Increasing social responsiveness in a child with autism: A comparison of music and non-music interventions / Emily FINNIGAN in Autism, 14-4 (July 2010)  

Public ISBD [article]  inAutism > 14-4 (July 2010) . - p.321-348 Titre : Increasing social responsiveness in a child with autism: A comparison of music and non-music interventions Type de document : Texte imprimé et/ou numérique Auteurs : Emily FINNIGAN, Auteur ; Elizabeth STARR, Auteur Année de publication : 2010 Article en page(s) : p.321-348 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study sought to determine the effects of using music and non-music interventions on the social responsive and avoidant behaviours of a preschool child with autism. A single-subject alternating treatment design was used in which two interventions were presented in a similar fashion except for the addition of music during the music condition. Four phases took place: baseline (Phase A), alternating treatments (Phase B), a second treatment phase (Phase C) using the condition that proved to be more effective in Phase B, and follow-up (Phase D). Data were collected over a total of 12 treatment sessions for various social responsive and avoidant behaviours. Results indicated that the music intervention was more effective than the non-music intervention in increasing all three social responsive behaviours in both Phases B and C. Furthermore, no avoidant behaviours were observed during the music condition. It is suggested that the music condition was more motivating for the participant than the non-music condition, resulting in more social responsive behaviours. En ligne : http://dx.doi.org/10.1177/1362361309357747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Increasing social responsiveness in a child with autism: A comparison of music and non-music interventions [Texte imprimé et/ou numérique] / Emily FINNIGAN, Auteur ; Elizabeth STARR, Auteur . - 2010 . - p.321-348. Langues : Anglais (eng) in Autism > 14-4 (July 2010) . - p.321-348 Index. décimale : PER Périodiques Résumé : This study sought to determine the effects of using music and non-music interventions on the social responsive and avoidant behaviours of a preschool child with autism. A single-subject alternating treatment design was used in which two interventions were presented in a similar fashion except for the addition of music during the music condition. Four phases took place: baseline (Phase A), alternating treatments (Phase B), a second treatment phase (Phase C) using the condition that proved to be more effective in Phase B, and follow-up (Phase D). Data were collected over a total of 12 treatment sessions for various social responsive and avoidant behaviours. Results indicated that the music intervention was more effective than the non-music intervention in increasing all three social responsive behaviours in both Phases B and C. Furthermore, no avoidant behaviours were observed during the music condition. It is suggested that the music condition was more motivating for the participant than the non-music condition, resulting in more social responsive behaviours. En ligne : http://dx.doi.org/10.1177/1362361309357747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Lorraine Wolf, Jane Thierfeld Brown and G. Ruth Kukiela Bork: Students with Asperger Syndrome: A Guide for College Personnel / Elizabeth STARR in Journal of Autism and Developmental Disorders, 41-9 (September 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-9 (September 2011) . - p.1289-1290 Titre : Lorraine Wolf, Jane Thierfeld Brown and G. Ruth Kukiela Bork: Students with Asperger Syndrome: A Guide for College Personnel : Autism Asperger Publishing Co, Shawnee Mission, KN, 2009, 337 pp., ISBN: 978-1-934575-39-0, $23.95 (paper) Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth STARR, Auteur Année de publication : 2011 Article en page(s) : p.1289-1290 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-1122-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 [article] Lorraine Wolf, Jane Thierfeld Brown and G. Ruth Kukiela Bork: Students with Asperger Syndrome: A Guide for College Personnel : Autism Asperger Publishing Co, Shawnee Mission, KN, 2009, 337 pp., ISBN: 978-1-934575-39-0, $23.95 (paper) [Texte imprimé et/ou numérique] / Elizabeth STARR, Auteur . - 2011 . - p.1289-1290. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-9 (September 2011) . - p.1289-1290 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-1122-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142

M. Calinescu: Matthew’s Enigma / Elizabeth STARR in Journal of Autism and Developmental Disorders, 40-7 (July 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.914-915 Titre : M. Calinescu: Matthew’s Enigma : Indiana University Press, Bloomington, IN, 208 pp., ISBN 978-0-253-22066. $19.95 (paper) Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth STARR, Auteur Année de publication : 2010 Article en page(s) : p.914-915 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0850-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] M. Calinescu: Matthew’s Enigma : Indiana University Press, Bloomington, IN, 208 pp., ISBN 978-0-253-22066. $19.95 (paper) [Texte imprimé et/ou numérique] / Elizabeth STARR, Auteur . - 2010 . - p.914-915. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.914-915 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0850-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

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