Dépouillements

Teaching individuals with autism receptive labeling skills involving conditional discriminations: A comparison of mass trial and intermixing before random rotation, random rotation only, and combined blocking / Elizabeth J. HOLMES in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.1-12 Titre : Teaching individuals with autism receptive labeling skills involving conditional discriminations: A comparison of mass trial and intermixing before random rotation, random rotation only, and combined blocking Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth J. HOLMES, Auteur ; Svein EIKESETH, Auteur ; Kimberly A. SCHULZE, Auteur Article en page(s) : p.1-12 Langues : Anglais (eng) Mots-clés : Autism  Language  Receptive labeling  Discrimination learning  Conditional discrimination Index. décimale : PER Périodiques Résumé : This study compared the efficacy of three different discrimination training procedures for teaching receptive labeling skills involving conditional discrimination to two adults and one child with autism, using an adapted alternating treatment design. The three training procedures were; Structured Mix before Random Rotation, Random Rotation Only, and Combined Blocking. Across participants, the Random Rotation Only procedure was most effective, followed by the Structured Mix before Random Rotation procedure, and the Combined Blocking procedure. For two of the participants, the Combined Blocking procedure produced the lowest percentage of error trials, and for all three participants, the Random Rotation Only procedure was associated with the highest percentage of error trials. Maintenance probes demonstrated that labels in each condition were maintained across two weeks. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Teaching individuals with autism receptive labeling skills involving conditional discriminations: A comparison of mass trial and intermixing before random rotation, random rotation only, and combined blocking [Texte imprimé et/ou numérique] / Elizabeth J. HOLMES, Auteur ; Svein EIKESETH, Auteur ; Kimberly A. SCHULZE, Auteur . - p.1-12. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.1-12 Mots-clés : Autism  Language  Receptive labeling  Discrimination learning  Conditional discrimination Index. décimale : PER Périodiques Résumé : This study compared the efficacy of three different discrimination training procedures for teaching receptive labeling skills involving conditional discrimination to two adults and one child with autism, using an adapted alternating treatment design. The three training procedures were; Structured Mix before Random Rotation, Random Rotation Only, and Combined Blocking. Across participants, the Random Rotation Only procedure was most effective, followed by the Structured Mix before Random Rotation procedure, and the Combined Blocking procedure. For two of the participants, the Combined Blocking procedure produced the lowest percentage of error trials, and for all three participants, the Random Rotation Only procedure was associated with the highest percentage of error trials. Maintenance probes demonstrated that labels in each condition were maintained across two weeks. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

An examination of response variability in children with autism and the relationship to restricted repetitive behavior subtypes / Clodagh MURRAY in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.13-19 Titre : An examination of response variability in children with autism and the relationship to restricted repetitive behavior subtypes Type de document : Texte imprimé et/ou numérique Auteurs : Clodagh MURRAY, Auteur ; Olive HEALY, Auteur Article en page(s) : p.13-19 Langues : Anglais (eng) Mots-clés : Autism  Restricted repetitive  Behaviors  Variability Index. décimale : PER Périodiques Résumé : The current study investigated response variability in children with autism and its relationship to restricted repetitive behaviors, one of the core symptoms of the disorder. The “Penny-Hiding Game” (Baron-Cohen, 1992) was used as a measure of response variability. Variability was compared for children with autism (n = 65) and typically developing children (n = 65) and patterns of response variability were categorized from least variable to most variable for both groups. For the participants with a diagnosis of autism, these patterns were examined relative to their scores on the Repetitive Behavior Scale-Revised (RBS-R; Bodfish, Symons, & Lewis, 1999). Results showed that children with autism demonstrated significantly lower variability in their responding in the “Penny-Hiding Game” than their typically developing peers. Variability was significantly negatively correlated with total RBS-R scores and with the Stereotypy subscale and the self-injurious behavior subscale, indicating that lower variability in responding was related to higher rates of these types of restricted and repetitive behaviors. No significant correlations were observed between variability and the Compulsion subscale, the Ritualistic/Sameness behaviors subscale or the Restricted Interests subscale. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] An examination of response variability in children with autism and the relationship to restricted repetitive behavior subtypes [Texte imprimé et/ou numérique] / Clodagh MURRAY, Auteur ; Olive HEALY, Auteur . - p.13-19. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.13-19 Mots-clés : Autism  Restricted repetitive  Behaviors  Variability Index. décimale : PER Périodiques Résumé : The current study investigated response variability in children with autism and its relationship to restricted repetitive behaviors, one of the core symptoms of the disorder. The “Penny-Hiding Game” (Baron-Cohen, 1992) was used as a measure of response variability. Variability was compared for children with autism (n = 65) and typically developing children (n = 65) and patterns of response variability were categorized from least variable to most variable for both groups. For the participants with a diagnosis of autism, these patterns were examined relative to their scores on the Repetitive Behavior Scale-Revised (RBS-R; Bodfish, Symons, & Lewis, 1999). Results showed that children with autism demonstrated significantly lower variability in their responding in the “Penny-Hiding Game” than their typically developing peers. Variability was significantly negatively correlated with total RBS-R scores and with the Stereotypy subscale and the self-injurious behavior subscale, indicating that lower variability in responding was related to higher rates of these types of restricted and repetitive behaviors. No significant correlations were observed between variability and the Compulsion subscale, the Ritualistic/Sameness behaviors subscale or the Restricted Interests subscale. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Do children with autism and Asperger's disorder have difficulty controlling handwriting size? A kinematic evaluation / Beth P. JOHNSON in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.20-26 Titre : Do children with autism and Asperger's disorder have difficulty controlling handwriting size? A kinematic evaluation Type de document : Texte imprimé et/ou numérique Auteurs : Beth P. JOHNSON, Auteur ; James G. PHILLIPS, Auteur ; Nicole PAPADOPOULOS, Auteur ; Joanne FIELDING, Auteur ; Bruce TONGE, Auteur ; Nicole J. RINEHART, Auteur Article en page(s) : p.20-26 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Fine motor  Handwriting  Visual cues Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) often show difficulties in controlling letter size and consistent letter formation during handwriting; however, there has been little research into the underlying nature of handwriting impairments in this group. The aim of this study was to assess the ability of children with ASD to regulate the size and consistency of fundamental handwriting movements when using writing guides, and determine whether the kinematic profile during writing is different to typically developing children. Twenty-six boys with ASD (16 with high-functioning autism, 10 with Asperger's disorder) aged 8–13 years (IQ > 75), and 17 typically developing children wrote a series of four cursive letter l's using 10 mm and 40 mm writing guides, using a graphics tablet and stylus. Movement size and consistency was comparable between groups when the writing guides were set at 10 mm; however, handwriting movements of children with ASD were significantly faster and more fluent than typically developing children when writing guides were set at 40 mm. Neuromotor noise was comparable to that of typically developing children across both writing sizes. Clinically, our findings indicate that children with ASD have a well-automated motor plan for simple handwriting movements when writing guides are present and that problems of handwriting legibility in ASD are likely to arise from other factors, such as complex motor chaining (i.e. writing whole words and sentences), or attentional, working memory and linguistic demands when writing. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Do children with autism and Asperger's disorder have difficulty controlling handwriting size? A kinematic evaluation [Texte imprimé et/ou numérique] / Beth P. JOHNSON, Auteur ; James G. PHILLIPS, Auteur ; Nicole PAPADOPOULOS, Auteur ; Joanne FIELDING, Auteur ; Bruce TONGE, Auteur ; Nicole J. RINEHART, Auteur . - p.20-26. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.20-26 Mots-clés : Autism spectrum disorders  Fine motor  Handwriting  Visual cues Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) often show difficulties in controlling letter size and consistent letter formation during handwriting; however, there has been little research into the underlying nature of handwriting impairments in this group. The aim of this study was to assess the ability of children with ASD to regulate the size and consistency of fundamental handwriting movements when using writing guides, and determine whether the kinematic profile during writing is different to typically developing children. Twenty-six boys with ASD (16 with high-functioning autism, 10 with Asperger's disorder) aged 8–13 years (IQ > 75), and 17 typically developing children wrote a series of four cursive letter l's using 10 mm and 40 mm writing guides, using a graphics tablet and stylus. Movement size and consistency was comparable between groups when the writing guides were set at 10 mm; however, handwriting movements of children with ASD were significantly faster and more fluent than typically developing children when writing guides were set at 40 mm. Neuromotor noise was comparable to that of typically developing children across both writing sizes. Clinically, our findings indicate that children with ASD have a well-automated motor plan for simple handwriting movements when writing guides are present and that problems of handwriting legibility in ASD are likely to arise from other factors, such as complex motor chaining (i.e. writing whole words and sentences), or attentional, working memory and linguistic demands when writing. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD / Jennifer B. GANZ in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.27-41 Titre : Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Whitney GILLILAND, Auteur ; Kristi MORIN, Auteur ; Nicole SVENKERUD, Auteur Article en page(s) : p.27-41 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Visual scene display  Exchange-based communication  Augmentative and alternative communication  Speech-generating device  Complex communication needs Index. décimale : PER Périodiques Résumé : Visual scene displays are a novel type of augmentative and alternative communication that has recently been investigated as an alternative to traditional, grid-based systems. However, most of the limited research on visual scene displays has focused on typically developing populations. In addition, a limited range of communicative functions has been explored (i.e., requests). This study sought to expand on the existing literature on visual scene displays by investigating the differential impact that visual scene displays versus traditional, grid-based systems have on the number of spontaneous comments and correct answers to questions made by two male, preschool children with autism. The participants in the current study were exposed to two conditions during the reading of a book—a visual scene display condition and an exchange-based communication system. The results indicated that visual scene displays may have second effects on children who display echoic and matching-to-sample skills prior to being exposed to a visual scene display. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Whitney GILLILAND, Auteur ; Kristi MORIN, Auteur ; Nicole SVENKERUD, Auteur . - p.27-41. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.27-41 Mots-clés : Autism spectrum disorder  Visual scene display  Exchange-based communication  Augmentative and alternative communication  Speech-generating device  Complex communication needs Index. décimale : PER Périodiques Résumé : Visual scene displays are a novel type of augmentative and alternative communication that has recently been investigated as an alternative to traditional, grid-based systems. However, most of the limited research on visual scene displays has focused on typically developing populations. In addition, a limited range of communicative functions has been explored (i.e., requests). This study sought to expand on the existing literature on visual scene displays by investigating the differential impact that visual scene displays versus traditional, grid-based systems have on the number of spontaneous comments and correct answers to questions made by two male, preschool children with autism. The participants in the current study were exposed to two conditions during the reading of a book—a visual scene display condition and an exchange-based communication system. The results indicated that visual scene displays may have second effects on children who display echoic and matching-to-sample skills prior to being exposed to a visual scene display. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Longitudinal effects of educational involvement on parent and family functioning among mothers of children with ASD / Paul R. BENSON in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.42-55 Titre : Longitudinal effects of educational involvement on parent and family functioning among mothers of children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Paul R. BENSON, Auteur Article en page(s) : p.42-55 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Mothers  Educational involvement  Psychological adjustment  Psychological distress  Family functioning Index. décimale : PER Périodiques Résumé : Utilizing a cohort sequential design and multilevel modeling on a sample of 113 mothers, the effects of three forms of maternal educational involvement (school-based involvement, home-based involvement, and home-school communication) on maternal and family functioning (maternal psychological distress, parenting efficacy, and family cohesion) were assessed over a seven year period when children with ASD in the study were 7–14 years of age. Findings indicated that maternal home-based educational involvement was linked to decreased psychological distress as well as to increased parenting efficacy and family cohesion, while home-school communication was linked to decreased distress and increased parenting efficacy (school-based involvement was related to decreased maternal distress only). In addition, in two instances, home-based involvement was found to moderate the effects of child and maternal risk factors (child problem behavior and stress proliferation) on maternal and family outcomes. Study findings are discussed in light of prior research and study limitations and implications are highlighted. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Longitudinal effects of educational involvement on parent and family functioning among mothers of children with ASD [Texte imprimé et/ou numérique] / Paul R. BENSON, Auteur . - p.42-55. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.42-55 Mots-clés : Autism spectrum disorder  Mothers  Educational involvement  Psychological adjustment  Psychological distress  Family functioning Index. décimale : PER Périodiques Résumé : Utilizing a cohort sequential design and multilevel modeling on a sample of 113 mothers, the effects of three forms of maternal educational involvement (school-based involvement, home-based involvement, and home-school communication) on maternal and family functioning (maternal psychological distress, parenting efficacy, and family cohesion) were assessed over a seven year period when children with ASD in the study were 7–14 years of age. Findings indicated that maternal home-based educational involvement was linked to decreased psychological distress as well as to increased parenting efficacy and family cohesion, while home-school communication was linked to decreased distress and increased parenting efficacy (school-based involvement was related to decreased maternal distress only). In addition, in two instances, home-based involvement was found to moderate the effects of child and maternal risk factors (child problem behavior and stress proliferation) on maternal and family outcomes. Study findings are discussed in light of prior research and study limitations and implications are highlighted. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Are there differences in the behavioural phenotypes of Autism Spectrum Disorder probands from simplex and multiplex families? / Lauren J. TAYLOR in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.56-62 Titre : Are there differences in the behavioural phenotypes of Autism Spectrum Disorder probands from simplex and multiplex families? Type de document : Texte imprimé et/ou numérique Auteurs : Lauren J. TAYLOR, Auteur ; Murray T. MAYBERY, Auteur ; John WRAY, Auteur ; David RAVINE, Auteur ; Anna HUNT, Auteur ; Andrew J. O. WHITEHOUSE, Auteur Article en page(s) : p.56-62 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Behavioural phenotype  Simplex and multiplex families Index. décimale : PER Périodiques Résumé : Recent research suggests that different genetic pathways may operate for families with one child affected with Autism Spectrum Disorder (simplex ASD), compared to families that have multiple affected children (multiplex ASD). In this study, we investigated possible differences in the behavioural phenotypes of probands from simplex and multiplex ASD families using parent-report and standardised behavioural measures. Participants were 59 probands from multiplex ASD families (28 families), who were each matched on chronological age and sex with two probands from simplex families. Probands from multiplex families had greater social impairment (measured using the Social Responsiveness Scale) and worse pragmatic language (on the Children's Communication Checklist-2) than probands from simplex families. However, the multiplex children had less severe symptoms than the simplex children on the ADOS-G, and a significantly higher proportion of multiplex children did not meet autism spectrum cut-offs on this measure. These findings indicate that there are behavioural differences in children with ASD from simplex and multiplex families. In addition, the results reveal an important discrepancy between parent-report and clinician observation of autistic-like characteristics in siblings of an affected child, which may have implications for the assessment and diagnosis of ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Are there differences in the behavioural phenotypes of Autism Spectrum Disorder probands from simplex and multiplex families? [Texte imprimé et/ou numérique] / Lauren J. TAYLOR, Auteur ; Murray T. MAYBERY, Auteur ; John WRAY, Auteur ; David RAVINE, Auteur ; Anna HUNT, Auteur ; Andrew J. O. WHITEHOUSE, Auteur . - p.56-62. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.56-62 Mots-clés : Autism Spectrum Disorder  Behavioural phenotype  Simplex and multiplex families Index. décimale : PER Périodiques Résumé : Recent research suggests that different genetic pathways may operate for families with one child affected with Autism Spectrum Disorder (simplex ASD), compared to families that have multiple affected children (multiplex ASD). In this study, we investigated possible differences in the behavioural phenotypes of probands from simplex and multiplex ASD families using parent-report and standardised behavioural measures. Participants were 59 probands from multiplex ASD families (28 families), who were each matched on chronological age and sex with two probands from simplex families. Probands from multiplex families had greater social impairment (measured using the Social Responsiveness Scale) and worse pragmatic language (on the Children's Communication Checklist-2) than probands from simplex families. However, the multiplex children had less severe symptoms than the simplex children on the ADOS-G, and a significantly higher proportion of multiplex children did not meet autism spectrum cut-offs on this measure. These findings indicate that there are behavioural differences in children with ASD from simplex and multiplex families. In addition, the results reveal an important discrepancy between parent-report and clinician observation of autistic-like characteristics in siblings of an affected child, which may have implications for the assessment and diagnosis of ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Children with autism spectrum disorders are less proficient in action identification and lacking a preference for upright point-light biological motion displays / Liang-Huei WANG in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.63-76 Titre : Children with autism spectrum disorders are less proficient in action identification and lacking a preference for upright point-light biological motion displays Type de document : Texte imprimé et/ou numérique Auteurs : Liang-Huei WANG, Auteur ; Sarina Hui-Lin CHIEN, Auteur ; Shun-Fu HU, Auteur ; Tzu-Yun CHEN, Auteur ; Hsin-Shui CHEN, Auteur Article en page(s) : p.63-76 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Biological motion  Point-light display  Looking preference Index. décimale : PER Périodiques Résumé : Recent studies demonstrated impaired biological motion