Dépouillements

Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities / Michael SILLER in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.589-596 Titre : Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities Type de document : Texte imprimé et/ou numérique Auteurs : Michael SILLER, Auteur ; Meghan R. SWANSON, Auteur ; Gayle SERLIN, Auteur ; Ann G. TEACHWORTH, Auteur Article en page(s) : p.589-596 Mots-clés : Autism spectrum disorder  Narrative  Internal state language  Theory of mind Index. décimale : PER Périodiques Résumé : The current study examines narratives elicited using a wordless picture book, focusing on language used to describe the characters’ thoughts and emotions (i.e., internal state language, ISL). The sample includes 21 children with autism spectrum disorder (ASD) and 24 typically developing controls, matched on children's gender, IQ, as well as receptive and expressive vocabulary. This research had three major findings. First, despite equivalent performance on standardized language assessments, the volume of children's narratives (i.e., the number of utterances and words, the range of unique verbs and adjectives) was lower in children with ASD than in typically developing controls. Second, after controlling for narrative volume, the narratives of children with ASD were less likely to reference the characters’ emotions than was the case for typically developing controls. Finally, our results revealed a specific association between children's use of emotion terms and their performance on a battery of experimental tasks evaluating children's Theory of Mind abilities. Implications for our understanding of narrative deficits in ASD as well as interventions that use narrative as a context for improving social comprehension are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities [Texte imprimé et/ou numérique] / Michael SILLER, Auteur ; Meghan R. SWANSON, Auteur ; Gayle SERLIN, Auteur ; Ann G. TEACHWORTH, Auteur . - p.589-596. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.589-596 Mots-clés : Autism spectrum disorder  Narrative  Internal state language  Theory of mind Index. décimale : PER Périodiques Résumé : The current study examines narratives elicited using a wordless picture book, focusing on language used to describe the characters’ thoughts and emotions (i.e., internal state language, ISL). The sample includes 21 children with autism spectrum disorder (ASD) and 24 typically developing controls, matched on children's gender, IQ, as well as receptive and expressive vocabulary. This research had three major findings. First, despite equivalent performance on standardized language assessments, the volume of children's narratives (i.e., the number of utterances and words, the range of unique verbs and adjectives) was lower in children with ASD than in typically developing controls. Second, after controlling for narrative volume, the narratives of children with ASD were less likely to reference the characters’ emotions than was the case for typically developing controls. Finally, our results revealed a specific association between children's use of emotion terms and their performance on a battery of experimental tasks evaluating children's Theory of Mind abilities. Implications for our understanding of narrative deficits in ASD as well as interventions that use narrative as a context for improving social comprehension are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Autism spectrum symptoms in children with cerebral palsy: Prevalence and co-occurring conditions / H. M. BJORGAAS in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.581-588 Titre : Autism spectrum symptoms in children with cerebral palsy: Prevalence and co-occurring conditions Type de document : Texte imprimé et/ou numérique Auteurs : H. M. BJORGAAS, Auteur ; Irene ELGEN, Auteur ; H. K. RYLAND, Auteur ; Mari HYSING, Auteur Article en page(s) : p.581-588 Mots-clés : Autism spectrum disorders  Cerebral palsy  Mental health  Psychiatric disorders  Peer problems Index. décimale : PER Périodiques Résumé : Purpose: To explore autism spectrum symptoms in children with cerebral palsy (CP), and the association between autism spectrum symptoms and medical and psychiatric co-morbidity. Methodology: Parents of children with CP in a Norwegian population were interviewed with a child psychiatric diagnostic instrument, and completed the Autism Spectrum Screening Questionnaire (ASSQ). Medical and socio-demographic data were obtained. ASSQ mean scores were compared to the Bergen Child Study (BCS), both to healthy controls and to subgroups of children with chronic illness in general, and neurological disorders specifically. Results: Interviews and data collection were completed for 47 children, of whom 30 were boys, most had spastic CP, and were less severely affected by CP. Large effect sizes were found when comparing ASSQ mean scores in children with CP to children with chronic illnesses and normal controls. One in five children was ASSQ high scorers defined as a score above the 98th percentile of normal controls. A high rate of co-occurring psychiatric disorders, mainly AD/HD, was found in ASSQ high scorers. Conclusions: More attention should be given to autism spectrum symptoms in the regular follow-up of children with CP in an attempt to enhance social functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Autism spectrum symptoms in children with cerebral palsy: Prevalence and co-occurring conditions [Texte imprimé et/ou numérique] / H. M. BJORGAAS, Auteur ; Irene ELGEN, Auteur ; H. K. RYLAND, Auteur ; Mari HYSING, Auteur . - p.581-588. