Adaptive Functioning in Autism Spectrum Disorder During the Transition to Adulthood / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 45-8 (August 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2349-2360 Titre : Adaptive Functioning in Autism Spectrum Disorder During the Transition to Adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Nicole L. MATTHEWS, Auteur ; Christopher J. SMITH, Auteur ; Elena POLLARD, Auteur ; Sharman OBER-REYNOLDS, Auteur ; Janet KIRWAN, Auteur ; Amanda MALLIGO, Auteur Année de publication : 2015 Article en page(s) : p.2349-2360 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Adaptive functioning  Cognitive functioning  Vineland-II  Adolescence  Adulthood Index. décimale : PER Périodiques Résumé : There is a dearth of research regarding adaptive functioning during the transition to adulthood in autism spectrum disorder (ASD). Profiles on the Vineland Adaptive Behavior Scales, Second Edition were examined by age and intellectual ability in 75 participants with ASD (16–58 years). Results extend previous reports of a cognitive advantage over adaptive functioning in children by demonstrating a similar pattern in an older sample. Daily living skills were a relative strength compared to communication and socialization in adults, but not adolescents. In general, highest subdomain scores were observed in writing skills and lowest scores were observed in interpersonal skills. Regardless of cognitive ability, all standard scores were well below average, indicating a need for lifelong intervention that targets adaptive functioning. En ligne : http://dx.doi.org/10.1007/s10803-015-2400-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Adaptive Functioning in Autism Spectrum Disorder During the Transition to Adulthood [Texte imprimé et/ou numérique] / Nicole L. MATTHEWS, Auteur ; Christopher J. SMITH, Auteur ; Elena POLLARD, Auteur ; Sharman OBER-REYNOLDS, Auteur ; Janet KIRWAN, Auteur ; Amanda MALLIGO, Auteur . - 2015 . - p.2349-2360. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2349-2360 Mots-clés : Autism spectrum disorder  Adaptive functioning  Cognitive functioning  Vineland-II  Adolescence  Adulthood Index. décimale : PER Périodiques Résumé : There is a dearth of research regarding adaptive functioning during the transition to adulthood in autism spectrum disorder (ASD). Profiles on the Vineland Adaptive Behavior Scales, Second Edition were examined by age and intellectual ability in 75 participants with ASD (16–58 years). Results extend previous reports of a cognitive advantage over adaptive functioning in children by demonstrating a similar pattern in an older sample. Daily living skills were a relative strength compared to communication and socialization in adults, but not adolescents. In general, highest subdomain scores were observed in writing skills and lowest scores were observed in interpersonal skills. Regardless of cognitive ability, all standard scores were well below average, indicating a need for lifelong intervention that targets adaptive functioning. En ligne : http://dx.doi.org/10.1007/s10803-015-2400-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Emotion regulation in the context of frustration in children with high functioning autism and their typical peers / Laudan B. JAHROMI in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1250-1258 Titre : Emotion regulation in the context of frustration in children with high functioning autism and their typical peers Type de document : Texte imprimé et/ou numérique Auteurs : Laudan B. JAHROMI, Auteur ; Shantel E. MEEK, Auteur ; Sharman OBER-REYNOLDS, Auteur Article en page(s) : p.1250-1258 Langues : Anglais (eng) Mots-clés : Autistic disorder  emotion regulation  emotional expression  coping strategies Index. décimale : PER Périodiques Résumé : Background: It is well accepted that emotion regulation difficulties are a serious concern for children with ASD, yet empirical studies of this construct are limited for this population. The present study describes group differences between high functioning children with autism and their typical peers in frustration and discrete coping strategies for emotion regulation. We also use sequential analyses to test differences in the efficacy of individual coping strategies at regulating children?s frustration. Methods: Subjects were 20 children with autism (M = 59 months) and 20 developmentally matched typically developing children (M = 50 months). Measures of children?s frustration (negative facial expressions and behaviors, negative vocalizations, resignation) and emotion regulation coping strategies were observationally coded from structured video recordings. Results: Children with autism displayed a higher intensity and duration of resignation, and the group difference became most pronounced when children worked alone during the parent-absent segment of the locked box task. Children with autism used significantly more avoidance and venting strategies, and fewer constructive strategies than typical children. Sequential analyses revealed that social support strategies (orienting and verbalizing to the experimenter) were ineffective for children with autism, while these behaviors, vocal venting, and distraction strategies were all effective for typically developing children. Conclusions: The results go beyond the recent literature by offering a rich description of children?s efforts to regulate their frustration when faced with challenge, and point to important contextual differences in the efficacy of children?s coping strategies. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02560.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] Emotion regulation in the context of frustration in children with high functioning autism and their typical peers [Texte imprimé et/ou numérique] / Laudan B. JAHROMI, Auteur ; Shantel E. MEEK, Auteur ; Sharman OBER-REYNOLDS, Auteur . - p.1250-1258. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1250-1258 Mots-clés : Autistic disorder  emotion regulation  emotional expression  coping strategies Index. décimale : PER Périodiques Résumé : Background: It is well accepted that emotion regulation difficulties are a serious concern for children with ASD, yet empirical studies of this construct are limited for this population. The present study describes group differences between high functioning children with autism and their typical peers in frustration and discrete coping strategies for emotion regulation. We also use sequential analyses to test differences in the efficacy of individual coping strategies at regulating children?s frustration. Methods: Subjects were 20 children with autism (M = 59 months) and 20 developmentally matched typically developing children (M = 50 months). Measures of children?s frustration (negative facial expressions and behaviors, negative vocalizations, resignation) and emotion regulation coping strategies were observationally coded from structured video recordings. Results: Children with autism displayed a higher intensity and duration of resignation, and the group difference became most pronounced when children worked alone during the parent-absent segment of the locked box task. Children with autism used significantly more avoidance and venting strategies, and fewer constructive strategies than typical children. Sequential analyses revealed that social support strategies (orienting and verbalizing to the experimenter) were ineffective for children with autism, while these behaviors, vocal venting, and distraction strategies were all effective for typically developing children. Conclusions: The results go beyond the recent literature by offering a rich description of children?s efforts to regulate their frustration when faced with challenge, and point to important contextual differences in the efficacy of children?s coping strategies. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02560.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Revisiting Cognitive and Adaptive Functioning in Children and Adolescents with Autism Spectrum Disorder / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.138-156 Titre : Revisiting Cognitive and Adaptive Functioning in Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole L. MATTHEWS, Auteur ; Elena POLLARD, Auteur ; Sharman OBER-REYNOLDS, Auteur ; Janet KIRWAN, Auteur ; Amanda MALLIGO, Auteur ; Christopher J. SMITH, Auteur Article en page(s) : p.138-156 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Cognitive functioning  Intelligence  Adaptive functioning  Stanford-Binet  Vineland Adaptive Behavior Scales Index. décimale : PER Périodiques Résumé : Profiles of performance on the Stanford Binet Intelligence Scales (SB5) and Vineland Adaptive Behavior Scales (VABS) were examined in 73 children and adolescents with autism spectrum disorder. SB5 cognitive profiles were observed to be similar between participants with and without early language delay, but different between participants with and without intellectual disability. With few exceptions, the distribution and cognitive profiles of participants with specific nonverbal IQ–verbal IQ and abbreviated IQ–full scale IQ discrepancy patterns paralleled previous reports. A cognitive functioning advantage over adaptive functioning was observed to be strongest in participants without intellectual disability and older participants. The previously reported VABS “autism profile” was not observed. Current findings clarify previous research and will inform the diagnostic process and treatment planning. En ligne : http://dx.doi.org/10.1007/s10803-014-2200-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Revisiting Cognitive and Adaptive Functioning in Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole L. MATTHEWS, Auteur ; Elena POLLARD, Auteur ; Sharman OBER-REYNOLDS, Auteur ; Janet KIRWAN, Auteur ; Amanda MALLIGO, Auteur ; Christopher J. SMITH, Auteur . - p.138-156. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.138-156 Mots-clés : Autism spectrum disorder  Cognitive functioning  Intelligence  Adaptive functioning  Stanford-Binet  Vineland Adaptive Behavior Scales Index. décimale : PER Périodiques Résumé : Profiles of performance on the Stanford Binet Intelligence Scales (SB5) and Vineland Adaptive Behavior Scales (VABS) were examined in 73 children and adolescents with autism spectrum disorder. SB5 cognitive profiles were observed to be similar between participants with and without early language delay, but different between participants with and without intellectual disability. With few exceptions, the distribution and cognitive profiles of participants with specific nonverbal IQ–verbal IQ and abbreviated IQ–full scale IQ discrepancy patterns paralleled previous reports. A cognitive functioning advantage over adaptive functioning was observed to be strongest in participants without intellectual disability and older participants. The previously reported VABS “autism profile” was not observed. Current findings clarify previous research and will inform the diagnostic process and treatment planning. En ligne : http://dx.doi.org/10.1007/s10803-014-2200-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

The FRIEND® Program for Creating Supportive Peer Networks for Students with Social Challenges, including Autism / Sharman OBER-REYNOLDS

Public ISBD Titre : The FRIEND® Program for Creating Supportive Peer Networks for Students with Social Challenges, including Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sharman OBER-REYNOLDS, Auteur ; Christopher J. SMITH, Auteur ; Lori VINCENT, Auteur ; Holly SOKOL, Auteur ; Sheri S. DOLLIN, Auteur Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2019 Importance : 221 p. Format : 15,3cm x 22,6cm x 1,2cm ISBN/ISSN/EAN : 978-1-78592-627-3 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : FRIEND is a social, communication and play-based program to help school-aged children with social challenges. All students deserve a positive school experience where they can reach their social and academic potential. However, this can prove difficult for students with challenges such as attention deficit, anxiety, or autism spectrum disorders, who may struggle daily with social situations. This manual provides everything educators need to support these students with their social skills in everyday situations, throughout their school years. This program is designed to help any student with social challenges, no matter how subtle. For students without social challenges, it teaches tolerance, acceptance and understanding. The characteristics of successful social skills programs are described, with an emphasis on how FRIEND implements them through three key components: the Peer Sensitivity Curriculum, the FRIEND Lunch Program and the FRIEND Playground Program. These can be implemented individually or in any combination as a comprehensive program. Parents and family are offered information on working together with schools and implementing FRIEND strategies at home and in the community. Emphasizing peer sensitivity, education and a supportive environment, FRIEND is for any educator wanting to create an inclusive and safe atmosphere for students to learn social skill-building strategies. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424 The FRIEND® Program for Creating Supportive Peer Networks for Students with Social Challenges, including Autism [Texte imprimé et/ou numérique] / Sharman OBER-REYNOLDS, Auteur ; Christopher J. SMITH, Auteur ; Lori VINCENT, Auteur ; Holly SOKOL, Auteur ; Sheri S. DOLLIN, Auteur . - Londres [Angleterre] : Jessica Kingsley Publishers, 2019 . - 221 p. ; 15,3cm x 22,6cm x 1,2cm. ISBN : 978-1-78592-627-3 Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : FRIEND is a social, communication and play-based program to help school-aged children with social challenges. All students deserve a positive school experience where they can reach their social and academic potential. However, this can prove difficult for students with challenges such as attention deficit, anxiety, or autism spectrum disorders, who may struggle daily with social situations. This manual provides everything educators need to support these students with their social skills in everyday situations, throughout their school years. This program is designed to help any student with social challenges, no matter how subtle. For students without social challenges, it teaches tolerance, acceptance and understanding. The characteristics of successful social skills programs are described, with an emphasis on how FRIEND implements them through three key components: the Peer Sensitivity Curriculum, the FRIEND Lunch Program and the FRIEND Playground Program. These can be implemented individually or in any combination as a comprehensive program. Parents and family are offered information on working together with schools and implementing FRIEND strategies at home and in the community. Emphasizing peer sensitivity, education and a supportive environment, FRIEND is for any educator wanting to create an inclusive and safe atmosphere for students to learn social skill-building strategies. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0005563	APP-D OBE	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

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