Dépouillements

Effects and Implications of Self-Management for Students With Autism: A Meta-Analysis / Suk-Hyang LEE in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.2-13 Titre : Effects and Implications of Self-Management for Students With Autism: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Suk-Hyang LEE, Auteur ; Richard L. SIMPSON, Auteur ; Karrie A. SHOGREN, Auteur Année de publication : 2007 Article en page(s) : p.2-13 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Self-management for students with autism is important both as a management tool and as a means to enhance students' quality of life by empowering them to control their own behavior. This article reports the results of an examination of the efficacy of self-management for increasing appropriate behavior of children and youth with autism. Single-subject research using self-management of students with autism as an intervention was synthesized and the impact was analyzed across intervention and participants' characteristics using the percentage of non-overlapping data (PND) metric. Average PND values suggest that self-management interventions are an effective treatment for increasing the frequency of appropriate behavior of students with autism. Implications for further research extending the use and understanding of self-management procedures for students diagnosed with autism are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220010101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=679 [article] Effects and Implications of Self-Management for Students With Autism: A Meta-Analysis [Texte imprimé et/ou numérique] / Suk-Hyang LEE, Auteur ; Richard L. SIMPSON, Auteur ; Karrie A. SHOGREN, Auteur . - 2007 . - p.2-13. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.2-13 Index. décimale : PER Périodiques Résumé : Self-management for students with autism is important both as a management tool and as a means to enhance students' quality of life by empowering them to control their own behavior. This article reports the results of an examination of the efficacy of self-management for increasing appropriate behavior of children and youth with autism. Single-subject research using self-management of students with autism as an intervention was synthesized and the impact was analyzed across intervention and participants' characteristics using the percentage of non-overlapping data (PND) metric. Average PND values suggest that self-management interventions are an effective treatment for increasing the frequency of appropriate behavior of students with autism. Implications for further research extending the use and understanding of self-management procedures for students diagnosed with autism are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220010101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=679

Procedural Learning of a Visual Sequence in Individuals With Autism / Barry GORDON in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.14-22 Titre : Procedural Learning of a Visual Sequence in Individuals With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Barry GORDON, Auteur ; Shauna STARK, Auteur Année de publication : 2007 Article en page(s) : p.14-22 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Implicit sequence learning, as measured using the sequential reaction time (SRT) task paradigm originally introduced by Nissen & Bullemer (1987), has been reported to be impaired in high-functioning individuals with autism (Mostofsky, Goldberg, Landa, & Denckla, 2000). We reasoned that increased exposure to the sequence may particularly benefit individuals with autism, especially those who are lower functioning. Seven individuals with autism participated in six training and test sessions of an eight-length SRT task (Experiment 1), and 5 performed a four-length SRT task (Experiment 2). Sequence learned was demonstrated at a group level on the eight-length sequence, and on an individual basis with the four-length sequence. These data demonstrate that individuals with autism, even those who are lower functioning, are capable of learning an implicit sequence with increased behavioral training. Implications for these findings are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220010201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=680 [article] Procedural Learning of a Visual Sequence in Individuals With Autism [Texte imprimé et/ou numérique] / Barry GORDON, Auteur ; Shauna STARK, Auteur . - 2007 . - p.14-22. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.14-22 Index. décimale : PER Périodiques Résumé : Implicit sequence learning, as measured using the sequential reaction time (SRT) task paradigm originally introduced by Nissen & Bullemer (1987), has been reported to be impaired in high-functioning individuals with autism (Mostofsky, Goldberg, Landa, & Denckla, 2000). We reasoned that increased exposure to the sequence may particularly benefit individuals with autism, especially those who are lower functioning. Seven individuals with autism participated in six training and test sessions of an eight-length SRT task (Experiment 1), and 5 performed a four-length SRT task (Experiment 2). Sequence learned was demonstrated at a group level on the eight-length sequence, and on an individual basis with the four-length sequence. These data demonstrate that individuals with autism, even those who are lower functioning, are capable of learning an implicit sequence with increased behavioral training. Implications for these findings are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220010201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=680

