Dépouillements

A systematic review of peer-mediated interventions for children with autism spectrum disorder / Ya-Chih CHANG in Research in Autism Spectrum Disorders, 27 (July 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 27 (July 2016) . - p.1-10 Titre : A systematic review of peer-mediated interventions for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.1-10 Langues : Anglais (eng) Mots-clés : Peer-mediated interventions  Systematic review  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : AbstractBackground Peer mediated intervention (PMI) is a promising practice used to increase social skills in children with autism spectrum disorder (ASD). PMIs engage typically developing peers as social models to improve social initiations, responses, and interactions. Method The current study is a systematic review examining PMIs for children and adolescents with ASD conducted using group designs. Five studies met the pre-specified review inclusion criteria: four randomized controlled trials and one pre- and post-test design. Results Four of the studies were conducted in school settings, whereas one study was conducted in a camp setting. The studies all reported that participants improved in social skills (e.g., social initiations, social responses, social communication) post intervention. Additionally, sustainment, generalization, and fidelity of implementation were examined. Conclusion PMI is a promising approach to address social skills in children with ASD, and this approach can be conducted in meaningful real-word contexts, such as schools. Limitations of the studies as well as future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] A systematic review of peer-mediated interventions for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Jill LOCKE, Auteur . - p.1-10. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.1-10 Mots-clés : Peer-mediated interventions  Systematic review  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : AbstractBackground Peer mediated intervention (PMI) is a promising practice used to increase social skills in children with autism spectrum disorder (ASD). PMIs engage typically developing peers as social models to improve social initiations, responses, and interactions. Method The current study is a systematic review examining PMIs for children and adolescents with ASD conducted using group designs. Five studies met the pre-specified review inclusion criteria: four randomized controlled trials and one pre- and post-test design. Results Four of the studies were conducted in school settings, whereas one study was conducted in a camp setting. The studies all reported that participants improved in social skills (e.g., social initiations, social responses, social communication) post intervention. Additionally, sustainment, generalization, and fidelity of implementation were examined. Conclusion PMI is a promising approach to address social skills in children with ASD, and this approach can be conducted in meaningful real-word contexts, such as schools. Limitations of the studies as well as future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

“You’re telling me!” The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development / Letitia R. NAIGLES in Research in Autism Spectrum Disorders, 27 (July 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 27 (July 2016) . - p.11-20 Titre : “You’re telling me!” The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Letitia R. NAIGLES, Auteur ; Michelle CHENG, Auteur ; Nan XU RATTANASONE, Auteur ; Saime TEK, Auteur ; Neha KHETRAPAL, Auteur ; Deborah A. FEIN, Auteur ; Katherine DEMUTH, Auteur Article en page(s) : p.11-20 Langues : Anglais (eng) Mots-clés : Language  Joint attention  Pronoun reversals Index. décimale : PER Périodiques Résumé : Abstract Social and linguistic explanations have been proposed for pronoun reversals in young typically developing (TD) children and those with autism spectrum disorders (ASD). The current study breaks new ground in investigating both explanations, comparing 18 TD toddlers and 15 children with ASD at similar language levels. Spontaneous speech was sampled every four months for six visits. Vocabulary and joint attention were also measured. Both groups produced pronoun reversals at low rates. The ASD group produced somewhat more reversals than the TD group, overall and at multiple visits. In the ASD group, early language and joint attention scores contributed significantly and independently to the incidence of reversal. Both linguistic and social factors seem implicated; moreover, reversals seem to occur when children’s language and social abilities develop asynchronously. These findings can help clinicians devise both linguistic and social interventions for the relevant children. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] “You’re telling me!” The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development [Texte imprimé et/ou numérique] / Letitia R. NAIGLES, Auteur ; Michelle CHENG, Auteur ; Nan XU RATTANASONE, Auteur ; Saime TEK, Auteur ; Neha KHETRAPAL, Auteur ; Deborah A. FEIN, Auteur ; Katherine DEMUTH, Auteur . - p.11-20. