Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/or Intellectual Disabilities Using Universally-Designed Prompting Systems / Toni VAN LAARHOVEN in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2516-2529 Titre : Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/or Intellectual Disabilities Using Universally-Designed Prompting Systems Type de document : texte imprimé Auteurs : Toni VAN LAARHOVEN, Auteur ; Adam CARREON, Auteur ; Wendy BONNEAU, Auteur ; Ashli LAGERHAUSEN, Auteur Article en page(s) : p.2516-2529 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Intellectual disabilities  Mobile technology  Universal design  Video prompting  Vocational skills Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare mobile technologies with universally-designed prompting systems to improve the independent vocational performance of four adolescents with ASD and/or ID in school-based employment settings. Specific aims were to (1) compare the effectiveness of universally-designed prompting systems presented on iPads and HP Slates that involved participant-selection and participant-fading of available on-screen media prompts; (2) compare the usability of different mobile devices; and (3) determine if built-in decision prompts could improve problem-solving behavior during task completion. Results indicated that both devices resulted in immediate and substantial increases in independent responding for three of the four participants. All participants performed better with their preferred device and all self-faded reliance on instructional prompts as skill acquisition increased. En ligne : http://dx.doi.org/10.1007/s10803-018-3512-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/or Intellectual Disabilities Using Universally-Designed Prompting Systems [texte imprimé] / Toni VAN LAARHOVEN, Auteur ; Adam CARREON, Auteur ; Wendy BONNEAU, Auteur ; Ashli LAGERHAUSEN, Auteur . - p.2516-2529. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2516-2529 Mots-clés : Autism spectrum disorders  Intellectual disabilities  Mobile technology  Universal design  Video prompting  Vocational skills Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare mobile technologies with universally-designed prompting systems to improve the independent vocational performance of four adolescents with ASD and/or ID in school-based employment settings. Specific aims were to (1) compare the effectiveness of universally-designed prompting systems presented on iPads and HP Slates that involved participant-selection and participant-fading of available on-screen media prompts; (2) compare the usability of different mobile devices; and (3) determine if built-in decision prompts could improve problem-solving behavior during task completion. Results indicated that both devices resulted in immediate and substantial increases in independent responding for three of the four participants. All participants performed better with their preferred device and all self-faded reliance on instructional prompts as skill acquisition increased. En ligne : http://dx.doi.org/10.1007/s10803-018-3512-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

A Comparison of Picture and Video Prompts to Teach Daily Living Skills to Individuals With Autism / Toni VAN LAARHOVEN in Focus on Autism and Other Developmental Disabilities, 25-4 (December 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.195-208 Titre : A Comparison of Picture and Video Prompts to Teach Daily Living Skills to Individuals With Autism Type de document : texte imprimé Auteurs : Toni VAN LAARHOVEN, Auteur ; Erika KRAUS, Auteur ; Keri KARPMAN, Auteur ; Rosemary NIZZI, Auteur ; Joe VALENTINO, Auteur Année de publication : 2010 Article en page(s) : p.195-208 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study was conducted to compare the effectiveness of video prompting and picture prompting when used as antecedents for teaching daily living skills to two adolescents with autism. Participants were taught two different skills, and the effects of the instructional conditions were compared and evaluated using an adapted alternating-treatments design. The results can be interpreted to conclude that video prompting was slightly more effective in terms of independent correct responding, fewer external prompts for task completion, and fewer prompts to use instructional materials. In addition, when efficiency scores were calculated by considering the ratio of each participant’s growth (from pretest to posttest) to the measured “cost” of minutes required to create instructional materials, video prompting was considerably more efficient than picture prompting. En ligne : http://dx.doi.org/10.1177/1088357610380412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] A Comparison of Picture and Video Prompts to Teach Daily Living Skills to Individuals With Autism [texte imprimé] / Toni VAN LAARHOVEN, Auteur ; Erika KRAUS, Auteur ; Keri KARPMAN, Auteur ; Rosemary NIZZI, Auteur ; Joe VALENTINO, Auteur . - 2010 . - p.195-208. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.195-208 Index. décimale : PER Périodiques Résumé : This study was conducted to compare the effectiveness of video prompting and picture prompting when used as antecedents for teaching daily living skills to two adolescents with autism. Participants were taught two different skills, and the effects of the instructional conditions were compared and evaluated using an adapted alternating-treatments design. The results can be interpreted to conclude that video prompting was slightly more effective in terms of independent correct responding, fewer external prompts for task completion, and fewer prompts to use instructional materials. In addition, when efficiency scores were calculated by considering the ratio of each participant’s growth (from pretest to posttest) to the measured “cost” of minutes required to create instructional materials, video prompting was considerably more efficient than picture prompting. En ligne : http://dx.doi.org/10.1177/1088357610380412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Electrophysiological alterations in motor-auditory predictive coding in autism spectrum disorder / Toni VAN LAARHOVEN in Autism Research, 12-4 (April 2019)  