The Application of PECS in a Deaf Child With Autism: A Case Study / Georgia A. MALANDRAKI in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.23-32 Titre : The Application of PECS in a Deaf Child With Autism: A Case Study Type de document : Texte imprimé et/ou numérique Auteurs : Georgia A. MALANDRAKI, Auteur ; Areti OKALIDOU, Auteur Année de publication : 2007 Article en page(s) : p.23-32 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A 10-year-old nonverbal Greek boy, C.Z., who had been diagnosed with both bilateral sensorineural profound hearing loss and autism, was taught to use the Picture Exchange Communication System (PECS), with some modifications and extensions, over a 4-month intensive intervention period. C.Z.'s original communication and behavioral status as well as the PECS application process are presented, along with the communicative, language, and psychosocial outcomes following the intervention program. Follow-up data were collected 6 months post. En ligne : http://dx.doi.org/10.1177/10883576070220010301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=681 [article] The Application of PECS in a Deaf Child With Autism: A Case Study [Texte imprimé et/ou numérique] / Georgia A. MALANDRAKI, Auteur ; Areti OKALIDOU, Auteur . - 2007 . - p.23-32. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.23-32 Index. décimale : PER Périodiques Résumé : A 10-year-old nonverbal Greek boy, C.Z., who had been diagnosed with both bilateral sensorineural profound hearing loss and autism, was taught to use the Picture Exchange Communication System (PECS), with some modifications and extensions, over a 4-month intensive intervention period. C.Z.'s original communication and behavioral status as well as the PECS application process are presented, along with the communicative, language, and psychosocial outcomes following the intervention program. Follow-up data were collected 6 months post. En ligne : http://dx.doi.org/10.1177/10883576070220010301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=681

The Utility of the Social Communication Questionnaire in Screening for Autism in Children Referred for Early Intervention / Lisa D. WIGGINS in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.33-38 Titre : The Utility of the Social Communication Questionnaire in Screening for Autism in Children Referred for Early Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Lisa D. WIGGINS, Auteur ; Diana L. ROBINS, Auteur ; Roger BAKEMAN, Auteur ; Lauren B. ADAMSON, Auteur Année de publication : 2007 Article en page(s) : p.33-38 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Social Communication Questionnaire (SCQ) is a brief parental screening instrument used to identify children with autism spectrum disorders (ASD). Screening validity for the SCQ has been supported in children 4 years of age and older, but ongoing studies indicate that the SCQ may not be effective in identifying very young children with ASD. The purpose of the current investigation was to determine whether the SCQ could distinguish children with ASD from children with other developmental delays in a sample of very young children referred for early intervention. Results found that the recommended cutoff score of 15 yielded a sensitivity value of .47 and a specificity value of .89. Maximum sensitivity and specificity rates were achieved when the SCQ cutoff score was reduced to 11 (.89 and .89, respectively). Implications of the findings are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220010401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=682 [article] The Utility of the Social Communication Questionnaire in Screening for Autism in Children Referred for Early Intervention [Texte imprimé et/ou numérique] / Lisa D. WIGGINS, Auteur ; Diana L. ROBINS, Auteur ; Roger BAKEMAN, Auteur ; Lauren B. ADAMSON, Auteur . - 2007 . - p.33-38. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.33-38 Index. décimale : PER Périodiques Résumé : The Social Communication Questionnaire (SCQ) is a brief parental screening instrument used to identify children with autism spectrum disorders (ASD). Screening validity for the SCQ has been supported in children 4 years of age and older, but ongoing studies indicate that the SCQ may not be effective in identifying very young children with ASD. The purpose of the current investigation was to determine whether the SCQ could distinguish children with ASD from children with other developmental delays in a sample of very young children referred for early intervention. Results found that the recommended cutoff score of 15 yielded a sensitivity value of .47 and a specificity value of .89. Maximum sensitivity and specificity rates were achieved when the SCQ cutoff score was reduced to 11 (.89 and .89, respectively). Implications of the findings are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220010401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=682

Parent Advocacy in the Face of Adversity: Autism and Families in the People's Republic of China / Helen MCCABE in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.39-50 Titre : Parent Advocacy in the Face of Adversity: Autism and Families in the People's Republic of China Type de document : Texte imprimé et/ou numérique Auteurs : Helen MCCABE, Auteur Année de publication : 2007 Article en page(s) : p.39-50 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article describes the experiences of 43 families of children with autism in the People's Republic of China. Qualitative analysis of interviews and questionnaires revealed three main themes regarding caregiver and family experiences. First, parents reported many openly discriminatory beliefs and practices against individuals with disabilities and their families. Second, public schools in China often reject students with autism, limiting opportunity for intervention. Finally, parents in this study reported sacrifices and decisions that demonstrate the love for their children that is so often named as an important part of Chinese culture. Although this is similar in many ways to parents all over the world, the challenges and obstacles faced by parents in China, and the lack of assistance for them, make consideration of their efforts and commitment worthwhile. En ligne : http://dx.doi.org/10.1177/10883576070220010501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=683 [article] Parent Advocacy in the Face of Adversity: Autism and Families in the People's Republic of China [Texte imprimé et/ou numérique] / Helen MCCABE, Auteur . - 2007 . - p.39-50. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.39-50 Index. décimale : PER Périodiques Résumé : This article describes the experiences of 43 families of children with autism in the People's Republic of China. Qualitative analysis of interviews and questionnaires revealed three main themes regarding caregiver and family experiences. First, parents reported many openly discriminatory beliefs and practices against individuals with disabilities and their families. Second, public schools in China often reject students with autism, limiting opportunity for intervention. Finally, parents in this study reported sacrifices and decisions that demonstrate the love for their children that is so often named as an important part of Chinese culture. Although this is similar in many ways to parents all over the world, the challenges and obstacles faced by parents in China, and the lack of assistance for them, make consideration of their efforts and commitment worthwhile. En ligne : http://dx.doi.org/10.1177/10883576070220010501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=683

