Assessment of the communicative and coordination skills of children with Autism Spectrum Disorders and typically developing children using social signal processing / Emilie DELAHERCHE in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.741-756 Titre : Assessment of the communicative and coordination skills of children with Autism Spectrum Disorders and typically developing children using social signal processing Type de document : Texte imprimé et/ou numérique Auteurs : Emilie DELAHERCHE, Auteur ; Mohamed CHETOUANI, Auteur ; Fabienne BIGOURET, Auteur ; Jean XAVIER, Auteur ; Monique PLAZA, Auteur ; David COHEN, Auteur Article en page(s) : p.741-756 Langues : Anglais (eng) Mots-clés : Social signal processing  Coordination  Imitation  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : To cooperate with a partner, it is essential to communicate by sharing information through all available avenues, including hand gestures, gazes, head gestures and naturally, speech. In this paper, we compare the communicative and coordination skills of children with typical development to those of children with Autism Spectrum Disorders (ASDs) in cooperative joint action tasks. Communicative skills were assessed using a pragmatic annotation grid. Coordination skills were assessed based on automatically extracted features that characterize interactive behavior (turn-taking, synchronized gestures). First, we tested the performance of the interactive features when discriminating between the two groups of children (typical vs. ASD). Features characterizing the gestural rhythms of the therapist and the duration of his gestural pauses were particularly accurate at discriminating between the two groups. Second, we tested the ability of these features for the continuous classification problem of predicting the developmental age of the child. The duration of the verbal interventions of the therapist were predictive of the age of the child in all tasks. Furthermore, more features were predictive of the age of the child when the child had to lead the task. We conclude that social signal processing is a promising tool for the study of communication and interaction in children with ASD because we showed that therapists adapt differentially in three different tasks according to age and clinical status. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Assessment of the communicative and coordination skills of children with Autism Spectrum Disorders and typically developing children using social signal processing [Texte imprimé et/ou numérique] / Emilie DELAHERCHE, Auteur ; Mohamed CHETOUANI, Auteur ; Fabienne BIGOURET, Auteur ; Jean XAVIER, Auteur ; Monique PLAZA, Auteur ; David COHEN, Auteur . - p.741-756. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.741-756 Mots-clés : Social signal processing  Coordination  Imitation  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : To cooperate with a partner, it is essential to communicate by sharing information through all available avenues, including hand gestures, gazes, head gestures and naturally, speech. In this paper, we compare the communicative and coordination skills of children with typical development to those of children with Autism Spectrum Disorders (ASDs) in cooperative joint action tasks. Communicative skills were assessed using a pragmatic annotation grid. Coordination skills were assessed based on automatically extracted features that characterize interactive behavior (turn-taking, synchronized gestures). First, we tested the performance of the interactive features when discriminating between the two groups of children (typical vs. ASD). Features characterizing the gestural rhythms of the therapist and the duration of his gestural pauses were particularly accurate at discriminating between the two groups. Second, we tested the ability of these features for the continuous classification problem of predicting the developmental age of the child. The duration of the verbal interventions of the therapist were predictive of the age of the child in all tasks. Furthermore, more features were predictive of the age of the child when the child had to lead the task. We conclude that social signal processing is a promising tool for the study of communication and interaction in children with ASD because we showed that therapists adapt differentially in three different tasks according to age and clinical status. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Autism spectrum disorders: An historical synthesis and a multidimensional assessment toward a tailored therapeutic program / Jean XAVIER in Research in Autism Spectrum Disorders, 18 (October 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 18 (October 2015) . - p.21-33 Titre : Autism spectrum disorders: An historical synthesis and a multidimensional assessment toward a tailored therapeutic program Type de document : Texte imprimé et/ou numérique Auteurs : Jean XAVIER, Auteur ; Claude BURSZTEJN, Auteur ; Maitri STISKIN, Auteur ; Roberto CANITANO, Auteur ; David COHEN, Auteur Article en page(s) : p.21-33 Langues : Anglais (eng) Mots-clés : Categorical  Developmental  Multidimensional assessment  Integrative perspective  Tailored therapeutic proposal Index. décimale : PER Périodiques Résumé : Abstract Autism is a large group of disorders. From the first description in 1943 until know, attempts to propose nosological boundaries, through successive redefinitions of diagnostic criteria, have not succeeded in constraining the extensiveness nor in explaining the heterogeneity of autism. The failure of the categorical approach is revealed by several indices, including excessive comorbidity, the frequent use of Not Otherwise Specified categories and diagnostic uncertainty in borderline cases. Several proposals have been formulated to categorize subgroups of children with complex severe developmental disorders but less severe trajectories than typical autism. The diversity and overlap in their clinical expression emphasize the importance of using a multidimensional assessment inscribed in a developmental perspective. In this way, clinicians could encompass the issues of the categorical approach, address the child holistically and then achieve a functional diagnosis enabling the elaboration of a tailored therapeutic proposal. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 [article] Autism spectrum disorders: An historical synthesis and a multidimensional assessment toward a tailored therapeutic program [Texte imprimé et/ou numérique] / Jean XAVIER, Auteur ; Claude BURSZTEJN, Auteur ; Maitri STISKIN, Auteur ; Roberto CANITANO, Auteur ; David COHEN, Auteur . - p.21-33. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 18 (October 2015) . - p.21-33 Mots-clés : Categorical  Developmental  Multidimensional assessment  Integrative perspective  Tailored therapeutic proposal Index. décimale : PER Périodiques Résumé : Abstract Autism is a large group of disorders. From the first description in 1943 until know, attempts to propose nosological boundaries, through successive redefinitions of diagnostic criteria, have not succeeded in constraining the extensiveness nor in explaining the heterogeneity of autism. The failure of the categorical approach is revealed by several indices, including excessive comorbidity, the frequent use of Not Otherwise Specified categories and diagnostic uncertainty in borderline cases. Several proposals have been formulated to categorize subgroups of children with complex severe developmental disorders but less severe trajectories than typical autism. The diversity and overlap in their clinical expression emphasize the importance of using a multidimensional assessment inscribed in a developmental perspective. In this way, clinicians could encompass the issues of the categorical approach, address the child holistically and then achieve a functional diagnosis enabling the elaboration of a tailored therapeutic proposal. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268