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.581-588 Mots-clés : Autism spectrum disorders  Cerebral palsy  Mental health  Psychiatric disorders  Peer problems Index. décimale : PER Périodiques Résumé : Purpose: To explore autism spectrum symptoms in children with cerebral palsy (CP), and the association between autism spectrum symptoms and medical and psychiatric co-morbidity. Methodology: Parents of children with CP in a Norwegian population were interviewed with a child psychiatric diagnostic instrument, and completed the Autism Spectrum Screening Questionnaire (ASSQ). Medical and socio-demographic data were obtained. ASSQ mean scores were compared to the Bergen Child Study (BCS), both to healthy controls and to subgroups of children with chronic illness in general, and neurological disorders specifically. Results: Interviews and data collection were completed for 47 children, of whom 30 were boys, most had spastic CP, and were less severely affected by CP. Large effect sizes were found when comparing ASSQ mean scores in children with CP to children with chronic illnesses and normal controls. One in five children was ASSQ high scorers defined as a score above the 98th percentile of normal controls. A high rate of co-occurring psychiatric disorders, mainly AD/HD, was found in ASSQ high scorers. Conclusions: More attention should be given to autism spectrum symptoms in the regular follow-up of children with CP in an attempt to enhance social functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD / Ee Rea HONG in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.570-580 Titre : Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Ee Rea HONG, Auteur ; Jennifer B. GANZ, Auteur ; Whitney GILLILAND, Auteur ; Jennifer NINCI, Auteur Article en page(s) : p.570-580 Mots-clés : Adult with autism  Complex communication needs  Tap to Talk™ application  Primary caregivers  AAC implementation  Single-case research Index. décimale : PER Périodiques Résumé : Many researchers have investigated the effectiveness of augmentative and alternative communication (AAC) systems on improving communication skills of children with autism spectrum disorder (ASD) and communication complex needs (CCN); however, few studies included adults with ASD. Also, there is a lack of research on primary caregiver implemented interventions with high treatment fidelity although primary caregiver-implemented interventions have been used effectively with adults with ASD and their families. This study investigated the accuracy of primary caregivers’ implementation of a tablet-computer based AAC system while they were providing instruction to an adult with ASD. Also, independent use of AAC system of the participant was examined. We implemented a multiple probe design across three instructional coaching steps to examine the accuracy of the caregivers’ AAC implementation. One adult with autism and CCN and his four primary caregivers participated in this study, twice a week for seven weeks. Both visual and statistical analyses were utilized. Results indicated that, with instructional coaching, all of the caregivers were able to implement the procedures of the AAC mode with the participant accurately, as demonstrated via visual inspection and statistical analyses. Nevertheless, there was little improvement in the participant's independent use of the AAC mode. Limitations and suggestions for future researchers are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD [Texte imprimé et/ou numérique] / Ee Rea HONG, Auteur ; Jennifer B. GANZ, Auteur ; Whitney GILLILAND, Auteur ; Jennifer NINCI, Auteur . - p.570-580. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.570-580 Mots-clés : Adult with autism  Complex communication needs  Tap to Talk™ application  Primary caregivers  AAC implementation  Single-case research Index. décimale : PER Périodiques Résumé : Many researchers have investigated the effectiveness of augmentative and alternative communication (AAC) systems on improving communication skills of children with autism spectrum disorder (ASD) and communication complex needs (CCN); however, few studies included adults with ASD. Also, there is a lack of research on primary caregiver implemented interventions with high treatment fidelity although primary caregiver-implemented interventions have been used effectively with adults with ASD and their families. This study investigated the accuracy of primary caregivers’ implementation of a tablet-computer based AAC system while they were providing instruction to an adult with ASD. Also, independent use of AAC system of the participant was examined. We implemented a multiple probe design across three instructional coaching steps to examine the accuracy of the caregivers’ AAC implementation. One adult with autism and CCN and his four primary caregivers participated in this study, twice a week for seven weeks. Both visual and statistical analyses were utilized. Results indicated that, with instructional coaching, all of the caregivers were able to implement the procedures of the AAC mode with the participant accurately, as demonstrated via visual inspection and statistical analyses. Nevertheless, there was little improvement in the participant's independent use of the AAC mode. Limitations and suggestions for future researchers are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Visual search strategies during facial recognition in children with ASD / Matthew A. ALBRECHT in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.559-569 Titre : Visual search strategies during facial recognition in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Matthew A. ALBRECHT, Auteur ; Jonathan K. FOSTER, Auteur ; Annette V. JOOSTEN, Auteur ; Marita FALKMER, Auteur ; Julia S. Y. TANG, Auteur ; Denise LEUNG, Auteur ; Anna ORDQVIST, Auteur ; Torbjörn FALKMER, Auteur Article en page(s) : p.559-569 Mots-clés : Face recognition  Eye-tracking  Developmental  Visual search Index. décimale : PER Périodiques Résumé : Facial recognition is a complex skill necessary for successful human interpersonal and social interactions. Given that the most prevalent disorder of social interaction is autism spectrum disorder (ASD), a number of studies have investigated and found impaired facial recognition abilities in people with ASD. Further, this impairment may be critically involved in mediating the deficits in interpersonal and social interactions in people with ASD. We sought to address the question of whether face processing is impaired