Augmentative and alternative communication supports for adults with autism spectrum disorders / David TREMBATH in Autism, 18-8 (November 2014)  

Public ISBD [article]  inAutism > 18-8 (November 2014) . - p.891-902 Titre : Augmentative and alternative communication supports for adults with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : David TREMBATH, Auteur ; Teresa IACONO, Auteur ; Katie LYON, Auteur ; Denise WEST, Auteur ; Hilary JOHNSON, Auteur Article en page(s) : p.891-902 Langues : Anglais (eng) Mots-clés : adult  augmentative communication Index. décimale : PER Périodiques Résumé : Many adults with autism spectrum disorders have complex communication needs and may benefit from the use of augmentative and alternative communication. However, there is a lack of research examining the specific communication needs of these adults, let alone the outcomes of interventions aimed at addressing them. The aim of this study was to explore the views and experiences of support workers and family members regarding the outcomes of providing low-technology communication aids to adults with autism spectrum disorders. The participants were six support workers and two family members of six men and women with autism spectrum disorders, who had received low-technology communication aids. Using semi-structured, in-depth interviews and following thematic analysis, the results revealed strong support for, and the potential benefits of, augmentative and alternative communication for both adults with autism spectrum disorders and their communication partners. The results also revealed inconsistencies in the actions taken to support the use of the prescribed augmentative and alternative communication systems, pointing to the clinical need to address common barriers to the provision of augmentative and alternative communication support. These barriers include organisational practices and limitations in the knowledge and skills of key stakeholders, as well as problematic attitudes. En ligne : http://dx.doi.org/10.1177/1362361313486204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=242 [article] Augmentative and alternative communication supports for adults with autism spectrum disorders [Texte imprimé et/ou numérique] / David TREMBATH, Auteur ; Teresa IACONO, Auteur ; Katie LYON, Auteur ; Denise WEST, Auteur ; Hilary JOHNSON, Auteur . - p.891-902. Langues : Anglais (eng) in Autism > 18-8 (November 2014) . - p.891-902 Mots-clés : adult  augmentative communication Index. décimale : PER Périodiques Résumé : Many adults with autism spectrum disorders have complex communication needs and may benefit from the use of augmentative and alternative communication. However, there is a lack of research examining the specific communication needs of these adults, let alone the outcomes of interventions aimed at addressing them. The aim of this study was to explore the views and experiences of support workers and family members regarding the outcomes of providing low-technology communication aids to adults with autism spectrum disorders. The participants were six support workers and two family members of six men and women with autism spectrum disorders, who had received low-technology communication aids. Using semi-structured, in-depth interviews and following thematic analysis, the results revealed strong support for, and the potential benefits of, augmentative and alternative communication for both adults with autism spectrum disorders and their communication partners. The results also revealed inconsistencies in the actions taken to support the use of the prescribed augmentative and alternative communication systems, pointing to the clinical need to address common barriers to the provision of augmentative and alternative communication support. These barriers include organisational practices and limitations in the knowledge and skills of key stakeholders, as well as problematic attitudes. En ligne : http://dx.doi.org/10.1177/1362361313486204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=242

Deficits in metacognitive monitoring in mathematics assessments in learners with autism spectrum disorder / Mark BROSNAN in Autism, 20-4 (May 2016)  