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.11-20 Mots-clés : Language  Joint attention  Pronoun reversals Index. décimale : PER Périodiques Résumé : Abstract Social and linguistic explanations have been proposed for pronoun reversals in young typically developing (TD) children and those with autism spectrum disorders (ASD). The current study breaks new ground in investigating both explanations, comparing 18 TD toddlers and 15 children with ASD at similar language levels. Spontaneous speech was sampled every four months for six visits. Vocabulary and joint attention were also measured. Both groups produced pronoun reversals at low rates. The ASD group produced somewhat more reversals than the TD group, overall and at multiple visits. In the ASD group, early language and joint attention scores contributed significantly and independently to the incidence of reversal. Both linguistic and social factors seem implicated; moreover, reversals seem to occur when children’s language and social abilities develop asynchronously. These findings can help clinicians devise both linguistic and social interventions for the relevant children. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

Optimizing the screening of autism spectrum disorders in outpatient clinics: An examination of the Social Communication Questionnaire-Lifetime / Danielle UNG in Research in Autism Spectrum Disorders, 27 (July 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 27 (July 2016) . - p.21-28 Titre : Optimizing the screening of autism spectrum disorders in outpatient clinics: An examination of the Social Communication Questionnaire-Lifetime Type de document : Texte imprimé et/ou numérique Auteurs : Danielle UNG, Auteur ; Carly JOHNCO, Auteur ; Nicole M. MCBRIDE, Auteur ; Flora HOWIE, Auteur ; Leanne SCALLI, Auteur ; Eric A. STORCH, Auteur Article en page(s) : p.21-28 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Screening measures  Sensitivity  Specificity  Social communication questionnaire Index. décimale : PER Périodiques Résumé : AbstractBackground The Social Communication Questionnaire-Lifetime (SCQ-L) is a parent report form commonly used to screen for autism spectrum disorder (ASD) symptomology. Further psychometric validation in outpatient settings is essential given the need to prioritize time- and cost-efficient measures. This archival review study examined the internal consistency, construct validity, and predictive validity of the SCQ-L. Method Participants were the parents of 76 youth aged 4–12 years who presented with developmental concerns at an outpatient ASD clinic (33 diagnosed with ASD and 43 not diagnosed with ASD). Results Results suggested good internal consistency for the SCQ-L total score and SCQ-L Reciprocal Social Interaction subscale, but questionable internal consistency for the SCQ-L Communication and Restricted, Repetitive, Stereotyped Behavior subscales. There was evidence of construct validity for the SCQ-L total score and subscale scores with other measures of social and adaptive functioning, although the relationships between the SCQ-L scores and ASD severity using the Childhood Autism Rating Scale, 2nd edition-High Functioning Form (CARS2-HF) and daily living skills and the relationship between the SCQ-L Communication subscale and Vineland Adaptive Behavior Scale- Communication subscale (VABS-Communication) were weaker than expected. A cutoff of ?15 for differentiating youth with ASD from those without ASD was ideal for the sample studied. At this cut-off sensitivity was 0.70 and specificity was 0.67. Conclusions Overall, this study provides further psychometric support for the use of the SCQ-L and clarifies the appropriate cut-off score that will optimize sensitivity and specificity to identify youth with and without ASD in an outpatient setting, where the use of the SCQ is commonly utilized. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] Optimizing the screening of autism spectrum disorders in outpatient clinics: An examination of the Social Communication Questionnaire-Lifetime [Texte imprimé et/ou numérique] / Danielle UNG, Auteur ; Carly JOHNCO, Auteur ; Nicole M. MCBRIDE, Auteur ; Flora HOWIE, Auteur ; Leanne SCALLI, Auteur ; Eric A. STORCH, Auteur . - p.21-28. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.21-28 Mots-clés : Autism spectrum disorder  Screening measures  Sensitivity  Specificity  Social communication questionnaire Index. décimale : PER Périodiques Résumé : AbstractBackground The Social Communication Questionnaire-Lifetime (SCQ-L) is a parent report form commonly used to screen for autism spectrum disorder (ASD) symptomology. Further psychometric validation in outpatient settings is essential given the need to prioritize time- and cost-efficient measures. This archival review study examined the internal consistency, construct validity, and predictive validity of the SCQ-L. Method Participants were the parents of 76 youth aged 4–12 years who presented with developmental concerns at an outpatient ASD clinic (33 diagnosed with ASD and 43 not diagnosed with ASD). Results Results suggested good internal consistency for the SCQ-L total score and SCQ-L Reciprocal Social Interaction subscale, but questionable internal consistency for the SCQ-L Communication and Restricted, Repetitive, Stereotyped Behavior subscales. There was evidence of construct validity for the SCQ-L total score and