Dépouillements

Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder / Dwight W. IRVIN in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.131-142 Titre : Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.131-142 Langues : Anglais (eng) Mots-clés : adult talk  autism  inclusion  preschoolers  socially competent behavior Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos’s Teacher Talk classification was used to code videos of 73 children with ASD (ages 3–5) in inclusive classrooms (n = 33). Supporting peer relation and positive social contact forms of adult talk were concurrently associated with children’s socially competent behavior. In comparison, higher amounts of supporting object play talk positively affected children’s social competence over time (i.e., 1 school year), and more behavior management talk was related to worsening social competence as perceived by teachers. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357614547890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur . - p.131-142. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.131-142 Mots-clés : adult talk  autism  inclusion  preschoolers  socially competent behavior Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos’s Teacher Talk classification was used to code videos of 73 children with ASD (ages 3–5) in inclusive classrooms (n = 33). Supporting peer relation and positive social contact forms of adult talk were concurrently associated with children’s socially competent behavior. In comparison, higher amounts of supporting object play talk positively affected children’s social competence over time (i.e., 1 school year), and more behavior management talk was related to worsening social competence as perceived by teachers. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357614547890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

Special Educators and Data Recording: What’s Delayed Recording Got to Do With It? / Andrea D. JASPER in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.143-153 Titre : Special Educators and Data Recording: What’s Delayed Recording Got to Do With It? Type de document : Texte imprimé et/ou numérique Auteurs : Andrea D. JASPER, Auteur ; Teresa TABER-DOUGHTY, Auteur Article en page(s) : p.143-153 Langues : Anglais (eng) Mots-clés : data recording  delayed recording  special educators  disabilities Index. décimale : PER Périodiques Résumé : This study examined the effects of delayed recording on the accuracy of data recorded by special educators serving students with high- or low-incidence disabilities. A multi-element design was used to compare the accuracy of data recorded across three conditions: (a) immediately after a student’s target behavior occurred, (b) immediately after the conclusion of the instructional lesson, and (c) 3 hr after the conclusion of the instructional lesson. Results indicated special educators achieved higher levels of agreement recording data immediately after a student’s target behavior occurred and immediately after the conclusion of the instructional lesson. En ligne : http://dx.doi.org/10.1177/1088357614547809 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Special Educators and Data Recording: What’s Delayed Recording Got to Do With It? [Texte imprimé et/ou numérique] / Andrea D. JASPER, Auteur ; Teresa TABER-DOUGHTY, Auteur . - p.143-153. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.143-153 Mots-clés : data recording  delayed recording  special educators  disabilities Index. décimale : PER Périodiques Résumé : This study examined the effects of delayed recording on the accuracy of data recorded by special educators serving students with high- or low-incidence disabilities. A multi-element design was used to compare the accuracy of data recorded across three conditions: (a) immediately after a student’s target behavior occurred, (b) immediately after the conclusion of the instructional lesson, and (c) 3 hr after the conclusion of the instructional lesson. Results indicated special educators achieved higher levels of agreement recording data immediately after a student’s target behavior occurred and immediately after the conclusion of the instructional lesson. En ligne : http://dx.doi.org/10.1177/1088357614547809 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