Public ISBD [article]  inAutism Research > 12-4 (April 2019) . - p.589-599 Titre : Electrophysiological alterations in motor-auditory predictive coding in autism spectrum disorder Type de document : texte imprimé Auteurs : Toni VAN LAARHOVEN, Auteur ; Jeroen J. STEKELENBURG, Auteur ; Mart L.J.M. EUSSEN, Auteur ; Jean VROOMEN, Auteur Article en page(s) : p.589-599 Langues : Anglais (eng) Mots-clés : ERPs  autism spectrum disorder  motor-auditory  predictive coding Index. décimale : PER Périodiques Résumé : The amplitude of the auditory N1 component of the event-related potential (ERP) is typically attenuated for self-initiated sounds, compared to sounds with identical acoustic and temporal features that are triggered externally. This effect has been ascribed to internal forward models predicting the sensory consequences of one's own motor actions. The predictive coding account of autistic symptomatology states that individuals with autism spectrum disorder (ASD) have difficulties anticipating upcoming sensory stimulation due to a decreased ability to infer the probabilistic structure of their environment. Without precise internal forward prediction models to rely on, perception in ASD could be less affected by prior expectations and more driven by sensory input. Following this reasoning, one would expect diminished attenuation of the auditory N1 due to self-initiation in individuals with ASD. Here, we tested this hypothesis by comparing the neural response to self- versus externally-initiated tones between a group of individuals with ASD and a group of age matched neurotypical controls. ERPs evoked by tones initiated via button-presses were compared with ERPs evoked by the same tones replayed at identical pace. Significant N1 attenuation effects were only found in the TD group. Self-initiation of the tones did not attenuate the auditory N1 in the ASD group, indicating that they may be unable to anticipate the auditory sensory consequences of their own motor actions. These results show that individuals with ASD have alterations in sensory attenuation of self-initiated sounds, and support the notion of impaired predictive coding as a core deficit underlying autistic symptomatology. Autism Res 2019, 12: 589-599. (c) 2019 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc. LAY SUMMARY: Many individuals with ASD experience difficulties in processing sensory information (for example, increased sensitivity to sound). Here we show that these difficulties may be related to an inability to anticipate upcoming sensory stimulation. Our findings contribute to a better understanding of the neural mechanisms underlying the different sensory perception experienced by individuals with ASD. En ligne : https://dx.doi.org/10.1002/aur.2087 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Electrophysiological alterations in motor-auditory predictive coding in autism spectrum disorder [texte imprimé] / Toni VAN LAARHOVEN, Auteur ; Jeroen J. STEKELENBURG, Auteur ; Mart L.J.M. EUSSEN, Auteur ; Jean VROOMEN, Auteur . - p.589-599. Langues : Anglais (eng) in Autism Research > 12-4 (April 2019) . - p.589-599 Mots-clés : ERPs  autism spectrum disorder  motor-auditory  predictive coding Index. décimale : PER Périodiques Résumé : The amplitude of the auditory N1 component of the event-related potential (ERP) is typically attenuated for self-initiated sounds, compared to sounds with identical acoustic and temporal features that are triggered externally. This effect has been ascribed to internal forward models predicting the sensory consequences of one's own motor actions. The predictive coding account of autistic symptomatology states that individuals with autism spectrum disorder (ASD) have difficulties anticipating upcoming sensory stimulation due to a decreased ability to infer the probabilistic structure of their environment. Without precise internal forward prediction models to rely on, perception in ASD could be less affected by prior expectations and more driven by sensory input. Following this reasoning, one would expect diminished attenuation of the auditory N1 due to self-initiation in individuals with ASD. Here, we tested this hypothesis by comparing the neural response to self- versus externally-initiated tones between a group of individuals with ASD and a group of age matched neurotypical controls. ERPs evoked by tones initiated via button-presses were compared with ERPs evoked by the same tones replayed at identical pace. Significant N1 attenuation effects were only found in the TD group. Self-initiation of the tones did not attenuate the auditory N1 in the ASD group, indicating that they may be unable to anticipate the auditory sensory consequences of their own motor actions. These results show that individuals with ASD have alterations in sensory attenuation of self-initiated sounds, and support the notion of impaired predictive coding as a core deficit underlying autistic symptomatology. Autism Res 2019, 12: 589-599. (c) 2019 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc. LAY SUMMARY: Many individuals with ASD experience difficulties in processing sensory information (for example, increased sensitivity to sound). Here we show that these difficulties may be related to an inability to anticipate upcoming sensory stimulation. Our findings contribute to a better understanding of the neural mechanisms underlying the different sensory perception experienced by individuals with ASD. En ligne : https://dx.doi.org/10.1002/aur.2087 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

---

1 (1 - 3 / 3) Par page : 25 50 100 200