Dépouillements

Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program / Gloria C. LAW in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101411 Titre : Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program Type de document : Texte imprimé et/ou numérique Auteurs : Gloria C. LAW, Auteur ; Anuradha DUTT, Auteur ; Maureen NEIHART, Auteur Article en page(s) : p.101411 Langues : Anglais (eng) Mots-clés : Autism  Fidelity  Mobile app enabled training  Teacher training  Implementation  Evidence based intervention  Naturalistic developmental behavioural intervention (NDBI)  Early childhood special education Index. décimale : PER Périodiques Résumé : Background This study was a follow up pilot study to investigate whether the mobile app Map4speech (Law, Neihart, & Dutt, 2018), originally developed for parent training, could also increase intervention fidelity among preschool special educators. Method A multiple baseline design was conducted with four preschool teachers to examine the effects of the mobile-app-enabled program in improving their intervention fidelity in naturalistic developmental behavioral intervention (NDBI) for young children with ASD. Results Results indicated that teachers who participated in the post training intervention attained high intervention fidelity of implementation (84–97%) compared to their baseline percentage of intervention fidelity (42–54%). Teachers’ acceptability of mobile-app-enabled training program was moderate, between 60–70%. Results indicated that mobile-app-enabled training can be a promising means to raise teachers’ intervention fidelity in autism intervention. Results also highlighted the usefulness and importance of having an effective andragogical framework in mobile learning design to produce lasting change of intervention behaviors. Conclusions Technology-enabled training has the potential to serve as an innovative solution to the shortage of ASD professional training. En ligne : https://doi.org/10.1016/j.rasd.2019.101411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program [Texte imprimé et/ou numérique] / Gloria C. LAW, Auteur ; Anuradha DUTT, Auteur ; Maureen NEIHART, Auteur . - p.101411. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101411 Mots-clés : Autism  Fidelity  Mobile app enabled training  Teacher training  Implementation  Evidence based intervention  Naturalistic developmental behavioural intervention (NDBI)  Early childhood special education Index. décimale : PER Périodiques Résumé : Background This study was a follow up pilot study to investigate whether the mobile app Map4speech (Law, Neihart, & Dutt, 2018), originally developed for parent training, could also increase intervention fidelity among preschool special educators. Method A multiple baseline design was conducted with four preschool teachers to examine the effects of the mobile-app-enabled program in improving their intervention fidelity in naturalistic developmental behavioral intervention (NDBI) for young children with ASD. Results Results indicated that teachers who participated in the post training intervention attained high intervention fidelity of implementation (84–97%) compared to their baseline percentage of intervention fidelity (42–54%). Teachers’ acceptability of mobile-app-enabled training program was moderate, between 60–70%. Results indicated that mobile-app-enabled training can be a promising means to raise teachers’ intervention fidelity in autism intervention. Results also highlighted the usefulness and importance of having an effective andragogical framework in mobile learning design to produce lasting change of intervention behaviors. Conclusions Technology-enabled training has the potential to serve as an innovative solution to the shortage of ASD professional training. En ligne : https://doi.org/10.1016/j.rasd.2019.101411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Feasibility of an emotion regulation intervention for young children with autism spectrum disorder: A brief report / Kristin M. RISPOLI in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101420 Titre : Feasibility of an emotion regulation intervention for young children with autism spectrum disorder: A brief report Type de document : Texte imprimé et/ou numérique Auteurs : Kristin M. RISPOLI, Auteur ; Allura L. MALCOLM, Auteur ; Emma W. NATHANSON, Auteur ; Nicole E. MATHES, Auteur Article en page(s) : p.101420 Langues : Anglais (eng) Mots-clés : Autism  Preschool  Intervention  Emotion  Emotion regulation  Parents Index. décimale : PER Périodiques Résumé : Background Emotion regulation (ER) is key to young children’s school readiness and mental health. Many children with autism spectrum disorder exhibit emotionally dysregulated behavior, yet no interventions target this skill in the preschool years. This study examined the feasibility and preliminary efficacy of a parent-mediated intervention to promote emotion regulation skills in preschool-age children with autism spectrum disorder. Method Participants included five children (3–6 years old) and their mothers. The intervention, Regulation of Emotional Lability in Autism Spectrum Disorder through Caregiver Supports (RELACS) was delivered in participants’ homes over eight weeks. Results Preliminary results suggest