Dépouillements

Using Teacher-Implemented Playground Interventions to Increase Engagement, Social Behaviors, and Physical Activity for Young Children With Autism / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.163-173 Titre : Using Teacher-Implemented Playground Interventions to Increase Engagement, Social Behaviors, and Physical Activity for Young Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Justin D. LANE, Auteur ; Collin SHEPLEY, Auteur ; Sarah M. KROLL, Auteur Article en page(s) : p.163-173 Langues : Anglais (eng) Mots-clés : physical activity  playground  social skills  teacher implemented  choice  autism  engagement Index. décimale : PER Périodiques Résumé : Children with autism have deficits in social communication and may engage in less moderate-to-vigorous physical activity (MVPA) than children without disabilities. In this study, a classroom teacher implemented two interventions in the context of an alternating treatments design. Physical activity, engagement, and social behaviors were monitored for two young children with autism spectrum disorders. Data show that engagement and social behaviors increased during a structured choice (SC) intervention condition. MVPA was variable within and across conditions, but appropriate physical activity (e.g., physical activity that was associated with engagement) was highest during the SC condition. A final condition during which the teacher prompted movement showed minimally higher physical activity with sustained social and engagement behaviors. En ligne : http://dx.doi.org/10.1177/1088357614547892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Using Teacher-Implemented Playground Interventions to Increase Engagement, Social Behaviors, and Physical Activity for Young Children With Autism [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Justin D. LANE, Auteur ; Collin SHEPLEY, Auteur ; Sarah M. KROLL, Auteur . - p.163-173. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.163-173 Mots-clés : physical activity  playground  social skills  teacher implemented  choice  autism  engagement Index. décimale : PER Périodiques Résumé : Children with autism have deficits in social communication and may engage in less moderate-to-vigorous physical activity (MVPA) than children without disabilities. In this study, a classroom teacher implemented two interventions in the context of an alternating treatments design. Physical activity, engagement, and social behaviors were monitored for two young children with autism spectrum disorders. Data show that engagement and social behaviors increased during a structured choice (SC) intervention condition. MVPA was variable within and across conditions, but appropriate physical activity (e.g., physical activity that was associated with engagement) was highest during the SC condition. A final condition during which the teacher prompted movement showed minimally higher physical activity with sustained social and engagement behaviors. En ligne : http://dx.doi.org/10.1177/1088357614547892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

The Five Factor Personality Model in Children With ASD During Middle Childhood / Brian D. BARGER in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.174-183 Titre : The Five Factor Personality Model in Children With ASD During Middle Childhood Type de document : Texte imprimé et/ou numérique Auteurs : Brian D. BARGER, Auteur ; Jonathan M. CAMPBELL, Auteur ; Christina SIMMONS, Auteur Article en page(s) : p.174-183 Langues : Anglais (eng) Mots-clés : autism  temperament  personality  Five Factor Model  autism quotient Index. décimale : PER Périodiques Résumé : This study reports data comparing Five Factor Model (FFM) facets with the Inventory of Children’s Individual Differences–Short Form (ICID-S) in children with an autism spectrum disorder (ASD) during middle childhood with same-age typically developing children. Two (ASD vs. Typical) × 2 (Sex) age-controlled MANCOVAs were performed: (a) ASD versus a contemporaneous comparison group and (b) ASD versus a norming data subset. Significant gender interactions are reported for the Agreeableness, Neuroticism, and Extraversion facets. Most FFM facets in the ASD group were reliable, and group differences in both analyses were consistent with the broader ASD literature. Contemporary and normative analyses resulted in very similar significant differences and effect sizes. En ligne : http://dx.doi.org/10.1177/1088357615583472 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] The Five Factor Personality Model in Children With ASD During Middle Childhood [Texte imprimé et/ou numérique] / Brian D. BARGER, Auteur ; Jonathan M. CAMPBELL, Auteur ; Christina SIMMONS, Auteur . - p.174-183. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.174-183 Mots-clés : autism  temperament  personality  Five Factor Model  autism quotient Index. décimale : PER Périodiques Résumé : This study reports data comparing Five Factor Model (FFM) facets with the Inventory of Children’s Individual Differences–Short Form (ICID-S) in children with an autism spectrum disorder (ASD) during middle childhood with same-age typically developing children. Two (ASD vs. Typical) × 2 (Sex) age-controlled MANCOVAs were performed: (a) ASD versus a contemporaneous comparison group and (b) ASD versus a norming data subset. Significant gender interactions are reported for the Agreeableness, Neuroticism, and Extraversion facets. Most FFM facets in the ASD group were reliable, and group differences in both analyses were consistent with the broader ASD literature. Contemporary and normative analyses resulted in very similar significant differences and effect sizes. En ligne : http://dx.doi.org/10.1177/1088357615583472 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Parental Awareness of Empirically Established Treatments for Autism Spectrum Disorders / Marie C. DEYRO in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.184-195 Titre : Parental Awareness of Empirically Established Treatments for Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Marie C. DEYRO, Auteur ; Elliott W. SIMON, Auteur ; Julie GUAY, Auteur Article en page(s) : p.184-195 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  evidence-based practices  parent  family  intervention  autism treatments Index. décimale : PER Périodiques Résumé : Through an online survey, 83 parents of individuals aged 21 and below diagnosed with an autism spectrum disorder (ASD) rated available ASD treatments for perceived effectiveness and scientific validity. Parental awareness of evidence-based treatments was assessed and compared with the National Standards Report (NSR). Parents were also asked to identify information sources used when selecting treatments and to rate the efficacy of treatments utilized for their children. Results showed that parents identified “professional advice” as the most influential source in helping decide which ASD treatments to utilize with their child(ren). A majority of parents agreed with the NSR for only 9 out of 26 identified treatments. There was no strong agreement among the parents with regard to their independent ratings of intervention efficacy and scientific validity. More than 35% of the parents listed interventions that were not part of the NSR consensus. En ligne : http://dx.doi.org/10.1177/1088357614559210 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Parental Awareness of Empirically Established Treatments for Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Marie C. DEYRO, Auteur ; Elliott W. SIMON, Auteur ; Julie GUAY, Auteur . - p.184-195. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.184-195 Mots-clés : autism spectrum disorders  evidence-based practices  parent  family  intervention  autism treatments Index. décimale : PER Périodiques Résumé : Through an online survey, 83 parents of individuals aged 21 and below diagnosed with an autism spectrum disorder (ASD) rated available ASD treatments for perceived effectiveness and scientific validity. Parental awareness of evidence-based treatments was assessed and compared with the National Standards Report (NSR). Parents were also asked to identify information sources used when selecting treatments and to rate the efficacy of treatments utilized for their children. Results showed that parents identified “professional advice” as the most influential source in helping decide which ASD treatments to utilize with their child(ren). A majority of parents agreed with the NSR for only 9 out of 26 identified treatments. There was no strong agreement among the parents with regard to their independent ratings of intervention efficacy and scientific validity. More than 35% of the parents listed interventions that were not part of the NSR consensus. En ligne : http://dx.doi.org/10.1177/1088357614559210 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Families Living With Autism Spectrum Disorder: Roles and Responsibilities of Adolescent Sisters / Elizabeth K. CRIDLAND in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.196-207 Titre : Families Living With Autism Spectrum Disorder: Roles and Responsibilities of Adolescent Sisters Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth K. CRIDLAND, Auteur ; Sandra C. JONES, Auteur ; Gerard STOYLES, Auteur ; Peter CAPUTI, Auteur ; Christopher A. MAGEE, Auteur Article en page(s) : p.196-207 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  siblings  family  support systems  high school  adolescence  sister Index. décimale : PER Périodiques Résumé : There is currently a limited understanding of adolescent sibling relationships where Autism Spectrum Disorder (ASD) is present. This research gap remains despite preliminary findings suggesting that neurotypically developing (NTD) siblings undertake extra caregiving responsibilities and experience differential treatment from family members. Using a Family Systems approach, this qualitative study investigated NTD adolescent sisters’ roles