Incorporating Interests and Structure to Improve Participation of a Child With Autism in a Standardized Assessment: A Case Study Analysis / John J. VACCA in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.51-59 Titre : Incorporating Interests and Structure to Improve Participation of a Child With Autism in a Standardized Assessment: A Case Study Analysis Type de document : Texte imprimé et/ou numérique Auteurs : John J. VACCA, Auteur Année de publication : 2007 Article en page(s) : p.51-59 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The rise in the number of children with autism poses challenges to professionals in the field of early care and education. The restricted patterns of communicating, relating, and behaving seen often in children with autism necessitate a sophisticated approach to assessment. There is an increasing need in the field to use alternative assessment approaches in order to allow professionals to interact and communicate with the child on multiple levels. Assessment approaches that provide the child with choices yield data that go beyond confirmation of a diagnosis to include information about suitable educational and therapeutic interventions and programming outcomes as well as ideas to support functioning in the natural environment. This article describes an innovative approach to assessing a girl with autism. The approach includes incorporating interests and a structured schedule. En ligne : http://dx.doi.org/10.1177/10883576070220010601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=684 [article] Incorporating Interests and Structure to Improve Participation of a Child With Autism in a Standardized Assessment: A Case Study Analysis [Texte imprimé et/ou numérique] / John J. VACCA, Auteur . - 2007 . - p.51-59. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.51-59 Index. décimale : PER Périodiques Résumé : The rise in the number of children with autism poses challenges to professionals in the field of early care and education. The restricted patterns of communicating, relating, and behaving seen often in children with autism necessitate a sophisticated approach to assessment. There is an increasing need in the field to use alternative assessment approaches in order to allow professionals to interact and communicate with the child on multiple levels. Assessment approaches that provide the child with choices yield data that go beyond confirmation of a diagnosis to include information about suitable educational and therapeutic interventions and programming outcomes as well as ideas to support functioning in the natural environment. This article describes an innovative approach to assessing a girl with autism. The approach includes incorporating interests and a structured schedule. En ligne : http://dx.doi.org/10.1177/10883576070220010601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=684

Book Review: Succeeding in College With Asperger Syndrome: A Student Guide / Janet E. GRAETZ in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.60-62 Titre : Book Review: Succeeding in College With Asperger Syndrome: A Student Guide : Harpur, J., Lawlor, M., & Fitzgerald, M. (2004). London, UK: Jessica Kingsley, $21.95 Type de document : Texte imprimé et/ou numérique Auteurs : Janet E. GRAETZ, Auteur ; Nick DUBIN, Auteur Année de publication : 2007 Article en page(s) : p.60-62 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220010701 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167 [article] Book Review: Succeeding in College With Asperger Syndrome: A Student Guide : Harpur, J., Lawlor, M., & Fitzgerald, M. (2004). London, UK: Jessica Kingsley, $21.95 [Texte imprimé et/ou numérique] / Janet E. GRAETZ, Auteur ; Nick DUBIN, Auteur . - 2007 . - p.60-62. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.60-62 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220010701 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167

Book Review: Survival Strategies for People on the Autism Spectrum / Janet E. GRAETZ in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.62-63 Titre : Book Review: Survival Strategies for People on the Autism Spectrum : Fleisher, M. (2006). London, UK: Jessica Kingsley, $19.95 Type de document : Texte imprimé et/ou numérique Auteurs : Janet E. GRAETZ, Auteur ; Nick DUBIN, Auteur Année de publication : 2007 Article en page(s) : p.62-63 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220010702 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167 [article] Book Review: Survival Strategies for People on the Autism Spectrum : Fleisher, M. (2006). London, UK: Jessica Kingsley, $19.95 [Texte imprimé et/ou numérique] / Janet E. GRAETZ, Auteur ; Nick DUBIN, Auteur . - 2007 . - p.62-63. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.62-63 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220010702 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167