Cognitive indicators of different levels of special educational support needs in autism / Mariam ALJUNIED in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.368-376 Titre : Cognitive indicators of different levels of special educational support needs in autism Type de document : Texte imprimé et/ou numérique Auteurs : Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur Année de publication : 2011 Article en page(s) : p.368-376 Langues : Anglais (eng) Mots-clés : Autism Educational-provision Inclusion Cognitive-indicators Index. décimale : PER Périodiques Résumé : Potential cognitive indicators of the level of special educational needs (SEN) were investigated in 52 children with autism. Two general indicators (intelligence quotient and cognitive modifiability) and three specific indicators (theory of mind, executive functioning and central coherence) were evaluated for their ability to discriminate three groups of children requiring different levels of special education support. General intelligence, cognitive modifiability and theory of mind each contributed significantly to the discrimination of the three groups. Only theory of mind was found to significantly discriminate children with autism in mainstream schools who did not receive additional support from those in schools for mild special needs where additional social-behavioral support was provided. Only intelligence was found to discriminate children in special schools for mild as opposed to moderate special needs, where additional support was provided for both learning and social-behavioral needs. These findings support the role of theory of mind in relation to social-behavioral difficulties in autism and suggest its value as an indicator of SEN in making timely decisions about the type of support required by children with this diagnosis. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Cognitive indicators of different levels of special educational support needs in autism [Texte imprimé et/ou numérique] / Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur . - 2011 . - p.368-376. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.368-376 Mots-clés : Autism Educational-provision Inclusion Cognitive-indicators Index. décimale : PER Périodiques Résumé : Potential cognitive indicators of the level of special educational needs (SEN) were investigated in 52 children with autism. Two general indicators (intelligence quotient and cognitive modifiability) and three specific indicators (theory of mind, executive functioning and central coherence) were evaluated for their ability to discriminate three groups of children requiring different levels of special education support. General intelligence, cognitive modifiability and theory of mind each contributed significantly to the discrimination of the three groups. Only theory of mind was found to significantly discriminate children with autism in mainstream schools who did not receive additional support from those in schools for mild special needs where additional social-behavioral support was provided. Only intelligence was found to discriminate children in special schools for mild as opposed to moderate special needs, where additional support was provided for both learning and social-behavioral needs. These findings support the role of theory of mind in relation to social-behavioral difficulties in autism and suggest its value as an indicator of SEN in making timely decisions about the type of support required by children with this diagnosis. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? / Mariam ALJUNIED in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.172-183 Titre : Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? Type de document : Texte imprimé et/ou numérique Auteurs : Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur Article en page(s) : p.172-183 Mots-clés : autism  central coherence  dynamic assessment Index. décimale : PER Périodiques Résumé : Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361311409960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? [Texte imprimé et/ou numérique] / Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur . - p.172-183. in Autism > 17-2 (March 2013) . - p.172-183 Mots-clés : autism  central coherence  dynamic assessment Index. décimale : PER Périodiques Résumé : Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361311409960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193

Feasibility, Acceptability and Preliminary Treatment Outcomes in a School-Based CBT Intervention Program for Adolescents with ASD and Anxiety in Singapore / I. E. DRMIC in Journal of Autism and Developmental Disorders, 47-12 (December 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3909-3929 Titre : Feasibility, Acceptability and Preliminary Treatment Outcomes in a School-Based CBT Intervention Program for Adolescents with ASD and Anxiety in Singapore Type de document : Texte imprimé et/ou numérique Auteurs : I. E. DRMIC, Auteur ; Mariam ALJUNIED, Auteur ; J. REAVEN, Auteur Année de publication : 2017 Article en page(s) : p.3909-3929 Langues : Anglais (eng) Mots-clés : Adolescents  Anxiety  Autism spectrum disorder (ASD)  Cognitive behavior therapy (CBT)  Facing your fears  Schools Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder (ASD) are at high risk for anxiety difficulties and disorders. Clinic-based cognitive behavioral therapy (CBT) is effective; however, few published school-based CBT programs for youth with ASD exist. In this study, the Facing Your Fears CBT protocol was adapted for delivery and piloted within a school setting by non-clinicians, with culturally appropriate adaptations. 44 13-15 aged youth with ASD from 22 mainstream schools in Singapore participated. Feasibility, acceptability and preliminary treatment outcomes were examined. Decreases in youth and parent reported anxiety symptoms were reported. Staff and parents found the program useful. Stakeholder support was important for implementation. Initial findings reflect the importance of carefully bridging research-to-practice for youth with ASD and anxiety. En ligne : http://dx.doi.org/10.1007/s10803-016-3007-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326 [article] Feasibility, Acceptability and Preliminary Treatment Outcomes in a School-Based CBT Intervention Program for Adolescents with ASD and Anxiety in Singapore [Texte imprimé et/ou numérique] / I. E. DRMIC, Auteur ; Mariam ALJUNIED, Auteur ; J. REAVEN, Auteur . - 2017 . - p.3909-3929. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3909-3929 Mots-clés : Adolescents  Anxiety  Autism spectrum disorder (ASD)  Cognitive behavior therapy (CBT)  Facing your fears  Schools Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder (ASD) are at high risk for anxiety difficulties and disorders. Clinic-based cognitive behavioral therapy (CBT) is effective; however, few published school-based CBT programs for youth with ASD exist. In this study, the Facing Your Fears CBT protocol was adapted for delivery and piloted within a school setting by non-clinicians, with culturally appropriate adaptations. 44 13-15 aged youth with ASD from 22 mainstream schools in Singapore participated. Feasibility, acceptability and preliminary treatment outcomes were examined. Decreases in youth and parent reported anxiety symptoms were reported. Staff and parents found the program useful. Stakeholder support was important for implementation. Initial findings reflect the importance of carefully bridging research-to-practice for youth with ASD and anxiety. En ligne : http://dx.doi.org/10.1007/s10803-016-3007-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326

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