Autisme, jeux sérieux et robotique : réalité tangible ou abus de langage ? / Jean XAVIER

Public ISBD in Robots, de nouveaux partenaires de soins psychiques / Serge TISSERON Titre : Autisme, jeux sérieux et robotique : réalité tangible ou abus de langage ? Type de document : Texte imprimé et/ou numérique Auteurs : Jean XAVIER, Auteur Année de publication : 2018 Importance : p.101-113 Langues : Français (fre) Index. décimale : ALT-E ALT-E - Autres Approches - Médiation - Divers Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=381 in Robots, de nouveaux partenaires de soins psychiques / Serge TISSERON Autisme, jeux sérieux et robotique : réalité tangible ou abus de langage ? [Texte imprimé et/ou numérique] / Jean XAVIER, Auteur . - 2018 . - p.101-113. Langues : Français (fre) Index. décimale : ALT-E ALT-E - Autres Approches - Médiation - Divers Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=381

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Differential language markers of pathology in Autism, Pervasive Developmental Disorder Not Otherwise Specified and Specific Language Impairment / Julie DEMOUY in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1402-1412 Titre : Differential language markers of pathology in Autism, Pervasive Developmental Disorder Not Otherwise Specified and Specific Language Impairment Type de document : Texte imprimé et/ou numérique Auteurs : Julie DEMOUY, Auteur ; Monique PLAZA, Auteur ; Jean XAVIER, Auteur ; Fabien RINGEVAL, Auteur ; Mohamed CHETOUANI, Auteur ; Didier PERISSE, Auteur ; Dominique CHAUVIN, Auteur ; Sylvie VIAUX, Auteur ; Bernard GOLSE, Auteur ; David COHEN, Auteur ; Laurence ROBEL, Auteur Année de publication : 2011 Article en page(s) : p.1402-1412 Langues : Anglais (eng) Mots-clés : Autism  Specific Language Impairment  Pervasive Developmental Disorder Not Otherwise Specified  Language  Prosody Index. décimale : PER Périodiques Résumé : Language impairment is a common core feature in Pervasive Developmental Disorders (PDD) and Specific Language Impairment (SLI). Many studies have tried to define the specific language profiles of these disorders, some claiming the existence of overlaps, and others conceiving of them as separate categories. Fewer have sought to determine whether and how PDD-NOS language profile, including prosody, differs from those of Autistic Disorder (AD) and SLI. Here, 12 children with AD (mean age 9.75; sd 3.5), 10 with PDD-NOS (mean age 9.83; sd 2.17), and 13 children with SLI (mean age 9.17; sd 3.9) matched for age, sex and academic skills were explored for both receptive and expressive language skills. Prosody was also assessed with an intonation imitation task analyzed through automatic speech processing and compared to 70 typical developing controls matched for age and sex. A similar delay in phonology and vocabulary was observed in the three groups as were significant but variable differences between the groups in syntax, pragmatics and prosody. SLI showed correlations between chronological age and raw scores in all language tasks, while AD and PDD-NOS did not. Furthermore, SLI showed correlation within all raw scores in language tasks. Most of those correlations were also found in PDD-NOS but not in AD. In conclusion, these findings support the hypothesis that language skills in AD and SLI rely on different mechanisms, while PDD-NOS show an intermediate profile sharing some characteristics of both AD and SLI. They also suggest that expressive syntax, pragmatic skills and some intonation features could be considered as language differential markers of pathology, challenging the DSM-V proposal of broad criteria. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.026 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Differential language markers of pathology in Autism, Pervasive Developmental Disorder Not Otherwise Specified and Specific Language Impairment [Texte imprimé et/ou numérique] / Julie DEMOUY, Auteur ; Monique PLAZA, Auteur ; Jean XAVIER, Auteur ; Fabien RINGEVAL, Auteur ; Mohamed CHETOUANI, Auteur ; Didier PERISSE, Auteur ; Dominique CHAUVIN, Auteur ; Sylvie VIAUX, Auteur ; Bernard GOLSE, Auteur ; David COHEN, Auteur ; Laurence ROBEL, Auteur . - 2011 . - p.1402-1412. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1402-1412 Mots-clés : Autism  Specific Language Impairment  Pervasive Developmental Disorder Not Otherwise Specified  Language  Prosody Index. décimale : PER Périodiques Résumé : Language impairment is a common core feature in Pervasive Developmental Disorders (PDD) and Specific Language Impairment (SLI). Many studies have tried to define the specific language profiles of these disorders, some claiming the existence of overlaps, and others conceiving of them as separate categories. Fewer have sought to determine whether and how PDD-NOS language profile, including prosody, differs from those of Autistic Disorder (AD) and SLI. Here, 12 children with AD (mean age 9.75; sd 3.5), 10 with PDD-NOS (mean age 9.83; sd 2.17), and 13 children with SLI (mean age 9.17; sd 3.9) matched for age, sex and academic skills were explored for both receptive and expressive language skills. Prosody was also assessed with an intonation imitation task analyzed through automatic speech processing and compared to 70 typical developing controls matched for age and sex. A similar delay in phonology and vocabulary was observed in the three groups as were significant but variable differences between the groups in syntax, pragmatics and prosody. SLI showed correlations between chronological age and raw scores in all language tasks, while AD and PDD-NOS did not. Furthermore, SLI showed correlation within all raw scores in language tasks. Most of those correlations were also found in PDD-NOS but not in AD. In conclusion, these findings support the hypothesis that language skills in AD and SLI rely on different mechanisms, while PDD-NOS show an intermediate profile sharing some characteristics of both AD and SLI. They also suggest that expressive syntax, pragmatic skills and some intonation features could be considered as language differential markers of pathology, challenging the DSM-V proposal of broad criteria. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.026 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Les dyspraxies de l'enfant : le point de vue du psychiatre / Jean XAVIER in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 88-89 (Novembre-décembre 2006)

