Comparison of visual sensitivity to human and object motion in autism spectrum disorder / Martha D. KAISER in Autism Research, 3-4 (August 2010)  

Public ISBD [article]  inAutism Research > 3-4 (August 2010) . - p.191-195 Titre : Comparison of visual sensitivity to human and object motion in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Martha D. KAISER, Auteur ; James W. TANAKA, Auteur ; Lara DELMOLINO, Auteur ; Maggie SHIFFRAR, Auteur Année de publication : 2010 Article en page(s) : p.191-195 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Successful social behavior requires the accurate detection of other people's movements. Consistent with this, typical observers demonstrate enhanced visual sensitivity to human movement relative to equally complex, nonhuman movement [e.g., Pinto & Shiffrar, 2009]. A psychophysical study investigated visual sensitivity to human motion relative to object motion in observers with autism spectrum disorder (ASD). Participants viewed point-light depictions of a moving person and, for comparison, a moving tractor and discriminated between coherent and scrambled versions of these stimuli in unmasked and masked displays. There were three groups of participants: young adults with ASD, typically developing young adults, and typically developing children. Across masking conditions, typical observers showed enhanced visual sensitivity to human movement while observers in the ASD group did not. Because the human body is an inherently social stimulus, this result is consistent with social brain theories [e.g., Pelphrey & Carter, 2008; Schultz, 2005] and suggests that the visual systems of individuals with ASD may not be tuned for the detection of socially relevant information such as the presence of another person. Reduced visual sensitivity to human movements could compromise important social behaviors including, for example, gesture comprehension. En ligne : http://dx.doi.org/10.1002/aur.137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=109 [article] Comparison of visual sensitivity to human and object motion in autism spectrum disorder [Texte imprimé et/ou numérique] / Martha D. KAISER, Auteur ; James W. TANAKA, Auteur ; Lara DELMOLINO, Auteur ; Maggie SHIFFRAR, Auteur . - 2010 . - p.191-195. Langues : Anglais (eng) in Autism Research > 3-4 (August 2010) . - p.191-195 Index. décimale : PER Périodiques Résumé : Successful social behavior requires the accurate detection of other people's movements. Consistent with this, typical observers demonstrate enhanced visual sensitivity to human movement relative to equally complex, nonhuman movement [e.g., Pinto & Shiffrar, 2009]. A psychophysical study investigated visual sensitivity to human motion relative to object motion in observers with autism spectrum disorder (ASD). Participants viewed point-light depictions of a moving person and, for comparison, a moving tractor and discriminated between coherent and scrambled versions of these stimuli in unmasked and masked displays. There were three groups of participants: young adults with ASD, typically developing young adults, and typically developing children. Across masking conditions, typical observers showed enhanced visual sensitivity to human movement while observers in the ASD group did not. Because the human body is an inherently social stimulus, this result is consistent with social brain theories [e.g., Pelphrey & Carter, 2008; Schultz, 2005] and suggests that the visual systems of individuals with ASD may not be tuned for the detection of socially relevant information such as the presence of another person. Reduced visual sensitivity to human movements could compromise important social behaviors including, for example, gesture comprehension. En ligne : http://dx.doi.org/10.1002/aur.137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=109

Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals / Lara DELMOLINO in Journal of Autism and Developmental Disorders, 42-6 (June 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1197-1204 Titre : Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals Type de document : Texte imprimé et/ou numérique Auteurs : Lara DELMOLINO, Auteur ; Sandra L. HARRIS, Auteur Année de publication : 2012 Article en page(s) : p.1197-1204 Langues : Anglais (eng) Mots-clés : Autism  Education  Placement  Intervention Index. décimale : PER Périodiques Résumé : Meeting the needs of a learner with an autism spectrum disorder requires specialized expertise. Assessing the extent to which a potential program or classroom meets a child’s needs is a source of serious challenge for parents and professionals alike. Indeed, identifying, prioritizing and agreeing upon the child’s needs are complex questions for which there are no clear and straightforward answers. The process of establishing a match between a student and a placement must explore several primary dimensions: child, setting, and instructor variables, treatment philosophy and strategies, assessment and evaluation, and family needs and involvement. Additionally, there is a great deal of complexity considering how to interpret, integrate and apply empirical research findings and prominent professional opinions to develop sound and practical solutions. Discussion and agreement about the importance of each of these factors and how they apply in a specific situation forms the foundation of an interactive dialogue between service providers and families to create a “best fit” between student and program. En ligne : http://dx.doi.org/10.1007/s10803-011-1298-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157 [article] Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals [Texte imprimé et/ou numérique] / Lara DELMOLINO, Auteur ; Sandra L. HARRIS, Auteur . - 2012 . - p.1197-1204. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1197-1204 Mots-clés : Autism  Education  Placement  Intervention Index. décimale : PER Périodiques Résumé : Meeting the needs of a learner with an autism spectrum disorder requires specialized expertise. Assessing the extent to which a potential program or classroom meets a child’s needs is a source of serious challenge for parents and professionals alike. Indeed, identifying, prioritizing and agreeing upon the child’s needs are complex questions for which there are no clear and straightforward answers. The process of establishing a match between a student and a placement must explore several primary dimensions: child, setting, and instructor variables, treatment philosophy and strategies, assessment and evaluation, and family needs and involvement. Additionally, there is a great deal of complexity considering how to interpret, integrate and apply empirical research findings and prominent professional opinions to develop sound and practical solutions. Discussion and agreement about the importance of each of these factors and how they apply in a specific situation forms the foundation of an interactive dialogue between service providers and families to create a “best fit” between student and program. En ligne : http://dx.doi.org/10.1007/s10803-011-1298-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157

