An analysis of reading abilities in children with autism spectrum disorders / Amanda NALLY in Research in Autism Spectrum Disorders, 47 (March 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 47 (March 2018) . - p.14-25 Titre : An analysis of reading abilities in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Amanda NALLY, Auteur ; Olive HEALY, Auteur ; Jennifer HOLLOWAY, Auteur ; Helena LYDON, Auteur Article en page(s) : p.14-25 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Reading  Reading comprehension  Emergent literacy Index. décimale : PER Périodiques Résumé : Background This study examined the reading performance of a nationally representative sample of 110 children with autism spectrum disorder (ASD). Method The sample was divided into two groups by age; 3:10–5:10 years (Group 1) and 6:00–17:3 years (Group 2). Core reading components were assessed across both groups, which included: word reading, comprehension, phonological awareness, phonemic awareness, reading rate, vocabulary, accuracy and non-word reading. Results The data demonstrated impaired reading skills across reading components in both groups, with the exception of word reading pre-requisites for Group 1 and reading rate for Group 2. An analysis of the full sample found that many participants performed within the lowest possible range on standardized tests (standard score ?55) in particular, comprehension (82%) and phonemic awareness (62%). Language abilities and autism symptomatology severity were assessed for relationships with reading outcomes. The largest relationships were in autism severity and vocabulary and multiple regression analyses indicated that autism severity was predictive of language scores suggesting that individuals presenting with more severe symptoms of autism demonstrated the most reading deficits. Conclusion These findings highlight the severe reading deficits present in this population and the need for reading assessments as well as the design of highly individualized reading interventions. En ligne : https://doi.org/10.1016/j.rasd.2017.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340 [article] An analysis of reading abilities in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Amanda NALLY, Auteur ; Olive HEALY, Auteur ; Jennifer HOLLOWAY, Auteur ; Helena LYDON, Auteur . - p.14-25. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 47 (March 2018) . - p.14-25 Mots-clés : Autism spectrum disorder  Reading  Reading comprehension  Emergent literacy Index. décimale : PER Périodiques Résumé : Background This study examined the reading performance of a nationally representative sample of 110 children with autism spectrum disorder (ASD). Method The sample was divided into two groups by age; 3:10–5:10 years (Group 1) and 6:00–17:3 years (Group 2). Core reading components were assessed across both groups, which included: word reading, comprehension, phonological awareness, phonemic awareness, reading rate, vocabulary, accuracy and non-word reading. Results The data demonstrated impaired reading skills across reading components in both groups, with the exception of word reading pre-requisites for Group 1 and reading rate for Group 2. An analysis of the full sample found that many participants performed within the lowest possible range on standardized tests (standard score ?55) in particular, comprehension (82%) and phonemic awareness (62%). Language abilities and autism symptomatology severity were assessed for relationships with reading outcomes. The largest relationships were in autism severity and vocabulary and multiple regression analyses indicated that autism severity was predictive of language scores suggesting that individuals presenting with more severe symptoms of autism demonstrated the most reading deficits. Conclusion These findings highlight the severe reading deficits present in this population and the need for reading assessments as well as the design of highly individualized reading interventions. En ligne : https://doi.org/10.1016/j.rasd.2017.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340

A comparison of Video Modeling and Pivotal Response Training to teach pretend play skills to children with Autism Spectrum Disorder / Helena LYDON in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.872-884 Titre : A comparison of Video Modeling and Pivotal Response Training to teach pretend play skills to children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helena LYDON, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur Année de publication : 2011 Article en page(s) : p.872-884 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Pretend play skills  Pivotal Response Training  Video Modeling Index. décimale : PER Périodiques Résumé : This study aimed to directly compare the effectiveness of Pivotal Response Training (PRT) and Video Modeling (VM) in the acquisition and generalization of scripted play verbalizations and actions as well as the use of novel statements or actions in both the training and generalization settings. All five participants were exposed to both conditions and were randomly assigned to the sequence of treatment conditions: participants in Sequence 1 received Condition 1 (VM) followed by and Condition 2 (PRT); participants in Sequence 2 received Condition 2 followed by Condition 1. Results showed a significant increase in the number of play actions for both the PRT and VM conditions in the training environment, with greater increases evident as a result of PRT. Significant increases were also found in the number of play actions in PRT compared to VM in the generalization environment. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] A comparison of Video Modeling and Pivotal Response Training to teach pretend play skills to children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Helena LYDON, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur . - 2011 . - p.872-884. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.872-884 Mots-clés : Autism Spectrum Disorder  Pretend play skills  Pivotal Response Training  Video Modeling Index. décimale : PER Périodiques Résumé : This study aimed to directly compare the effectiveness of Pivotal Response Training (PRT) and Video Modeling (VM) in the acquisition and generalization of scripted play verbalizations and actions as well as the use of novel statements or actions in both the training and generalization settings. All five participants were exposed to both conditions and were randomly assigned to the sequence of treatment conditions: participants in Sequence 1 received Condition 1 (VM) followed by and Condition 2 (PRT); participants in Sequence 2 received Condition 2 followed by Condition 1. Results showed a significant increase in the number of play actions for both the PRT and VM conditions in the training environment, with greater increases evident as a result of PRT. Significant increases were also found in the number of play actions in PRT compared to VM in the generalization environment. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Sensory integration therapy for autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1004-1018 Titre : Sensory integration therapy for autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Olive HEALY, Auteur ; Mandy RISPOLI, Auteur ; Helena LYDON, Auteur ; William STREUSAND, Auteur ; Tonya N. DAVIS, Auteur ; Soyeon KANG, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Sanne GIESBERS, Auteur Année de publication : 2012 Article en page(s) : p.1004-1018 Langues : Anglais (eng) Mots-clés : Sensory integration  Autism  Weighted vests  Proprioceptive  Vestibular  Sensory diet Index. décimale : PER Périodiques Résumé : Intervention studies involving the use of sensory integration therapy (SIT) were systematically identified and analyzed. Twenty-five studies were described in terms of: (a) participant characteristics, (b) assessments used to identify sensory deficits or behavioral functions, (c) dependent variables, (d) intervention procedures, (e) intervention outcomes, and (f) certainty of evidence. Overall, 3 of the reviewed studies suggested that SIT was effective, 8 studies found mixed results, and 14 studies reported no benefits related to SIT. Many of the reviewed studies, including the 3 studies reporting positive results, had serious methodological flaws. Therefore, the current evidence-base does not support the use of SIT in the education and treatment of children with autism spectrum disorders (ASD). Practitioners and agencies serving children with ASD that endeavor, or are mandated, to use research-based, or scientifically-based, interventions should not use SIT outside of carefully controlled research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Sensory integration therapy for autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Olive HEALY, Auteur ; Mandy RISPOLI, Auteur ; Helena LYDON, Auteur ; William STREUSAND, Auteur ; Tonya N. DAVIS, Auteur ; Soyeon KANG, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Sanne GIESBERS, Auteur . - 2012 . - p.1004-1018. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1004-1018 Mots-clés : Sensory integration  Autism  Weighted vests  Proprioceptive  Vestibular  Sensory diet Index. décimale : PER Périodiques Résumé : Intervention studies involving the use of sensory integration therapy (SIT) were systematically identified and analyzed. Twenty-five studies were described in terms of: (a) participant characteristics, (b) assessments used to identify sensory deficits or behavioral functions, (c) dependent variables, (d) intervention procedures, (e) intervention outcomes, and (f) certainty of evidence. Overall, 3 of the reviewed studies suggested that SIT was effective, 8 studies found mixed results, and 14 studies reported no benefits related to SIT. Many of the reviewed studies, including the 3 studies reporting positive results, had serious methodological flaws. Therefore, the current evidence-base does not support the use of SIT in the education and treatment of children with autism spectrum disorders (ASD). Practitioners and agencies serving children with ASD that endeavor, or are mandated, to use research-based, or scientifically-based, interventions should not use SIT outside of carefully controlled research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

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