Dépouillements

Administrator views and knowledge of instructional practices for students with autism spectrum disorders / Barbara L. PAZEY in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1253-1268 Titre : Administrator views and knowledge of instructional practices for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Barbara L. PAZEY, Auteur ; Cindy GEVARTER, Auteur ; Jennifer HAMRICK, Auteur ; Laura ROJESKI, Auteur Article en page(s) : p.1253-1268 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Administrator knowledge and attitudes  ASD interventions  Instructional strategies Index. décimale : PER Périodiques Résumé : This paper contains a review of eight studies that examined the views and knowledge base of administrators regarding intervention and instructional methods for students with autism spectrum disorders (ASDs). Administrators’ views surrounding training and professional development in ASD instructional practices were also investigated. While administrators reported being knowledgeable about instructional practices, the need for a more formative evaluation of instructional knowledge combining self-report with observational methods of instructional knowledge was supported. Findings from the review point to added benefits to administrators when exposed to additional training in evidence-based practices for students with ASDs. Accordingly, administrators with a stronger knowledge of such practices may feel more prepared to act as instructional leaders. Research-to-practice gaps related to administrators’ views and beliefs about interventions, utility of methods for different age groups, and effective training and implementation of methods obtained through additional out-of-classroom training time were also supported. The small number of studies and limitations surrounding survey methodology employed in all studies warrants further research in this area. Suggestions for future descriptive and intervention-based research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Administrator views and knowledge of instructional practices for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Barbara L. PAZEY, Auteur ; Cindy GEVARTER, Auteur ; Jennifer HAMRICK, Auteur ; Laura ROJESKI, Auteur . - p.1253-1268. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1253-1268 Mots-clés : Autism spectrum disorders  Administrator knowledge and attitudes  ASD interventions  Instructional strategies Index. décimale : PER Périodiques Résumé : This paper contains a review of eight studies that examined the views and knowledge base of administrators regarding intervention and instructional methods for students with autism spectrum disorders (ASDs). Administrators’ views surrounding training and professional development in ASD instructional practices were also investigated. While administrators reported being knowledgeable about instructional practices, the need for a more formative evaluation of instructional knowledge combining self-report with observational methods of instructional knowledge was supported. Findings from the review point to added benefits to administrators when exposed to additional training in evidence-based practices for students with ASDs. Accordingly, administrators with a stronger knowledge of such practices may feel more prepared to act as instructional leaders. Research-to-practice gaps related to administrators’ views and beliefs about interventions, utility of methods for different age groups, and effective training and implementation of methods obtained through additional out-of-classroom training time were also supported. The small number of studies and limitations surrounding survey methodology employed in all studies warrants further research in this area. Suggestions for future descriptive and intervention-based research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Comparing PECS and VOCA to promote communication opportunities and to reduce stereotyped behaviors by three girls with Rett syndrome / Fabrizio STASOLLA in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1269-1278 Titre : Comparing PECS and VOCA to promote communication opportunities and to reduce stereotyped behaviors by three girls with Rett syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Fabrizio STASOLLA, Auteur ; Claudia DE PACE, Auteur ; Rita DAMIANI, Auteur ; Antonia DI LEONE, Auteur ; Vincenza ALBANO, Auteur ; Viviana PERILLI, Auteur Article en page(s) : p.1269-1278 Langues : Anglais (eng) Mots-clés : Rett syndrome  Augmentative and alternative communication  Developmental disabilities  Indices of happiness  Quality of life  Stereotypies Index. décimale : PER Périodiques Résumé : We compared PECS and VOCA intervention strategies to promote communication opportunities for three girls with Rett syndrome and severe to profound developmental disabilities. The first aim of the study was to assess the effectiveness of both aforementioned strategies by enhancing request and choices of preferred items by the participants involved to a caregiver. The second goal of the study was to assess the effects of the intervention program by reducing stereotyped behaviors (i.e. body rocking and hand movements). Finally, the third purpose was to carry out the indices of happiness and monitor quality of life concerning the participants exposed to the intervention program. The study was carried out according to an alternating treatments design with a final preference check phase for each participant. Results showed an increasing of independent requested and chosen items as well as of indices of happiness during intervention phases for all participants. Moreover, two of them chose VOCA strategy during preference checks phase, while the third one equally chose both strategies. Furthermore, a decreasing of stereotypies was observed during intervention phases for the three participants. Clinical, educational and psychological implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Comparing PECS and VOCA to promote communication opportunities and to reduce stereotyped behaviors by three girls with Rett syndrome [Texte imprimé et/ou numérique] / Fabrizio STASOLLA, Auteur ; Claudia DE PACE, Auteur ; Rita DAMIANI, Auteur ; Antonia DI LEONE, Auteur ; Vincenza ALBANO, Auteur ; Viviana PERILLI, Auteur . - p.1269-1278. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1269-1278 Mots-clés : Rett syndrome  Augmentative and alternative communication  Developmental disabilities  Indices of happiness  Quality of life  Stereotypies Index. décimale : PER Périodiques Résumé : We compared PECS and VOCA intervention strategies to promote communication opportunities for three girls with Rett syndrome and severe to profound developmental disabilities. The first aim of the study was to assess the effectiveness of both aforementioned strategies by enhancing request and choices of preferred items by the participants involved to a caregiver. The second goal of the study was to assess the effects of the intervention program by reducing stereotyped behaviors (i.e. body rocking and hand movements). Finally, the third purpose was to carry out the indices of happiness and monitor quality of life concerning the participants exposed to the intervention program. The study was carried out according to an alternating treatments design with a final preference check phase for each participant. Results showed an increasing of independent requested and chosen items as well as of indices of happiness during intervention phases for all participants. Moreover, two of them chose VOCA strategy during preference checks phase, while the third one equally chose both strategies. Furthermore, a decreasing of stereotypies was observed during intervention phases for the three participants. Clinical, educational and psychological implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Comparison of high and low preferred topographies of contingent attention during discrete trial training / Russell LANG in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1279-1286 Titre : Comparison of high and low preferred topographies of contingent attention during discrete trial training Type de document : Texte imprimé et/ou numérique Auteurs : Russell LANG, Auteur ; Marije VAN DER WERFF, Auteur ; Katja VERBEEK, Auteur ; Robert DIDDEN, Auteur ; Katy DAVENPORT, Auteur ; Melissa MOORE, Auteur ; Allyson LEE, Auteur ; Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio LANCIONI, Auteur Article en page(s) : p.1279-1286 Langues : Anglais (eng) Mots-clés : Autism  Preference assessment  Attention  Discrete trial training Index. décimale : PER Périodiques Résumé : We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Comparison of high and low preferred topographies of contingent attention during discrete trial training [Texte imprimé et/ou numérique] / Russell LANG, Auteur ; Marije VAN DER WERFF, Auteur ; Katja VERBEEK, Auteur ; Robert DIDDEN, Auteur ; Katy DAVENPORT, Auteur ; Melissa MOORE, Auteur ; Allyson LEE, Auteur ; Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio LANCIONI, Auteur . - p.1279-1286. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1279-1286 Mots-clés : Autism  Preference assessment  Attention  Discrete trial training Index. décimale : PER Périodiques Résumé : We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

The relationship between cognitive development and conduct problems in young children with autism spectrum disorder / Paige E. CERVANTES in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1287-1294 Titre : The relationship between cognitive development and conduct problems in young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Paige E. CERVANTES, Auteur ; Johnny L. MATSON, Auteur ; Hilary L. ADAMS, Auteur ; Matthew J. KONST, Auteur Article en page(s) : p.1287-1294 Langues : Anglais (eng) Mots-clés : ASD  Conduct  Tantrums  BISCUIT  BDI-2  Cognitive Index. décimale : PER Périodiques Résumé : Individuals with ASD often demonstrate elevated rates of challenging behaviors, such as tantrums, aggression, and property destruction. The current study examined the relationship between cognitive abilities and conduct problem behaviors in 263 children aged 18 to 39 months. Cognitive development was measured utilizing the cognitive developmental quotient (DQ) on the Battelle Developmental Inventory, Second Edition (BDI-2). Participants were separated into two groups: (1) low cognitive DQ group (cognitive DQ less than or equal to 70), and (2) typical cognitive DQ group (cognitive DQ greater than 70). Conduct problems were assessed using the Tantrum/Conduct Behavior subscale of the Baby and Infant Screen for Children with aUtIsm Traits, Part 2 (BISCUIT-Part 2). Higher rates of overall conduct problem behaviors were observed in young children with ASD and typical cognitive development relative to children with low cognitive development. Comparisons of specific conduct behaviors indicated cognitive ability may be associated with particular presentations of conduct problems. Implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] The relationship between cognitive development and conduct problems in young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Paige E. CERVANTES, Auteur ; Johnny L. MATSON, Auteur ; Hilary L. ADAMS, Auteur ; Matthew J. KONST, Auteur . - p.1287-1294. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1287-1294 Mots-clés : ASD  Conduct  Tantrums  BISCUIT  BDI-2  Cognitive Index. décimale : PER Périodiques Résumé : Individuals with ASD often demonstrate elevated rates of challenging behaviors, such as tantrums, aggression, and property destruction. The current study examined the relationship between cognitive abilities and conduct problem behaviors in 263 children aged 18 to 39 months. Cognitive development was measured utilizing the cognitive developmental quotient (DQ) on the Battelle Developmental Inventory, Second Edition (BDI-2). Participants were separated into two groups: (1) low cognitive DQ group (cognitive DQ less than or equal to 70), and (2) typical cognitive DQ group (cognitive DQ greater than 70). Conduct problems were assessed using the Tantrum/Conduct Behavior subscale of the Baby and Infant Screen for Children with aUtIsm Traits, Part 2 (BISCUIT-Part 2). Higher rates of overall conduct problem behaviors were observed in young children with ASD and typical cognitive development relative to children with low cognitive development. Comparisons of specific conduct behaviors indicated cognitive ability may be associated with particular presentations of conduct problems. Implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Parenting dimensions in mothers and fathers of children with Autism Spectrum Disorders / Yagmur OZTURK in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1295-1306 Titre : Parenting dimensions in mothers and fathers of children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yagmur OZTURK, Auteur ; Samantha RICCADONNA, Auteur ; Paola VENUTI, Auteur Article en page(s) : p.1295-1306 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder (ASD)  Mothers and fathers  Parental stress  Parental attitude  Parental mental health Index. décimale : PER Périodiques Résumé : Rearing a child with Autism Spectrum Disorder (ASD) is a unique challenge for both parents. Previous studies addressed how mothers are affected by the challenges of raising a child with ASD, mostly in terms of stress pattern. In this study, we focused on comparisons between mothers and fathers of children with ASD in parental stress, attitude and mental health. We examined 99 parents of children with ASD using the Parenting Stress Index-Short Form, the Parental Style Questionnaire, the Self-Perceptions of the Parental Role and the Symptom Checklist-90-Revised. The results revealed the gender differences in the parental attitude and mental health. Mothers reported that they engaged in more social behaviors with their children than fathers. In addition mothers reported higher level of depression than fathers. No difference among parents emerged in the Parenting Stress Index-Short Form. The results of a multiple regression analysis revealed that parenting distress is associated with depression, balance of parents’ diverse roles in their life and dysfunctional interaction between parents and children. These findings highlight both similarities and differences between mothers and fathers of children with ASD and the existence of a relationship between parental stress, mental health and attitude. Results suggest the importance of developing specific intervention programs which incorporate these fundamental parenting domains. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Parenting dimensions in mothers and fathers of children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Yagmur OZTURK, Auteur ; Samantha RICCADONNA, Auteur ; Paola VENUTI, Auteur . - p.1295-1306. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1295-1306 Mots-clés : Autism Spectrum Disorder (ASD)  Mothers and fathers  Parental stress  Parental attitude  Parental mental health Index. décimale : PER Périodiques Résumé : Rearing a child with Autism Spectrum Disorder (ASD) is a unique challenge for both parents. Previous studies addressed how mothers are affected by the challenges of raising a child with ASD, mostly in terms of stress pattern. In this study, we focused on comparisons between mothers and fathers of children with ASD in parental stress, attitude and mental health. We examined 99 parents of children with ASD using the Parenting Stress Index-Short Form, the Parental Style Questionnaire, the Self-Perceptions of the Parental Role and the Symptom Checklist-90-Revised. The results revealed the gender differences in the parental attitude and mental health. Mothers reported that they engaged in more social behaviors with their children than fathers. In addition mothers reported higher level of depression than fathers. No difference among parents emerged in the Parenting Stress Index-Short Form. The results of a multiple regression analysis revealed that parenting distress is associated with depression, balance of parents’ diverse roles in their life and dysfunctional interaction between parents and children. These findings highlight both similarities and differences between mothers and fathers of children with ASD and the existence of a relationship between parental stress, mental health and attitude. Results suggest the importance of developing specific intervention programs which incorporate these fundamental parenting domains. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Personal–social development differences in toddlers diagnosed with autism spectrum disorder: DSM-IV-TR versus DSM-5 / Robert D. RIESKE in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1307-1315 Titre : Personal–social development differences in toddlers diagnosed with autism spectrum disorder: DSM-IV-TR versus DSM-5 Type de document : Texte imprimé et/ou numérique Auteurs : Robert D. RIESKE, Auteur ; Johnny L. MATSON, Auteur ; Jennifer BEIGHLEY, Auteur ; Lindsey W. WILLIAMS, Auteur ; Nicole TURYGIN, Auteur Article en page(s) : p.1307-1315 Langues : Anglais (eng) Mots-clés : ASD  DSM-5  Personal–social  Toddlers  Social skills Index. décimale : PER Périodiques Résumé : Recent changes in diagnostic criteria for autism spectrum disorders (ASD) has stimulated research comparing the differences between those who would no longer meet the criteria for an ASD and those who would according to DSM-5. Previously, researchers have shown that individuals who no longer meet the criteria still have severe deficits in several areas when compared to atypically developing controls. These challenges are often similar in severity when compared to those who retain their diagnosis. The current study sought to compare these groups on a measure of personal and social development using the Battelle Developmental Inventory, second edition (BDI-2). Results were similar to previous research showing that those in the DSM-5 group had the most severe impairments followed by the DSM-IV group and then atypically-developing peers. The participants who no longer met the new criteria (DSM-IV group) were significantly different from both comparison groups but more closely resembled the DSM-5 group. They exhibited severe deficits in areas of personal–social development. These findings support the idea that these individuals do have significant impairments similar to those who would retain their diagnosis and that treatments developed for those with ASD would be beneficial; however, with the new criteria these children may never receive these services. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Personal–social development differences in toddlers diagnosed with autism spectrum disorder: DSM-IV-TR versus DSM-5 [Texte imprimé et/ou numérique] / Robert D. RIESKE, Auteur ; Johnny L. MATSON, Auteur ; Jennifer BEIGHLEY, Auteur ; Lindsey W. WILLIAMS, Auteur ; Nicole TURYGIN, Auteur . - p.1307-1315. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1307-1315 Mots-clés : ASD  DSM-5  Personal–social  Toddlers  Social skills Index. décimale : PER Périodiques Résumé : Recent changes in diagnostic criteria for autism spectrum disorders (ASD) has stimulated research comparing the differences between those who would no longer meet the criteria for an ASD and those who would according to DSM-5. Previously, researchers have shown that individuals who no longer meet the criteria still have severe deficits in several areas when compared to atypically developing controls. These challenges are often similar in severity when compared to those who retain their diagnosis. The current study sought to compare these groups on a measure of personal and social development using the Battelle Developmental Inventory, second edition (BDI-2). Results were similar to previous research showing that those in the DSM-5 group had the most severe impairments followed by the DSM-IV group and then atypically-developing peers. The participants who no longer met the new criteria (DSM-IV group) were significantly different from both comparison groups but more closely resembled the DSM-5 group. They exhibited severe deficits in areas of personal–social development. These findings support the idea that these individuals do have significant impairments similar to those who would retain their diagnosis and that treatments developed for those with ASD would be beneficial; however, with the new criteria these children may never receive these services. