Dépouillements

Editorial / Dougal Julian HARE in Autism, 12-2 (March 2008)  

Public ISBD [article]  inAutism > 12-2 (March 2008) . - p.123-124 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : Dougal Julian HARE, Auteur Année de publication : 2008 Article en page(s) : p.123-124 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361308090447 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Editorial [Texte imprimé et/ou numérique] / Dougal Julian HARE, Auteur . - 2008 . - p.123-124. Langues : Anglais (eng) in Autism > 12-2 (March 2008) . - p.123-124 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361308090447 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders / Gerardo HERRERA in Autism, 12-2 (March 2008)  

Public ISBD [article]  inAutism > 12-2 (March 2008) . - p.143-157 Titre : Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gerardo HERRERA, Auteur ; Rita JORDAN, Auteur ; Francisco ALCANTUD, Auteur ; Amparo BLANQUER, Auteur ; Gabriel LABAJO, Auteur ; Cristina DE PABLO, Auteur Année de publication : 2008 Article en page(s) : p.143-157 Langues : Anglais (eng) Mots-clés : autism imagination pretend-play virtual reality Index. décimale : PER Périodiques Résumé : Difficulties in understanding symbolism have been documented as characteristic of autistic spectrum disorders (ASDs). In general, virtual reality (VR) environments offer a set of potential advantages for educational intervention in ASD. In particular, VR offers the advantage, for teaching pretend play and for understanding imagination, of it being possible to show these imaginary transformations explicitly. This article reports two case studies of children with autism (aged 8:6 and 15:7, both male), examining the effectiveness of using a VR tool specifically designed to work on teaching understanding of pretend play. The results, confirmed by independent observers, showed a significant advance in pretend play abilities after the intervention period in both participants, and a high degree of generalization of the acquired teaching in one of them. En ligne : http://dx.doi.org/10.1177/1362361307086657 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders [Texte imprimé et/ou numérique] / Gerardo HERRERA, Auteur ; Rita JORDAN, Auteur ; Francisco ALCANTUD, Auteur ; Amparo BLANQUER, Auteur ; Gabriel LABAJO, Auteur ; Cristina DE PABLO, Auteur . - 2008 . - p.143-157. Langues : Anglais (eng) in Autism > 12-2 (March 2008) . - p.143-157 Mots-clés : autism imagination pretend-play virtual reality Index. décimale : PER Périodiques Résumé : Difficulties in understanding symbolism have been documented as characteristic of autistic spectrum disorders (ASDs). In general, virtual reality (VR) environments offer a set of potential advantages for educational intervention in ASD. In particular, VR offers the advantage, for teaching pretend play and for understanding imagination, of it being possible to show these imaginary transformations explicitly. This article reports two case studies of children with autism (aged 8:6 and 15:7, both male), examining the effectiveness of using a VR tool specifically designed to work on teaching understanding of pretend play. The results, confirmed by independent observers, showed a significant advance in pretend play abilities after the intervention period in both participants, and a high degree of generalization of the acquired teaching in one of them. En ligne : http://dx.doi.org/10.1177/1362361307086657 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

Profiling executive dysfunction in adults with autism and comorbid learning disability / Louise BARNARD in Autism, 12-2 (March 2008)  

