Awareness and knowledge of autism and autism interventions: A general population survey / Karola DILLENBURGER in Research in Autism Spectrum Disorders, 7-12 (December 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1558-1567 Titre : Awareness and knowledge of autism and autism interventions: A general population survey Type de document : texte imprimé Auteurs : Karola DILLENBURGER, Auteur ; Julie Ann JORDAN, Auteur ; Lyn MCKERR, Auteur ; Paula DEVINE, Auteur ; Mickey KEENAN, Auteur Article en page(s) : p.1558-1567 Langues : Anglais (eng) Mots-clés : Autism  Autism spectrum disorder  General population  Public awareness Index. décimale : PER Périodiques Résumé : Abstract Recent figures show that autism spectrum disorder (ASD) affects at least 1 in 88 of the population, yet for years, international public awareness of ASD was limited. Over the past 5–10 years intense efforts have been made to raise autism awareness in the general population in countries such as UK and US. In this paper we report data from a large-scale general population survey (N = 1204) in which we assessed autism awareness, knowledge about autism, and perceptions about autism interventions in Northern Ireland. We found high levels of autism awareness, in fact over 80% of the sample were aware of ASD and over 60% of these respondents knew someone with ASD in their own family, circle of friends or work colleagues. Generally, knowledge of strengths and challenges faced by individuals with ASD was relatively accurate. However, perceptions of interventions and service provider responsibilities were vague and uncertain. Results show that local and international autism awareness campaigns have largely been successful and that the focus should shift towards disseminating accurate information regarding intervention and service provider responsibilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Awareness and knowledge of autism and autism interventions: A general population survey [texte imprimé] / Karola DILLENBURGER, Auteur ; Julie Ann JORDAN, Auteur ; Lyn MCKERR, Auteur ; Paula DEVINE, Auteur ; Mickey KEENAN, Auteur . - p.1558-1567. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1558-1567 Mots-clés : Autism  Autism spectrum disorder  General population  Public awareness Index. décimale : PER Périodiques Résumé : Abstract Recent figures show that autism spectrum disorder (ASD) affects at least 1 in 88 of the population, yet for years, international public awareness of ASD was limited. Over the past 5–10 years intense efforts have been made to raise autism awareness in the general population in countries such as UK and US. In this paper we report data from a large-scale general population survey (N = 1204) in which we assessed autism awareness, knowledge about autism, and perceptions about autism interventions in Northern Ireland. We found high levels of autism awareness, in fact over 80% of the sample were aware of ASD and over 60% of these respondents knew someone with ASD in their own family, circle of friends or work colleagues. Generally, knowledge of strengths and challenges faced by individuals with ASD was relatively accurate. However, perceptions of interventions and service provider responsibilities were vague and uncertain. Results show that local and international autism awareness campaigns have largely been successful and that the focus should shift towards disseminating accurate information regarding intervention and service provider responsibilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Investigating Gaze Behaviour of Children Diagnosed with Autism Spectrum Disorders in a Classroom Setting / Aideen MCPARLAND in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4663-4678 Titre : Investigating Gaze Behaviour of Children Diagnosed with Autism Spectrum Disorders in a Classroom Setting Type de document : texte imprimé Auteurs : Aideen MCPARLAND, Auteur ; Stephen GALLAGHER, Auteur ; Mickey KEENAN, Auteur Article en page(s) : p.4663-4678 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Child  Fixation, Ocular  Humans  Applied behaviour analysis  Autism  Behaviour change  Eye-tracking  Gaze behaviour  Social skills Index. décimale : PER Périodiques Résumé : A defining feature of ASD is atypical gaze behaviour, however, eye-tracking studies in 'real-world' settings are limited, and the possibility of improving gaze behaviour for ASD children is largely unexplored. This study investigated gaze behaviour of ASD and typically developing (TD) children in their classroom setting. Eye-tracking technology was used to develop and pilot an operant training tool to positively reinforce typical gaze behaviour towards faces. Visual and statistical analyses of eye-tracking data revealed different gaze behaviour patterns during live interactions for ASD and TD children depending on the interaction type. All children responded to operant training with longer looking times observed on face stimuli post training. The promising application of operant gaze training in ecologically valid settings is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04906-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Investigating Gaze Behaviour of Children Diagnosed with Autism Spectrum Disorders in a Classroom Setting [texte imprimé] / Aideen MCPARLAND, Auteur ; Stephen GALLAGHER, Auteur ; Mickey KEENAN, Auteur . - p.4663-4678. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4663-4678 Mots-clés : Autism Spectrum Disorder/diagnosis  Child  Fixation, Ocular  Humans  Applied behaviour analysis  Autism  Behaviour change  Eye-tracking  Gaze behaviour  Social skills Index. décimale : PER Périodiques Résumé : A defining feature of ASD is atypical gaze behaviour, however, eye-tracking studies in 'real-world' settings are limited, and the possibility of improving gaze behaviour for ASD children is largely unexplored. This study investigated gaze behaviour of ASD and typically developing (TD) children in their classroom setting. Eye-tracking technology was used to develop and pilot an operant training tool to positively reinforce typical gaze behaviour towards faces. Visual and statistical analyses of eye-tracking data revealed different gaze behaviour patterns during live interactions for ASD and TD children depending on the interaction type. All children responded to operant training with longer looking times observed on face stimuli post training. The promising application of operant gaze training in ecologically valid settings is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04906-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Using Video Modeling to Teach Complex Social Sequences to Children with Autism / Christos K. NIKOPOULOS in Journal of Autism and Developmental Disorders, 37-4 (April 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-4 (April 2007) . - p.678-693 Titre : Using Video Modeling to Teach Complex Social Sequences to Children with Autism Type de document : texte imprimé Auteurs : Christos K. NIKOPOULOS, Auteur ; Mickey KEENAN, Auteur Année de publication : 2007 Article en page(s) : p.678-693 Langues : Anglais (eng) Mots-clés : Autism Video-modeling Social-interaction Sequences Play Index. décimale : PER Périodiques Résumé : This study comprised of two experiments was designed to teach complex social sequences to children with autism. Experimental control was achieved by collecting data using means of within-system design methodology. Across a number of conditions children were taken to a room to view one of the four short videos of two people engaging in a simple sequence of activities. Then, each child’s behavior was assessed in the same room. Results showed that this video modeling procedure enhanced the social initiation skills of all children. It also facilitated reciprocal play engagement and imitative responding of a sequence of behaviors, in which social initiation was not included. These behavior changes generalized across peers and maintained after a 1- and 2-month follow-up period. Portions of this study were presented at the annual conference of the British Psychological Society, Northern Ireland Branch, April 2004. En ligne : http://dx.doi.org/10.1007/s10803-006-0195-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=971 [article] Using Video Modeling to Teach Complex Social Sequences to Children with Autism [texte imprimé] / Christos K. NIKOPOULOS, Auteur ; Mickey KEENAN, Auteur . - 2007 . - p.678-693. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-4 (April 2007) . - p.678-693 Mots-clés : Autism Video-modeling Social-interaction Sequences Play Index. décimale : PER Périodiques Résumé : This study comprised of two experiments was designed to teach complex social sequences to children with autism. Experimental control was achieved by collecting data using means of within-system design methodology. Across a number of conditions children were taken to a room to view one of the four short videos of two people engaging in a simple sequence of activities. Then, each child’s behavior was assessed in the same room. Results showed that this video modeling procedure enhanced the social initiation skills of all children. It also facilitated reciprocal play engagement and imitative responding of a sequence of behaviors, in which social initiation was not included. These behavior changes generalized across peers and maintained after a 1- and 2-month follow-up period. Portions of this study were presented at the annual conference of the British Psychological Society, Northern Ireland Branch, April 2004. En ligne : http://dx.doi.org/10.1007/s10803-006-0195-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=971