in children with ASD in the current study. While there were a number of differences in visual search behaviours between the 19 children with ASD and the 15 controls, this did not manifest in deficits in facial recognition accuracy. In addition, there were notable differences with respect to eye fixation behaviours and recognition accuracy in this study compared to the findings in a previous similar study conducted in adults with ASD. These differences suggest a performance enhancing developmental trajectory in facial processing in controls that may not be present in individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Visual search strategies during facial recognition in children with ASD [Texte imprimé et/ou numérique] / Matthew A. ALBRECHT, Auteur ; Jonathan K. FOSTER, Auteur ; Annette V. JOOSTEN, Auteur ; Marita FALKMER, Auteur ; Julia S. Y. TANG, Auteur ; Denise LEUNG, Auteur ; Anna ORDQVIST, Auteur ; Torbjörn FALKMER, Auteur . - p.559-569. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.559-569 Mots-clés : Face recognition  Eye-tracking  Developmental  Visual search Index. décimale : PER Périodiques Résumé : Facial recognition is a complex skill necessary for successful human interpersonal and social interactions. Given that the most prevalent disorder of social interaction is autism spectrum disorder (ASD), a number of studies have investigated and found impaired facial recognition abilities in people with ASD. Further, this impairment may be critically involved in mediating the deficits in interpersonal and social interactions in people with ASD. We sought to address the question of whether face processing is impaired in children with ASD in the current study. While there were a number of differences in visual search behaviours between the 19 children with ASD and the 15 controls, this did not manifest in deficits in facial recognition accuracy. In addition, there were notable differences with respect to eye fixation behaviours and recognition accuracy in this study compared to the findings in a previous similar study conducted in adults with ASD. These differences suggest a performance enhancing developmental trajectory in facial processing in controls that may not be present in individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Do non-referred young people with Autism Spectrum Disorders and their caregivers agree when reporting anxiety symptoms? A preliminary investigation using the Spence Children's Anxiety Scale / Iliana MAGIATI in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.546-558 Titre : Do non-referred young people with Autism Spectrum Disorders and their caregivers agree when reporting anxiety symptoms? A preliminary investigation using the Spence Children's Anxiety Scale Type de document : Texte imprimé et/ou numérique Auteurs : Iliana MAGIATI, Auteur ; Jing Yi CHAN, Auteur ; Wen-Li Julianne TAN, Auteur ; Kenneth K. POON, Auteur Article en page(s) : p.546-558 Mots-clés : Autism  Anxiety  Assessment  Screening  Agreement  Reliability Index. décimale : PER Périodiques Résumé : Anxiety difficulties and disorders are common in children and youth people with Autism Spectrum Disorders (ASD), but only a few studies have specifically examined informant agreement in non-referred samples. The present study examined informant agreement between 38 Singaporean caregiver–child dyads using the Spence Children's Anxiety Scale Parent Version (SCAS-P) and the SCAS Child self-report (SCAS-C) respectively. The young people with ASD (mean age 12 years 10 months) completed the SCAS-C, while their caregivers completed the SCAS-P, the Scales of Independent Behavior-Revised and the Developmental Behavior Checklist. There was overall moderately good agreement between caregivers and children's reporting of anxiety symptoms. Intra-class correlations were highest in the Separation Anxiety, Generalized Anxiety and Physical Injury subscales. Fourteen of the 38 SCAS items, most of which described overt anxiety symptoms, showed strong or moderate inter-rater agreement. Higher severity of autism symptoms was associated with poorer agreement in the Generalized Anxiety, Panic and Obsessions/Compulsions SCAS subscales. These preliminary findings suggest that the SCAS may be a useful measure for reporting anxiety symptoms in terms of satisfactory agreement between caregivers and young people in non-referred settings. Implications for screening for anxiety in non-referred young people with ASD are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Do non-referred young people with Autism Spectrum Disorders and their caregivers agree when reporting anxiety symptoms? A preliminary investigation using the Spence Children's Anxiety Scale [Texte imprimé et/ou numérique] / Iliana MAGIATI, Auteur ; Jing Yi CHAN, Auteur ; Wen-Li Julianne TAN, Auteur ; Kenneth K. POON, Auteur . - p.546-558. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.546-558 Mots-clés : Autism  Anxiety  Assessment  Screening  Agreement  Reliability Index. décimale : PER Périodiques Résumé : Anxiety difficulties and disorders are common in children and youth people with Autism Spectrum Disorders (ASD), but only a few studies have specifically examined informant agreement in non-referred samples. The present study examined informant agreement between 38 Singaporean caregiver–child dyads using the Spence Children's Anxiety Scale Parent Version (SCAS-P) and the SCAS Child self-report (SCAS-C) respectively. The young people with ASD (mean age 12 years 10 months) completed the SCAS-C, while their caregivers completed the SCAS-P, the Scales of Independent Behavior-Revised and the Developmental Behavior Checklist. There was overall moderately good agreement between caregivers and children's reporting of anxiety symptoms. Intra-class correlations were highest in the Separation Anxiety, Generalized Anxiety and Physical Injury subscales. Fourteen of the 38 SCAS items, most of which described overt anxiety symptoms, showed strong or moderate inter-rater agreement. Higher severity of autism symptoms was associated