The Home TEACCHing Program for Toddlers with Autism / Aurelie WELTERLIN in Journal of Autism and Developmental Disorders, 42-9 (September 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1827-1835 Titre : The Home TEACCHing Program for Toddlers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Aurelie WELTERLIN, Auteur ; Lauren M. TURNER-BROWN, Auteur ; Sandra L. HARRIS, Auteur ; Gary MESIBOV, Auteur ; Lara DELMOLINO, Auteur Année de publication : 2012 Article en page(s) : p.1827-1835 Langues : Anglais (eng) Mots-clés : Autism  Early intervention  TEACCH  Home-based intervention Index. décimale : PER Périodiques Résumé : The study evaluated the efficacy a parent training intervention for children with autism based on the TEACCH model. Twenty families were randomly assigned to the treatment or waitlist group. All families were compared at pre- and post-treatment on formal dependent measures. Direct measures of behavior were compared across six matched pairs using a multiple baseline probe design. The results of the multiple baseline design showed robust support for improvement in child and parent behavior. Due to the sample size and short time frame, results of a repeated measures analysis of variance did not reach significance. En ligne : http://dx.doi.org/10.1007/s10803-011-1419-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] The Home TEACCHing Program for Toddlers with Autism [Texte imprimé et/ou numérique] / Aurelie WELTERLIN, Auteur ; Lauren M. TURNER-BROWN, Auteur ; Sandra L. HARRIS, Auteur ; Gary MESIBOV, Auteur ; Lara DELMOLINO, Auteur . - 2012 . - p.1827-1835. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1827-1835 Mots-clés : Autism  Early intervention  TEACCH  Home-based intervention Index. décimale : PER Périodiques Résumé : The study evaluated the efficacy a parent training intervention for children with autism based on the TEACCH model. Twenty families were randomly assigned to the treatment or waitlist group. All families were compared at pre- and post-treatment on formal dependent measures. Direct measures of behavior were compared across six matched pairs using a multiple baseline probe design. The results of the multiple baseline design showed robust support for improvement in child and parent behavior. Due to the sample size and short time frame, results of a repeated measures analysis of variance did not reach significance. En ligne : http://dx.doi.org/10.1007/s10803-011-1419-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180

The use of instructive feedback for teaching language skills to children with autism / Lara DELMOLINO in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.648-661 Titre : The use of instructive feedback for teaching language skills to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lara DELMOLINO, Auteur ; Amy P. HANSFORD, Auteur ; Meredith J. BAMOND, Auteur ; Kate E. FISKE, Auteur ; Robert H. LARUE, Auteur Article en page(s) : p.648-661 Langues : Anglais (eng) Mots-clés : Autism  Discrete trial teaching  Instructive feedback Index. décimale : PER Périodiques Résumé : Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] The use of instructive feedback for teaching language skills to children with autism [Texte imprimé et/ou numérique] / Lara DELMOLINO, Auteur ; Amy P. HANSFORD, Auteur ; Meredith J. BAMOND, Auteur ; Kate E. FISKE, Auteur ; Robert H. LARUE, Auteur . - p.648-661. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.648-661 Mots-clés : Autism  Discrete trial teaching  Instructive feedback Index. décimale : PER Périodiques Résumé : Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

What Kinds of Problems Do Individuals with ASC Encounter in School? / Lara DELMOLINO

Public ISBD in Autism Spectrum Conditions / Sven BÖLTE Titre : What Kinds of Problems Do Individuals with ASC Encounter in School? Type de document : Texte imprimé et/ou numérique Auteurs : Lara DELMOLINO, Auteur Année de publication : 2011 Importance : p.225-227 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=139 in Autism Spectrum Conditions / Sven BÖLTE What Kinds of Problems Do Individuals with ASC Encounter in School? [Texte imprimé et/ou numérique] / Lara DELMOLINO, Auteur . - 2011 . - p.225-227. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=139

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

---

1 (1 - 5 / 5)