Video Modeling and Behaviour Analysis / Christos K. NIKOPOULOS

Public ISBD Titre : Video Modeling and Behaviour Analysis : A Guide for Teaching Social Skills to Children with Autism Type de document : texte imprimé Auteurs : Christos K. NIKOPOULOS, Auteur ; Sandy HOBBS, Préfacier, etc. ; Mickey KEENAN, Auteur Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2006 Importance : 208 p. Présentation : ill. Format : 15,5cm x 23,2cm x 1,3cm ISBN/ISSN/EAN : 978-1-84310-338-7 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-G APP-G - Video Modelling Résumé : Applied Behaviour Analysis (ABA) is a successful educational method for developing social and communication skills in children with autism. The use of video modelling in ABA programmes has demonstrated great effectiveness in teaching behavioural skills to autistic children, and this book explains how and why. Video modelling is an easy-to-use behaviour modification technique that uses videotaped rather than ‘live’ scenarios for the child to observe, concentrating the focus of attention for the child with autism and creating a highly effective stimulus for learning. Video Modelling and Behaviour Analysis provides a practical introduction to the technique, its objectives, strategies for use and evidence of its success. Illustrative case examples are supported by detailed diagrams and photographs, with clear, accessible explanations. Video Modelling and Behaviour Analysis will be a welcome addition to the practical literature on autism interventions for parents of autistic children and the professionals working with them. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 Video Modeling and Behaviour Analysis : A Guide for Teaching Social Skills to Children with Autism [texte imprimé] / Christos K. NIKOPOULOS, Auteur ; Sandy HOBBS, Préfacier, etc. ; Mickey KEENAN, Auteur . - Londres [Angleterre] : Jessica Kingsley Publishers, 2006 . - 208 p. : ill. ; 15,5cm x 23,2cm x 1,3cm. ISBN : 978-1-84310-338-7 Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-G APP-G - Video Modelling Résumé : Applied Behaviour Analysis (ABA) is a successful educational method for developing social and communication skills in children with autism. The use of video modelling in ABA programmes has demonstrated great effectiveness in teaching behavioural skills to autistic children, and this book explains how and why. Video modelling is an easy-to-use behaviour modification technique that uses videotaped rather than ‘live’ scenarios for the child to observe, concentrating the focus of attention for the child with autism and creating a highly effective stimulus for learning. Video Modelling and Behaviour Analysis provides a practical introduction to the technique, its objectives, strategies for use and evidence of its success. Illustrative case examples are supported by detailed diagrams and photographs, with clear, accessible explanations. Video Modelling and Behaviour Analysis will be a welcome addition to the practical literature on autism interventions for parents of autistic children and the professionals working with them. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

Exemplaires(1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0000540	APP-G NIK	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

Intervention comportementale clinique	MAGEROTTE, Ghislain
La musicothérapie interactive	OLDFIELD, Amelia
Parents, vos droits	MAGAZINE DECLIC
Déficience intellectuelle et autisme	BEAUPRE, Pauline
Entraînement aux habiletés sociales pour les patients psychiatriques	LIBERMAN, Robert-Paul
Sleep Difficulties and Autism Spectrum Disorders	AITKEN, Kenneth J.

When all you have is a hammer …: RCTs and hegemony in science / Mickey KEENAN in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.1-13 Titre : When all you have is a hammer …: RCTs and hegemony in science Type de document : texte imprimé Auteurs : Mickey KEENAN, Auteur ; Karola DILLENBURGER, Auteur Année de publication : 2011 Article en page(s) : p.1-13 Langues : Anglais (eng) Mots-clés : Randomised-controlled-trial Autism-spectrum-disorder Hegemony Science Applied-Behaviour-Analysis Evidence-based-practice Index. décimale : PER Périodiques Résumé : People diagnosed with autism spectrum disorder (ASD) deserve the same respect as any other person and should be free to benefit from scientific research that can help them achieve skills which enable them to reach their full potential. Over the past 40 years Applied Behaviour Analysis (ABA) has utilised inductive, natural science methods to investigate techniques for the analysis and augmentation of socially significant behaviours. Unfortunately, many individuals with ASD in the UK cannot avail of these techniques because of an obdurate reliance on randomised controlled trials (RCTs) as the single most respectable measure of effectiveness of interventions. In this paper we focus on how the debate about RCTs is played out in the ‘autism wars’. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] When all you have is a hammer …: RCTs and hegemony in science [texte imprimé] / Mickey KEENAN, Auteur ; Karola DILLENBURGER, Auteur . - 2011 . - p.1-13. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.1-13 Mots-clés : Randomised-controlled-trial Autism-spectrum-disorder Hegemony Science Applied-Behaviour-Analysis Evidence-based-practice Index. décimale : PER Périodiques Résumé : People diagnosed with autism spectrum disorder (ASD) deserve the same respect as any other person and should be free to benefit from scientific research that can help them achieve skills which enable them to reach their full potential. Over the past 40 years Applied Behaviour Analysis (ABA) has utilised inductive, natural science methods to investigate techniques for the analysis and augmentation of socially significant behaviours. Unfortunately, many individuals with ASD in the UK cannot avail of these techniques because of an obdurate reliance on randomised controlled trials (RCTs) as the single most respectable measure of effectiveness of interventions. In this paper we focus on how the debate about RCTs is played out in the ‘autism wars’. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

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