Dépouillements

Thoughts on the DSM-5 / Luc LECAVALIER in Autism, 17-5 (September 2013)  

Public ISBD [article]  inAutism > 17-5 (September 2013) . - p.507-509 Titre : Thoughts on the DSM-5 Type de document : Texte imprimé et/ou numérique Auteurs : Luc LECAVALIER, Auteur Article en page(s) : p.507-509 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361313500865 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Thoughts on the DSM-5 [Texte imprimé et/ou numérique] / Luc LECAVALIER, Auteur . - p.507-509. Langues : Anglais (eng) in Autism > 17-5 (September 2013) . - p.507-509 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361313500865 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Bamboo shoots after the rain: Development and challenges of autism intervention in China / Helen MCCABE in Autism, 17-5 (September 2013)  

Public ISBD [article]  inAutism > 17-5 (September 2013) . - p.510-526 Titre : Bamboo shoots after the rain: Development and challenges of autism intervention in China Type de document : Texte imprimé et/ou numérique Auteurs : Helen MCCABE, Auteur Article en page(s) : p.510-526 Langues : Anglais (eng) Mots-clés : autism  China  intervention  teacher preparation  teacher training Index. décimale : PER Périodiques Résumé : The purpose of this study was to gain an in-depth understanding of autism intervention in China, including history, progress, and current challenges. This qualitative research study included interviews with experienced professionals and observation at autism intervention organizations. Analysis of this empirical data led to three themes regarding this field. First, the development of the field can be described using the Chinese expression, mozhe shitou guohe (feeling stones to cross the river). Owing to limited exposure to outside information, methods are often created independent of research-based best practices. Second, autism intervention in China has had a strong, and until recently, almost exclusive, focus on young children. Finally, there are continued challenges to providing effective services that relate to the desires of parents and professionals to provide ‘more’; a focus on quantity may be preventing a focus on quality. The article concludes with an analysis of the findings and practical implications that may be used by practitioners or scholars planning to do work in China. En ligne : http://dx.doi.org/10.1177/1362361312436849 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Bamboo shoots after the rain: Development and challenges of autism intervention in China [Texte imprimé et/ou numérique] / Helen MCCABE, Auteur . - p.510-526. Langues : Anglais (eng) in Autism > 17-5 (September 2013) . - p.510-526 Mots-clés : autism  China  intervention  teacher preparation  teacher training Index. décimale : PER Périodiques Résumé : The purpose of this study was to gain an in-depth understanding of autism intervention in China, including history, progress, and current challenges. This qualitative research study included interviews with experienced professionals and observation at autism intervention organizations. Analysis of this empirical data led to three themes regarding this field. First, the development of the field can be described using the Chinese expression, mozhe shitou guohe (feeling stones to cross the river). Owing to limited exposure to outside information, methods are often created independent of research-based best practices. Second, autism intervention in China has had a strong, and until recently, almost exclusive, focus on young children. Finally, there are continued challenges to providing effective services that relate to the desires of parents and professionals to provide ‘more’; a focus on quantity may be preventing a focus on quality. The article concludes with an analysis of the findings and practical implications that may be used by practitioners or scholars planning to do work in China. En ligne : http://dx.doi.org/10.1177/1362361312436849 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

The First Year Inventory: a longitudinal follow-up of 12-month-old to 3-year-old children / Lauren M. TURNER-BROWN in Autism, 17-5 (September 2013)  

