Brief Report: Visuo-spatial Guidance of Movement during Gesture Imitation and Mirror Drawing in Children with Autism Spectrum Disorders / Nicole M. G. SALOWITZ in Journal of Autism and Developmental Disorders, 43-4 (April 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.985-995 Titre : Brief Report: Visuo-spatial Guidance of Movement during Gesture Imitation and Mirror Drawing in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Nicole M. G. SALOWITZ, Auteur ; Petra ECCARIUS, Auteur ; Jeffrey KARST, Auteur ; Audrey M. CARSON, Auteur ; Kirsten SCHOHL, Auteur ; Sheryl STEVENS, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; Robert A. SCHEIDT, Auteur Article en page(s) : p.985-995 Langues : Anglais (eng) Mots-clés : Motor control  Sensorimotor transformation  Coordination  Visuospatial information processing  Goal-directed movement Index. décimale : PER Périodiques Résumé : Thirteen autistic and 14 typically developing children (controls) imitated hand/arm gestures and performed mirror drawing; both tasks assessed ability to reorganize the relationship between spatial goals and the motor commands needed to acquire them. During imitation, children with autism were less accurate than controls in replicating hand shape, hand orientation, and number of constituent limb movements. During shape tracing, children with autism performed accurately with direct visual feedback, but when viewing their hand in a mirror, some children with autism generated fewer errors than controls whereas others performed much worse. Large mirror drawing errors correlated with hand orientation and hand shape errors in imitation, suggesting that visuospatial information processing deficits may contribute importantly to functional motor coordination deficits in autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1631-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194 [article] Brief Report: Visuo-spatial Guidance of Movement during Gesture Imitation and Mirror Drawing in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Nicole M. G. SALOWITZ, Auteur ; Petra ECCARIUS, Auteur ; Jeffrey KARST, Auteur ; Audrey M. CARSON, Auteur ; Kirsten SCHOHL, Auteur ; Sheryl STEVENS, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; Robert A. SCHEIDT, Auteur . - p.985-995. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.985-995 Mots-clés : Motor control  Sensorimotor transformation  Coordination  Visuospatial information processing  Goal-directed movement Index. décimale : PER Périodiques Résumé : Thirteen autistic and 14 typically developing children (controls) imitated hand/arm gestures and performed mirror drawing; both tasks assessed ability to reorganize the relationship between spatial goals and the motor commands needed to acquire them. During imitation, children with autism were less accurate than controls in replicating hand shape, hand orientation, and number of constituent limb movements. During shape tracing, children with autism performed accurately with direct visual feedback, but when viewing their hand in a mirror, some children with autism generated fewer errors than controls whereas others performed much worse. Large mirror drawing errors correlated with hand orientation and hand shape errors in imitation, suggesting that visuospatial information processing deficits may contribute importantly to functional motor coordination deficits in autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1631-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194

A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders / Kirsten A. SCHOHL in Journal of Autism and Developmental Disorders, 44-3 (March 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.532-545 Titre : A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten A. SCHOHL, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Bridget DOLAN, Auteur ; Jeffrey KARST, Auteur ; Sheryl STEVENS, Auteur Article en page(s) : p.532-545 Langues : Anglais (eng) Mots-clés : Autism  Asperger’s disorder  ASD  Adolescence  PEERS  Intervention  Social skills  Social anxiety  Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596–606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11–16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1900-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kirsten A. SCHOHL, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Bridget DOLAN, Auteur ; Jeffrey KARST, Auteur ; Sheryl STEVENS, Auteur . - p.532-545. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.532-545 Mots-clés : Autism  Asperger’s disorder  ASD  Adolescence  PEERS  Intervention  Social skills  Social anxiety  Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596–606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11–16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1900-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

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