with poorer agreement in the Generalized Anxiety, Panic and Obsessions/Compulsions SCAS subscales. These preliminary findings suggest that the SCAS may be a useful measure for reporting anxiety symptoms in terms of satisfactory agreement between caregivers and young people in non-referred settings. Implications for screening for anxiety in non-referred young people with ASD are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Effects of multiple interventions for reducing vocal stereotypy: Developing a sequential intervention model / Marc J. LANOVAZ in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.529-545 Titre : Effects of multiple interventions for reducing vocal stereotypy: Developing a sequential intervention model Type de document : Texte imprimé et/ou numérique Auteurs : Marc J. LANOVAZ, Auteur ; John T. RAPP, Auteur ; Isabella MACIW, Auteur ; Émilie PREGENT-PELLETIER, Auteur ; Catherine DORION, Auteur ; Stéphanie FERGUSON, Auteur ; Sabine SAADE, Auteur Article en page(s) : p.529-545 Mots-clés : Differential reinforcement  Intervention model  Music  Prompting  Stereotypy Index. décimale : PER Périodiques Résumé : Despite the availability of several interventions designed to reduce engagement in vocal stereotypy, few studies have compared two or more interventions together. Consequently, practitioners have limited amount of data to make informed decisions on whether an intervention may be more suitable than another to begin treating vocal stereotypy. The purpose of the study was to address this limitation by examining the direct and collateral effects of multiple interventions in 12 individuals with autism and other developmental disabilities in order to guide the development of a sequential intervention model. Using single-case experimental designs, we conducted a series of four experiments which showed that (a) noncontingent music generally produced more desirable outcomes than differential reinforcement of alternative behavior, (b) differential reinforcement of other behavior reduced vocal stereotypy in two participants for whom noncontingent music had failed to do so, (c) the addition of simple prompting procedures may enhance the effects of the interventions, and (d) the effects of noncontingent music may persist during sessions with extended durations. Based on these results, we propose a sequential intervention model to facilitate the initial and subsequent selection of an intervention most likely to reduce vocal stereotypy while producing desired collateral outcomes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Effects of multiple interventions for reducing vocal stereotypy: Developing a sequential intervention model [Texte imprimé et/ou numérique] / Marc J. LANOVAZ, Auteur ; John T. RAPP, Auteur ; Isabella MACIW, Auteur ; Émilie PREGENT-PELLETIER, Auteur ; Catherine DORION, Auteur ; Stéphanie FERGUSON, Auteur ; Sabine SAADE, Auteur . - p.529-545. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.529-545 Mots-clés : Differential reinforcement  Intervention model  Music  Prompting  Stereotypy Index. décimale : PER Périodiques Résumé : Despite the availability of several interventions designed to reduce engagement in vocal stereotypy, few studies have compared two or more interventions together. Consequently, practitioners have limited amount of data to make informed decisions on whether an intervention may be more suitable than another to begin treating vocal stereotypy. The purpose of the study was to address this limitation by examining the direct and collateral effects of multiple interventions in 12 individuals with autism and other developmental disabilities in order to guide the development of a sequential intervention model. Using single-case experimental designs, we conducted a series of four experiments which showed that (a) noncontingent music generally produced more desirable outcomes than differential reinforcement of alternative behavior, (b) differential reinforcement of other behavior reduced vocal stereotypy in two participants for whom noncontingent music had failed to do so, (c) the addition of simple prompting procedures may enhance the effects of the interventions, and (d) the effects of noncontingent music may persist during sessions with extended durations. Based on these results, we propose a sequential intervention model to facilitate the initial and subsequent selection of an intervention most likely to reduce vocal stereotypy while producing desired collateral outcomes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Social-communicative abilities and language in preschoolers with autism spectrum disorders: Associations differ depending on language age / Sara VAN DER PAELT in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.518-528 Titre : Social-communicative abilities and language in preschoolers with autism spectrum disorders: Associations differ depending on language age Type de document : Texte imprimé et/ou numérique Auteurs : Sara VAN DER PAELT, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.518-528 Mots-clés : Autism spectrum disorder  Language development  Imitation  Joint attention  Pretend play  Social-communicative abilities Index. décimale : PER Périodiques Résumé : The aim of this study was to look at the unique contributions of imitation, pretend play and joint attention to differences in receptive and expressive language. Associations between social-communicative and language abilities were assessed thoroughly in a large sample (n = 83) of preschoolers with ASD. We hypothesized that these associations are dependent of language age. Therefore the sample was divided in two subsamples based on either the receptive or expressive language age for each of the analyses. Results revealed that imitation, pretend play, response to joint attention and imperative and declarative joint attention, were all uniquely associated with language. However, these relationships were different for receptive and expressive language and they also differed depending on the language age of the children. While imitation and pretend play showed unique associations with language in children with a language age under 2 years old and children with a language age above 2 years old, joint attention abilities were only uniquely associated with language in children with the youngest language age. These findings lend support to the idea that social-communicative abilities are important intervention targets for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Social-communicative abilities and language in preschoolers with autism spectrum disorders: Associations differ depending on language age [Texte imprimé et/ou numérique] / Sara VAN DER PAELT, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur . - p.518-528. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.518-528 Mots-clés : Autism spectrum disorder  Language development  Imitation  Joint attention  Pretend play  Social-communicative abilities Index. décimale : PER Périodiques Résumé : The aim of this study was to look at the unique contributions of imitation, pretend play and joint attention to differences in receptive and expressive language. Associations between social-communicative and language abilities were assessed thoroughly in a large sample (n = 83) of preschoolers with ASD. We hypothesized that these associations are dependent of language age. Therefore the sample was divided in two subsamples based on either the receptive or expressive language age for each of the analyses. Results revealed that imitation, pretend play, response to joint attention and imperative and declarative joint attention, were all uniquely associated with language. However, these relationships were different for receptive and expressive language and they also differed depending on the language age of the children. While imitation and pretend play showed unique associations with language in children with a language age under 2 years old and children with a language age above 2 years old, joint attention abilities were only uniquely associated with language in children with the youngest language age. These findings lend support to the idea that social-communicative abilities are important intervention targets for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Personal and workplace factors for the risk of low back pain among institutional caregivers of people with intellectual, autistic or multiple disabilities / Jin-Ding LIN in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.509-517 Titre : Personal and workplace factors for the risk of low back pain among institutional caregivers of people with intellectual, autistic or multiple disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Jin-Ding LIN, Auteur ; Lan-Ping LIN, Auteur ; Sheng-Fang SU, Auteur ; Shang-Wei HSU, Auteur ; Ching-Hui LOH, Auteur ; Jia-Ling WU, Auteur ; Cordia M. CHU, Auteur Article en page(s) : p.509-517 Mots-clés : Low back pain  Musculoskeletal discomfort  Disability  Caregiver  Staff Index. décimale : PER Périodiques Résumé : The aims of the present study were to investigate the prevalence of LBP among institutional caregivers of people with intellectual, autistic or associated multiple disabilities and to examine the risk factors for LBP among this population. A cross-sectional, purposive sampling method was used to recruit into the study 1073 staff who were working in 15 disability welfare institutions. The survey materials included an introduction letter, an informed consent, and a structured questionnaire that queried the participant's demographic and working characteristics, healthy lifestyle, and previous and current LBP experiences. The present study results showed that 63.2% of the participants reported that they had LBP in the previous year. Many factors of the participants’ demographic characteristics (gender, BMI, and marital status), working conditions (years of working experience, weekly work days, labor-oriented work, and direct care staff), and health status (exercise habit, perceived health status, previous and more recent medication experience of musculoskeletal discomfort) associated with LBP occurrence were analyzed in univariate Chi-square analyses. Finally, multiple logistic regression analyses revealed that the factors of female gender (OR = 1.534, p = 0.039), being married (OR = 1.469, p = 0.027), being direct care staff (OR = 1.844, p = 0.025), having fair health status (OR = 1.518, p = 0.012), or previous (OR = 1.996, p 0.001) and more recent (OR = 2.744, p 0.001) medication experience of musculoskeletal discomfort were found to be more likely to have LBP than their counterparts. This study highlights that we should pay much closer attention to LBP risk factors and to plan necessary initiatives to avoid the progression of LBP in the workplace. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Personal and workplace factors for the risk of low back pain among institutional caregivers of people with intellectual, autistic or multiple disabilities [Texte imprimé et/ou numérique] / Jin-Ding LIN, Auteur ; Lan-Ping LIN, Auteur ; Sheng-Fang SU, Auteur ; Shang-Wei HSU, Auteur ; Ching-Hui LOH, Auteur ; Jia-Ling WU, Auteur ; Cordia M. CHU, Auteur . - p.509-517. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.509-517 Mots-clés : Low back pain  Musculoskeletal discomfort  Disability  Caregiver  Staff Index. décimale : PER Périodiques Résumé : The aims of the present study were to investigate the prevalence of LBP among institutional caregivers of people with intellectual, autistic or associated multiple disabilities and to examine the risk factors for LBP among this population. A cross-sectional, purposive sampling method was used to recruit into the study 1073 staff who were working in 15 disability welfare institutions. The survey materials included an introduction letter, an informed consent, and a structured questionnaire that queried the participant's demographic and working characteristics, healthy lifestyle, and previous and current LBP experiences. The present study results showed that 63.2% of the participants reported that they had LBP in the previous