Public ISBD [article]  inAutism > 17-5 (September 2013) . - p.527-540 Titre : The First Year Inventory: a longitudinal follow-up of 12-month-old to 3-year-old children Type de document : Texte imprimé et/ou numérique Auteurs : Lauren M. TURNER-BROWN, Auteur ; Grace T. BARANEK, Auteur ; J. Steven REZNICK, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur Article en page(s) : p.527-540 Langues : Anglais (eng) Mots-clés : autism screening  First Year Inventory  sensory–regulatory  social–communication Index. décimale : PER Périodiques Résumé : The First Year Inventory is a parent-report measure designed to identify 12-month-old infants at risk for autism spectrum disorder. First Year Inventory taps behaviors that indicate risk in the developmental domains of sensory–regulatory and social–communication functioning. This longitudinal study is a follow-up of 699 children at 3 years of age from a community sample whose parents completed the First Year Inventory when their children were 12 months old. Parents of all 699 children completed the Social Responsiveness Scale–Preschool version and the Developmental Concerns Questionnaire to determine age 3 developmental outcomes. In addition, children deemed at risk for autism spectrum disorder based on liberal cut points on the First Year Inventory, Social Responsiveness Scale–Preschool, and/or Developmental Concerns Questionnaire were invited for in-person diagnostic evaluations. We found 9 children who had a confirmed diagnosis of autism spectrum disorder from the sample of 699. Receiver operating characteristic analyses determined that a two-domain cutoff score yielded optimal classification of children: 31% of those meeting algorithm cutoffs had autism spectrum disorder and 85% had a developmental disability or concern by age 3. These results suggest that the First Year Inventory is a promising tool for identifying 12-month-old infants who are at risk for an eventual diagnosis of autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361312439633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] The First Year Inventory: a longitudinal follow-up of 12-month-old to 3-year-old children [Texte imprimé et/ou numérique] / Lauren M. TURNER-BROWN, Auteur ; Grace T. BARANEK, Auteur ; J. Steven REZNICK, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur . - p.527-540. Langues : Anglais (eng) in Autism > 17-5 (September 2013) . - p.527-540 Mots-clés : autism screening  First Year Inventory  sensory–regulatory  social–communication Index. décimale : PER Périodiques Résumé : The First Year Inventory is a parent-report measure designed to identify 12-month-old infants at risk for autism spectrum disorder. First Year Inventory taps behaviors that indicate risk in the developmental domains of sensory–regulatory and social–communication functioning. This longitudinal study is a follow-up of 699 children at 3 years of age from a community sample whose parents completed the First Year Inventory when their children were 12 months old. Parents of all 699 children completed the Social Responsiveness Scale–Preschool version and the Developmental Concerns Questionnaire to determine age 3 developmental outcomes. In addition, children deemed at risk for autism spectrum disorder based on liberal cut points on the First Year Inventory, Social Responsiveness Scale–Preschool, and/or Developmental Concerns Questionnaire were invited for in-person diagnostic evaluations. We found 9 children who had a confirmed diagnosis of autism spectrum disorder from the sample of 699. Receiver operating characteristic analyses determined that a two-domain cutoff score yielded optimal classification of children: 31% of those meeting algorithm cutoffs had autism spectrum disorder and 85% had a developmental disability or concern by age 3. These results suggest that the First Year Inventory is a promising tool for identifying 12-month-old infants who are at risk for an eventual diagnosis of autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361312439633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

White matter and development in children with an autism spectrum disorder / Kathleen M. MAK-FAN in Autism, 17-5 (September 2013)  