RELACS is acceptable to parents, can be implemented with fidelity, and shows promise in improving parent support for children’s ER skills as well as children’s regulatory capacity. Conclusions Results support the feasibility of using a parent-mediated approach to supporting ER skills in young children with autism spectrum disorder. Though RELACS shows promise in improving parent support for ER and children’s ER capacity, further research is necessary to establish its efficacy. En ligne : https://doi.org/10.1016/j.rasd.2019.101420 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Feasibility of an emotion regulation intervention for young children with autism spectrum disorder: A brief report [Texte imprimé et/ou numérique] / Kristin M. RISPOLI, Auteur ; Allura L. MALCOLM, Auteur ; Emma W. NATHANSON, Auteur ; Nicole E. MATHES, Auteur . - p.101420. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101420 Mots-clés : Autism  Preschool  Intervention  Emotion  Emotion regulation  Parents Index. décimale : PER Périodiques Résumé : Background Emotion regulation (ER) is key to young children’s school readiness and mental health. Many children with autism spectrum disorder exhibit emotionally dysregulated behavior, yet no interventions target this skill in the preschool years. This study examined the feasibility and preliminary efficacy of a parent-mediated intervention to promote emotion regulation skills in preschool-age children with autism spectrum disorder. Method Participants included five children (3–6 years old) and their mothers. The intervention, Regulation of Emotional Lability in Autism Spectrum Disorder through Caregiver Supports (RELACS) was delivered in participants’ homes over eight weeks. Results Preliminary results suggest RELACS is acceptable to parents, can be implemented with fidelity, and shows promise in improving parent support for children’s ER skills as well as children’s regulatory capacity. Conclusions Results support the feasibility of using a parent-mediated approach to supporting ER skills in young children with autism spectrum disorder. Though RELACS shows promise in improving parent support for ER and children’s ER capacity, further research is necessary to establish its efficacy. En ligne : https://doi.org/10.1016/j.rasd.2019.101420 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Spanish validation of the “Reading the Mind in the Voice” task: A study of complex emotion recognition in adults with autism spectrum conditions / Sergio SANCHEZ-REALES in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101421 Titre : Spanish validation of the “Reading the Mind in the Voice” task: A study of complex emotion recognition in adults with autism spectrum conditions Type de document : Texte imprimé et/ou numérique Auteurs : Sergio SANCHEZ-REALES, Auteur ; Carmen CABALLERO-PELAEZ, Auteur ; Javier PRADO-ABRIL, Auteur ; Félix INCHAUSTI, Auteur ; María LADO-CODESIDO, Auteur ; Alejandro GARCIA-CABALLERO, Auteur ; Guillermo LAHERA, Auteur Article en page(s) : p.101421 Langues : Anglais (eng) Mots-clés : Autism spectrum  Asperger syndrome  Complex emotions  Emotion recognition  Emotional prosody  Theory of mind Index. décimale : PER Périodiques Résumé : Background Social cognition includes a range of cognitive processes that help individuals understand how others think and feel. Recent proposals outline the relevance of this cognitive domain in a broad set of clinical pictures, as well as its diagnostic and prognostic value. In this study, we present the Spanish validation of the Reading the Mind in the Voice (RMV-SV) task, (Rutherford et al., 2002), an instrument for the recognition of mental states and complex emotions through prosody. Method A group of adults diagnosed with autism spectrum disorders (ASD, n?=?45) were compared to a control group from the general population (n?=?51) in several emotion-recognition tasks. Results The ASD group performed worse than controls overall on complex emotion and mental state recognition from voices (?2?=?.322; p? En ligne : https://doi.org/10.1016/j.rasd.2019.101421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Spanish validation of the “Reading the Mind in the Voice” task: A study of complex emotion recognition in adults with autism spectrum conditions [Texte imprimé et/ou numérique] / Sergio SANCHEZ-REALES, Auteur ; Carmen CABALLERO-PELAEZ, Auteur ; Javier PRADO-ABRIL, Auteur ; Félix INCHAUSTI, Auteur ; María LADO-CODESIDO, Auteur ; Alejandro GARCIA-CABALLERO, Auteur ; Guillermo LAHERA, Auteur . - p.101421. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101421 Mots-clés : Autism spectrum  Asperger syndrome  Complex emotions  Emotion recognition  Emotional prosody  Theory of mind Index. décimale : PER Périodiques Résumé : Background Social cognition includes a range of cognitive processes that help individuals understand how others think and feel. Recent proposals outline the relevance of this cognitive domain in a broad set of clinical pictures, as well as its diagnostic and prognostic value. In this study, we present the Spanish validation of the Reading the Mind in the Voice (RMV-SV) task, (Rutherford et al., 2002), an instrument for the recognition of mental states and complex emotions through prosody. Method A group of adults diagnosed with autism spectrum disorders (ASD, n?