subscale scores with other measures of social and adaptive functioning, although the relationships between the SCQ-L scores and ASD severity using the Childhood Autism Rating Scale, 2nd edition-High Functioning Form (CARS2-HF) and daily living skills and the relationship between the SCQ-L Communication subscale and Vineland Adaptive Behavior Scale- Communication subscale (VABS-Communication) were weaker than expected. A cutoff of ?15 for differentiating youth with ASD from those without ASD was ideal for the sample studied. At this cut-off sensitivity was 0.70 and specificity was 0.67. Conclusions Overall, this study provides further psychometric support for the use of the SCQ-L and clarifies the appropriate cut-off score that will optimize sensitivity and specificity to identify youth with and without ASD in an outpatient setting, where the use of the SCQ is commonly utilized. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder / Linda M. BAMBARA in Research in Autism Spectrum Disorders, 27 (July 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 27 (July 2016) . - p.29-43 Titre : A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Linda M. BAMBARA, Auteur ; Christine L. COLE, Auteur ; Catherine KUNSCH, Auteur ; Shu-Chen TSAI, Auteur ; Elizabeth AYAD, Auteur Article en page(s) : p.29-43 Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Autism  Adolescents  High school  Social-communication skills Index. décimale : PER Périodiques Résumé : AbstractBackground Social-communication deficits of adolescents with Autism Spectrum Disorder (ASD) can significantly interfere with their participation in high school activities, where conversation is the primary mode of social interaction. The purpose of this study was to extend the social-communication research in high school settings by the evaluating use of a peer-mediated intervention (PMI) during lunch on the conversational skills of three adolescents with ASD who were observed to be passive or reluctant conversationalists. Method A multiple-baseline design across participants was used to assess the effects of teaching typical peers strategies for facilitating conversation with the focal students. Peers served as the primary interventionists, but as in other PMI research, we also incorporated the use of written text cues and direct instruction for the focal students, with the aim of using text cues flexibly for a more natural conversation. Results Results indicated improvements in focal students’ conversational skills including an increased number of conversational acts, initiations, and follow-up questions, and longer conversational episodes with peers. Overall assertive acts (i.e., responses not contingent upon peer requests) also increased, suggesting that the once passive conversationalists were becoming more assertive. Social validity outcome measures attested to the acceptability of the PMI and the quality of conversation between focal students and peers. Conclusions The results of this study provide preliminary evidence that PMI can produce substantial and socially-validated conversational outcomes for high school students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Linda M. BAMBARA, Auteur ; Christine L. COLE, Auteur ; Catherine KUNSCH, Auteur ; Shu-Chen TSAI, Auteur ; Elizabeth AYAD, Auteur . - p.29-43. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.29-43 Mots-clés : Peer-mediated intervention  Autism  Adolescents  High school  Social-communication skills Index. décimale : PER Périodiques Résumé : AbstractBackground Social-communication deficits of adolescents with Autism Spectrum Disorder (ASD) can significantly interfere with their participation in high school activities, where conversation is the primary mode of social interaction. The purpose of this study was to extend the social-communication research in high school settings by the evaluating use of a peer-mediated intervention (PMI) during lunch on the conversational skills of three adolescents with ASD who were observed to be passive or reluctant conversationalists. Method A multiple-baseline design across participants was used to assess the effects of teaching typical peers strategies for facilitating conversation with the focal students. Peers served as the primary interventionists, but as in other PMI research, we also incorporated the use of written text cues and direct instruction for the focal students, with the aim of using text cues flexibly for a more natural conversation. Results Results indicated improvements in focal students’ conversational skills including an increased number of conversational acts, initiations, and follow-up questions, and longer conversational episodes with peers. Overall assertive acts (i.e., responses not contingent upon peer requests) also increased, suggesting that the once passive conversationalists were becoming more assertive. Social validity outcome measures attested to the acceptability of the PMI and the quality of conversation between focal students and peers. Conclusions The results of this study provide preliminary evidence that PMI can produce substantial and socially-validated conversational outcomes for high school students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