Public ISBD [article]  inAutism > 17-5 (September 2013) . - p.541-557 Titre : White matter and development in children with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen M. MAK-FAN, Auteur ; Drew MORRIS, Auteur ; Julie VIDAL, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Wendy ROBERTS, Auteur ; Margot J. TAYLOR, Auteur Article en page(s) : p.541-557 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  brain structure  development  white matter  diffusion tensor imaging  diffusivity Index. décimale : PER Périodiques Résumé : Recent research suggests that brain development follows an abnormal trajectory in children with autism spectrum disorders (ASD). The current study examined changes in diffusivity with age within defined white matter tracts in a group of typically developing children and a group of children with an ASD, aged 6 to 14 years. Age by group interactions were observed for frontal, long distant, interhemispheric and posterior tracts, for longitudinal, radial and mean diffusivity, but not for fractional anisotropy. In all cases, these measures of diffusivity decreased with age in the typically developing group, but showed little or no change in the ASD group. This supports the hypothesis of an abnormal developmental trajectory of white matter in this population, which could have profound effects on the development of neural connectivity and contribute to atypical cognitive development in children with ASD. En ligne : http://dx.doi.org/10.1177/1362361312442596 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] White matter and development in children with an autism spectrum disorder [Texte imprimé et/ou numérique] / Kathleen M. MAK-FAN, Auteur ; Drew MORRIS, Auteur ; Julie VIDAL, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Wendy ROBERTS, Auteur ; Margot J. TAYLOR, Auteur . - p.541-557. Langues : Anglais (eng) in Autism > 17-5 (September 2013) . - p.541-557 Mots-clés : autism spectrum disorder  brain structure  development  white matter  diffusion tensor imaging  diffusivity Index. décimale : PER Périodiques Résumé : Recent research suggests that brain development follows an abnormal trajectory in children with autism spectrum disorders (ASD). The current study examined changes in diffusivity with age within defined white matter tracts in a group of typically developing children and a group of children with an ASD, aged 6 to 14 years. Age by group interactions were observed for frontal, long distant, interhemispheric and posterior tracts, for longitudinal, radial and mean diffusivity, but not for fractional anisotropy. In all cases, these measures of diffusivity decreased with age in the typically developing group, but showed little or no change in the ASD group. This supports the hypothesis of an abnormal developmental trajectory of white matter in this population, which could have profound effects on the development of neural connectivity and contribute to atypical cognitive development in children with ASD. En ligne : http://dx.doi.org/10.1177/1362361312442596 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Predicting language and social outcomes at age 5 for later-born siblings of children with autism spectrum disorders / Elizabeth MALESA in Autism, 17-5 (September 2013)  

Public ISBD [article]  inAutism > 17-5 (September 2013) . - p.558-570 Titre : Predicting language and social outcomes at age 5 for later-born siblings of children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth MALESA, Auteur ; Jennifer H. FOSS-FEIG, Auteur ; Paul J. YODER, Auteur ; Zachary WARREN, Auteur ; Tedra WALDEN, Auteur ; Wendy L. STONE, Auteur Article en page(s) : p.558-570 Langues : Anglais (eng) Mots-clés : joint attention  social skills  language  longitudinal  younger siblings of children with ASD Index. décimale : PER Périodiques Résumé : The relation between early joint attention (in which a child coordinates attention between another person and an object or event) and later language and social outcomes was examined in younger siblings of children with autism spectrum disorder (Sibs-ASD) and younger siblings of children with typical development (Sibs-TD). Initial levels of joint attention (at a mean age of 15 months) as well as growth in levels of joint attention (between 15 months and 34 months) were used as potential predictors of outcomes at age 5. The results revealed that initial levels of initiating joint attention (IJA) were associated with language skills at outcome. In addition, growth of responding to joint attention (RJA) was associated with social skills at age 5. These patterns of associations were not significantly different between the Sibs-TD and Sibs-ASD groups. Although the Sibs-ASD group had lower joint attention scores than the Sibs-TD group at younger ages, significant group differences were not found for most measures at age 5. En ligne : http://dx.doi.org/10.1177/1362361312444628 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Predicting language and social outcomes at age 5 for later-born siblings of children with autism spectrum disorders [Texte imprimé et/ou numérique] / Elizabeth MALESA, Auteur ; Jennifer H. FOSS-FEIG, Auteur ; Paul J. YODER, Auteur ; Zachary WARREN, Auteur ; Tedra WALDEN, Auteur ; Wendy L. STONE, Auteur . - p.558-570. Langues : Anglais (eng) in Autism > 17-5 (September 2013) . - p.558-570 Mots-clés : joint attention  social skills  language  longitudinal  younger siblings of children with ASD Index. décimale : PER Périodiques Résumé : The relation between early joint attention (in which a child coordinates attention between another person and an object or event) and later language and social outcomes was examined in younger siblings of children with autism spectrum disorder (Sibs-ASD) and younger siblings of children with typical development (Sibs-TD). Initial levels of joint attention (at a mean age of 15 months) as well as growth in levels of joint attention (between 15 months and 34 months) were used as potential predictors of outcomes at age 5. The results revealed that initial levels of initiating joint attention (IJA) were associated with language skills at outcome. In addition, growth of responding to joint attention (RJA) was associated with social skills at age 5. These patterns of associations were not significantly different between the Sibs-TD and Sibs-ASD groups. Although the Sibs-ASD group had lower joint attention scores than the Sibs-TD group at younger ages, significant group differences were not found for most measures at age 5. En ligne : http://dx.doi.org/10.1177/1362361312444628 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