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Working memory and autism: A review of literature / Suneeta KERCOOD in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1316-1332 Titre : Working memory and autism: A review of literature Type de document : Texte imprimé et/ou numérique Auteurs : Suneeta KERCOOD, Auteur ; Janice A. GRSKOVIC, Auteur ; Devender R. BANDA, Auteur ; Jasmine BEGESKE, Auteur Article en page(s) : p.1316-1332 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Working memory  Auditory working memory  Visiospatial working memory Index. décimale : PER Périodiques Résumé : Research studies that evaluated working memory with students with autism and other disorders were reviewed and summarized. Results suggest that persons with autism score lower on measures of working memory than do typical controls especially on tasks that require cognitive flexibility, planning, greater working memory load, and spatial working memory, and with increasing task complexity and in dual task conditions. Lower scores in verbal working memory were associated with greater problems in adaptive behavior and more restrictive and repetitive behavior. Children with autism were as likely as typical children to employ articulatory rehearsal (verbal WM). The format of WM tasks may determine whether or not performance is impaired. Implications for educational practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Working memory and autism: A review of literature [Texte imprimé et/ou numérique] / Suneeta KERCOOD, Auteur ; Janice A. GRSKOVIC, Auteur ; Devender R. BANDA, Auteur ; Jasmine BEGESKE, Auteur . - p.1316-1332. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1316-1332 Mots-clés : Autism spectrum disorders  Working memory  Auditory working memory  Visiospatial working memory Index. décimale : PER Périodiques Résumé : Research studies that evaluated working memory with students with autism and other disorders were reviewed and summarized. Results suggest that persons with autism score lower on measures of working memory than do typical controls especially on tasks that require cognitive flexibility, planning, greater working memory load, and spatial working memory, and with increasing task complexity and in dual task conditions. Lower scores in verbal working memory were associated with greater problems in adaptive behavior and more restrictive and repetitive behavior. Children with autism were as likely as typical children to employ articulatory rehearsal (verbal WM). The format of WM tasks may determine whether or not performance is impaired. Implications for educational practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Autistic spectrum disorder, attention deficit hyperactivity disorder, and allergy: Is there a link? A nationwide study / Ting-Yang LIN in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1333-1338 Titre : Autistic spectrum disorder, attention deficit hyperactivity disorder, and allergy: Is there a link? A nationwide study Type de document : Texte imprimé et/ou numérique Auteurs : Ting-Yang LIN, Auteur ; Pei-Yin LIN, Auteur ; Tung-Ping SU, Auteur ; Ying-Sheue CHEN, Auteur ; Ju-Wei HSU, Auteur ; Kai-Lin HUANG, Auteur ; Wen-Han CHANG, Auteur ; Tzeng-Ji CHEN, Auteur ; Tai-Long PAN, Auteur ; Mu-Hong CHEN, Auteur ; Ya-Mei BAI, Auteur Article en page(s) : p.1333-1338 Langues : Anglais (eng) Mots-clés : ADHD  ASD  Allergy Index. décimale : PER Périodiques Résumé : Previous studies showed that both attention deficit hyperactivity disorder (ADHD) and autistic spectrum disorder (ASD) were associated separately with a higher risk of allergic diseases. However, the comorbid effect of ADHD and ASD on the risk of allergic diseases is still unknown. Using the Taiwan National Health Insurance Research Database, 5386 children aged less than 18 years with ADHD alone, 578 with ASD alone, 458 with ADHD + ASD, and 25,688 non-ADHD/ASD age- and sex-matched (1:4) controls were enrolled in our study. The prevalence of allergic diseases, including asthma, allergic rhinitis, atopic dermatitis, and allergic conjunctivitis, was evaluated among the four groups. Logistic regression analysis showed that the ADHD + ASD group (odds ratio [OR]: 2.26, 95% confidence interval [CI]: 1.83–2.79), ADHD-alone group (OR: 1.81, 95% CI: 1.70–1.93), and ASD-alone group (OR: 1.24, 95% CI: 1.04–1.48) had an increased risk of allergic comorbidities compared to the control after adjusting age, sex, and level of urbanization. ASD children with more allergic comorbidities (?3: OR: 2.57, 95% CI: 1.74–3.79; 2: OR: 2.00, 95% CI: 1.41–2.84; 1: OR: 1.60, 95% CI: 1.16–2.22) were associated with a greater likelihood of ADHD. Children with ADHD or ASD had an increased risk of allergic comorbidities, and those with both ADHD and ASD had the highest. These results may inspire more research to clarify the underlying mechanisms among ASD, ADHD, and allergic diseases. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Autistic spectrum disorder, attention deficit hyperactivity disorder, and allergy: Is there a link? A nationwide study [Texte imprimé et/ou numérique] / Ting-Yang LIN, Auteur ; Pei-Yin LIN, Auteur ; Tung-Ping SU, Auteur ; Ying-Sheue CHEN, Auteur ; Ju-Wei HSU, Auteur ; Kai-Lin HUANG, Auteur ; Wen-Han CHANG, Auteur ; Tzeng-Ji CHEN, Auteur ; Tai-Long PAN, Auteur ; Mu-Hong CHEN, Auteur ; Ya-Mei BAI, Auteur . - p.1333-1338. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1333-1338 Mots-clés : ADHD  ASD  Allergy Index. décimale : PER Périodiques Résumé : Previous studies showed that both attention deficit hyperactivity disorder (ADHD) and autistic spectrum disorder (ASD) were associated separately with a higher risk of allergic diseases. However, the comorbid effect of ADHD and ASD on the risk of allergic diseases is still unknown. Using the Taiwan National Health Insurance Research Database, 5386 children aged less than 18 years with ADHD alone, 578 with ASD alone, 458 with ADHD + ASD, and 25,688 non-ADHD/ASD age- and sex-matched (1:4) controls were enrolled in our study. The prevalence of allergic diseases, including asthma, allergic rhinitis, atopic dermatitis, and allergic conjunctivitis, was evaluated among the four groups. Logistic regression analysis showed that the ADHD + ASD group (odds ratio [OR]: 2.26, 95% confidence interval [CI]: 1.83–2.79), ADHD-alone group (OR: 1.81, 95% CI: 1.70–1.93), and ASD-alone group (OR: 1.24, 95% CI: 1.04–1.48) had an increased risk of allergic comorbidities compared to the control after adjusting age, sex, and level of urbanization. ASD children with more allergic comorbidities (?3: OR: 2.57, 95% CI: 1.74–3.79; 2: OR: 2.00, 95% CI: 1.41–2.84; 1: OR: 1.60, 95% CI: 1.16–2.22) were associated with a greater likelihood of ADHD. Children with ADHD or ASD had an increased risk of allergic comorbidities, and those with both ADHD and ASD had the highest. These results may inspire more research to clarify the underlying mechanisms among ASD, ADHD, and allergic diseases. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Quality of life for parents of children with autism spectrum disorders / Karen A. KUHLTHAU in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1339-1350 Titre : Quality of life for parents of children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Karen A. KUHLTHAU, Auteur ; Nalin PAYAKACHAT, Auteur ; Jennifer DELAHAYE, Auteur ; Jill HURSON, Auteur ; Jeffrey M. PYNE, Auteur ; Erica KOVACS, Auteur ; J. Mick TILFORD, Auteur Article en page(s) : p.1339-1350 Langues : Anglais (eng) Mots-clés : Health-related quality of life  Parent  Parent well-being  Depression Index. décimale : PER Périodiques Résumé : This project describes health-related quality of life (HRQoL) of parents of children with autism spectrum disorders (ASDs) using mixed methods. Parents of children with ASDs (N = 224) reported on their HRQoL, depression, and caregiving burden using quantitative tools. HRQoL scores were slightly worse than from those in normative populations especially related to stress and mental health. For example, parents reported average HRQoL scores from SF-6D of 0.74, which was clinically significant lower than an average normative U.S. population. 40% of parents reported having clinical depression symptoms. Married parents reported lower depression symptoms than parents who were not. In addition, families with three or more children with special health care needs (CSHCN) reported lower HRQL and higher caregiving burden than families with less CSHCN. In the qualitative study, we conducted five focus groups to gain insight as to the reasons a child's ASD might influence a parent's HRQoL. Qualitative data further supports the notion that parental HRQoL was negatively influenced by their child's ASDs. Studies that seek to quantify the influence of ASDs and to assess the effect of interventions for children with ASDs may consider measuring the effects on family members as well. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Quality of life for parents of children with autism spectrum disorders [Texte imprimé et/ou numérique] / Karen A. KUHLTHAU, Auteur ; Nalin PAYAKACHAT, Auteur ; Jennifer DELAHAYE, Auteur ; Jill HURSON, Auteur ; Jeffrey M. PYNE, Auteur ; Erica KOVACS, Auteur ; J. Mick TILFORD, Auteur . - p.1339-1350. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1339-1350 Mots-clés : Health-related quality of life  Parent  Parent well-being  Depression Index. décimale : PER Périodiques Résumé : This project describes health-related quality of life (HRQoL) of parents of children with autism spectrum disorders (ASDs) using mixed methods. Parents of children with ASDs (N = 224) reported on their HRQoL, depression, and caregiving burden using quantitative tools. HRQoL scores were slightly worse than from those in normative populations especially related to stress and mental health. For example, parents reported average HRQoL scores from SF-6D of 0.74, which was clinically significant lower than an average normative U.S. population. 40% of parents reported having clinical depression symptoms. Married parents reported lower depression symptoms than parents who were not. In addition, families with three or more children with special health care needs (CSHCN) reported lower HRQL and higher caregiving burden than families with less CSHCN. In the qualitative study, we conducted five focus groups to gain insight as to the reasons a child's ASD might influence a parent's HRQoL. Qualitative data further supports the notion that parental HRQoL was negatively influenced by their child's ASDs. Studies that seek to quantify the influence of ASDs and to assess the effect of interventions for children with ASDs may consider measuring the effects on family members as well. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers / Keely HARPER-HILL in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1351-1363 Titre : Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers Type de document : Texte imprimé et/ou numérique Auteurs : Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur Article en page(s) : p.1351-1363 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Semantics  Lexical access  Modality  Visual support Index. décimale : PER Périodiques Résumé : Visual supports are widely utilized with children on the autism spectrum, however, the effect of visual versus auditory modality on language comprehension has not been directly investigated. To address this issue, we utilized a semantic priming paradigm in two experiments with 18 children with ASD and no language impairment and 14 children with typical development. In the first, cross-modal experiment with a spoken word prime, no priming effect was identified. In the second, uni-modal written word prime experiment, a three-way interaction was identified. Subsequent analysis revealed that priming occurred only in the younger participants with ASD. These results are discussed in terms of the cross- and uni-modal demands of the two experiments and in light of lexical processing of spoken and written words within a developmental framework. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers [Texte imprimé et/ou numérique] / Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur . - p.1351-1363. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1351-1363 Mots-clés : Autism spectrum disorder  Semantics  Lexical access  Modality  Visual support Index. décimale : PER Périodiques Résumé : Visual supports are widely utilized with children on the autism spectrum, however, the effect of visual versus auditory modality on language comprehension has not been directly investigated. To address this issue, we utilized a semantic priming paradigm in two experiments with 18 children with ASD and no language impairment and 14 children with typical development. In the first, cross-modal experiment with a spoken word prime, no priming effect was identified. In the second, uni-modal written word prime experiment, a three-way interaction was identified. Subsequent analysis revealed that priming occurred only in the younger participants with ASD. These results are discussed in terms of the cross- and uni-modal demands of the two experiments and in light of lexical processing of spoken and written words within a developmental framework. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Interpretation of wh-words in Mandarin-speaking high-functioning children with autism spectrum disorders / Yi SU in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1364-1372 Titre : Interpretation of wh-words in Mandarin-speaking high-functioning children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yi SU, Auteur ; Yu JIN, Auteur ; Guo-Bin WAN, Auteur ; Ji-Shui ZHANG, Auteur ; Lin-Yan SU, Auteur Article en page(s) : p.1364-1372 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Language acquisition  Wh-words  Prosody  Semantics  Mandarin Chinese Index. décimale : PER Périodiques Résumé : Mandarin wh-words shenme ‘what’ and shei ‘who’ can convey both question readings and statement readings, a distinction of which is subject to intonation cues (rising intonation vs. level intonation) in ambiguous sentences, or is influenced by semantic contexts in unambiguous sentences. In this study, we investigated the interpretation of wh-words in 4–15-year-old Mandarin-speaking high-functioning children with autism spectrum disorders (ASD), as a comparison to typically developing (TD) children. The results showed that