Public ISBD [article]  inApproche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 88-89 (Novembre-décembre 2006) . - p.226-233 Titre : Les dyspraxies de l'enfant : le point de vue du psychiatre Type de document : Texte imprimé et/ou numérique Auteurs : Jean XAVIER, Auteur ; C. MAYER, Auteur ; A. KLOECHNER, Auteur ; Didier PERISSE, Auteur ; Monique PLAZA, Auteur ; D. COHEN, Auteur Année de publication : 2006 Article en page(s) : p.226-233 Langues : Français (fre) Mots-clés : Troubles praxiques  Enfant  Trouble d’acquisition de la coordination  Examen clinique  Approche dimensionnelle  Vision développementale et intégrative. Index. décimale : PER Périodiques Résumé : Les troubles praxiques constituent un motif assez fréquent de consultation en psychiatrie de l’enfant, du fait notamment de leur retentissement sur les apprentissages. L’évaluation et la compréhension de tels troubles relèvent d’une approche à la fois développementale et intégrative, qui doit prendre en compte les dimensions cognitive, langagière et affective inhérentes au fonctionnement global d’un enfant en interaction avec son environnement familial, social et en particulier scolaire. En effet, la diversité des formes de dyspraxie et le polymorphisme des tableaux cliniques rencontrés nécessitent la mise en oeuvre d’un travail de collaboration pluridisciplinaire. Cette démarche semble enfin paradigmatique du fonctionnement d’un psychiatre qui se doit d’intégrer à ses connaissances et à sa pratique, aux côtés de la théorie psychodynamique, les apports de la psychologie cognitive, de la linguistique mais aussi de la génétique. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195 [article] Les dyspraxies de l'enfant : le point de vue du psychiatre [Texte imprimé et/ou numérique] / Jean XAVIER, Auteur ; C. MAYER, Auteur ; A. KLOECHNER, Auteur ; Didier PERISSE, Auteur ; Monique PLAZA, Auteur ; D. COHEN, Auteur . - 2006 . - p.226-233. Langues : Français (fre) in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 88-89 (Novembre-décembre 2006) . - p.226-233 Mots-clés : Troubles praxiques  Enfant  Trouble d’acquisition de la coordination  Examen clinique  Approche dimensionnelle  Vision développementale et intégrative. Index. décimale : PER Périodiques Résumé : Les troubles praxiques constituent un motif assez fréquent de consultation en psychiatrie de l’enfant, du fait notamment de leur retentissement sur les apprentissages. L’évaluation et la compréhension de tels troubles relèvent d’une approche à la fois développementale et intégrative, qui doit prendre en compte les dimensions cognitive, langagière et affective inhérentes au fonctionnement global d’un enfant en interaction avec son environnement familial, social et en particulier scolaire. En effet, la diversité des formes de dyspraxie et le polymorphisme des tableaux cliniques rencontrés nécessitent la mise en oeuvre d’un travail de collaboration pluridisciplinaire. Cette démarche semble enfin paradigmatique du fonctionnement d’un psychiatre qui se doit d’intégrer à ses connaissances et à sa pratique, aux côtés de la théorie psychodynamique, les apports de la psychologie cognitive, de la linguistique mais aussi de la génétique. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195

Empathie et expérience fraternelle / Jean XAVIER

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Etude des troubles intellectuels et cognitifs de l’enfant et de l’adolescent : remarques épistémologiques et méthodologiques / Philippe MAZET

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How children with autism spectrum disorder behave and explore the 4-dimensional (spatial 3D#xa0;+#xa0;time) environment during a joint attention induction task with a robot / Salvatore Maria ANZALONE in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

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Quels moyens thérapeutiques ? Quelle prise en charge ? / Jean XAVIER

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Reliability and diagnostic efficiency of the Diagnostic Inventory for Disharmony (DID) in youths with Pervasive Developmental Disorder and Multiple Complex Developmental Disorder / Jean XAVIER in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

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Troubles affectifs à l'adolescence / Jean XAVIER

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Les troubles des apprentissages et leur "spécificité" : le point de vue du psychiatre / Jean XAVIER

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Troubles intellectuels et cognitifs de l'enfant et de l'adolescent / Philippe MAZET

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Troubles du langage / David COHEN

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