The distribution of and relationship between autistic traits and social anxiety in a UK student population / Megan FREETH in Autism, 17-5 (September 2013)  

Public ISBD [article]  inAutism > 17-5 (September 2013) . - p.571-581 Titre : The distribution of and relationship between autistic traits and social anxiety in a UK student population Type de document : Texte imprimé et/ou numérique Auteurs : Megan FREETH, Auteur ; Tom BULLOCK, Auteur ; Elizabeth MILNE, Auteur Article en page(s) : p.571-581 Langues : Anglais (eng) Mots-clés : social anxiety  autistic traits  population screening  prevalence  gender Index. décimale : PER Périodiques Résumé : Traits associated with autism and social anxiety were assessed in a UK student population (n = 1325) using the Autism-spectrum Quotient and the Liebowitz Social Anxiety Scale. Clinically relevant levels of autistic traits were observed in 3.3% of the cohort; 10.1% of the cohort reported clinically relevant levels of social anxiety; 1.8% of the cohort met clinically relevant cut-offs for both conditions. There was a significant positive correlation between scores on the two scales (r = .51); students with high levels of autistic traits were more likely to report increased social anxiety than those with average or low levels of autistic traits. Level of social anxiety was best predicted by autistic traits associated with social skill, attention switching and communication, accounting for 33% of the variance in social anxiety scores. Social skill was a better predictor of social anxiety in males than females; attention switching ability was a better predictor of social anxiety in females than males. Students with high levels of autistic traits displayed heightened anxiety to situations and activities necessary for the successful completion of their degree. Implications for student well-being and attainment are discussed. En ligne : http://dx.doi.org/10.1177/1362361312445511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] The distribution of and relationship between autistic traits and social anxiety in a UK student population [Texte imprimé et/ou numérique] / Megan FREETH, Auteur ; Tom BULLOCK, Auteur ; Elizabeth MILNE, Auteur . - p.571-581. Langues : Anglais (eng) in Autism > 17-5 (September 2013) . - p.571-581 Mots-clés : social anxiety  autistic traits  population screening  prevalence  gender Index. décimale : PER Périodiques Résumé : Traits associated with autism and social anxiety were assessed in a UK student population (n = 1325) using the Autism-spectrum Quotient and the Liebowitz Social Anxiety Scale. Clinically relevant levels of autistic traits were observed in 3.3% of the cohort; 10.1% of the cohort reported clinically relevant levels of social anxiety; 1.8% of the cohort met clinically relevant cut-offs for both conditions. There was a significant positive correlation between scores on the two scales (r = .51); students with high levels of autistic traits were more likely to report increased social anxiety than those with average or low levels of autistic traits. Level of social anxiety was best predicted by autistic traits associated with social skill, attention switching and communication, accounting for 33% of the variance in social anxiety scores. Social skill was a better predictor of social anxiety in males than females; attention switching ability was a better predictor of social anxiety in females than males. Students with high levels of autistic traits displayed heightened anxiety to situations and activities necessary for the successful completion of their degree. Implications for student well-being and attainment are discussed. En ligne : http://dx.doi.org/10.1177/1362361312445511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders / Jessica R. DYKSTRA in Autism, 17-5 (September 2013)  