Public ISBD [article]  inAutism > 20-4 (May 2016) . - p.463-472 Titre : Deficits in metacognitive monitoring in mathematics assessments in learners with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Mark BROSNAN, Auteur ; Hilary JOHNSON, Auteur ; Beate GRAWEMEYER, Auteur ; Emma CHAPMAN, Auteur ; Konstantina ANTONIADOU, Auteur ; Melissa HOLLINWORTH, Auteur Article en page(s) : p.463-472 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  mathematics  learning  metacognition Index. décimale : PER Périodiques Résumé : Children and adults with autism spectrum disorder have been found to have deficits in metacognition that could impact upon their learning. This study explored metacognitive monitoring in 28 (23 males and 5 females) participants with autism spectrum disorder and 56 (16 males and 40 females) typically developing controls who were being educated at the same level. Participants were asked a series of mathematics questions. Based upon previous research, after each question they were asked two metacognitive questions: (1) whether they thought they had got the answer correct or not (or ‘don’t know’) and (2) whether they meant to get the answer correct or not (or ‘don’t know’). Participants with autism spectrum disorder were significantly more likely than the typically developing group to erroneously think that they had got an incorrect answer correct. Having made an error, those with autism spectrum disorder were also significantly more likely to report that they had meant to make the error. Different patterns in the types of errors made were also identified between the two groups. Deficits in metacognition were identified for the autism spectrum disorder group in the learning of mathematics. This is consistent with metacognitive research from different contexts and the implications for supporting learning in autism spectrum disorder are discussed. En ligne : http://dx.doi.org/10.1177/1362361315589477 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287 [article] Deficits in metacognitive monitoring in mathematics assessments in learners with autism spectrum disorder [Texte imprimé et/ou numérique] / Mark BROSNAN, Auteur ; Hilary JOHNSON, Auteur ; Beate GRAWEMEYER, Auteur ; Emma CHAPMAN, Auteur ; Konstantina ANTONIADOU, Auteur ; Melissa HOLLINWORTH, Auteur . - p.463-472. Langues : Anglais (eng) in Autism > 20-4 (May 2016) . - p.463-472 Mots-clés : autism spectrum disorder  mathematics  learning  metacognition Index. décimale : PER Périodiques Résumé : Children and adults with autism spectrum disorder have been found to have deficits in metacognition that could impact upon their learning. This study explored metacognitive monitoring in 28 (23 males and 5 females) participants with autism spectrum disorder and 56 (16 males and 40 females) typically developing controls who were being educated at the same level. Participants were asked a series of mathematics questions. Based upon previous research, after each question they were asked two metacognitive questions: (1) whether they thought they had got the answer correct or not (or ‘don’t know’) and (2) whether they meant to get the answer correct or not (or ‘don’t know’). Participants with autism spectrum disorder were significantly more likely than the typically developing group to erroneously think that they had got an incorrect answer correct. Having made an error, those with autism spectrum disorder were also significantly more likely to report that they had meant to make the error. Different patterns in the types of errors made were also identified between the two groups. Deficits in metacognition were identified for the autism spectrum disorder group in the learning of mathematics. This is consistent with metacognitive research from different contexts and the implications for supporting learning in autism spectrum disorder are discussed. En ligne : http://dx.doi.org/10.1177/1362361315589477 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287