perception in children with autism spectrum disorder (ASD), who are characterized by deficits in social interactions and communication. Using point-light displays, the present study intended to examine the looking preferences for human and non-human biological motion paired with non-biological scrambled motion (Exp. 1) and the performance on the action identification task (Exp. 2) in typically developing (TD) children and children with ASD. Forty-two participants (21 ASD and 21 TD children) aged 3–7 years were included in this study. In Exp. 1, we found that children with ASD did not preferentially attend to biological motion as TD children did. The ASD group also exhibited shorter overall fixation time for all the point-light displays than did the TD group. In the action identification task of Exp. 2, children with ASD made more errors in naming and needed more time to respond than did TD children. Nevertheless, the actions that were likely to be correctly identified by TD children were also likely to be correctly identified by children with ASD. In conclusion, children with ASD are lacking the preference TD children have for biological motion stimuli over the scrambled motion. Moreover, such impairment might be due to an overall deficit in processing biological motion information and may explain the poor performance on action recognition in the ASD group. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Children with autism spectrum disorders are less proficient in action identification and lacking a preference for upright point-light biological motion displays [Texte imprimé et/ou numérique] / Liang-Huei WANG, Auteur ; Sarina Hui-Lin CHIEN, Auteur ; Shun-Fu HU, Auteur ; Tzu-Yun CHEN, Auteur ; Hsin-Shui CHEN, Auteur . - p.63-76. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.63-76 Mots-clés : Autism spectrum disorder  Biological motion  Point-light display  Looking preference Index. décimale : PER Périodiques Résumé : Recent studies demonstrated impaired biological motion perception in children with autism spectrum disorder (ASD), who are characterized by deficits in social interactions and communication. Using point-light displays, the present study intended to examine the looking preferences for human and non-human biological motion paired with non-biological scrambled motion (Exp. 1) and the performance on the action identification task (Exp. 2) in typically developing (TD) children and children with ASD. Forty-two participants (21 ASD and 21 TD children) aged 3–7 years were included in this study. In Exp. 1, we found that children with ASD did not preferentially attend to biological motion as TD children did. The ASD group also exhibited shorter overall fixation time for all the point-light displays than did the TD group. In the action identification task of Exp. 2, children with ASD made more errors in naming and needed more time to respond than did TD children. Nevertheless, the actions that were likely to be correctly identified by TD children were also likely to be correctly identified by children with ASD. In conclusion, children with ASD are lacking the preference TD children have for biological motion stimuli over the scrambled motion. Moreover, such impairment might be due to an overall deficit in processing biological motion information and may explain the poor performance on action recognition in the ASD group. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Investigating distinct and related contributions of Weak Central Coherence, Executive Dysfunction, and Systemizing theories to the cognitive profiles of children with Autism Spectrum Disorders and typically developing children / Sandra B. VANEGAS in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.77-92 Titre : Investigating distinct and related contributions of Weak Central Coherence, Executive Dysfunction, and Systemizing theories to the cognitive profiles of children with Autism Spectrum Disorders and typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : Sandra B. VANEGAS, Auteur ; Denise DAVIDSON, Auteur Article en page(s) : p.77-92 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorders  Weak Central Coherence  Executive Dysfunction  Systemizing Index. décimale : PER Périodiques Résumé : Many attempts have been made to explain the cognitive profiles of children and adults with Autism Spectrum Disorders (ASD). The current study investigated three prominent theories of cognitive processing – Weak Central Coherence, Executive Dysfunction, and Systemizing – to determine how they could define the cognitive patterns of performance in children with ASD. Utilizing tasks that tapped into visuospatial and linguistic domains, and both parent-report and child performance, the present research found support for the Weak Central Coherence and Executive Dysfunction theories in accounting for distinct cognitive profiles in children with ASD. No differences were observed between children with ASD and TD children on Systemizing abilities or preferences. The results also indicate that cognitive profiles in ASD may manifest in different ways in children historically considered High-Functioning Autism and Asperger's Syndrome. Additionally, the present research demonstrated the importance of using comprehensive measures to assess cognition and behavior in children with ASD. These results provide support for the consideration of individual differences in cognitive profiles of children with HFA and children with AS when developing educational and therapeutic programming. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Investigating distinct and related contributions of Weak Central Coherence, Executive Dysfunction, and Systemizing theories to the cognitive profiles of children with Autism Spectrum Disorders and typically developing children [Texte imprimé et/ou numérique] / Sandra B. VANEGAS, Auteur ; Denise DAVIDSON, Auteur . - p.77-92. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.77-92 Mots-clés : Autism Spectrum Disorders  Weak Central Coherence  Executive Dysfunction  Systemizing Index. décimale : PER Périodiques Résumé : Many attempts have been made to explain the cognitive profiles of children and adults with Autism Spectrum Disorders (ASD). The current study investigated three prominent theories of cognitive processing – Weak Central Coherence, Executive Dysfunction, and Systemizing – to determine how they could define the cognitive patterns of performance in children with ASD. Utilizing tasks that tapped into visuospatial and linguistic domains, and both parent-report and child performance, the present research found support for the Weak Central Coherence and Executive Dysfunction theories in accounting for distinct cognitive profiles in children with ASD. No differences were observed between children with ASD and TD children on Systemizing abilities or preferences. The results also indicate that cognitive profiles in ASD may manifest in different ways in children historically considered High-Functioning Autism and Asperger's Syndrome. Additionally, the present research demonstrated the importance of using comprehensive measures to assess cognition and behavior in children with ASD. These results provide support for the consideration of individual differences in cognitive profiles of children with HFA and children with AS when developing educational and therapeutic programming. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Self-Instruction Using Mobile Technology to Learn Functional Skills / Katie A. SMITH in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.93-100 Titre : Self-Instruction Using Mobile Technology to Learn Functional Skills Type de document : Texte imprimé et/ou numérique Auteurs : Katie A. SMITH, Auteur ; Sally B. SHEPLEY, Auteur ; Jennifer L. ALEXANDER, Auteur ; Alicia DAVIS, Auteur ; Kevin M. AYRES, Auteur Article en page(s) : p.93-100 Langues : Anglais (eng) Mots-clés : Video Modeling  Self-Instruction  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the use of a mobile device for video self-instruction of a functional skill. In pre-training, researchers taught participants to access video models on a mobile device in order to independently complete three tasks. Then, in baseline, researchers asked participants to complete a novel skill and collected data on their performance. Intervention involved allowing access to the mobile device. Data were collected on participants’ ability to pick up and navigate the device as well as their ability to complete the novel skill following self-instruction (i.e., replacing computer memory). Two participants independently initiated the use of the mobile device to self-instruct, and one participant required verbal prompting to initiate using the device. All participants acquired the novel skill replacing computer memory by self-instruction. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Self-Instruction Using Mobile Technology to Learn Functional Skills [Texte imprimé et/ou numérique] / Katie A. SMITH, Auteur ; Sally B. SHEPLEY, Auteur ; Jennifer L. ALEXANDER, Auteur ; Alicia DAVIS, Auteur ; Kevin M. AYRES, Auteur . - p.93-100. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.93-100 Mots-clés : Video Modeling  Self-Instruction  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the use of a mobile device for video self-instruction of a functional skill. In pre-training, researchers taught participants to access video models on a mobile device in order to independently complete three tasks. Then, in baseline, researchers asked participants to complete a novel skill and collected data on their performance. Intervention involved allowing access to the mobile device. Data were collected on participants’ ability to pick up and navigate the device as well as their ability to complete the novel skill following self-instruction (i.e., replacing computer memory). Two participants independently initiated the use of the mobile device to self-instruct, and one participant required verbal prompting to initiate using the device. All participants acquired the novel skill replacing computer memory by self-instruction. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

The relative effects of social stories and video modeling toward increasing eye contact of adolescents with autism spectrum disorder / Roderick D. O’HANDLEY in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.101-111 Titre : The relative effects of social stories and video modeling toward increasing eye contact of adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Roderick D. O’HANDLEY, Auteur ; Keith C. RADLEY, Auteur ; Heather M. WHIPPLE, Auteur Article en page(s) : p.101-111 Langues : Anglais (eng) Mots-clés : Social skills training  Eye contact  Video modeling  Social stories Index. décimale : PER Périodiques Résumé : The present study evaluated and compared the effects of social stories and video modeling on eye contact of adolescents with autism spectrum disorder (ASD). A multiple baseline design across participants with embedded changing conditions, counterbalanced across groups (A/B/B+C and A/C/C+B) was utilized to investigate the differential effects of social stories, video modeling, and a combination of social stories and video modeling. Results indicate that social stories presented in isolation resulted in moderate improvements in eye contact, with further improvements observed upon introduction of the combined social stories and video modeling intervention. Video modeling in isolation was found to result in strong intervention effects, with the addition of social stories yielding minimal additive effect. Implications for practice, limitations, and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] The relative effects of social stories and video modeling toward increasing eye contact of adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Roderick D. O’HANDLEY, Auteur ; Keith C. RADLEY, Auteur ; Heather M. WHIPPLE, Auteur . - p.101-111. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.101-111 Mots-clés : Social skills training  Eye contact  Video modeling  Social stories Index. décimale : PER Périodiques Résumé : The present study evaluated and compared the effects of social stories and video modeling on eye contact of adolescents with autism spectrum disorder (ASD). A multiple baseline design across participants with embedded changing conditions, counterbalanced across groups (A/B/B+C and A/C/C+B) was utilized to investigate the differential effects of social stories, video modeling, and a combination of social stories and video modeling. Results indicate that social stories presented in isolation resulted in moderate improvements in eye contact, with further improvements observed upon introduction of the combined social stories and video modeling intervention. Video modeling in isolation was found to result in strong intervention effects, with the addition of social stories yielding minimal additive effect. Implications for practice, limitations, and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Comparing the percentage of non-overlapping data approach and the hierarchical linear modeling approach for synthesizing single-case studies in autism research / Mieke HEYVAERT in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.112-125 Titre : Comparing the percentage of non-overlapping data approach and the hierarchical linear modeling approach for synthesizing single-case studies in autism research Type de document : Texte imprimé et/ou numérique Auteurs : Mieke HEYVAERT, Auteur ; Lore SAENEN, Auteur ; Bea MAES, Auteur ; Patrick ONGHENA, Auteur Article en page(s) : p.112-125 Langues : Anglais (eng) Mots-clés : Single-case research  Single-subject experimental designs  Meta-analysis  Systematic review  Behavioral interventions  Challenging behavior Index. décimale : PER Périodiques Résumé : We examined the performance of two approaches for synthesizing single-case experimental data: the percentage of non-overlapping data (PND) approach and the hierarchical linear modeling (HLM) approach. The comparison was performed by analyzing an empirical dataset on behavioral interventions for reducing challenging behavior in persons with autism by means of the two approaches. We compared the findings of both approaches for analyzing the outcomes of the behavioral interventions as well as for identifying moderating variables. With respect to the analysis of the interventions’ outcomes, similar positive results were found based on both approaches. With respect to the moderating variables, Functional analysis/assessment and Availability of follow up data were found to be statistically significant moderators by means of the PND as well as the HLM approach. The variables Intervention type, Availability of generalization attempts, Design type, and Availability of inter-rater reliability data were also found to be statistically significant moderators by means of the PND approach. The PND approach seems overly liberal in identifying statistically significant predictors in comparison to the HLM approach. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Comparing the percentage of non-overlapping data approach and the hierarchical linear modeling approach for synthesizing single-case studies in autism research [Texte imprimé et/ou numérique] / Mieke HEYVAERT, Auteur ; Lore SAENEN, Auteur ; Bea MAES, Auteur ; Patrick ONGHENA, Auteur . - p.112-125. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.112-125 Mots-clés : Single-case research  Single-subject experimental designs  Meta-analysis  Systematic review  Behavioral interventions  Challenging behavior Index. décimale : PER Périodiques Résumé : We examined the performance of two approaches for synthesizing single-case experimental data: the percentage of non-overlapping data (PND) approach and the hierarchical linear modeling (HLM) approach. The comparison was performed by analyzing an empirical dataset on behavioral interventions for reducing challenging behavior in persons with autism by means of the two approaches. We compared the findings of both approaches for analyzing the outcomes of the behavioral interventions as well as for identifying moderating variables. With respect to the analysis of the interventions’ outcomes, similar positive results were found based on both approaches. With respect to the moderating variables, Functional analysis/assessment and Availability of follow up data were found to be statistically significant moderators by means of the PND as well as the HLM approach. The variables Intervention type, Availability of generalization attempts, Design type, and Availability of inter-rater reliability data were also found to be statistically significant moderators by means of the PND approach. The PND approach seems overly liberal in identifying statistically significant predictors in comparison to the HLM approach. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260