Public ISBD [article]  inAutism > 17-5 (September 2013) . - p.582-594 Titre : Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jessica R. DYKSTRA, Auteur ; Maura SABATOS-DEVITO, Auteur ; Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.582-594 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  preschool  language  natural environment  LENA system Index. décimale : PER Périodiques Résumé : This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed. En ligne : http://dx.doi.org/10.1177/1362361312446206 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders [Texte imprimé et/ou numérique] / Jessica R. DYKSTRA, Auteur ; Maura SABATOS-DEVITO, Auteur ; Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Samuel L ODOM, Auteur . - p.582-594. Langues : Anglais (eng) in Autism > 17-5 (September 2013) . - p.582-594 Mots-clés : autism spectrum disorders  preschool  language  natural environment  LENA system Index. décimale : PER Périodiques Résumé : This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed. En ligne : http://dx.doi.org/10.1177/1362361312446206 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Using the Child Behavior Checklist and the Teacher’s Report Form for identification of children with autism spectrum disorders / Pety SO in Autism, 17-5 (September 2013)  

Public ISBD [article]  inAutism > 17-5 (September 2013) . - p.595-607 Titre : Using the Child Behavior Checklist and the Teacher’s Report Form for identification of children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Pety SO, Auteur ; Kirstin GREAVES-LORD, Auteur ; Jan VAN DER ENDE, Auteur ; Frank C. VERHULST, Auteur ; Leslie RESCORLA, Auteur ; Pieter F.A. DE NIJS, Auteur Article en page(s) : p.595-607 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  Child Behavior Checklist  screening  Teacher’s Report Form Index. décimale : PER Périodiques Résumé : This study evaluated the ability of the Child Behavior Checklist and the Teacher’s Report Form to identify children with autism spectrum disorders (ASD), using a sample of children with ASD (n = 458), referred children without ASD (n = 1109) and children from the general population (n = 999). A ten items ASD scale was constructed using half of the sample and the ability of this scale to discriminate between children with ASD and the other children was tested for the CBCL and the TRF separately and together in the other half of the sample. Using a cut-off score of 8 the combined CBCL/TRF ASD scale demonstrated high predictive values (NPV 95%, PPV 73%) in identifying children with ASD and children in the general population sample. This might be an acceptable percentage of false positives in general screening, considering the chance that these children might have other behavioural, emotional, and developmental problems which also need psychiatric evaluation. In the referred population, using a cut-off of 13, PPV was 49% and NPV was 85%. The high NPV indicates that in a referred population the scale is especially good at identifying children who do not need evaluation with a more ASD-specific instrument. En ligne : http://dx.doi.org/10.1177/1362361312448855 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Using the Child Behavior Checklist and the Teacher’s Report Form for identification of children with autism spectrum disorders [Texte imprimé et/ou numérique] / Pety SO, Auteur ; Kirstin GREAVES-LORD, Auteur ; Jan VAN DER ENDE, Auteur ; Frank C. VERHULST, Auteur ; Leslie RESCORLA, Auteur ; Pieter F.A. DE NIJS, Auteur . - p.595-607. Langues : Anglais (eng) in Autism > 17-5 (September 2013) . - p.595-607 Mots-clés : autism spectrum disorder  Child Behavior Checklist  screening  Teacher’s Report Form Index. décimale : PER Périodiques Résumé : This study evaluated the ability of the Child Behavior Checklist and the Teacher’s Report Form to identify children with autism spectrum disorders (ASD), using a sample of children with ASD (n = 458), referred children without ASD (n = 1109) and children from the general population (n = 999). A ten items ASD scale was constructed using half of the sample and the ability of this scale to discriminate between children with ASD and the other children was tested for the CBCL and the TRF separately and together in the other half of the sample. Using a cut-off score of 8 the combined CBCL/TRF ASD scale demonstrated high predictive values (NPV 95%, PPV 73%) in identifying children with ASD and children in the general population sample. This might be an acceptable percentage of false positives in general screening, considering the chance that these children might have other behavioural, emotional, and developmental problems which also need psychiatric evaluation. In the referred population, using a cut-off of 13, PPV was 49% and NPV was 85%. The high NPV indicates that in a referred population the scale is especially good at identifying children who do not need evaluation with a more ASD-specific instrument. En ligne : http://dx.doi.org/10.1177/1362361312448855 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder / Ayelet BEN-SASSON in Autism, 17-5 (September 2013)  