=?45) were compared to a control group from the general population (n?=?51) in several emotion-recognition tasks. Results The ASD group performed worse than controls overall on complex emotion and mental state recognition from voices (?2?=?.322; p? En ligne : https://doi.org/10.1016/j.rasd.2019.101421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Child-directed communication behaviours during mother-child interaction in children with autism spectrum disorder and typically developing children in south India / Murugesan KRUPA in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101423 Titre : Child-directed communication behaviours during mother-child interaction in children with autism spectrum disorder and typically developing children in south India Type de document : Texte imprimé et/ou numérique Auteurs : Murugesan KRUPA, Auteur ; Prakash BOOMINATHAN, Auteur ; Swapna SEBASTIAN, Auteur ; Padmasani VENKAT RAMANAN, Auteur Article en page(s) : p.101423 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Child-directed communication  Sentence type  Pragmatic acts  Mother-child interaction Index. décimale : PER Périodiques Résumé : Child-directed verbal and non-verbal behaviours play a crucial role in the development of communication skills in young children. This study compared child-directed utterances and pragmatic acts used by mothers of 2-4 year old children with autism spectrum disorder (ASD) (n =50) with that of two groups of typically developing (TD) children: one matched for chronological age (TD-CA; n = 50) and other for language level (TD-LL; n=50). Forty minutes mother-child interaction during free play at home was analysed. Results indicated that the the number of utterances used by mothers in the three groups were similar. However, the type of sentences used by each group varied distinctly. Mothers in the ASD (49.1%) and TD-LL group (35.47%) predominanlty used imperatives, while mothers in TD-CA group used more of interrogatives (50.12 %). Among the three groups, declarative and exclamatory sentences were more in TD-LL group; and negative sentences were more in mothers of ASD children. Analysis of pragmatic acts indicated that mothers in ASD group initiated more and took a dominant role during the interaction, while mothers of TD children were engaged predominantly in responding to their children. The study concluded that, in addition to children's language profiling, a comprehensive assessment of child-directed speech would provide directions for child-oriented assessment and management. Considering the era of globalisation and migration, this language and culture specific findings may be of interest to several practitioners catering to Tamil population. En ligne : https://doi.org/10.1016/j.rasd.2019.101423 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Child-directed communication behaviours during mother-child interaction in children with autism spectrum disorder and typically developing children in south India [Texte imprimé et/ou numérique] / Murugesan KRUPA, Auteur ; Prakash BOOMINATHAN, Auteur ; Swapna SEBASTIAN, Auteur ; Padmasani VENKAT RAMANAN, Auteur . - p.101423. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101423 Mots-clés : Autism spectrum disorder  Child-directed communication  Sentence type  Pragmatic acts  Mother-child interaction Index. décimale : PER Périodiques Résumé : Child-directed verbal and non-verbal behaviours play a crucial role in the development of communication skills in young children. This study compared child-directed utterances and pragmatic acts used by mothers of 2-4 year old children with autism spectrum disorder (ASD) (n =50) with that of two groups of typically developing (TD) children: one matched for chronological age (TD-CA; n = 50) and other for language level (TD-LL; n=50). Forty minutes mother-child interaction during free play at home was analysed. Results indicated that the the number of utterances used by mothers in the three groups were similar. However, the type of sentences used by each group varied distinctly. Mothers in the ASD (49.1%) and TD-LL group (35.47%) predominanlty used imperatives, while mothers in TD-CA group used more of interrogatives (50.12 %). Among the three groups, declarative and exclamatory sentences were more in TD-LL group; and negative sentences were more in mothers of ASD children. Analysis of pragmatic acts indicated that mothers in ASD group initiated more and took a dominant role during the interaction, while mothers of TD children were engaged predominantly in responding to their children. The study concluded that, in addition to children's language profiling, a comprehensive assessment of child-directed speech would provide directions for child-oriented assessment and management. Considering the era of globalisation and migration, this language and culture specific findings may be of interest to several practitioners catering to Tamil population. En ligne : https://doi.org/10.1016/j.rasd.2019.101423 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Background and enrollment characteristics of students with autism in higher education / Theo BAKKER in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101424 Titre : Background and