Parenting Stress as a Correlate of Cognitive Behavior Therapy Responsiveness in Children With Autism Spectrum Disorders and Anxiety / Jonathan A. WEISS in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.154-164 Titre : Parenting Stress as a Correlate of Cognitive Behavior Therapy Responsiveness in Children With Autism Spectrum Disorders and Anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan A. WEISS, Auteur ; Michelle A. VIECILI, Auteur ; Yvonne BOHR, Auteur Article en page(s) : p.154-164 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  Asperger syndrome  anxiety  treatment  cognitive behavior therapy  parenting stress Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often show high rates of anxiety, and cognitive behavior therapy (CBT) is recognized as an emerging evidence-based practice. Eighteen children (8–12 years of age, M = 9.5, SD = 1.34; male: n = 15) with ASD and significant anxiety problems participated in a 12-session group “Coping Cat” intervention together with their parents. Statistically significant reductions were noted across measures of parent-reported child anxiety, with 50% of children demonstrating clinically meaningful improvements using the conservative Reliable Change Index. Significant correlations were found between change in parenting stress and change in child anxiety from pre- to post-treatment. These results are applicable to the community service sector, where the Coping Cat program is commonly utilized. Due to the high prevalence of anxiety disorders in children with ASD, further research is needed to advance capacity building to help meet the significant needs of youth with ASD and anxiety. En ligne : http://dx.doi.org/10.1177/1088357614547808 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Parenting Stress as a Correlate of Cognitive Behavior Therapy Responsiveness in Children With Autism Spectrum Disorders and Anxiety [Texte imprimé et/ou numérique] / Jonathan A. WEISS, Auteur ; Michelle A. VIECILI, Auteur ; Yvonne BOHR, Auteur . - p.154-164. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.154-164 Mots-clés : autism spectrum disorder  Asperger syndrome  anxiety  treatment  cognitive behavior therapy  parenting stress Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often show high rates of anxiety, and cognitive behavior therapy (CBT) is recognized as an emerging evidence-based practice. Eighteen children (8–12 years of age, M = 9.5, SD = 1.34; male: n = 15) with ASD and significant anxiety problems participated in a 12-session group “Coping Cat” intervention together with their parents. Statistically significant reductions were noted across measures of parent-reported child anxiety, with 50% of children demonstrating clinically meaningful improvements using the conservative Reliable Change Index. Significant correlations were found between change in parenting stress and change in child anxiety from pre- to post-treatment. These results are applicable to the community service sector, where the Coping Cat program is commonly utilized. Due to the high prevalence of anxiety disorders in children with ASD, further research is needed to advance capacity building to help meet the significant needs of youth with ASD and anxiety. En ligne : http://dx.doi.org/10.1177/1088357614547808 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

Parent Perspectives on Psychotropic Medication Use and Interactions With Prescribing Health Care Providers Among Adolescents and Adults With an Autism Spectrum Disorder / Johanna K. LAKE in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.165-173 Titre : Parent Perspectives on Psychotropic Medication Use and Interactions With Prescribing Health Care Providers Among Adolescents and Adults With an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Johanna K. LAKE, Auteur ; Alexander MILOVANOV, Auteur ; Amanda SAWYER, Auteur ; Yona LUNSKY, Auteur Article en page(s) : p.165-173 Langues : Anglais (eng) Mots-clés : adults  adolescents  autism spectrum disorder  support systems  parents  medication  health care providers Index. décimale : PER Périodiques Résumé : Adolescents and young adults with an autism spectrum disorder (ASD) are often prescribed psychotropic medications to treat mental health and behavioral issues, and parents of these individuals play a crucial role in overseeing this care. Despite this, little is known about parents’ experiences managing and monitoring their child’s medication treatment, or their experience interacting with prescribing health care providers. To learn more about parents’ perspectives on psychotropic medication use in their adolescent or young adult with ASD, a focus group was conducted with seven mothers whose adolescent or adult child with ASD was prescribed one or more psychotropic medications. Results are summarized according to emergent themes including parent perception of child experience with medication, side effects, medication efficacy, medication monitoring, expertise issues, and service issues. Parents also provided medication recommendations, including a desire for health care providers with greater expertise in ASD, information on medication, and tools for medication monitoring. En ligne : http://dx.doi.org/10.1177/1088357614559215 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Parent Perspectives on Psychotropic Medication Use and Interactions With Prescribing Health Care Providers Among Adolescents and Adults With an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Johanna K. LAKE, Auteur ; Alexander MILOVANOV, Auteur ; Amanda SAWYER, Auteur ; Yona LUNSKY, Auteur . - p.165-173. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.165-173 Mots-clés : adults  adolescents  autism spectrum disorder  support systems  parents  medication  health care providers Index. décimale : PER Périodiques Résumé : Adolescents and young adults with an autism spectrum disorder (ASD) are often prescribed psychotropic medications to treat mental health and behavioral issues, and parents of these individuals play a crucial role in overseeing this care. Despite this, little is known about parents’ experiences managing and monitoring their child’s medication treatment, or their experience interacting with prescribing health care providers. To learn more about parents’ perspectives on psychotropic medication use in their adolescent or young adult with ASD, a focus group was conducted with seven mothers whose adolescent or adult child with ASD was prescribed one or more psychotropic medications. Results are summarized according to emergent themes including parent perception of child experience with medication, side effects, medication efficacy, medication monitoring, expertise issues, and service issues. Parents also provided medication recommendations, including a desire for health care providers with greater expertise in ASD, information on medication, and tools for medication monitoring. En ligne : http://dx.doi.org/10.1177/1088357614559215 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