Public ISBD [article]  inAutism > 17-5 (September 2013) . - p.608-622 Titre : To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ayelet BEN-SASSON, Auteur ; Liron LAMASH, Auteur ; Eynat GAL, Auteur Article en page(s) : p.608-622 Langues : Anglais (eng) Mots-clés : Technology  Children  High Functioning Autism Spectrum Disorders  Social Intervention  Social Interaction Index. décimale : PER Périodiques Résumé : The goal of this stud was to examine whether a technological touch activated Collaborative Puzzle Game (CPG) increased positive social behaviors in children with high functioning autism spectrum disorder (HFASD). The CPG involved construction of a virtual puzzle by selecting and dragging pieces into the solution area on a touch screen table. The target picture was presented on the top of the screen. Six dyads of children with HFASD (aged 8-11 years) engaged in the CPG in a Free Play (FP) mode in which partners could independently move puzzle pieces versus in an Enforced Collaboration (EC) mode in which partners could only move puzzle pieces together. Videos of the dames were coded for the frequencies of positive and negative social interaction, affect, play, and autistic behaviors. Parents completed the Social Responsiveness Scale (SRS).Wilcoxon Signed-ranks tests indicated that children with HFASD showed significantly higher frequencies of positive social interaction and collaborative play in the EC versus FP modes but there were no differences in negative social behaviors. Differences in social behaviors between partners during the puzzle games were not significant; however there were differences within pair in the severity of social deficits as assessed by the SRS questionnaire.The CPG in an EC mode was effective in promoting positive social interaction by requiring children to work together towards a mutual goal. However, the increased challenge in this mode, particularly for children with lower social-communication skills, suggests the need for establishing selection criteria and mediation steps for such interventions. En ligne : http://dx.doi.org/10.1177/1362361312451526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Ayelet BEN-SASSON, Auteur ; Liron LAMASH, Auteur ; Eynat GAL, Auteur . - p.608-622. Langues : Anglais (eng) in Autism > 17-5 (September 2013) . - p.608-622 Mots-clés : Technology  Children  High Functioning Autism Spectrum Disorders  Social Intervention  Social Interaction Index. décimale : PER Périodiques Résumé : The goal of this stud was to examine whether a technological touch activated Collaborative Puzzle Game (CPG) increased positive social behaviors in children with high functioning autism spectrum disorder (HFASD). The CPG involved construction of a virtual puzzle by selecting and dragging pieces into the solution area on a touch screen table. The target picture was presented on the top of the screen. Six dyads of children with HFASD (aged 8-11 years) engaged in the CPG in a Free Play (FP) mode in which partners could independently move puzzle pieces versus in an Enforced Collaboration (EC) mode in which partners could only move puzzle pieces together. Videos of the dames were coded for the frequencies of positive and negative social interaction, affect, play, and autistic behaviors. Parents completed the Social Responsiveness Scale (SRS).Wilcoxon Signed-ranks tests indicated that children with HFASD showed significantly higher frequencies of positive social interaction and collaborative play in the EC versus FP modes but there were no differences in negative social behaviors. Differences in social behaviors between partners during the puzzle games were not significant; however there were differences within pair in the severity of social deficits as assessed by the SRS questionnaire.The CPG in an EC mode was effective in promoting positive social interaction by requiring children to work together towards a mutual goal. However, the increased challenge in this mode, particularly for children with lower social-communication skills, suggests the need for establishing selection criteria and mediation steps for such interventions. En ligne : http://dx.doi.org/10.1177/1362361312451526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Short report: Improving record–review surveillance of young children with an autism spectrum disorder / Lisa D. WIGGINS in Autism, 17-5 (September 2013)  