older children with ASD demonstrated unimpaired knowledge of the access to both readings, either by using intonation cues in ambiguous sentences or via semantic contexts in unambiguous sentences. However, compared to TD controls and older children with ASD, younger children with ASD appeared to have more difficulties with accessing the statement readings of these wh-words, though they had no problems with the question readings. To sum up, the experimental findings demonstrated children with ASD's relative strengths in understanding these linguistic properties specific to the interpretation of the Mandarin wh-words, though a complete capture of this knowledge is subject to a developmental effect. We discussed the results from the perspective the contribution the language faculty makes to language acquisition in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Interpretation of wh-words in Mandarin-speaking high-functioning children with autism spectrum disorders [Texte imprimé et/ou numérique] / Yi SU, Auteur ; Yu JIN, Auteur ; Guo-Bin WAN, Auteur ; Ji-Shui ZHANG, Auteur ; Lin-Yan SU, Auteur . - p.1364-1372. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1364-1372 Mots-clés : Autism spectrum disorders  Language acquisition  Wh-words  Prosody  Semantics  Mandarin Chinese Index. décimale : PER Périodiques Résumé : Mandarin wh-words shenme ‘what’ and shei ‘who’ can convey both question readings and statement readings, a distinction of which is subject to intonation cues (rising intonation vs. level intonation) in ambiguous sentences, or is influenced by semantic contexts in unambiguous sentences. In this study, we investigated the interpretation of wh-words in 4–15-year-old Mandarin-speaking high-functioning children with autism spectrum disorders (ASD), as a comparison to typically developing (TD) children. The results showed that older children with ASD demonstrated unimpaired knowledge of the access to both readings, either by using intonation cues in ambiguous sentences or via semantic contexts in unambiguous sentences. However, compared to TD controls and older children with ASD, younger children with ASD appeared to have more difficulties with accessing the statement readings of these wh-words, though they had no problems with the question readings. To sum up, the experimental findings demonstrated children with ASD's relative strengths in understanding these linguistic properties specific to the interpretation of the Mandarin wh-words, though a complete capture of this knowledge is subject to a developmental effect. We discussed the results from the perspective the contribution the language faculty makes to language acquisition in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Caregiver stress during the first year after diagnosis of an Autism Spectrum Disorder / John H. MCGREW in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1373-1385 Titre : Caregiver stress during the first year after diagnosis of an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : John H. MCGREW, Auteur ; Melissa L. KEYES, Auteur Article en page(s) : p.1373-1385 Langues : Anglais (eng) Mots-clés : Caregiver burden  Marital adjustment  Autism Spectrum Disorders  Diagnosis  Longitudinal Index. décimale : PER Périodiques Résumé : Caregiver burden and marital adjustment of mothers of children diagnosed with Autism Spectrum Disorder (ASD) were assessed at baseline, i.e., within six months of diagnosis (n = 79), and again 12 months later (n = 65), using predictors from the double ABCX family adaptation model, e.g., life demands, social support, appraisal, coping. Although there were no changes over time in burden or marital adjustment, participants reported increased positive appraisals of having a child with autism, increased support from providers and decreased use of problem focused coping. Cross-sectionally at Time 2, hypothesized predictors of marital adjustment and caregiver burden derived from the literature and from stress and coping theory (Lazarus amp; Folkman, 1984) were largely confirmed. Longitudinally, after adjusting for baseline levels in the multiple regressions, better marital adjustment at 12 months was associated with changes over time in three predictor variables: decreased negative appraisal, decreased pile-up stress, and increased general social support. Predictors of increased caregiver burden at 12 months, after adjusting for baseline levels, were increased negative appraisal, increased avoidant coping and decreased problem focused coping. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Caregiver stress during the first year after diagnosis of an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / John H. MCGREW, Auteur ; Melissa L. KEYES, Auteur . - p.1373-1385. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1373-1385 Mots-clés : Caregiver burden  Marital adjustment  Autism Spectrum Disorders  Diagnosis  Longitudinal Index. décimale : PER Périodiques Résumé : Caregiver burden and marital adjustment of mothers of children diagnosed with Autism Spectrum Disorder (ASD) were assessed at baseline, i.e., within six months of diagnosis (n = 79), and again 12 months later (n = 65), using predictors from the double ABCX family adaptation model, e.g., life demands, social support, appraisal, coping. Although there were no changes over time in burden or marital adjustment, participants reported increased positive appraisals of having a child with autism, increased support from providers and decreased use of problem focused coping. Cross-sectionally at Time 2, hypothesized predictors of marital adjustment and caregiver burden derived from the literature and from stress and coping theory (Lazarus amp; Folkman, 1984) were largely confirmed. Longitudinally, after adjusting for baseline levels in the multiple regressions, better marital adjustment at 12 months was associated with changes over time in three predictor variables: decreased negative appraisal, decreased pile-up stress, and increased general social support. Predictors of increased caregiver burden at 12 months, after adjusting for baseline levels, were increased negative appraisal, increased avoidant coping and decreased problem focused coping. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Do individuals with autism lack a sense of humor? A study of humor comprehension, appreciation, and styles among high school students with autism / Ching-Lin WU in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1386-1393 Titre : Do individuals with autism lack a sense of humor? A study of humor comprehension, appreciation, and styles among high school students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Ching-Lin WU, Auteur ; Lei-Pin TSENG, Auteur ; Chih-Pei AN, Auteur ; Hsueh-Chih CHEN, Auteur ; Yu-Chen CHAN, Auteur ; Chen- I. SHIH, Auteur ; Shu-Ling ZHUO, Auteur Article en page(s) : p.1386-1393 Langues : Anglais (eng) Mots-clés : Autism  Humor comprehension  Humor appreciation  Humor style Index. décimale : PER Périodiques Résumé : Humor helps to build interpersonal bonds and allows individuals to feel closer. Previous research has generally claimed that individuals with autism have difficulty with interpersonal communication and social contacts, but there has been no such consensus regarding the sense of humor among individuals with autism. To address this issue, the present study aimed to compare the comprehension of, appreciation for, and preferred styles of humor between students with and without autism. The samples consisted of 177 high school students with autism and 177 control high school students. Every participant was within the normal range of intelligence. The gender ratio and age ratio of the two groups were maintained through pairwise sampling. The research tools were a questionnaire regarding the comprehension of and appreciation for nonsense and incongruity-resolution jokes, and the Humor Styles Questionnaire. The results show that the students with autism did not comprehend the nonsense jokes and incongruity-resolution jokes as well as the control students did, but they felt greater enjoyment when reading nonsense jokes. The students with autism preferred the nonsense jokes which is featured of less logical reasoning and using homophones for double-meaning. The tendencies toward affiliative humor, self-enhancing humor, and self-defeating humor among the students with autism were not as strong as those among the control students. Only the tendency toward aggressive humor was equal between two groups, showing that the students with autism still have sense of humor but tend to use hostile humor style. It is suggested to investigate the tendency of hostile humor in people with autism, and to provide them with affiliative humor to break the interpersonal stalemate experienced by individuals with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Do individuals with autism lack a sense of humor? A study of humor comprehension, appreciation, and styles among high school students with autism [Texte imprimé et/ou numérique] / Ching-Lin WU, Auteur ; Lei-Pin TSENG, Auteur ; Chih-Pei AN, Auteur ; Hsueh-Chih CHEN, Auteur ; Yu-Chen CHAN, Auteur ; Chen- I. SHIH, Auteur ; Shu-Ling ZHUO, Auteur . - p.1386-1393. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1386-1393 Mots-clés : Autism  Humor comprehension  Humor appreciation  Humor style Index. décimale : PER Périodiques Résumé : Humor helps to build interpersonal bonds and allows individuals to feel closer. Previous research has generally claimed that individuals with autism have difficulty with interpersonal communication and social contacts, but there has been no such consensus regarding the sense of humor among individuals with autism. To address this issue, the present study aimed to compare the comprehension of, appreciation for, and preferred styles of humor between students with and without autism. The samples consisted of 177 high school students with autism and 177 control high school students. Every participant was within the normal range of intelligence. The gender ratio and age ratio of the two groups were maintained through pairwise sampling. The research tools were a questionnaire regarding the comprehension of and appreciation for nonsense and incongruity-resolution jokes, and the Humor Styles Questionnaire. The results show that the students with autism did not comprehend the nonsense jokes and incongruity-resolution jokes as well as the control students did, but they felt greater enjoyment when reading nonsense jokes. The students with autism preferred the nonsense jokes which is featured of less logical reasoning and using homophones for double-meaning. The tendencies toward affiliative humor, self-enhancing humor, and self-defeating humor among the students with autism were not as strong as those among the control students. Only the tendency toward aggressive humor was equal between two groups, showing that the students with autism still have sense of humor but tend to use hostile humor style. It is suggested to investigate the tendency of hostile humor in people with autism, and to provide them with affiliative humor to break the interpersonal stalemate experienced by individuals with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Schematic and realistic biological motion identification in children with high-functioning Autism Spectrum Disorder / Kristyn WRIGHT in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1394-1404 Titre : Schematic and realistic biological motion identification in children with high-functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kristyn WRIGHT, Auteur ; Elizabeth KELLEY, Auteur ; Diane POULIN-DUBOIS, Auteur Article en page(s) : p.1394-1404 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Animacy  Biological motion Index. décimale : PER Périodiques Résumé : Research investigating biological motion perception in children with ASD has revealed conflicting findings concerning whether impairments in biological motion perception exist. The current study investigated how children with high-functioning ASD (HF-ASD) performed on two tasks of biological motion identification: a novel schematic motion identification task and a point-light biological motion identification task. Twenty-two HF-ASD children were matched with 21 TD children on gender, non-verbal mental, and chronological, age (M years = 6.72). On both tasks, HF-ASD children performed with similar accuracy as TD children. Across groups, children performed better on animate than on inanimate trials of both tasks. These findings suggest that identification of both realistic and schematic biological motion is unimpaired in children with HF-ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Schematic and realistic biological motion identification in children with high-functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kristyn WRIGHT, Auteur ; Elizabeth KELLEY, Auteur ; Diane POULIN-DUBOIS, Auteur . - p.1394-1404. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1394-1404 Mots-clés : Autism Spectrum Disorder  Animacy  Biological motion Index. décimale : PER Périodiques Résumé : Research investigating biological motion perception in children with ASD has revealed conflicting findings concerning whether impairments in biological motion perception exist. The current study investigated how children with high-functioning ASD (HF-ASD) performed on two tasks of biological motion identification: a novel schematic motion identification task and a point-light biological motion identification task. Twenty-two HF-ASD children were matched with 21 TD children on gender, non-verbal mental, and chronological, age (M years = 6.72). On both tasks, HF-ASD children performed with similar accuracy as TD children. Across groups, children performed better on animate than on inanimate trials of both tasks. These findings suggest that identification of both realistic and schematic biological motion is unimpaired in children with HF-ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Using video prompting via iPads to teach price comparison to adolescents with autism / Pei-Lin WENG in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1405-1415 Titre : Using video prompting via iPads to teach price comparison to adolescents with autism Type de document : Texte imprimé et/ou numérique Auteurs : Pei-Lin WENG, Auteur ; Emily C. BOUCK, Auteur Article en page(s) : p.1405-1415 Langues : Anglais (eng) Mots-clés : Price comparison  Functional mathematics  Video prompting  Tablet computer  iPad® Index. décimale : PER Périodiques Résumé : Price comparison is a functional mathematics skill commonly taught to secondary students with autism and intellectual disability to increase independence; yet, a lack of evidence-based practice in teaching price comparison exists. The purpose of this study was to examine the effectiveness of video prompting to teach price comparison using an adapted number line. A single-subject, multiprobe, multiple baseline design study was employed across three secondary students with autism. The results showed two out of three students benefited from video prompting presented on an iPad to complete price comparison tasks during the in-class simulation and the grocery store settings. Of the three students, one student completed price comparison tasks solely from video prompting and the other two students required video prompting in conjunction with the system of most-to-least prompts. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Using video prompting via iPads to teach price comparison to adolescents with autism [Texte imprimé et/ou numérique] / Pei-Lin WENG, Auteur ; Emily C. BOUCK, Auteur . - p.1405-1415. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1405-1415 Mots-clés : Price comparison  Functional mathematics  Video prompting  Tablet computer  iPad® Index. décimale : PER Périodiques Résumé : Price comparison is a functional mathematics skill commonly taught to secondary students with autism and intellectual disability to increase independence; yet, a lack of evidence-based practice in teaching price comparison exists. The purpose of this study was to examine the effectiveness of video prompting to teach price comparison using an adapted number line. A single-subject, multiprobe, multiple baseline design study was employed across three secondary students with autism. The results showed two out of three students benefited from video prompting presented on an iPad to complete price comparison tasks during the in-class simulation and the grocery store settings. Of the three students, one student completed price comparison tasks solely from video prompting and the other two students required video prompting in conjunction with the system of most-to-least prompts. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Mental imagery scanning in autism spectrum disorder / Katie L. MARAS in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1416-1423 Titre : Mental imagery scanning in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katie L. MARAS, Auteur ; Marina C. WIMMER, Auteur ; Elizabeth J. ROBINSON, Auteur ; Dermot M. BOWLER, Auteur Article en page(s) : p.1416-1423 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Mental imagery  Scanning  Navigation  Visuo-spatial processing  Working memory Index. décimale : PER Périodiques Résumé : Navigational impairments have previously been reported in autism spectrum disorder (ASD). The present study examined the ability of individuals with ASD to generate and scan their mental image of a previously viewed map. Twenty-one ASD adults and 20 age- and IQ-matched comparison adults memorised a map of a fictitious island containing a number of landmarks. They then mentally imagined the map and were timed as they imagined a character walking between the various landmarks. Consistent with previous mental imagery research with typical individuals, there was a linear relationship between the time that participants took to mentally scan between the landmarks and the actual distance between the landmarks on the picture, and this was the case for both typical and ASD participants. ASD and comparison participants’ mental image scanning times were both also influenced by misleading signposts in the picture that indicated different distances between landmarks, thus providing evidence that their mental images were penetrable by top-down information. Although ASD and comparison participants showed very similar mental imagery scanning performance, verbal IQ and working memory were significantly and positively associated with image scanning performance for the ASD, but not the comparison group. This finding furthers the notion of a compensatory reliance on different strategies in ASD to achieve similar surface performance to individuals from the general population. Findings have practical implications for supporting navigation strategies in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Mental imagery scanning in autism spectrum disorder [Texte imprimé et/ou numérique] / Katie L. MARAS, Auteur ; Marina C. WIMMER, Auteur ; Elizabeth J. ROBINSON, Auteur ; Dermot M. BOWLER, Auteur . - p.1416-1423. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1416-1423 Mots-clés : Autism spectrum disorder  Mental imagery  Scanning  Navigation  Visuo-spatial processing  Working memory Index. décimale : PER Périodiques Résumé : Navigational impairments have previously been reported in autism spectrum disorder (ASD). The present study examined the ability of individuals with ASD to generate and scan their mental image of a previously viewed map. Twenty-one ASD adults and 20 age- and IQ-matched comparison adults memorised a map of a fictitious island containing a number of landmarks. They then mentally imagined the map and were timed as they imagined a character walking between the various landmarks. Consistent with previous mental imagery research with typical individuals, there was a linear relationship between the time that participants took to mentally scan between the landmarks and the actual distance between the landmarks on the picture, and this was the case for both typical and ASD participants. ASD and comparison participants’ mental image scanning times were both also influenced by misleading signposts in the picture that indicated different distances between landmarks, thus providing evidence that their mental images were penetrable by top-down information. Although ASD and comparison participants showed very similar mental imagery scanning performance, verbal IQ and working memory were significantly and positively associated with image scanning performance for the ASD, but not the comparison group. This finding furthers the notion of a compensatory reliance on different strategies in ASD to achieve similar surface performance to individuals from the general population. Findings have practical implications for supporting navigation strategies in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239