Avatar Assistant: Improving Social Skills in Students with an ASD Through a Computer-Based Intervention / Ingrid Maria HOPKINS in Journal of Autism and Developmental Disorders, 41-11 (November 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-11 (November 2011) . - p.1543-1555 Titre : Avatar Assistant: Improving Social Skills in Students with an ASD Through a Computer-Based Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Ingrid Maria HOPKINS, Auteur ; Michael W. GOWER, Auteur ; Trista A. PEREZ, Auteur ; Dana S. SMITH, Auteur ; Franklin R. AMTHOR, Auteur ; F. Casey WIMSATT, Auteur ; Fred J. BIASINI, Auteur Année de publication : 2011 Article en page(s) : p.1543-1555 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Emotion recognition  Facial recognition  Social interactions  Generalization Index. décimale : PER Périodiques Résumé : This study assessed the efficacy of FaceSay, a computer-based social skills training program for children with Autism Spectrum Disorders (ASD). This randomized controlled study (N = 49) indicates that providing children with low-functioning autism (LFA) and high functioning autism (HFA) opportunities to practice attending to eye gaze, discriminating facial expressions and recognizing faces and emotions in FaceSay’s structured environment with interactive, realistic avatar assistants improved their social skills abilities. The children with LFA demonstrated improvements in two areas of the intervention: emotion recognition and social interactions. The children with HFA demonstrated improvements in all three areas: facial recognition, emotion recognition, and social interactions. These findings, particularly the measured improvements to social interactions in a natural environment, are encouraging. En ligne : http://dx.doi.org/10.1007/s10803-011-1179-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Avatar Assistant: Improving Social Skills in Students with an ASD Through a Computer-Based Intervention [Texte imprimé et/ou numérique] / Ingrid Maria HOPKINS, Auteur ; Michael W. GOWER, Auteur ; Trista A. PEREZ, Auteur ; Dana S. SMITH, Auteur ; Franklin R. AMTHOR, Auteur ; F. Casey WIMSATT, Auteur ; Fred J. BIASINI, Auteur . - 2011 . - p.1543-1555. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-11 (November 2011) . - p.1543-1555 Mots-clés : Autism  Intervention  Emotion recognition  Facial recognition  Social interactions  Generalization Index. décimale : PER Périodiques Résumé : This study assessed the efficacy of FaceSay, a computer-based social skills training program for children with Autism Spectrum Disorders (ASD). This randomized controlled study (N = 49) indicates that providing children with low-functioning autism (LFA) and high functioning autism (HFA) opportunities to practice attending to eye gaze, discriminating facial expressions and recognizing faces and emotions in FaceSay’s structured environment with interactive, realistic avatar assistants improved their social skills abilities. The children with LFA demonstrated improvements in two areas of the intervention: emotion recognition and social interactions. The children with HFA demonstrated improvements in all three areas: facial recognition, emotion recognition, and social interactions. These findings, particularly the measured improvements to social interactions in a natural environment, are encouraging. En ligne : http://dx.doi.org/10.1007/s10803-011-1179-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Development of children at risk for adverse outcomes participating in early intervention in developing countries: a randomized controlled trial / Jan L. WALLANDER in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1251-1259 Titre : Development of children at risk for adverse outcomes participating in early intervention in developing countries: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Jan L. WALLANDER, Auteur ; Carla M. BANN, Auteur ; Fred J. BIASINI, Auteur ; Shivaprasad S. GOUDAR, Auteur ; Omrana PASHA, Auteur ; Elwyn CHOMBA, Auteur ; Elizabeth MCCLURE, Auteur ; Waldemar A. CARLO, Auteur Article en page(s) : p.1251-1259 Langues : Anglais (eng) Mots-clés : Early developmental intervention  low resource countries  birth trauma  at risk Index. décimale : PER Périodiques Résumé : Background Previous research has indicated positive effects of early developmental intervention (EDI) on the development of children in developing countries. Few studies, however, have examined longitudinally when differential treatment effects may be observed and whether differential outcomes are associated with exposure to different risk factors and country of implementation. Also, birth asphyxia as a risk condition has not been well studied. To address these limitations, we conducted a randomized controlled trial to test the hypothesis that there will be differential developmental trajectories favoring those who receive EDI versus a health education intervention in children in rural areas of India, Pakistan, and Zambia. Methods Children with and without birth asphyxia were randomized to EDI or control intervention, which was implemented by parents who received training in biweekly home visits initiated before child age 1 month and continuing until 36 months. Development was assessed in 376 children at ages 12, 24, and 36 months using the Bayley Scales of Infant Development and Ages Stages Questionnaire administered by evaluators blind to intervention assignment and risk condition. Results Longitudinal mixed model analysis indicated that EDI resulted in better development over 36 months in cognitive abilities, regardless of risk condition, maternal resources, child gender, or country. Psychomotor development and parent-reported general development showed similar trends as for cognitive abilities, but were not statistically different between intervention conditions. Developmental differences were observed first at 36 months of age. Conclusion Early developmental intervention has promise for improving development in children across developing countries when exposed to various risk conditions. EDI should be one prominent approach used to begin to address long-term outcomes and intergenerational transmission of poverty. En ligne : http://dx.doi.org/10.1111/jcpp.12247 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Development of children at risk for adverse outcomes participating in early intervention in developing countries: a randomized controlled trial [Texte imprimé et/ou numérique] / Jan L. WALLANDER, Auteur ; Carla M. BANN, Auteur ; Fred J. BIASINI, Auteur ; Shivaprasad S. GOUDAR, Auteur ; Omrana PASHA, Auteur ; Elwyn CHOMBA, Auteur ; Elizabeth MCCLURE, Auteur ; Waldemar A. CARLO, Auteur . - p.1251-1259. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1251-1259 Mots-clés : Early developmental intervention  low resource countries  birth trauma  at risk Index. décimale : PER Périodiques Résumé : Background Previous research has indicated positive effects of early developmental intervention (EDI) on the development of children in developing countries. Few studies, however, have examined longitudinally when differential treatment effects may be observed and whether differential outcomes are associated with exposure to different risk factors and country of implementation. Also, birth asphyxia as a risk condition has not been well studied. To address these limitations, we conducted a randomized controlled trial to test the hypothesis that there will be differential developmental trajectories favoring those who receive EDI versus a health education intervention in children in rural areas of India, Pakistan, and Zambia. Methods Children with and without birth asphyxia were randomized to EDI or control intervention, which was implemented by parents who received training in biweekly home visits initiated before child age 1 month and continuing until 36 months. Development was assessed in 376 children at ages 12, 24, and 36 months using the Bayley Scales of Infant Development and Ages Stages Questionnaire administered by evaluators blind to intervention assignment and risk condition. Results Longitudinal mixed model analysis indicated that EDI resulted in better development over 36 months in cognitive abilities, regardless of risk condition, maternal resources, child gender, or country. Psychomotor development and parent-reported general development showed similar trends as for cognitive abilities, but were not statistically different between intervention conditions. Developmental differences were observed first at 36 months of age. Conclusion Early developmental intervention has promise for improving development in children across developing countries when exposed to various risk conditions. EDI should be one prominent approach used to begin to address long-term outcomes and intergenerational transmission of poverty. En ligne : http://dx.doi.org/10.1111/jcpp.12247 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

Social and Non-social Hazard Response in Drivers with Autism Spectrum Disorder / Haley JOHNSON BISHOP in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.905-917 Titre : Social and Non-social Hazard Response in Drivers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Haley JOHNSON BISHOP, Auteur ; Fred J. BIASINI, Auteur ; Despina STAVRINOS, Auteur Article en page(s) : p.905-917 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Driving  Developmental disabilities  Hazard perception Index. décimale : PER Périodiques Résumé : Driving is a complex task that relies on manual, cognitive, visual and social skill. The social demands of driving may be challenging for individuals with Autism Spectrum Disorder (ASD) due to known social impairments. This study investigated how drivers with ASD respond to social (e.g., pedestrians) and non-social (e.g., vehicles) hazards in a driving simulator compared to typically developing drivers. Overall, participants responded faster to social hazards than non-social hazards. It was also found that drivers with typical development reacted faster to social hazards, while drivers with ASD showed no difference in reaction time to social versus non-social hazards. Future work should further investigate how social impairments in ASD may affect driving safety. En ligne : http://dx.doi.org/10.1007/s10803-016-2992-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Social and Non-social Hazard Response in Drivers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Haley JOHNSON BISHOP, Auteur ; Fred J. BIASINI, Auteur ; Despina STAVRINOS, Auteur . - p.905-917. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.905-917 Mots-clés : Autism spectrum disorder  Driving  Developmental disabilities  Hazard perception Index. décimale : PER Périodiques Résumé : Driving is a complex task that relies on manual, cognitive, visual and social skill. The social demands of driving may be challenging for individuals with Autism Spectrum Disorder (ASD) due to known social impairments. This study investigated how drivers with ASD respond to social (e.g., pedestrians) and non-social (e.g., vehicles) hazards in a driving simulator compared to typically developing drivers. Overall, participants responded faster to social hazards than non-social hazards. It was also found that drivers with typical development reacted faster to social hazards, while drivers with ASD showed no difference in reaction time to social versus non-social hazards. Future work should further investigate how social impairments in ASD may affect driving safety. En ligne : http://dx.doi.org/10.1007/s10803-016-2992-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

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