Public ISBD [article]  inAutism > 12-2 (March 2008) . - p.125-141 Titre : Profiling executive dysfunction in adults with autism and comorbid learning disability Type de document : Texte imprimé et/ou numérique Auteurs : Louise BARNARD, Auteur ; Kevin MULDOON, Auteur ; Reem HASAN, Auteur ; Gregory O'BRIEN, Auteur ; Mary STEWART, Auteur Année de publication : 2008 Article en page(s) : p.125-141 Langues : Anglais (eng) Mots-clés : autism executive-functioning Index. décimale : PER Périodiques Résumé : Executive dysfunction is thought to be primary to autism. We examined differences in executive function between 20 adults with autism and learning disability and 23 individuals with learning disabilities outside the autistic spectrum. All participants were matched for chronological age and full-scale IQ, and were given a battery of tasks assessing fluency, planning, set-shifting, inhibition and working memory. Analyses of the individual tasks revealed very few significant differences between the two groups. However, analyses of composite scores derived for each executive domain revealed that the group with autism showed impaired performance on the working memory and planning tests. Together, these two measures were sufficient to classify participants into their diagnostic groups significantly better than would be expected by chance (75% of the autism group; 65% of the control group). Executive impairments were neither universal nor exclusive to the autism group, and we suggest that an alternative cognitive theory may better explain the cognitive profile we found. En ligne : http://dx.doi.org/10.1177/1362361307088486 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Profiling executive dysfunction in adults with autism and comorbid learning disability [Texte imprimé et/ou numérique] / Louise BARNARD, Auteur ; Kevin MULDOON, Auteur ; Reem HASAN, Auteur ; Gregory O'BRIEN, Auteur ; Mary STEWART, Auteur . - 2008 . - p.125-141. Langues : Anglais (eng) in Autism > 12-2 (March 2008) . - p.125-141 Mots-clés : autism executive-functioning Index. décimale : PER Périodiques Résumé : Executive dysfunction is thought to be primary to autism. We examined differences in executive function between 20 adults with autism and learning disability and 23 individuals with learning disabilities outside the autistic spectrum. All participants were matched for chronological age and full-scale IQ, and were given a battery of tasks assessing fluency, planning, set-shifting, inhibition and working memory. Analyses of the individual tasks revealed very few significant differences between the two groups. However, analyses of composite scores derived for each executive domain revealed that the group with autism showed impaired performance on the working memory and planning tests. Together, these two measures were sufficient to classify participants into their diagnostic groups significantly better than would be expected by chance (75% of the autism group; 65% of the control group). Executive impairments were neither universal nor exclusive to the autism group, and we suggest that an alternative cognitive theory may better explain the cognitive profile we found. En ligne : http://dx.doi.org/10.1177/1362361307088486 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

How central is central coherence? / Beatriz LOPEZ in Autism, 12-2 (March 2008)  

Public ISBD [article]  inAutism > 12-2 (March 2008) . - p.159-171 Titre : How central is central coherence? Type de document : Texte imprimé et/ou numérique Auteurs : Beatriz LOPEZ, Auteur ; Susan R. LEEKAM, Auteur ; Gerda R . J. ARTS, Auteur Année de publication : 2008 Article en page(s) : p.159-171 Langues : Anglais (eng) Mots-clés : autism central-coherence-theory face-perception semantic-memory Index. décimale : PER Périodiques Résumé : This study aimed to test the assumption drawn from weak central coherence theory that a central cognitive mechanism is responsible for integrating information at both conceptual and perceptual levels. A visual semantic memory task and a face recognition task measuring use of holistic information were administered to 15 children with autism and 16 typically developing children. If there is a central integration mechanism, performance on the two tasks should be positively associated. No relationship was found, however, between the two abilities in the comparison group and, unexpectedly, a strong significant inverse correlation was found in the autism group. Classification data further confirmed this finding and indicated the possibility of the presence of subgroups in autism. The results add to emerging evidence suggesting that central coherence is not a unitary construct. En ligne : http://dx.doi.org/10.1177/1362361307086662 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] How central is central coherence? [Texte imprimé et/ou numérique] / Beatriz LOPEZ, Auteur ; Susan R. LEEKAM, Auteur ; Gerda R . J. ARTS, Auteur . - 2008 . - p.159-171. Langues : Anglais (eng) in Autism > 12-2 (March 2008) . - p.159-171 Mots-clés : autism central-coherence-theory face-perception semantic-memory Index. décimale : PER Périodiques Résumé : This study aimed to test the assumption drawn from weak central coherence theory that a central cognitive mechanism is responsible for integrating information at both conceptual and perceptual levels. A visual semantic memory task and a face recognition task measuring use of holistic information were administered to 15 children with autism and 16 typically developing children. If there is a central integration mechanism, performance on the two tasks should be positively associated. No relationship was found, however, between the two abilities in the comparison group and, unexpectedly, a strong significant inverse correlation was found in the autism group. Classification data further confirmed this finding and indicated the possibility of the presence of subgroups in autism. The results add to emerging evidence suggesting that central coherence is not a unitary construct. En ligne : http://dx.doi.org/10.1177/1362361307086662 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabiliti / Eve MULLER in Autism, 12-2 (March 2008)  