Digitally-Mediated Social Stories Support Children on the Autism Spectrum Adapting to a Change in a 'Real-World' Context / Elizabeth SMITH in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.514-526 Titre : Digitally-Mediated Social Stories Support Children on the Autism Spectrum Adapting to a Change in a 'Real-World' Context Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth SMITH, Auteur ; Aurora CONSTANTIN, Auteur ; Hilary JOHNSON, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.514-526 Langues : Anglais (eng) Mots-clés : Adapting to change  Autism  Real-world setting  Social stories Index. décimale : PER Périodiques Résumé : Social Stories™ (SS) is a widely used intervention for children on the autism spectrum. A preliminary survey of 103 practitioners highlighted that SS are often used to support adapting to a change. This study investigated the use of digitally-mediated SS to support ten children on the autism spectrum attending a school summer camp. Teacher perceptions of anxiety, understanding and closeness to the goal of the SS were assessed before and after the intervention (prior to the event). The pre- post-intervention comparisons highlighted significant improvements in child understanding, anxiety, and closeness to goal with medium-large effect sizes. The child's understanding and closeness to SS goal post-intervention related to their difficulties with the SS goal and their anxiety during the event. En ligne : http://dx.doi.org/10.1007/s10803-020-04558-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Digitally-Mediated Social Stories Support Children on the Autism Spectrum Adapting to a Change in a 'Real-World' Context [Texte imprimé et/ou numérique] / Elizabeth SMITH, Auteur ; Aurora CONSTANTIN, Auteur ; Hilary JOHNSON, Auteur ; Mark BROSNAN, Auteur . - p.514-526. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.514-526 Mots-clés : Adapting to change  Autism  Real-world setting  Social stories Index. décimale : PER Périodiques Résumé : Social Stories™ (SS) is a widely used intervention for children on the autism spectrum. A preliminary survey of 103 practitioners highlighted that SS are often used to support adapting to a change. This study investigated the use of digitally-mediated SS to support ten children on the autism spectrum attending a school summer camp. Teacher perceptions of anxiety, understanding and closeness to the goal of the SS were assessed before and after the intervention (prior to the event). The pre- post-intervention comparisons highlighted significant improvements in child understanding, anxiety, and closeness to goal with medium-large effect sizes. The child's understanding and closeness to SS goal post-intervention related to their difficulties with the SS goal and their anxiety during the event. En ligne : http://dx.doi.org/10.1007/s10803-020-04558-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Emotion Recognition in Animated Compared to Human Stimuli in Adolescents with Autism Spectrum Disorder / Mark BROSNAN in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1785-1796 Titre : Emotion Recognition in Animated Compared to Human Stimuli in Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Mark BROSNAN, Auteur ; Hilary JOHNSON, Auteur ; Beate GRAWMEYER, Auteur ; Emma CHAPMAN, Auteur ; Laura BENTON, Auteur Article en page(s) : p.1785-1796 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Emotion recognition  Multimodal  Animated cartoon stimuli Index. décimale : PER Périodiques Résumé : There is equivocal evidence as to whether there is a deficit in recognising emotional expressions in Autism spectrum disorder (ASD). This study compared emotion recognition in ASD in three types of emotion expression media (still image, dynamic image, auditory) across human stimuli (e.g. photo of a human face) and animated stimuli (e.g. cartoon face). Participants were 37 adolescents (age 11–16) with a diagnosis of ASD (33 male, 4 female). 42 males and 39 females served as typically developing, age-matched controls. Overall there was significant advantage for control groups over the ASD group for emotion recognition in human stimuli but not animated stimuli, across modalities. For static animated images specifically, those with ASD significantly outperformed controls. The findings are consistent with the ASD group using atypical explicit strategies. En ligne : http://dx.doi.org/10.1007/s10803-014-2338-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Emotion Recognition in Animated Compared to Human Stimuli in Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Mark BROSNAN, Auteur ; Hilary JOHNSON, Auteur ; Beate GRAWMEYER, Auteur ; Emma CHAPMAN, Auteur ; Laura BENTON, Auteur . - p.1785-1796. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1785-1796 Mots-clés : Autism spectrum disorder  Emotion recognition  Multimodal  Animated cartoon stimuli Index. décimale : PER Périodiques Résumé : There is equivocal evidence as to whether there is a deficit in recognising emotional expressions in Autism spectrum disorder (ASD). This study compared emotion recognition in ASD in three types of emotion expression media (still image, dynamic image, auditory) across human stimuli (e.g. photo of a human face) and animated stimuli (e.g. cartoon face). Participants were 37 adolescents (age 11–16) with a diagnosis of ASD (33 male, 4 female). 42 males and 39 females served as typically developing, age-matched controls. Overall there was significant advantage for control groups over the ASD group for emotion recognition in human stimuli but not animated stimuli, across modalities. For static animated images specifically, those with ASD significantly outperformed controls. The findings are consistent with the ASD group using atypical explicit strategies. En ligne : http://dx.doi.org/10.1007/s10803-014-2338-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Supporting the Participation of Adolescents and Adults with Complex Communication Needs / Teresa IACONO

Public ISBD in Autism Spectrum Disorders and AAC / Pat MIRENDA Titre : Supporting the Participation of Adolescents and Adults with Complex Communication Needs Type de document : Texte imprimé et/ou numérique Auteurs : Teresa IACONO, Auteur ; Hilary JOHNSON, Auteur ; Sheridan FORSTER, Auteur Année de publication : 2009 Importance : p.443-474 Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264 in Autism Spectrum Disorders and AAC / Pat MIRENDA Supporting the Participation of Adolescents and Adults with Complex Communication Needs [Texte imprimé et/ou numérique] / Teresa IACONO, Auteur ; Hilary JOHNSON, Auteur ; Sheridan FORSTER, Auteur . - 2009 . - p.443-474. Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Use Of Benzhexol Hydrochlorde To Control Drooling Of Children With Cerebral Palsy / Dinah S. REDDIHOUGH in Developmental Medicine & Child Neurology, 32-11 (November 1990)

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