Dépouillements

The Relationship Between Joint Attention and Language in Children With Autism Spectrum Disorders / Donna S. MURRAY in Focus on Autism and Other Developmental Disabilities, 23-1 (March 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.5-14 Titre : The Relationship Between Joint Attention and Language in Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Donna S. MURRAY, Auteur ; Patricia MANNING-COURTNEY, Auteur ; Nancy A. CREAGHEAD, Auteur ; Paula K. SHEAR, Auteur ; Judy BEAN, Auteur ; Jo-Anne PRENDEVILLE, Auteur Année de publication : 2008 Article en page(s) : p.5-14 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The relationship between initiation of and response to joint attention and components of receptive and expressive language in 20 children with autism between the ages of 3 and 5 years were examined. Receptive language skills were assessed using the Mullen Scales of Early Learning (MSEL). Expressive language skills were evaluated by examining Mean Length of Utterance and Type Token Ratio. These variables, along with data on responses to joint attention bids and initiation of joint attention were analyzed using Spearman calculations. The ability to respond to the joint attention bids of others was positively correlated with receptive language scores on the MSEL and mean length of utterance in children with autism. There was no relationship between the ability to initiate joint attention and the selected components of language examined. Key Words: joint attention • communication • autism spectrum disorders • language En ligne : http://dx.doi.org/10.1177/1088357607311443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 [article] The Relationship Between Joint Attention and Language in Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Donna S. MURRAY, Auteur ; Patricia MANNING-COURTNEY, Auteur ; Nancy A. CREAGHEAD, Auteur ; Paula K. SHEAR, Auteur ; Judy BEAN, Auteur ; Jo-Anne PRENDEVILLE, Auteur . - 2008 . - p.5-14. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.5-14 Index. décimale : PER Périodiques Résumé : The relationship between initiation of and response to joint attention and components of receptive and expressive language in 20 children with autism between the ages of 3 and 5 years were examined. Receptive language skills were assessed using the Mullen Scales of Early Learning (MSEL). Expressive language skills were evaluated by examining Mean Length of Utterance and Type Token Ratio. These variables, along with data on responses to joint attention bids and initiation of joint attention were analyzed using Spearman calculations. The ability to respond to the joint attention bids of others was positively correlated with receptive language scores on the MSEL and mean length of utterance in children with autism. There was no relationship between the ability to initiate joint attention and the selected components of language examined. Key Words: joint attention • communication • autism spectrum disorders • language En ligne : http://dx.doi.org/10.1177/1088357607311443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333

Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings / Jamie S. OWEN-DESCHRYVER in Focus on Autism and Other Developmental Disabilities, 23-1 (March 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.15-28 Titre : Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings Type de document : Texte imprimé et/ou numérique Auteurs : Jamie S. OWEN-DESCHRYVER, Auteur ; Edward G. CARR, Auteur ; Sanja I. CALE, Auteur ; Audrey BLAKELEY-SMITH, Auteur Année de publication : 2008 Article en page(s) : p.15-28 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study evaluated the impact of a peer training intervention on social interactions among three students with autism spectrum disorders (ASD) and their typical peers. Two second graders and one fourth grader with ASD participated. For each student with ASD, two to four typical peers participated in training sessions that targeted increased social interactions. Data collected during lunchtime and recess showed that the peer training intervention generally resulted in increased initiations by trained peers as well as increased initiations and responses by students with ASD. Unexpectedly, untrained peers also showed increased initiations. Future research directions are discussed, including characteristics of the peers selected for training (e.g., gender, popularity) and measurement of qualitative changes in social relationships and opportunities. Key Words: autism • social skills • peer training • social initiations • schools En ligne : http://dx.doi.org/10.1177/1088357608314370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 [article] Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings [Texte imprimé et/ou numérique] / Jamie S. OWEN-DESCHRYVER, Auteur ; Edward G. CARR, Auteur ; Sanja I. CALE, Auteur ; Audrey BLAKELEY-SMITH, Auteur . - 2008 . - p.15-28. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.15-28 Index. décimale : PER Périodiques Résumé : This study evaluated the impact of a peer training intervention on social interactions among three students with autism spectrum disorders (ASD) and their typical peers. Two second graders and one fourth grader with ASD participated. For each student with ASD, two to four typical peers participated in training sessions that targeted increased social interactions. Data collected during lunchtime and recess showed that the peer training intervention generally resulted in increased initiations by trained peers as well as increased initiations and responses by students with ASD. Unexpectedly, untrained peers also showed increased initiations. Future research directions are discussed, including characteristics of the peers selected for training (e.g., gender, popularity) and measurement of qualitative changes in social relationships and opportunities. Key Words: autism • social skills • peer training • social initiations • schools En ligne : http://dx.doi.org/10.1177/1088357608314370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333