year. Many factors of the participants’ demographic characteristics (gender, BMI, and marital status), working conditions (years of working experience, weekly work days, labor-oriented work, and direct care staff), and health status (exercise habit, perceived health status, previous and more recent medication experience of musculoskeletal discomfort) associated with LBP occurrence were analyzed in univariate Chi-square analyses. Finally, multiple logistic regression analyses revealed that the factors of female gender (OR = 1.534, p = 0.039), being married (OR = 1.469, p = 0.027), being direct care staff (OR = 1.844, p = 0.025), having fair health status (OR = 1.518, p = 0.012), or previous (OR = 1.996, p 0.001) and more recent (OR = 2.744, p 0.001) medication experience of musculoskeletal discomfort were found to be more likely to have LBP than their counterparts. This study highlights that we should pay much closer attention to LBP risk factors and to plan necessary initiatives to avoid the progression of LBP in the workplace. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

The effect of cognitive skills and autism spectrum disorder on stereotyped behaviors in infants and toddlers / Paige E. CERVANTES in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.502-508 Titre : The effect of cognitive skills and autism spectrum disorder on stereotyped behaviors in infants and toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Paige E. CERVANTES, Auteur ; Johnny L. MATSON, Auteur ; Lindsey W. WILLIAMS, Auteur ; Jina JANG, Auteur Article en page(s) : p.502-508 Mots-clés : ASD  Stereotypies  BISCUIT  BDI-2  Cognitive skills Index. décimale : PER Périodiques Résumé : Stereotyped behaviors are prominent in both the ASD and ID populations; stereotypies can impede social skill acquisition, interfere with learning, and adversely affect an individual's quality of life. The current study explored the effect of cognitive skills and autism spectrum disorder (ASD) on the rate of stereotypies in 2019 children aged 17–39 months. Cognitive abilities were assessed using the cognitive developmental quotient (DQ) on the Battelle Developmental Inventory, Second Edition (BDI-2); two levels of cognitive skill were used: (1) low (cognitive DQ less than or equal to 70), and (2) typical (cognitive DQ greater than 70). Stereotypies were examined utilizing the Baby and Infant Screen for Children with aUtIsm Traits, Part 3 (BISCUIT-Part 3). Children with ASD were found to have greater rates of overall stereotyped behaviors compared to children with atypical development, regardless of cognitive level; however, children with ASD and typical cognitive ability evinced the highest rate of stereotypies. An examination of specific stereotyped behaviors (i.e., unusual play with objects, repeated and unusual vocalizations, repeated and unusual body movements) revealed disparate results. Research and clinical implications regarding these findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] The effect of cognitive skills and autism spectrum disorder on stereotyped behaviors in infants and toddlers [Texte imprimé et/ou numérique] / Paige E. CERVANTES, Auteur ; Johnny L. MATSON, Auteur ; Lindsey W. WILLIAMS, Auteur ; Jina JANG, Auteur . - p.502-508. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.502-508 Mots-clés : ASD  Stereotypies  BISCUIT  BDI-2  Cognitive skills Index. décimale : PER Périodiques Résumé : Stereotyped behaviors are prominent in both the ASD and ID populations; stereotypies can impede social skill acquisition, interfere with learning, and adversely affect an individual's quality of life. The current study explored the effect of cognitive skills and autism spectrum disorder (ASD) on the rate of stereotypies in 2019 children aged 17–39 months. Cognitive abilities were assessed using the cognitive developmental quotient (DQ) on the Battelle Developmental Inventory, Second Edition (BDI-2); two levels of cognitive skill were used: (1) low (cognitive DQ less than or equal to 70), and (2) typical (cognitive DQ greater than 70). Stereotypies were examined utilizing the Baby and Infant Screen for Children with aUtIsm Traits, Part 3 (BISCUIT-Part 3). Children with ASD were found to have greater rates of overall stereotyped behaviors compared to children with atypical development, regardless of cognitive level; however, children with ASD and typical cognitive ability evinced the highest rate of stereotypies. An examination of specific stereotyped behaviors (i.e., unusual play with objects, repeated and unusual vocalizations, repeated and unusual body movements) revealed disparate results. Research and clinical implications regarding these findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Analysis of three components of affective behavior in children with autism / Nidal DAOU in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.480-501 Titre : Analysis of three components of affective behavior in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Nidal DAOU, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.480-501 Mots-clés : Affective behavior  Applied behavior analysis  Autism  Emotion  Facial expression  Vocal intonation Index. décimale : PER Périodiques Résumé : Affective behavior is a crucial ingredient for appropriate, sustainable social interactions. People with autism have deficits in social interaction that are apparent in nonverbal behavior. Few studies have applied behavioral procedures to increase appropriate affective responding in people with autism. This study adds to that literature by examining three components of affective behavior, thus reinforcing the notion that it is not only what the learner says (verbal responding), but also how she says it (vocal intonation); not only whether the learner makes eye contact with his conversation partner, but also how he presents himself (facial expression). A multiple-baseline design evaluated the effects of an affect-training program on the percentage of appropriate responding emitted by three children with autism. The program consisted of reinforcement, prompting, script-fading, and shaping procedures. The percentage of appropriate affective responding emitted by participants across categories increased systematically following treatment; so did performance on nonreinforced probes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Analysis of three components of affective behavior in children with autism [Texte imprimé et/ou numérique] / Nidal DAOU, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur . - p.480-501. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.480-501 Mots-clés : Affective behavior  Applied behavior analysis  Autism  Emotion  Facial expression  Vocal intonation Index. décimale : PER Périodiques Résumé : Affective behavior is a crucial ingredient for appropriate, sustainable social interactions. People with autism have deficits in social interaction that are apparent in nonverbal behavior. Few studies have applied behavioral procedures to increase appropriate affective responding in people with autism. This study adds to that literature by examining three components of affective behavior, thus reinforcing the notion that it is not only what the learner says (verbal responding), but also how she says it (vocal intonation); not only whether the learner makes eye contact with his conversation partner, but also how he presents himself (facial expression). A multiple-baseline design evaluated the effects of an affect-training program on the percentage of appropriate responding emitted by three children with autism. The program consisted of reinforcement, prompting, script-fading, and shaping procedures. The percentage of appropriate affective responding emitted by participants across categories increased systematically following treatment; so did performance on nonreinforced probes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Self monitoring to promote on-task behavior by two high functioning boys with autism spectrum disorders and symptoms of ADHD / Fabrizio STASOLLA in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.472-479 Titre : Self monitoring to promote on-task behavior by two high functioning boys with autism spectrum disorders and symptoms of ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Fabrizio STASOLLA, Auteur ; Viviana PERILLI, Auteur ; Rita DAMIANI, Auteur Article en page(s) : p.472-479 Mots-clés : Self monitoring  Autism spectrum disorders  ADHD  Stereotypy  Indices of happiness  Social validation Index. décimale : PER Périodiques Résumé : We assessed a self-monitoring procedure to promote on-task behavior in classroom by two high functioning boys with autism spectrum and attention deficit hyperactivity disorders. A second aim of the study was to reduce stereotyped behaviors for both boys. Finally, a third goal was to verify the effects of the intervention on the participant's mood. The study was conducted according to a non concurrent multiple baseline design across participants. Results show an increase of on-task behavior and indices of happiness during the intervention phase. Moreover, the stereotyped behaviors decreased during intervention phase for both boys. Participants maintained their performance during the maintenance phase, which occurred a month after the end of the intervention. The effectiveness of the rehabilitation program was confirmed by 72 university students involved in a social validation assessment as raters. Psychological and practical implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Self monitoring to promote on-task behavior by two high functioning boys with autism spectrum disorders and symptoms of ADHD [Texte imprimé et/ou numérique] / Fabrizio STASOLLA, Auteur ; Viviana PERILLI, Auteur ; Rita DAMIANI, Auteur . - p.472-479. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.472-479 Mots-clés : Self monitoring  Autism spectrum disorders  ADHD  Stereotypy  Indices of happiness  Social validation Index. décimale : PER Périodiques Résumé : We assessed a self-monitoring procedure to promote on-task behavior in classroom by two high functioning boys with autism spectrum and attention deficit hyperactivity disorders. A second aim of the study was to reduce stereotyped behaviors for both boys. Finally, a third goal was to verify the effects of the intervention on the participant's mood. The study was conducted according to a non concurrent multiple baseline design across participants. Results show an increase of on-task behavior and indices of happiness during the intervention phase. Moreover, the stereotyped behaviors decreased during intervention phase for both boys. Participants maintained their performance during the maintenance phase, which occurred a month after the end of the intervention. The effectiveness of the rehabilitation program was confirmed by 72 university students involved in a social validation assessment as raters. Psychological and practical implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Visual search strategies of children with and without autism spectrum disorders during an embedded figures task / Chiara HORLIN in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.463-471 Titre : Visual search strategies of children with and without autism spectrum disorders during an embedded figures task Type de document : Texte imprimé et/ou numérique Auteurs : Chiara HORLIN, Auteur ; Matthew A. ALBRECHT, Auteur ; Marita FALKMER, Auteur ; Denise LEUNG, Auteur ; Anna ORDQVIST, Auteur ; Tele TAN, Auteur ; Wee Lih LEE, Auteur ; Torbjörn FALKMER, Auteur Article en page(s) : p.463-471 Mots-clés : ASD  Eye tracking  Embedded figures test  Visual search Index. décimale : PER Périodiques Résumé : Individuals with ASD often demonstrate superior performance on embedded figures tasks (EFTs). We investigated visual scanning behaviour in children with ASD during an EFT in an attempt replicating a previous study examining differences in visual search behaviour. Twenty-three children with, and 31 children without an ASD were shown 16 items from the Figure-Ground subtest of the TVPS-3 while wearing an eye tracker. Children with ASD exhibited fewer fixations, and less time per fixation, on the target figure. Accuracy was similar between the two groups. There were no other noteworthy differences between children with and without ASD. Differences in visual scanning patterns in the presence of typical behavioural performance suggest that any purported differences in processing style may not be detrimental to cognitive performance and further refinement of the current methodology may lead to support for a purported advantageous cognitive style. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Visual search strategies of children with and without autism spectrum disorders during an embedded figures task [Texte imprimé et/ou numérique] / Chiara HORLIN, Auteur ; Matthew A. ALBRECHT, Auteur ; Marita FALKMER, Auteur ; Denise LEUNG, Auteur ; Anna ORDQVIST, Auteur ; Tele TAN, Auteur ; Wee Lih LEE, Auteur ; Torbjörn FALKMER, Auteur . - p.463-471. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.463-471 Mots-clés : ASD  Eye tracking  Embedded figures test  Visual search Index. décimale : PER Périodiques Résumé : Individuals with ASD often demonstrate superior performance on embedded figures tasks (EFTs). We investigated visual scanning behaviour in children with ASD during an EFT in an attempt replicating a previous study examining differences in visual search behaviour. Twenty-three children with, and 31 children without an ASD were shown 16 items from the Figure-Ground subtest of the TVPS-3 while wearing an eye tracker. Children with ASD exhibited fewer fixations, and less time per fixation, on the target figure. Accuracy was similar between the two groups. There were no other noteworthy differences between children with and without ASD. Differences in visual scanning patterns in the presence of typical behavioural performance suggest that any purported differences in processing style may not be detrimental to cognitive performance and further refinement of the current methodology may lead to support for a purported advantageous cognitive style. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Thematic matching as remedial teaching for symbolic matching for individuals with autism spectrum disorder / Karen M. LIONELLO-DENOLF in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.455-462 Titre : Thematic matching as remedial teaching for symbolic matching for individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Karen M. LIONELLO-DENOLF, Auteur ; Rachel FARBER, Auteur ; B. Max JONES, Auteur ; William V. DUBE, Auteur Article en page(s) : p.455-462 Mots-clés : Matching-to-sample  Symbolic behavior  Thematic matching  Children with ASD Index. décimale : PER Périodiques Résumé : Matching-to-sample (MTS) is often used to teach symbolic relationships between spoken or printed words and their referents to children with intellectual and developmental disabilities. However, many children have difficulty learning symbolic matching, even though they may demonstrate generalized identity matching. The current study investigated whether training on symbolic MTS tasks in which the stimuli are physically dissimilar but members of familiar categories (i.e., thematic matching) can remediate an individual's difficulty learning symbolic MTS tasks involving non-representative stimuli. Three adolescent males diagnosed with autism spectrum disorder were first trained on symbolic MTS tasks with unfamiliar, non-representative form stimuli. Thematic matching was introduced after the participants failed to learn 0, 2 or 4 symbolic MTS tasks and before additional symbolic MTS tasks were introduced. After exposure to thematic matching, accuracy on symbolic MTS tasks with novel stimuli increased to above chance for all participants. For two participants, high accuracy (90%) was achieved on a majority of these sessions. Thus, thematic matching may be an effective intervention for students with limited verbal repertoires and who have difficulty learning symbolic MTS tasks. Possible explanations for the facilitative effect of thematic matching are considered and warrant further investigation. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Thematic matching as remedial teaching for symbolic matching for individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Karen M. LIONELLO-DENOLF, Auteur ; Rachel FARBER, Auteur ; B. Max JONES, Auteur ; William V. DUBE, Auteur . - p.455-462. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.455-462 Mots-clés : Matching-to-sample  Symbolic behavior  Thematic matching  Children with ASD Index. décimale : PER Périodiques Résumé : Matching-to-sample (MTS) is often used to teach symbolic relationships between spoken or printed words and their referents to children with intellectual and developmental disabilities. However, many children have difficulty learning symbolic matching, even though they may demonstrate generalized identity matching. The current study investigated whether training on symbolic MTS tasks in which the stimuli are physically dissimilar but members of familiar categories (i.e., thematic matching) can remediate an individual's difficulty learning symbolic MTS tasks involving non-representative stimuli. Three adolescent males diagnosed with autism spectrum disorder were first trained on symbolic MTS tasks with unfamiliar, non-representative form stimuli. Thematic matching was introduced after the participants failed to learn 0, 2 or 4 symbolic MTS tasks and before additional symbolic MTS tasks were introduced. After exposure to thematic matching, accuracy on symbolic MTS tasks with novel stimuli increased to above chance for all participants. For two participants, high accuracy (90%) was achieved on a majority of these sessions. Thus, thematic matching may be an effective intervention for students with limited verbal repertoires and who have difficulty learning symbolic MTS tasks. Possible explanations for the facilitative effect of thematic matching are considered and warrant further investigation. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229