Public ISBD [article]  inAutism > 12-2 (March 2008) . - p.173-190 Titre : Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabiliti Type de document : Texte imprimé et/ou numérique Auteurs : Eve MULLER, Auteur ; Adriana SCHULER, Auteur ; Gregory B. YATES, Auteur Année de publication : 2008 Article en page(s) : p.173-190 Langues : Anglais (eng) Mots-clés : Asperger-syndrome autism social-challenges social-supports Index. décimale : PER Périodiques Résumé : The study describes the perspectives of individuals with Asperger syndrome and other autism spectrum disabilities (ASDs) regarding social challenges and supports. Eighteen adults with ASDs were individually interviewed. They were asked to describe their experiences navigating their social worlds, and recommend effective social supports and strategies for improving social connectedness. Qualitative analyses of the interview transcripts revealed a number of common experiences including a profound sense of isolation, difficulty initiating social interactions, challenges relating to communication, longing for greater intimacy, desire to contribute to one's community, and effort to develop greater social/self-awareness. Commonly recommended social supports included external supports (e.g. activities based on shared interests, highly structured or scripted social activities, and small groups or dyads); communication supports (e.g. alternative modes of communication, explicit communication, and instruction in interpreting and using social cues); and self-initiated strategies for handling social anxiety (e.g. creative/improvisational outlets, physical activity, spiritual practice/organized religion, and time spent alone). En ligne : http://dx.doi.org/10.1177/1362361307086664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabiliti [Texte imprimé et/ou numérique] / Eve MULLER, Auteur ; Adriana SCHULER, Auteur ; Gregory B. YATES, Auteur . - 2008 . - p.173-190. Langues : Anglais (eng) in Autism > 12-2 (March 2008) . - p.173-190 Mots-clés : Asperger-syndrome autism social-challenges social-supports Index. décimale : PER Périodiques Résumé : The study describes the perspectives of individuals with Asperger syndrome and other autism spectrum disabilities (ASDs) regarding social challenges and supports. Eighteen adults with ASDs were individually interviewed. They were asked to describe their experiences navigating their social worlds, and recommend effective social supports and strategies for improving social connectedness. Qualitative analyses of the interview transcripts revealed a number of common experiences including a profound sense of isolation, difficulty initiating social interactions, challenges relating to communication, longing for greater intimacy, desire to contribute to one's community, and effort to develop greater social/self-awareness. Commonly recommended social supports included external supports (e.g. activities based on shared interests, highly structured or scripted social activities, and small groups or dyads); communication supports (e.g. alternative modes of communication, explicit communication, and instruction in interpreting and using social cues); and self-initiated strategies for handling social anxiety (e.g. creative/improvisational outlets, physical activity, spiritual practice/organized religion, and time spent alone). En ligne : http://dx.doi.org/10.1177/1362361307086664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

Epidemiological findings of pervasive developmental disorders in a Venezuelan study / Cecilia MONTIEL-NAVA in Autism, 12-2 (March 2008)  

