears that both hold promise as effective early intervention approaches that are also relatively cost-effective. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Comparison of community-based verbal behavior and pivotal response treatment programs for young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Richard STOCK, Auteur ; Pat MIRENDA, Auteur ; Isabel M. SMITH, Auteur . - p.1168-1181. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1168-1181 Mots-clés : Autism spectrum disorder  Early intensive behavioral intervention  Verbal behavior  Pivotal response treatment Index. décimale : PER Périodiques Résumé : Abstract This research compared the outcomes of a community-based group program based on the verbal behavior approach to early intervention (Sautter amp; LeBlanc, 2006; Sundberg amp; Michael, 2001) to the outcomes of a program based on Pivotal Response Treatment (Bryson et al., 2007; Koegel amp; Koegel, 2006). Fourteen preschool children with autism spectrum disorder in each program were matched by baseline chronological age and cognitive score. Assessments were conducted at the initiation of treatment and 12 months later to measure cognitive, receptive and expressive language, and adaptive behavior skills, as well as problem behavior and parenting stress. Results for both groups showed statistically significant changes in cognitive scores, receptive and expressive language age equivalents, and problem behavior scores. Significant results were not found for either adaptive behavior or parenting stress scores. Changes in cognitive and adaptive behavior scores were similar to those reported in published studies of applied behavior analytic programs of similar intensity. Study limitations and recommendations for future research are provided. Although additional research is needed to examine the long-term effectiveness of the programs examined in this study, it appears that both hold promise as effective early intervention approaches that are also relatively cost-effective. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211