enrollment characteristics of students with autism in higher education Type de document : Texte imprimé et/ou numérique Auteurs : Theo BAKKER, Auteur ; Lydia KRABBENDAM, Auteur ; Sandjai BHULAI, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.101424 Langues : Anglais (eng) Mots-clés : Autism  Participation in post-secondary education  Higher education  University  Enrollment Index. décimale : PER Périodiques Résumé : Background The number of students with Autism Spectrum Disorder (ASD) entering Universities is growing. Recent studies show an increased understanding of students with ASD in higher education. Yet, current research generally relies on small samples, lacks information about student characteristics prior to enrollment, and does not compare students with ASD to other students. Method Background and enrollment characteristics of students with ASD (n?=?97) were compared to students with other disabilities (OD; n?=?2252) and students with no recorded disabilities (ND; n?=?24,794) based on administrative data of first-year bachelor enrollments (n?=?27,143). Results From 2010 to 2016 the proportion of students with ASD significantly increased from 0.20% to 0.45%. The characteristics of ASD students at enrollment were similar to other students, but it took ASD students more time to reach higher education compared to ND students, and they were at heightened risk of comorbidity compared to OD students. No difficulties were found with participation in preparatory activities, and goal setting. Conclusions These quantitative insights are a valuable addition to the more qualitative evidence so far. For parents of children with ASD and individuals with ASD, these findings could help to adjust lower expectations. As this kind of administrative data is available to most institutions in higher education in day-to-day information systems, this study is promising for institutions to gain better insights in the enrollment of their students with ASD, and improve transition support. En ligne : https://doi.org/10.1016/j.rasd.2019.101424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Background and enrollment characteristics of students with autism in higher education [Texte imprimé et/ou numérique] / Theo BAKKER, Auteur ; Lydia KRABBENDAM, Auteur ; Sandjai BHULAI, Auteur ; Sander BEGEER, Auteur . - p.101424. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101424 Mots-clés : Autism  Participation in post-secondary education  Higher education  University  Enrollment Index. décimale : PER Périodiques Résumé : Background The number of students with Autism Spectrum Disorder (ASD) entering Universities is growing. Recent studies show an increased understanding of students with ASD in higher education. Yet, current research generally relies on small samples, lacks information about student characteristics prior to enrollment, and does not compare students with ASD to other students. Method Background and enrollment characteristics of students with ASD (n?=?97) were compared to students with other disabilities (OD; n?=?2252) and students with no recorded disabilities (ND; n?=?24,794) based on administrative data of first-year bachelor enrollments (n?=?27,143). Results From 2010 to 2016 the proportion of students with ASD significantly increased from 0.20% to 0.45%. The characteristics of ASD students at enrollment were similar to other students, but it took ASD students more time to reach higher education compared to ND students, and they were at heightened risk of comorbidity compared to OD students. No difficulties were found with participation in preparatory activities, and goal setting. Conclusions These quantitative insights are a valuable addition to the more qualitative evidence so far. For parents of children with ASD and individuals with ASD, these findings could help to adjust lower expectations. As this kind of administrative data is available to most institutions in higher education in day-to-day information systems, this study is promising for institutions to gain better insights in the enrollment of their students with ASD, and improve transition support. En ligne : https://doi.org/10.1016/j.rasd.2019.101424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

A full-body interactive videogame used as a tool to foster social initiation conducts in children with Autism Spectrum Disorders / Maria Angeles MAIRENA in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101438 Titre : A full-body interactive videogame used as a tool to foster social initiation conducts in children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maria Angeles MAIRENA, Auteur ; Joan MORA-GUIARD, Auteur ; Laura MALINVERNI, Auteur ; Vanesa PADILLO, Auteur ; Lilia VALERO, Auteur ; Amaia HERVAS, Auteur ; Narcis PARES, Auteur Article en page(s) : p.101438 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Social skills  Full-body interaction  Observational scale Index. décimale : PER Périodiques Résumé : Background Game-based interventions that involve the use of technology have shown to facilitate motivation and learning processes in children with Autism Spectrum Disorders (ASD). The purpose of this observational study project was to conduct a feasibility study to compare the amount of social initiation conducts