Professional and Parental Attitudes Toward iPad Application Use in Autism Spectrum Disorder / Megan L. E. CLARK in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.174-181 Titre : Professional and Parental Attitudes Toward iPad Application Use in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Megan L. E. CLARK, Auteur ; David W. AUSTIN, Auteur ; Melinda J. CRAIKE, Auteur Article en page(s) : p.174-181 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study explored the attitudes of parents and professionals who work with children with autism spectrum disorder (ASD) toward the utilization of iPads and use of iPad applications by children with ASD. A survey of parents (n = 90) and professionals (n = 31) assessed information and communication technology (ICT) anxiety and self-efficacy, attitude toward ICT and iPad applications, and iPad utilization. Both parents and professionals held positive attitudes toward ICT and iPad use for children with ASD. Parents reported high use of iPads by their children, and professionals reported some, albeit limited, utilization as part of their practice. These findings suggest that iPad applications are not being used by professionals to a degree that is consistent with their favorable attitudes toward them. iPad use has been enthusiastically adopted by many parents; however, there appears a need for training in their use and research to establish an evidence base. En ligne : http://dx.doi.org/10.1177/1088357614537353 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Professional and Parental Attitudes Toward iPad Application Use in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Megan L. E. CLARK, Auteur ; David W. AUSTIN, Auteur ; Melinda J. CRAIKE, Auteur . - p.174-181. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.174-181 Index. décimale : PER Périodiques Résumé : This study explored the attitudes of parents and professionals who work with children with autism spectrum disorder (ASD) toward the utilization of iPads and use of iPad applications by children with ASD. A survey of parents (n = 90) and professionals (n = 31) assessed information and communication technology (ICT) anxiety and self-efficacy, attitude toward ICT and iPad applications, and iPad utilization. Both parents and professionals held positive attitudes toward ICT and iPad use for children with ASD. Parents reported high use of iPads by their children, and professionals reported some, albeit limited, utilization as part of their practice. These findings suggest that iPad applications are not being used by professionals to a degree that is consistent with their favorable attitudes toward them. iPad use has been enthusiastically adopted by many parents; however, there appears a need for training in their use and research to establish an evidence base. En ligne : http://dx.doi.org/10.1177/1088357614537353 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

Context Blindness in Autism Spectrum Disorder: Not Using the Forest to See the Trees as Trees / Peter VERMEULEN in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.182-192 Titre : Context Blindness in Autism Spectrum Disorder: Not Using the Forest to See the Trees as Trees Type de document : Texte imprimé et/ou numérique Auteurs : Peter VERMEULEN, Auteur Article en page(s) : p.182-192 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  cognition  context Index. décimale : PER Périodiques Résumé : Because of the importance of contextual sensitivity in several cognitive processes that are affected in autism spectrum disorder (ASD), such as social cognition, understanding of language, or cognitive shifting, we argue that a lack of contextual sensitivity or “context blindness” should be given more attention in a neurocognitive account of ASD. Context blindness emphasizes an aspect of the central coherence hypothesis developed by Uta Frith that has been largely overlooked in both literature and scientific research, namely, the ability to use context in sense making. In this article, we will define context blindness, describe how it can explain some of the cognitive and behavioral characteristics of ASD, and explore its relationship with the other neurocognitive theories of ASD (theory of mind, empathizing–systemizing, and executive function). En ligne : http://dx.doi.org/10.1177/1088357614528799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Context Blindness in Autism Spectrum Disorder: Not Using the Forest to See the Trees as Trees [Texte imprimé et/ou numérique] / Peter VERMEULEN, Auteur . - p.182-192. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.182-192 Mots-clés : autism  autism spectrum disorder  cognition  context Index. décimale : PER Périodiques Résumé : Because of the importance of contextual sensitivity in several cognitive processes that are affected in autism spectrum disorder (ASD), such as social cognition, understanding of language, or cognitive shifting, we argue that a lack of contextual sensitivity or “context blindness” should be given more attention in a neurocognitive account of ASD. Context blindness emphasizes an aspect of the central coherence hypothesis developed by Uta Frith that has been largely overlooked in both literature and scientific research, namely, the ability to use context in sense making. In this article, we will define context blindness, describe how it can explain some of the cognitive and behavioral characteristics of ASD, and explore its relationship with the other neurocognitive theories of ASD (theory of mind, empathizing–systemizing, and executive function). En ligne : http://dx.doi.org/10.1177/1088357614528799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266