Public ISBD [article]  inAutism > 17-5 (September 2013) . - p.623-629 Titre : Short report: Improving record–review surveillance of young children with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lisa D. WIGGINS, Auteur ; Diana L. ROBINS, Auteur ; Marshalyn YEARGIN-ALLSOPP, Auteur Article en page(s) : p.623-629 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  early identification  surveillance Index. décimale : PER Périodiques Résumé : Introduction: Records-based autism spectrum disorder surveillance developed at the Centers for Disease Control and Prevention has been extended to younger cohorts, although the utility of additional record sources has not been examined. We therefore conducted a pilot project to describe whether Centers for Disease Control and Prevention surveillance could identify younger children with an autism spectrum disorder evaluated as part of an ongoing screening study at Georgia State University.Methods: In all, 31 families of children who screened positive for autism spectrum disorder and received a clinical evaluation at Georgia State University agreed to participate in the project. Of these, 10 children lived inside the surveillance area and had records abstracted and reviewed for this project. Centers for Disease Control and Prevention surveillance results (i.e. autism spectrum disorder or non-autism spectrum disorder) were compared with Georgia State University evaluation results (i.e. autism spectrum disorder or non-autism spectrum disorder).Results: In all, 4 of the 10 children were diagnosed with an autism spectrum disorder after the Georgia State University evaluation. None of the 4 children with an autism spectrum disorder were identified by current Centers for Disease Control and Prevention surveillance methods but all 4 children were identified by Centers for Disease Control and Prevention surveillance methods when additional record sources were included (i.e. records from the statewide early intervention program and Georgia State University evaluation).Conclusion: These findings suggest that partnering with early intervention programs and encouraging early autism spectrum disorder screening might improve autism spectrum disorder surveillance among young children. En ligne : http://dx.doi.org/10.1177/1362361312452161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Short report: Improving record–review surveillance of young children with an autism spectrum disorder [Texte imprimé et/ou numérique] / Lisa D. WIGGINS, Auteur ; Diana L. ROBINS, Auteur ; Marshalyn YEARGIN-ALLSOPP, Auteur . - p.623-629. Langues : Anglais (eng) in Autism > 17-5 (September 2013) . - p.623-629 Mots-clés : autism spectrum disorder  early identification  surveillance Index. décimale : PER Périodiques Résumé : Introduction: Records-based autism spectrum disorder surveillance developed at the Centers for Disease Control and Prevention has been extended to younger cohorts, although the utility of additional record sources has not been examined. We therefore conducted a pilot project to describe whether Centers for Disease Control and Prevention surveillance could identify younger children with an autism spectrum disorder evaluated as part of an ongoing screening study at Georgia State University.Methods: In all, 31 families of children who screened positive for autism spectrum disorder and received a clinical evaluation at Georgia State University agreed to participate in the project. Of these, 10 children lived inside the surveillance area and had records abstracted and reviewed for this project. Centers for Disease Control and Prevention surveillance results (i.e. autism spectrum disorder or non-autism spectrum disorder) were compared with Georgia State University evaluation results (i.e. autism spectrum disorder or non-autism spectrum disorder).Results: In all, 4 of the 10 children were diagnosed with an autism spectrum disorder after the Georgia State University evaluation. None of the 4 children with an autism spectrum disorder were identified by current Centers for Disease Control and Prevention surveillance methods but all 4 children were identified by Centers for Disease Control and Prevention surveillance methods when additional record sources were included (i.e. records from the statewide early intervention program and Georgia State University evaluation).Conclusion: These findings suggest that partnering with early intervention programs and encouraging early autism spectrum disorder screening might improve autism spectrum disorder surveillance among young children. En ligne : http://dx.doi.org/10.1177/1362361312452161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

Lay Abstracts in Autism, 17-5 (September 2013)  

Public ISBD [article]  inAutism > 17-5 (September 2013) . - p.630-634 Titre : Lay Abstracts Type de document : Texte imprimé et/ou numérique Article en page(s) : p.630-634 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361313501276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] Lay Abstracts [Texte imprimé et/ou numérique] . - p.630-634. Langues : Anglais (eng) in Autism > 17-5 (September 2013) . - p.630-634 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361313501276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212