performed during a full-body interaction videogame versus the amount of social initiation conducts occurred during a free-play activity in children with ASD. We hypothesized that the videogame could elicit a higher number of these conducts and therefore could be proposed as a tool to promote social initiation skills. Method A total of 15 children (ages 4–6) participated in four sessions with two sections: playing with the videogame Pico’s Adventure and free play time. Social skills conducts were codified according to an observational scale. Results Results show that the videogame elicited more social initiation conducts than free play in children with ASD when they were playing alone or playing with a peer. Furthermore, it showed to be as effective as free play in promoting social initiation while playing with parents. The videogame was also effective in reducing repetitive behaviors and increasing gestures. Conclusions Considering all these results, the videogame could be considered as an appropriate tool to foster social behaviors but future work is needed in order to obtain further data that supports this hypothesis. Finding new attractive types of treatment would be useful to complement more traditional therapies. En ligne : https://doi.org/10.1016/j.rasd.2019.101438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] A full-body interactive videogame used as a tool to foster social initiation conducts in children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Maria Angeles MAIRENA, Auteur ; Joan MORA-GUIARD, Auteur ; Laura MALINVERNI, Auteur ; Vanesa PADILLO, Auteur ; Lilia VALERO, Auteur ; Amaia HERVAS, Auteur ; Narcis PARES, Auteur . - p.101438. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101438 Mots-clés : Autism Spectrum Disorder  Social skills  Full-body interaction  Observational scale Index. décimale : PER Périodiques Résumé : Background Game-based interventions that involve the use of technology have shown to facilitate motivation and learning processes in children with Autism Spectrum Disorders (ASD). The purpose of this observational study project was to conduct a feasibility study to compare the amount of social initiation conducts performed during a full-body interaction videogame versus the amount of social initiation conducts occurred during a free-play activity in children with ASD. We hypothesized that the videogame could elicit a higher number of these conducts and therefore could be proposed as a tool to promote social initiation skills. Method A total of 15 children (ages 4–6) participated in four sessions with two sections: playing with the videogame Pico’s Adventure and free play time. Social skills conducts were codified according to an observational scale. Results Results show that the videogame elicited more social initiation conducts than free play in children with ASD when they were playing alone or playing with a peer. Furthermore, it showed to be as effective as free play in promoting social initiation while playing with parents. The videogame was also effective in reducing repetitive behaviors and increasing gestures. Conclusions Considering all these results, the videogame could be considered as an appropriate tool to foster social behaviors but future work is needed in order to obtain further data that supports this hypothesis. Finding new attractive types of treatment would be useful to complement more traditional therapies. En ligne : https://doi.org/10.1016/j.rasd.2019.101438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Sleep problems in autism spectrum disorders: A comparison to sleep in typically developing children using actigraphy, diaries and questionnaires / Andrew D. R. SURTEES in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101439 Titre : Sleep problems in autism spectrum disorders: A comparison to sleep in typically developing children using actigraphy, diaries and questionnaires Type de document : Texte imprimé et/ou numérique Auteurs : Andrew D. R. SURTEES, Auteur ; Caroline RICHARDS, Auteur ; Emma L. CLARKSON, Auteur ; Mary HEALD, Auteur ; Jayne TRICKETT, Auteur ; Hayley DENYER, Auteur ; Hayley CRAWFORD, Auteur ; Chris OLIVER, Auteur Article en page(s) : p.101439 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Sleep  Actigraphy  Insomnia  Parasomnias Index. décimale : PER Périodiques Résumé : Background It has been reported widely that children with Autism Spectrum Disorders (ASD) are more likely to experience sleep problems than children without ASD. Sleep problems are among the most prevalent comorbid difficulties with ASD. The current study aimed to use multiple methods to describe these difficulties. Method Sleep of sixteen children with ASD and a parentally-reported sleep problem was compared to the sleep of a matched group of children without ASD. Seven nights of actigraphy data were collected for both groups, alongside sleep diaries and questionnaires. Results No group differences were identified through actigraphy or diary measures. Questionnaire data confirmed that the children with ASD had a higher prevalence of sleep problems. Significant differences were noted in problems with parasomnias (a frequent problem for 79% of the children with ASD), sleep onset (43%) and day-time sleepiness (64%). Conclusions Multi-method