and responsibilities for their younger adolescent brother with ASD from the perspectives of 11 family members (including NTD sisters, brothers with ASD, mothers, and fathers). Findings indicate the sisters undertook various caregiving roles and responsibilities, particularly at school, which had both positive and negative influences on the family system. Additionally, sisters perceived they undertook unfair household responsibilities, received reduced parental attention, and desired both distance from and engagement with their families. These perceptions varied amongst other family members. Implications of these findings and strategies for best supporting adolescent NTD siblings are discussed. En ligne : http://dx.doi.org/10.1177/1088357615583466 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Families Living With Autism Spectrum Disorder: Roles and Responsibilities of Adolescent Sisters [Texte imprimé et/ou numérique] / Elizabeth K. CRIDLAND, Auteur ; Sandra C. JONES, Auteur ; Gerard STOYLES, Auteur ; Peter CAPUTI, Auteur ; Christopher A. MAGEE, Auteur . - p.196-207. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.196-207 Mots-clés : autism spectrum disorders  siblings  family  support systems  high school  adolescence  sister Index. décimale : PER Périodiques Résumé : There is currently a limited understanding of adolescent sibling relationships where Autism Spectrum Disorder (ASD) is present. This research gap remains despite preliminary findings suggesting that neurotypically developing (NTD) siblings undertake extra caregiving responsibilities and experience differential treatment from family members. Using a Family Systems approach, this qualitative study investigated NTD adolescent sisters’ roles and responsibilities for their younger adolescent brother with ASD from the perspectives of 11 family members (including NTD sisters, brothers with ASD, mothers, and fathers). Findings indicate the sisters undertook various caregiving roles and responsibilities, particularly at school, which had both positive and negative influences on the family system. Additionally, sisters perceived they undertook unfair household responsibilities, received reduced parental attention, and desired both distance from and engagement with their families. These perceptions varied amongst other family members. Implications of these findings and strategies for best supporting adolescent NTD siblings are discussed. En ligne : http://dx.doi.org/10.1177/1088357615583466 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Increasing Comprehension of Expository Science Text for Students With Autism Spectrum Disorder / Christina R. CARNAHAN in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.208-220 Titre : Increasing Comprehension of Expository Science Text for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christina R. CARNAHAN, Auteur ; Pamela WILLIAMSON, Auteur ; Nicole BIRRI, Auteur ; Christopher SWOBODA, Auteur ; Kate K. SNYDER, Auteur Article en page(s) : p.208-220 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  reading  text patterns Index. décimale : PER Périodiques Résumé : Using a multiple baseline single-subject design, this study evaluated the effects of a text structure intervention package on the ability of students with autism to comprehend traditional science texts. Three high school students with high-functioning autism and their teacher participated in this study. The intervention package included instruction in types of text structures using a text structure organization sheet before reading, and completing an analysis and summary sheet during and after reading. Results indicated that the instruction was highly effective during intervention and maintenance phase for all three participants. The first-year special education teacher was able to implement the intervention with fidelity. All participants agreed that the intervention was helpful for reading science texts. Future research and implications for classroom intervention is discussed. En ligne : http://dx.doi.org/10.1177/1088357615610539 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Increasing Comprehension of Expository Science Text for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Christina R. CARNAHAN, Auteur ; Pamela WILLIAMSON, Auteur ; Nicole BIRRI, Auteur ; Christopher SWOBODA, Auteur ; Kate K. SNYDER, Auteur . - p.208-220. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.208-220 Mots-clés : autism spectrum disorder  reading  text patterns Index. décimale : PER Périodiques Résumé : Using a multiple baseline single-subject design, this study evaluated the effects of a text structure intervention package on the ability of students with autism to comprehend traditional science texts. Three high school students with high-functioning autism and their teacher participated in this study. The intervention package included instruction in types of text structures using a text structure organization sheet before reading, and completing an analysis and summary sheet during and after reading. Results indicated that the instruction was highly effective during intervention and maintenance phase for all three participants. The first-year special education teacher was able to implement the intervention with fidelity. All participants agreed that the intervention was helpful for reading science texts. Future research and implications for classroom intervention is discussed. En ligne : http://dx.doi.org/10.1177/1088357615610539 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Autism and the U.K. Secondary School Experience / Gayle Victoria DILLON in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.221-230 Titre : Autism and the U.K. Secondary School Experience Type de document : Texte imprimé et/ou numérique Auteurs : Gayle Victoria DILLON, Auteur ; Jean D. M. UNDERWOOD, Auteur ; Lauren J. FREEMANTLE, Auteur Article en page(s) : p.221-230 Langues : Anglais (eng) Mots-clés : autism  mainstream secondary schools  school experience Index. décimale : PER Périodiques Résumé : This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools. En ligne : http://dx.doi.org/10.1177/1088357614539833 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] Autism and the U.K. Secondary School Experience [Texte imprimé et/ou numérique] / Gayle Victoria DILLON, Auteur ; Jean D. M. UNDERWOOD, Auteur ; Lauren J. FREEMANTLE, Auteur . - p.221-230. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.221-230 Mots-clés : autism  mainstream secondary schools  school experience Index. décimale : PER Périodiques Résumé : This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools. En ligne : http://dx.doi.org/10.1177/1088357614539833 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

Persuasion in Chinese School-Age Children With and Without Autism Spectrum Disorders / Carol K. S. TO in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.231-240 Titre : Persuasion in Chinese School-Age Children With and Without Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Carol K. S. TO, Auteur ; Sandy F. Y. YIM, Auteur ; Gary Y. H. LAM, Auteur ; Lai-Sang IAO, Auteur Article en page(s) : p.231-240 Langues : Anglais (eng) Mots-clés : persuasion  autism spectrum disorders  Chinese  Cantonese  theory of mind  perspective-taking Index. décimale : PER Périodiques Résumé : A large body of work has been done on the deficient conversation skills in autism spectrum disorders (ASD), yet little is known about their performance in other discourse types such as persuasion. The study investigated the persuasion skills in Chinese children with high-functioning ASD. Ten school-age Chinese children with ASD were gender, age, and language matched with 10 typically developing (TD) peers. Persuasion was evaluated via a role-play and a direct temptation task in terms of the participants’ persistence and the persuasive strategies used. Results showed no difference in persistence between the two groups. The TD group performed significantly better in their persuasive strategies used. A significant main effect of task was observed where children in both groups performed better in the role-play than the direct temptation task. The present findings provide an account of why children with high-functioning ASD often experience unsuccessful persuasion outcomes in real-life situations. En ligne : http://dx.doi.org/10.1177/1088357614547888 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] Persuasion in Chinese School-Age Children With and Without Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Carol K. S. TO, Auteur ; Sandy F. Y. YIM, Auteur ; Gary Y. H. LAM, Auteur ; Lai-Sang IAO, Auteur . - p.231-240. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.231-240 Mots-clés : persuasion  autism spectrum disorders  Chinese  Cantonese  theory of mind  perspective-taking Index. décimale : PER Périodiques Résumé : A large body of work has been done on the deficient conversation skills in autism spectrum disorders (ASD), yet little is known about their performance in other discourse types such as persuasion. The study investigated the persuasion skills in Chinese children with high-functioning ASD. Ten school-age Chinese children with ASD were gender, age, and language matched with 10 typically developing (TD) peers. Persuasion was evaluated via a role-play and a direct temptation task in terms of the participants’ persistence and the persuasive strategies used. Results showed no difference in persistence between the two groups. The TD group performed significantly better in their persuasive strategies used. A significant main effect of task was observed where children in both groups performed better in the role-play than the direct temptation task. The present findings provide an account of why children with high-functioning ASD often experience unsuccessful persuasion outcomes in real-life situations. En ligne : http://dx.doi.org/10.1177/1088357614547888 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293