The role of the CBCL in the assessment of autism spectrum disorders: An evaluation of symptom profiles and screening characteristics / W. HOFFMANN in Research in Autism Spectrum Disorders, 27 (July 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 27 (July 2016) . - p.44-53 Titre : The role of the CBCL in the assessment of autism spectrum disorders: An evaluation of symptom profiles and screening characteristics Type de document : Texte imprimé et/ou numérique Auteurs : W. HOFFMANN, Auteur ; L. WEBER, Auteur ; U. KÖNIG, Auteur ; K. BECKER, Auteur ; I. KAMP-BECKER, Auteur Article en page(s) : p.44-53 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ADHD  CBCL  Screening Index. décimale : PER Périodiques Résumé : AbstractBackground The Child Behavior Checklist (CBCL) offers the possibility to obtain information about a large number of psychiatric and somatic symptoms in a short period of time. This study aimed to examine symptom profiles and the usefulness of the CBCL for screening purposes in ASD. Method Our sample comprised 1800 children and adolescents aged 4–18 years (M = 10.91, SD 3.34), who had been diagnosed with high-functioning ASD (n = 130, IQ > 70), ADHD (n = 337), Internalizing Disorders (n = 364) or other psychiatric disorders (n = 969). Results In line with previous research, children and adolescents with ASD showed a high prevalence of behavior problems, which was even higher in cases of comorbid ASD + ADHD. However, the sensitivity and specificity of the CBCL syndrome scales were low. Conclusion Although the CBCL is not a suitable screening instrument for the identification of ASD, high scores on the syndrome scales Social problems, Withdrawn, Thought problems and also Attention problems might be an indication for further and differential diagnostic procedures. Concerning the evaluation of co-occurring behavior problems in ASD the CBCL is of good utility ? as part of a thorough assessment routine. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] The role of the CBCL in the assessment of autism spectrum disorders: An evaluation of symptom profiles and screening characteristics [Texte imprimé et/ou numérique] / W. HOFFMANN, Auteur ; L. WEBER, Auteur ; U. KÖNIG, Auteur ; K. BECKER, Auteur ; I. KAMP-BECKER, Auteur . - p.44-53. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.44-53 Mots-clés : Autism spectrum disorder  ADHD  CBCL  Screening Index. décimale : PER Périodiques Résumé : AbstractBackground The Child Behavior Checklist (CBCL) offers the possibility to obtain information about a large number of psychiatric and somatic symptoms in a short period of time. This study aimed to examine symptom profiles and the usefulness of the CBCL for screening purposes in ASD. Method Our sample comprised 1800 children and adolescents aged 4–18 years (M = 10.91, SD 3.34), who had been diagnosed with high-functioning ASD (n = 130, IQ > 70), ADHD (n = 337), Internalizing Disorders (n = 364) or other psychiatric disorders (n = 969). Results In line with previous research, children and adolescents with ASD showed a high prevalence of behavior problems, which was even higher in cases of comorbid ASD + ADHD. However, the sensitivity and specificity of the CBCL syndrome scales were low. Conclusion Although the CBCL is not a suitable screening instrument for the identification of ASD, high scores on the syndrome scales Social problems, Withdrawn, Thought problems and also Attention problems might be an indication for further and differential diagnostic procedures. Concerning the evaluation of co-occurring behavior problems in ASD the CBCL is of good utility ? as part of a thorough assessment routine. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial / Sudha M. SRINIVASAN in Research in Autism Spectrum Disorders, 27 (July 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 27 (July 2016) . - p.54-72 Titre : The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Sudha M. SRINIVASAN, Auteur ; Inge-Marie EIGSTI, Auteur ; Linda NEELLY, Auteur ; Anjana N. BHAT, Auteur Article en page(s) : p.54-72 Langues : Anglais (eng) Mots-clés : Rhythm  Robots  Attention  Autism  Embodied interventions Index. décimale : PER Périodiques Résumé : Abstract We compared the effects of 8-weeks of rhythm and robotic interventions with those of a comparison, standard-of-care intervention, on the spontaneous and responsive social attention patterns of school-age children with autism spectrum disorder. Attention patterns were examined within a standardized pretest/posttest measure of joint attention (JA) and a training-specific social attention measure during early, mid, and late training sessions. The rhythm and comparison groups demonstrated improvements in JA. Social attention was greater in the rhythm followed by the robot and lastly the comparison group. The robot and comparison groups spent maximum time fixating on the robot and objects, respectively. Across sessions, the robot group decreased attention to the robot and increased attention to elsewhere. Overall, rhythmic movement contexts afford sustained social monitoring in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial [Texte imprimé et/ou numérique] / Sudha M. SRINIVASAN, Auteur ; Inge-Marie EIGSTI, Auteur ; Linda NEELLY, Auteur ; Anjana N. BHAT, Auteur . - p.54-72. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.54-72 Mots-clés : Rhythm  Robots  Attention  Autism  Embodied interventions Index. décimale : PER Périodiques Résumé : Abstract We compared the effects of 8-weeks of rhythm and robotic interventions with those of a comparison, standard-of-care intervention, on the spontaneous and responsive social attention patterns of school-age children with autism spectrum disorder. Attention patterns were examined within a standardized pretest/posttest measure of joint attention (JA) and a training-specific social attention measure during early, mid, and late training sessions. The rhythm and comparison groups demonstrated improvements in JA. Social attention was greater in the rhythm followed by the robot and lastly the comparison group. The robot and comparison groups spent maximum time fixating on the robot and objects, respectively. Across sessions, the robot group decreased attention to the robot and increased attention to elsewhere. Overall, rhythmic movement contexts afford sustained social monitoring in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

The effects of embodied rhythm and robotic interventions on the spontaneous and responsive verbal communication skills of children with Autism Spectrum Disorder (ASD): A further outcome of a pilot randomized controlled trial / Sudha M. SRINIVASAN in Research in Autism Spectrum Disorders, 27 (July 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 27 (July 2016) . - p.73-87 Titre : The effects of embodied rhythm and robotic interventions on the spontaneous and responsive verbal communication skills of children with Autism Spectrum Disorder (ASD): A further outcome of a pilot randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Sudha M. SRINIVASAN, Auteur ; Inge-Marie EIGSTI, Auteur ; Timothy GIFFORD, Auteur ; Anjana N. BHAT, Auteur Article en page(s) : p.73-87 Langues : Anglais (eng) Mots-clés : Rhythm  Robots  Communication  Autism  Embodied interventions Index. décimale : PER Périodiques Résumé : Abstract The current manuscript is the second in a mini-series of manuscripts reporting the effects of alternative, movement-based, rhythm and robotic interventions on the social communication skills of 36 school-age children with ASD. This pilot randomized controlled trial compared the effects of 8-weeks of rhythm and robotic interventions to those of a standard-of-care, comparison intervention. The first manuscript reported intervention effects on the spontaneous and responsive social attention skills of children. In this manuscript, we report intervention effects on the spontaneous and responsive verbal communication skills of children. Communication skills were assessed within a standardized test of responsive communication during the pretest and posttest as well as using training-specific measures of social verbalization during early, mid, and late training sessions. The rhythm and comparison groups improved on the standardized test in the posttest compared to the pretest. The rhythm and robot groups increased levels of social verbalization across training sessions. Movement-based and stationary contexts afford different types and amounts of communication in children with ASD. Overall, movement-based interventions are a promising tool to enhance verbal and non-verbal communication skills in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] The effects of embodied rhythm and robotic interventions on the spontaneous and responsive verbal communication skills of children with Autism Spectrum Disorder (ASD): A further outcome of a pilot randomized controlled trial [Texte imprimé et/ou numérique] / Sudha M. SRINIVASAN, Auteur ; Inge-Marie EIGSTI, Auteur ; Timothy GIFFORD, Auteur ; Anjana N. BHAT, Auteur . - p.73-87. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.73-87 Mots-clés : Rhythm  Robots  Communication  Autism  Embodied interventions Index. décimale : PER Périodiques Résumé : Abstract The current manuscript is the second in a mini-series of manuscripts reporting the effects of alternative, movement-based, rhythm and robotic interventions on the social communication skills of 36 school-age children with ASD. This pilot randomized controlled trial compared the effects of 8-weeks of rhythm and robotic interventions to those of a standard-of-care, comparison intervention. The first manuscript reported intervention effects on the spontaneous and responsive social attention skills of children. In this manuscript, we report intervention effects on the spontaneous and responsive verbal communication skills of children. Communication skills were assessed within a standardized test of responsive communication during the pretest and posttest as well as using training-specific measures of social verbalization during early, mid, and late training sessions. The rhythm and comparison groups improved on the standardized test in the posttest compared to the pretest. The rhythm and robot groups increased levels of social verbalization across training sessions. Movement-based and stationary contexts afford different types and amounts of communication in children with ASD. Overall, movement-based interventions are a promising tool to enhance verbal and non-verbal communication skills in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289