Public ISBD [article]  inAutism > 12-2 (March 2008) . - p.191-202 Titre : Epidemiological findings of pervasive developmental disorders in a Venezuelan study Type de document : Texte imprimé et/ou numérique Auteurs : Cecilia MONTIEL-NAVA, Auteur ; Joaquín A. PENA, Auteur Année de publication : 2008 Article en page(s) : p.191-202 Langues : Anglais (eng) Mots-clés : autism-spectrum-disorders epidemiology pervasive-developmental-disorders prevalence Venezuela Index. décimale : PER Périodiques Résumé : The study aims to determine the prevalence of autism spectrum disorders (ASDs) for children receiving services in Maracaibo County, Venezuela. Children aged 3—9 with diagnosis of any ASD were recruited. We ascertained area, referral process, and definitions of ASD for each patient. A total of 430 children were identified, and 76.5 percent were boys. Prevalences were 1.7 per 1000 for all ASD, 1.1 per 1000 for autism, and 0.6 per 1000 for PDD-NOS and Asperger syndrome combined. These prevalences are lower than current reports in the literature. Differences in case-finding methods, diagnostic criteria, and lack of awareness in the general population may have influenced the number of cases identified. An ASD prevalence of 1.7 per 1000 should alert the health and education authorities to the need to reassess the services available for children with these disorders and their families. En ligne : http://dx.doi.org/10.1177/1362361307086663 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Epidemiological findings of pervasive developmental disorders in a Venezuelan study [Texte imprimé et/ou numérique] / Cecilia MONTIEL-NAVA, Auteur ; Joaquín A. PENA, Auteur . - 2008 . - p.191-202. Langues : Anglais (eng) in Autism > 12-2 (March 2008) . - p.191-202 Mots-clés : autism-spectrum-disorders epidemiology pervasive-developmental-disorders prevalence Venezuela Index. décimale : PER Périodiques Résumé : The study aims to determine the prevalence of autism spectrum disorders (ASDs) for children receiving services in Maracaibo County, Venezuela. Children aged 3—9 with diagnosis of any ASD were recruited. We ascertained area, referral process, and definitions of ASD for each patient. A total of 430 children were identified, and 76.5 percent were boys. Prevalences were 1.7 per 1000 for all ASD, 1.1 per 1000 for autism, and 0.6 per 1000 for PDD-NOS and Asperger syndrome combined. These prevalences are lower than current reports in the literature. Differences in case-finding methods, diagnostic criteria, and lack of awareness in the general population may have influenced the number of cases identified. An ASD prevalence of 1.7 per 1000 should alert the health and education authorities to the need to reassess the services available for children with these disorders and their families. En ligne : http://dx.doi.org/10.1177/1362361307086663 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

Autism and pitch processing splinter skills / Pamela HEATON in Autism, 12-2 (March 2008)  

Public ISBD [article]  inAutism > 12-2 (March 2008) . - p.203-219 Titre : Autism and pitch processing splinter skills Type de document : Texte imprimé et/ou numérique Auteurs : Pamela HEATON, Auteur ; Francesca HAPPE, Auteur ; Kerry WILLIAMS, Auteur ; Omar CUMMINS, Auteur Année de publication : 2008 Article en page(s) : p.203-219 Langues : Anglais (eng) Mots-clés : ability-islands autism pitch-processing splinter-skills tone-memory Index. décimale : PER Périodiques Résumé : Autism is characterized by an uneven profile of cognitive abilities and population studies show that approximately 10 percent of diagnosed individuals possess a skill that is significantly better than would be predicted by global IQ. Recent evidence suggests that individuals with autism who possess special skills may represent a distinct genetic group within the autism spectrum. Intellectually high- and low-functioning children and adolescents with autism, together with age- and intelligence-matched comparison participants, completed two experiments that tested pitch discrimination and pitch memory within a visuo-spatial format. The analysis of the data from the studies showed that a subgroup of individuals with autism achieved performance scores that were between four and five standard deviations above the mean for the groups. Unlike comparison participants, their performance appeared to be independent of intelligence, musical training and experience. The findings were interpreted within the context of neuroconstructivist models of typical development and delayed language acquisition characteristic of autism and other neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1177/1362361307085270 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Autism and pitch processing splinter skills [Texte imprimé et/ou numérique] / Pamela HEATON, Auteur ; Francesca HAPPE, Auteur ; Kerry WILLIAMS, Auteur ; Omar CUMMINS, Auteur . - 2008 . - p.203-219. Langues : Anglais (eng) in Autism > 12-2 (March 2008) . - p.203-219 Mots-clés : ability-islands autism pitch-processing splinter-skills tone-memory Index. décimale : PER Périodiques Résumé : Autism is characterized by an uneven profile of cognitive abilities and population studies show that approximately 10 percent of diagnosed individuals possess a skill that is significantly better than would be predicted by global IQ. Recent evidence suggests that individuals with autism who possess special skills may represent a distinct genetic group within the autism spectrum. Intellectually high- and low-functioning children and adolescents with autism, together with age- and intelligence-matched comparison participants, completed two experiments that tested pitch discrimination and pitch memory within a visuo-spatial format. The analysis of the data from the studies showed that a subgroup of individuals with autism achieved performance scores that were between four and five standard deviations above the mean for the groups. Unlike comparison participants, their performance appeared to be independent of intelligence, musical training and experience. The findings were interpreted within the context of neuroconstructivist models of typical development and delayed language acquisition characteristic of autism and other neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1177/1362361307085270 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331