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

Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders / Amy Vaughan VAN HECKE in Journal of Autism and Developmental Disorders, 45-2 (February 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.316-335 Titre : Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Amy Vaughan VAN HECKE, Auteur ; Sheryl STEVENS, Auteur ; Audrey M. CARSON, Auteur ; Jeffrey S. KARST, Auteur ; Bridget DOLAN, Auteur ; Kirsten SCHOHL, Auteur ; Ryan J. MCKINDLES, Auteur ; Rheanna REMMEL, Auteur ; Scott BROCKMAN, Auteur Article en page(s) : p.316-335 Langues : Anglais (eng) Mots-clés : Autism  Adolescence  EEG  Asymmetry  PEERS  Intervention  Brain  Plasticity Index. décimale : PER Périodiques Résumé : This study examined whether the Program for the Education and Enrichment of Relational Skills (PEERS: Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual, Routledge, New York, 2010a) affected neural function, via EEG asymmetry, in a randomized controlled trial of adolescents with Autism spectrum disorders (ASD) and a group of typically developing adolescents. Adolescents with ASD in PEERS shifted from right-hemisphere gamma-band EEG asymmetry before PEERS to left-hemisphere EEG asymmetry after PEERS, versus a waitlist ASD group. Left-hemisphere EEG asymmetry was associated with more social contacts and knowledge, and fewer symptoms of autism. Adolescents with ASD in PEERS no longer differed from typically developing adolescents in left-dominant EEG asymmetry at post-test. These findings are discussed via the Modifier Model of Autism (Mundy et al. in Res Pract Persons Severe Disabl 32(2):124, 2007), with emphasis on remediating isolation/withdrawal in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1883-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Amy Vaughan VAN HECKE, Auteur ; Sheryl STEVENS, Auteur ; Audrey M. CARSON, Auteur ; Jeffrey S. KARST, Auteur ; Bridget DOLAN, Auteur ; Kirsten SCHOHL, Auteur ; Ryan J. MCKINDLES, Auteur ; Rheanna REMMEL, Auteur ; Scott BROCKMAN, Auteur . - p.316-335. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.316-335 Mots-clés : Autism  Adolescence  EEG  Asymmetry  PEERS  Intervention  Brain  Plasticity Index. décimale : PER Périodiques Résumé : This study examined whether the Program for the Education and Enrichment of Relational Skills (PEERS: Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual, Routledge, New York, 2010a) affected neural function, via EEG asymmetry, in a randomized controlled trial of adolescents with Autism spectrum disorders (ASD) and a group of typically developing adolescents. Adolescents with ASD in PEERS shifted from right-hemisphere gamma-band EEG asymmetry before PEERS to left-hemisphere EEG asymmetry after PEERS, versus a waitlist ASD group. Left-hemisphere EEG asymmetry was associated with more social contacts and knowledge, and fewer symptoms of autism. Adolescents with ASD in PEERS no longer differed from typically developing adolescents in left-dominant EEG asymmetry at post-test. These findings are discussed via the Modifier Model of Autism (Mundy et al. in Res Pract Persons Severe Disabl 32(2):124, 2007), with emphasis on remediating isolation/withdrawal in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1883-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder / Jeffrey S. KARST in Journal of Autism and Developmental Disorders, 45-3 (March 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.752-765 Titre : Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey S. KARST, Auteur ; Amy Vaughan VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Sheryl STEVENS, Auteur ; Kirsten SCHOHL, Auteur ; Bridget DOLAN, Auteur Article en page(s) : p.752-765 Langues : Anglais (eng) Mots-clés : Autism  Parents  Caregivers  PEERS  Intervention Index. décimale : PER Périodiques Résumé : Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful long-term treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social skills intervention designed for adolescents with high-functioning ASD. This study assessed the impact of PEERS on family chaos, parenting stress, and parenting self-efficacy via a randomized, controlled trial. Results suggested beneficial effects for the experimental group in the domain of family chaos compared to the waitlist control, while parents in the PEERS experimental group also demonstrated increased parenting self-efficacy. These findings highlight adjunctive family system benefits of PEERS intervention and suggest the need for overall better understanding of parent and family outcomes of ASD interventions. En ligne : http://dx.doi.org/10.1007/s10803-014-2231-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jeffrey S. KARST, Auteur ; Amy Vaughan VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Sheryl STEVENS, Auteur ; Kirsten SCHOHL, Auteur ; Bridget DOLAN, Auteur . - p.752-765. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.752-765 Mots-clés : Autism  Parents  Caregivers  PEERS  Intervention Index. décimale : PER Périodiques Résumé : Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful long-term treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social skills intervention designed for adolescents with high-functioning ASD. This study assessed the impact of PEERS on family chaos, parenting stress, and parenting self-efficacy via a randomized, controlled trial. Results suggested beneficial effects for the experimental group in the domain of family chaos compared to the waitlist control, while parents in the PEERS experimental group also demonstrated increased parenting self-efficacy. These findings highlight adjunctive family system benefits of PEERS intervention and suggest the need for overall better understanding of parent and family outcomes of ASD interventions. En ligne : http://dx.doi.org/10.1007/s10803-014-2231-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

---

1 (1 - 3 / 3)