Choosing Objectives for a Distance Learning Behavioral Intervention in Autism Curriculum / Beth SULZER-AZAROFF in Focus on Autism and Other Developmental Disabilities, 23-1 (March 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.29-36 Titre : Choosing Objectives for a Distance Learning Behavioral Intervention in Autism Curriculum Type de document : Texte imprimé et/ou numérique Auteurs : Beth SULZER-AZAROFF, Auteur ; Richard FLEMING, Auteur ; Megan TUPA, Auteur ; Robert BASS, Auteur ; Charles HAMAD, Auteur Année de publication : 2008 Article en page(s) : p.29-36 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The national need for individuals trained in applied behavior analysis (ABA) helped persuade the U.S. Department of Education to fund the development of a four-course, undergraduate-level curriculum on the topic. In this article, the authors report the results and application of a four-phase Delphi survey procedure designed to identify the most critical topics to cover in the curriculum. Thirty-four specialists in behavioral intervention participated and identified 74 items, 36 of which eventually emerged as strongly recommended, 27 as recommended and 11 as not recommended. This information was used to select topics and practices to cover in the courses. Other ABA scholars, researchers, and practitioners may find this information useful in designing instructional programs for adults. Key Words: applied behavior analysis • autism spectrum disorders • instruction • personnel preparation En ligne : http://dx.doi.org/10.1177/1088357607311442 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 [article] Choosing Objectives for a Distance Learning Behavioral Intervention in Autism Curriculum [Texte imprimé et/ou numérique] / Beth SULZER-AZAROFF, Auteur ; Richard FLEMING, Auteur ; Megan TUPA, Auteur ; Robert BASS, Auteur ; Charles HAMAD, Auteur . - 2008 . - p.29-36. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.29-36 Index. décimale : PER Périodiques Résumé : The national need for individuals trained in applied behavior analysis (ABA) helped persuade the U.S. Department of Education to fund the development of a four-course, undergraduate-level curriculum on the topic. In this article, the authors report the results and application of a four-phase Delphi survey procedure designed to identify the most critical topics to cover in the curriculum. Thirty-four specialists in behavioral intervention participated and identified 74 items, 36 of which eventually emerged as strongly recommended, 27 as recommended and 11 as not recommended. This information was used to select topics and practices to cover in the courses. Other ABA scholars, researchers, and practitioners may find this information useful in designing instructional programs for adults. Key Words: applied behavior analysis • autism spectrum disorders • instruction • personnel preparation En ligne : http://dx.doi.org/10.1177/1088357607311442 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333

Communicative Behavior in the Natural Environment / Hedda MEADAN in Focus on Autism and Other Developmental Disabilities, 23-1 (March 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.37-48 Titre : Communicative Behavior in the Natural Environment Type de document : Texte imprimé et/ou numérique Auteurs : Hedda MEADAN, Auteur ; James HALLE, Auteur ; Michaelene M. OSTROSKY, Auteur ; Lizanne DESTEFANO, Auteur Année de publication : 2008 Article en page(s) : p.37-48 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many individuals with developmental disabilities show delays in the development of sophisticated communication skills. Listeners often misunderstand their unconventional means of communication, and breakdowns occur. A communication repair is a second attempt to communicate a message when a breakdown is encountered. Qualitative methods were employed to assess and describe the communication repairs used by two young children with autism spectrum disorders who had limited expressive language. During natural observations, only one of the two participating children was observed to repair his initial requests. The results suggest that in contrast to the emphasis in the literature that development is the primary determinant of repair behavior, variables in the children's social and physical environment influenced their communication repair behavior. Implications for practice and research are described. Key Words: communicative functions • communication • autism spectrum disorders • young children • nonverbal En ligne : http://dx.doi.org/10.1177/1088357607311444 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 [article] Communicative Behavior in the Natural Environment [Texte imprimé et/ou numérique] / Hedda MEADAN, Auteur ; James HALLE, Auteur ; Michaelene M. OSTROSKY, Auteur ; Lizanne DESTEFANO, Auteur . - 2008 . - p.37-48. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.37-48 Index. décimale : PER Périodiques Résumé : Many individuals with developmental disabilities show delays in the development of sophisticated communication skills. Listeners often misunderstand their unconventional means of communication, and breakdowns occur. A communication repair is a second attempt to communicate a message when a breakdown is encountered. Qualitative methods were employed to assess and describe the communication repairs used by two young children with autism spectrum disorders who had limited expressive language. During natural observations, only one of the two participating children was observed to repair his initial requests. The results suggest that in contrast to the emphasis in the literature that development is the primary determinant of repair behavior, variables in the children's social and physical environment influenced their communication repair behavior. Implications for practice and research are described. Key Words: communicative functions • communication • autism spectrum disorders • young children • nonverbal En ligne : http://dx.doi.org/10.1177/1088357607311444 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333