assessment is vital in understanding sleep problems in children with ASD. Broad estimates of quantity of sleep do not necessarily describe the difficulties experienced. Using questionnaires in addition to objective measurement may be a means to understand sleep problems in children with ASD and to an improved understanding of their impact. En ligne : https://doi.org/10.1016/j.rasd.2019.101439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Sleep problems in autism spectrum disorders: A comparison to sleep in typically developing children using actigraphy, diaries and questionnaires [Texte imprimé et/ou numérique] / Andrew D. R. SURTEES, Auteur ; Caroline RICHARDS, Auteur ; Emma L. CLARKSON, Auteur ; Mary HEALD, Auteur ; Jayne TRICKETT, Auteur ; Hayley DENYER, Auteur ; Hayley CRAWFORD, Auteur ; Chris OLIVER, Auteur . - p.101439. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101439 Mots-clés : Autism spectrum disorders  Sleep  Actigraphy  Insomnia  Parasomnias Index. décimale : PER Périodiques Résumé : Background It has been reported widely that children with Autism Spectrum Disorders (ASD) are more likely to experience sleep problems than children without ASD. Sleep problems are among the most prevalent comorbid difficulties with ASD. The current study aimed to use multiple methods to describe these difficulties. Method Sleep of sixteen children with ASD and a parentally-reported sleep problem was compared to the sleep of a matched group of children without ASD. Seven nights of actigraphy data were collected for both groups, alongside sleep diaries and questionnaires. Results No group differences were identified through actigraphy or diary measures. Questionnaire data confirmed that the children with ASD had a higher prevalence of sleep problems. Significant differences were noted in problems with parasomnias (a frequent problem for 79% of the children with ASD), sleep onset (43%) and day-time sleepiness (64%). Conclusions Multi-method assessment is vital in understanding sleep problems in children with ASD. Broad estimates of quantity of sleep do not necessarily describe the difficulties experienced. Using questionnaires in addition to objective measurement may be a means to understand sleep problems in children with ASD and to an improved understanding of their impact. En ligne : https://doi.org/10.1016/j.rasd.2019.101439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Does autism affect gesturing during parent-child interactions in the early school years? / Stephanie D. BAUMANN in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101440 Titre : Does autism affect gesturing during parent-child interactions in the early school years? Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie D. BAUMANN, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur Article en page(s) : p.101440 Langues : Anglais (eng) Mots-clés : Gesture  ASD  Parent-child interaction  Language development  Nonverbal communication Index. décimale : PER Périodiques Résumé : Background Young children with autism spectrum disorder (ASD) have been shown to differ from typically developing (TD) children in their production of gesture, as well as the relationship between gesture and the content of their speech. In this study, we asked whether older children with ASD continue to differ from TD children in the types of gestures and gesture-speech combinations that they produce, and whether these differences reflect differences in parental gesture input. Method Our study examined the gestures and speech produced by 39 early school-age children (17 with ASD, 14 boys; Mage?=?7;2, and 22 with TD, 13 boys; Mage?=?5;4), comparable in expressive vocabulary, and their parents, during a 10-minute play interaction. Gestures were coded for total amount, gesture type (deictic, conventional, or iconic), and gesture-speech relationship (complementary, disambiguating, or supplementary). Results Children with ASD were similar to TD children in the amount and types of gestures that they produced, but differed in their gesture-speech combinations, using gesture primarily to complement their speech. Parents did not show any group differences in their production of different types of gestures and gesture-speech combinations. There were no correlations between parent and child gesture patterns. Conclusions These findings suggest that differences in children’s gesture use may reflect the child’s own communicative intentions rather than parental input. These finding have important implications in understanding how older children with ASD use gesture in everyday interactive contexts, which can inform intervention or school-based practices to support learning. En ligne : https://doi.org/10.1016/j.rasd.2019.101440 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Does autism affect gesturing during parent-child interactions in the early school years? [Texte imprimé et/ou numérique] / Stephanie D. BAUMANN, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur . - p.101440. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101440 Mots-clés : Gesture  ASD  Parent-child interaction  Language development  Nonverbal communication Index. décimale : PER Périodiques Résumé : Background Young children with autism spectrum disorder (ASD) have been shown to differ from typically developing (TD) children in their production of gesture, as well as the relationship between gesture and the content of their speech. In this study, we asked whether older children with ASD continue to differ from TD children in the types of gestures and gesture-speech combinations that they produce, and whether these differences reflect differences in parental gesture input. Method Our study examined the gestures and speech produced by 39 early school-age children (17 with ASD, 14 boys; Mage?=?7;2, and 22 with TD, 13 boys; Mage?=?5;4), comparable in expressive vocabulary, and their parents, during a 10-minute play interaction. Gestures were coded for total amount, gesture type (deictic, conventional, or iconic), and gesture-speech relationship (complementary, disambiguating, or supplementary). Results Children with ASD were similar to TD children in the amount and types of gestures that they produced, but differed in their gesture-speech combinations, using gesture primarily to complement their speech. Parents did not show any group differences in their production of different types of gestures and gesture-speech combinations. There were no correlations between parent and child gesture patterns. Conclusions These findings suggest that differences in children’s gesture use may reflect the child’s own communicative intentions rather than parental input. These finding have important implications in understanding how older children with ASD use gesture in everyday interactive contexts, which can inform intervention or school-based practices to support learning. En ligne : https://doi.org/10.1016/j.rasd.2019.101440 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Altered sense of gaze leading in autism / Ouriel GRYNSZPAN in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101441 Titre : Altered sense of gaze leading in autism Type de document : Texte imprimé et/ou numérique Auteurs : Ouriel GRYNSZPAN, Auteur ; Julie BOUTEILLER, Auteur ; Séverine GRYNSZPAN, Auteur ; Florence LE BARILLIER, Auteur ; Jean-Claude MARTIN, Auteur ; Jacqueline NADEL, Auteur Article en page(s) : p.101441 Langues : Anglais (eng) Mots-clés : Social behavior  Joint attention  Gaze-following  Self-monitoring  Avatar  Eye-tracking Index. décimale : PER Périodiques Résumé : Background Impairments in joint attention are considered a hallmark of the Autism Spectrum Disorder (ASD). Yet, the ability of people with ASD to lead the attentional focus of others has been scarcely investigated. Method To address this issue, we designed virtual avatars that can follow the gaze of participants with head and eye movements in real time using eye-tracking. During a training phase, participants were alternately exposed to an avatar that followed their gaze and an avatar that did not. In a subsequent test phase, they were facing the two avatars at the same time. Results Eye-tracking data showed that, unlike typical controls, participants with ASD focused more on the gaze-following avatar. They were also less inclined to report that their gaze had been followed by this avatar. Conclusions These results suggest that adults with ASD fail to sense themselves as agents leading the attentional focus of others during joint attention episodes. Practitioners should not expect individuals with ASD to spontaneously understand the contingency between their attentional focus and someone else’s, even if the link is highly ostensible. En ligne : https://doi.org/10.1016/j.rasd.2019.101441 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Altered sense of gaze leading in autism [Texte imprimé et/ou numérique] / Ouriel GRYNSZPAN, Auteur ; Julie BOUTEILLER, Auteur ; Séverine GRYNSZPAN, Auteur ; Florence LE BARILLIER, Auteur ; Jean-Claude MARTIN, Auteur ; Jacqueline NADEL, Auteur . - p.101441. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101441 Mots-clés : Social behavior  Joint attention  Gaze-following  Self-monitoring  Avatar  Eye-tracking Index. décimale : PER Périodiques Résumé : Background Impairments in joint attention are considered a hallmark of the Autism Spectrum Disorder (ASD). Yet, the ability of people with ASD to lead the attentional focus of others has been scarcely investigated. Method To address this issue, we designed virtual avatars that can follow the gaze of participants with head and eye movements in real time using eye-tracking. During a training phase, participants were alternately exposed to an avatar that followed their gaze and an avatar that did not. In a subsequent test phase, they were facing the two avatars at the same time. Results Eye-tracking data showed that, unlike typical controls, participants with ASD focused more on the gaze-following avatar. They were also less inclined to report that their gaze had been followed by this avatar. Conclusions These results suggest that adults with ASD fail to sense themselves as agents leading the attentional focus of others during joint attention episodes. Practitioners should not expect individuals with ASD to spontaneously understand the contingency between their attentional focus and someone else’s, even if the link is highly ostensible. En ligne : https://doi.org/10.1016/j.rasd.2019.101441 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405