Sensory-Motor Rehabilitation in Rett Syndrome / Maria Rosa PIZZAMIGLIO in Focus on Autism and Other Developmental Disabilities, 23-1 (March 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.49-62 Titre : Sensory-Motor Rehabilitation in Rett Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Maria Rosa PIZZAMIGLIO, Auteur ; Marianna NASTI, Auteur ; Laura PICCARDI, Auteur ; Antonella ZOTTI, Auteur ; Claudio VITTURINI, Auteur ; Grazia SPITONI, Auteur ; Maria Vittoria NANNI, Auteur ; Cecilia GUARIGLIA, Auteur ; Daniela MORELLI, Auteur Année de publication : 2008 Article en page(s) : p.49-62 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Rett syndrome (RS) is a severe neurodevelopmental disorder that mostly affects females. It is characterized by a regression of motor, cognitive, linguistic, and social abilities and by an inappropriate and stereotypical use of the hands. The purpose of the current study was to explore the possibility of rehabilitating purposeful use of the hands and hand-eye coordination in individuals with this syndrome. G.P., a child affected by RS, received experimental, computerized visual-motor coordination training and a sensory-motor rehabilitative program specifically designed for her based on Piaget's (1937) theory of cognitive development. After 3 years of therapy, G.P. partially regained the use of her hands as an instrument of object knowledge and as a means of communicating with people. Key Words: Rett syndrome • cognitive development • sensory-motor rehabilitation • visual-motor coordination • rehabilitative treatment • computerized training • severe cognitive retardation • stereotypical hand movements En ligne : http://dx.doi.org/10.1177/1088357607311446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 [article] Sensory-Motor Rehabilitation in Rett Syndrome [Texte imprimé et/ou numérique] / Maria Rosa PIZZAMIGLIO, Auteur ; Marianna NASTI, Auteur ; Laura PICCARDI, Auteur ; Antonella ZOTTI, Auteur ; Claudio VITTURINI, Auteur ; Grazia SPITONI, Auteur ; Maria Vittoria NANNI, Auteur ; Cecilia GUARIGLIA, Auteur ; Daniela MORELLI, Auteur . - 2008 . - p.49-62. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.49-62 Index. décimale : PER Périodiques Résumé : Rett syndrome (RS) is a severe neurodevelopmental disorder that mostly affects females. It is characterized by a regression of motor, cognitive, linguistic, and social abilities and by an inappropriate and stereotypical use of the hands. The purpose of the current study was to explore the possibility of rehabilitating purposeful use of the hands and hand-eye coordination in individuals with this syndrome. G.P., a child affected by RS, received experimental, computerized visual-motor coordination training and a sensory-motor rehabilitative program specifically designed for her based on Piaget's (1937) theory of cognitive development. After 3 years of therapy, G.P. partially regained the use of her hands as an instrument of object knowledge and as a means of communicating with people. Key Words: Rett syndrome • cognitive development • sensory-motor rehabilitation • visual-motor coordination • rehabilitative treatment • computerized training • severe cognitive retardation • stereotypical hand movements En ligne : http://dx.doi.org/10.1177/1088357607311446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334