Dépouillements

The face of Autism research as reflected in the IMFAR looking glass / James M. BEBKO in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.385-394 Titre : The face of Autism research as reflected in the IMFAR looking glass Type de document : Texte imprimé et/ou numérique Auteurs : James M. BEBKO, Auteur ; Jonathan A. WEISS, Auteur ; Jessica H. SCHROEDER, Auteur ; Kerry WELLS, Auteur ; Kristen MCFEE, Auteur ; Gayle M. GOLDSTEIN, Auteur Année de publication : 2008 Article en page(s) : p.385-394 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Recent overviews of autism research have yielded a number of suggestions, including: additional research with very young, and with lower functioning samples, and renewed emphasis on appropriate comparison/control groups. We reviewed the abstracts from a major autism conference (IMFAR) from 2004 to 2006 to examine these trends. We found an increase in the proportion of studies with preschool or infant participants. However, there was a decrease in studies using lower functioning samples, and an increase in studies using Mixed samples. The use of control groups generally decreased, and the use of cognitively impaired comparison groups remains low. We also found the use of the more generic term, ASD, versus DSM categories as sample descriptors increasing at IMFAR. The potential impact of these trends on limiting the generalizability of results is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.06.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] The face of Autism research as reflected in the IMFAR looking glass [Texte imprimé et/ou numérique] / James M. BEBKO, Auteur ; Jonathan A. WEISS, Auteur ; Jessica H. SCHROEDER, Auteur ; Kerry WELLS, Auteur ; Kristen MCFEE, Auteur ; Gayle M. GOLDSTEIN, Auteur . - 2008 . - p.385-394. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.385-394 Index. décimale : PER Périodiques Résumé : Recent overviews of autism research have yielded a number of suggestions, including: additional research with very young, and with lower functioning samples, and renewed emphasis on appropriate comparison/control groups. We reviewed the abstracts from a major autism conference (IMFAR) from 2004 to 2006 to examine these trends. We found an increase in the proportion of studies with preschool or infant participants. However, there was a decrease in studies using lower functioning samples, and an increase in studies using Mixed samples. The use of control groups generally decreased, and the use of cognitively impaired comparison groups remains low. We also found the use of the more generic term, ASD, versus DSM categories as sample descriptors increasing at IMFAR. The potential impact of these trends on limiting the generalizability of results is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.06.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

A review of school-based instructional interventions for students with autism spectrum disorders / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.395-416 Titre : A review of school-based instructional interventions for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Natasha BERETVAS, Auteur ; Russell B. LANG, Auteur ; Audrey SORRELLS, Auteur ; Mandy RISPOLI, Auteur Année de publication : 2008 Article en page(s) : p.395-416 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This review evaluates school-based instructional research for students with autism spectrum disorders (ASD). Electronic database searches identified 45 studies (n = 118 participants) published between 1995 and 2005. These studies were classified into five curricular areas: (a) academic skills, (b) communication skills, (c) functional life skills, (d) play, and (e) social skills. The results of the reviewed studies indicated effective instructional methods and several trends across curricular areas. Fewer than half of the studies (n = 20) assessed the generalization of skills to different settings and stimuli. A minority of the studies (n = 19) assessed the maintenance of skills. Very few studies reported student characteristics, such as cultural background. Additionally, many studies did not address the social validity of instructional interventions or have used inadequate procedures to judge the perceptions of stakeholders. In light of these findings, several relevant areas for future research are proposed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] A review of school-based instructional interventions for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Natasha BERETVAS, Auteur ; Russell B. LANG, Auteur ; Audrey SORRELLS, Auteur ; Mandy RISPOLI, Auteur . - 2008 . - p.395-416. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.395-416 Index. décimale : PER Périodiques Résumé : This review evaluates school-based instructional research for students with autism spectrum disorders (ASD). Electronic database searches identified 45 studies (n = 118 participants) published between 1995 and 2005. These studies were classified into five curricular areas: (a) academic skills, (b) communication skills, (c) functional life skills, (d) play, and (e) social skills. The results of the reviewed studies indicated effective instructional methods and several trends across curricular areas. Fewer than half of the studies (n = 20) assessed the generalization of skills to different settings and stimuli. A minority of the studies (n = 19) assessed the maintenance of skills. Very few studies reported student characteristics, such as cultural background. Additionally, many studies did not address the social validity of instructional interventions or have used inadequate procedures to judge the perceptions of stakeholders. In light of these findings, several relevant areas for future research are proposed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Psychophysiology of children with autism spectrum disorder / Sarah A. SCHOEN in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.417-429 Titre : Psychophysiology of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sarah A. SCHOEN, Auteur ; Susan HEPBURN, Auteur ; Lucy Jane MILLER, Auteur ; Barbara BRETT-GREEN, Auteur Année de publication : 2008 Article en page(s) : p.417-429 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study (1) explored the feasibility of using electrodermal activity (EDA) to characterize the arousal and sensory reactivity of children with high functioning autism (HFA) and Asperger's Syndrome (AS), (2) determined the reliability of electrodermal measures and (3) described the variability of EDA in this sample. Forty children with HFA and AS participated. All participants received a diagnostic psychological assessment and a physiological evaluation. Fourteen participated in the retest study on the physiological measures. Results indicated psychophysiologic testing was feasible with this sample. Seventy-three percent of the variables had reliability coefficients greater than .33, with a median variable reliability of .45. No significant differences were detected between HFA and AS groups. Visual inspection of skin conductance level (SCL) suggested two patterns: (1) high SCL (high arousal), with higher EDA magnitudes, faster latencies and slower habituation and (2) low SCL (low arousal), with lower EDA magnitudes, slower latencies and faster habituation. The presence of two EDA patterns applied equally when medications were eliminated. The previous inconsistency in studies of EDA in children with HFA and AS may be due to the presence of a high arousal groups and a low arousal group. Hence, this population should not be assumed to be homogeneous. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Psychophysiology of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Sarah A. SCHOEN, Auteur ; Susan HEPBURN, Auteur ; Lucy Jane MILLER, Auteur ; Barbara BRETT-GREEN, Auteur . - 2008 . - p.417-429. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.417-429 Index. décimale : PER Périodiques Résumé : This study (1) explored the feasibility of using electrodermal activity (EDA) to characterize the arousal and sensory reactivity of children with high functioning autism (HFA) and Asperger's Syndrome (AS), (2) determined the reliability of electrodermal measures and (3) described the variability of EDA in this sample. Forty children with HFA and AS participated. All participants received a diagnostic psychological assessment and a physiological evaluation. Fourteen participated in the retest study on the physiological measures. Results indicated psychophysiologic testing was feasible with this sample. Seventy-three percent of the variables had reliability coefficients greater than .33, with a median variable reliability of .45. No significant differences were detected between HFA and AS groups. Visual inspection of skin conductance level (SCL) suggested two patterns: (1) high SCL (high arousal), with higher EDA magnitudes, faster latencies and slower habituation and (2) low SCL (low arousal), with lower EDA magnitudes, slower latencies and faster habituation. The presence of two EDA patterns applied equally when medications were eliminated. The previous inconsistency in studies of EDA in children with HFA and AS may be due to the presence of a high arousal groups and a low arousal group. Hence, this population should not be assumed to be homogeneous. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder / Katie ANGERMEIER in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.430-446 Titre : Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katie ANGERMEIER, Auteur ; Ralf W. SCHLOSSER, Auteur ; James K. LUISELLI, Auteur ; Caroline HARRINGTON, Auteur ; Beth CARTER, Auteur Année de publication : 2008 Article en page(s) : p.430-446 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research on graphic symbol learning suggests that symbols with a greater visual resemblance to their referents (greater iconicity) are more easily learned. The iconicity hypothesis has not yet been explored within the intervention protocol of the Picture Exchange Communication System (PECS). Within the PECS protocol, participants do not point to a symbol but exchange the symbol for an object. The purpose of this study was to examine whether children learn to request more readily with PECS when the symbols involved are highly iconic versus symbols that are low in iconicity. An adapted alternating treatments design combined with a multiple baseline design across subjects was used to evaluate the effectiveness and efficiency of symbol learning under two conditions: high iconicity and low iconicity. Four students with autism or pervasive developmental disorders between the ages of six and nine years participated. Results indicated that students learned to request desired objects under both conditions, lending further support for the effectiveness of PECS. There was little to no difference, however, in the effectiveness and efficiency of requesting between the two conditions during Phases I and II of PECS training. Thus learners do not benefit from symbols that bear more resemblance with their referents during the first two phases of PECS instruction. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Katie ANGERMEIER, Auteur ; Ralf W. SCHLOSSER, Auteur ; James K. LUISELLI, Auteur ; Caroline HARRINGTON, Auteur ; Beth CARTER, Auteur . - 2008 . - p.430-446. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.430-446 Index. décimale : PER Périodiques Résumé : Research on graphic symbol learning suggests that symbols with a greater visual resemblance to their referents (greater iconicity) are more easily learned. The iconicity hypothesis has not yet been explored within the intervention protocol of the Picture Exchange Communication System (PECS). Within the PECS protocol, participants do not point to a symbol but exchange the symbol for an object. The purpose of this study was to examine whether children learn to request more readily with PECS when the symbols involved are highly iconic versus symbols that are low in iconicity. An adapted alternating treatments design combined with a multiple baseline design across subjects was used to evaluate the effectiveness and efficiency of symbol learning under two conditions: high iconicity and low iconicity. Four students with autism or pervasive developmental disorders between the ages of six and nine years participated. Results indicated that students learned to request desired objects under both conditions, lending further support for the effectiveness of PECS. There was little to no difference, however, in the effectiveness and efficiency of requesting between the two conditions during Phases I and II of PECS training. Thus learners do not benefit from symbols that bear more resemblance with their referents during the first two phases of PECS instruction. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Time perception in autism spectrum disorders / Gregory L. WALLACE in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.447-455 Titre : Time perception in autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gregory L. WALLACE, Auteur ; Francesca HAPPE, Auteur Année de publication : 2008 Article en page(s) : p.447-455 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Duration judgment has not been comprehensively examined in autism spectrum disorders (ASD), despite reports of perceptual idiosyncrasies in these individuals. Time estimation, production, and reproduction were tested in 25 individuals with ASD and 25 controls matched group-wise on age and IQ. Individuals with ASD performed comparably to matched controls in time estimation and production, but showed a tendency to outperform controls on a task of time reproduction. Time perception of large units is intact for children and adolescents with ASD. Time reproduction may represent a cognitive asset in ASD, likely reflecting strengths in eidetic-type imagery in which a pure recording of a stimulus is less affected by top-down modulation. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Time perception in autism spectrum disorders [Texte imprimé et/ou numérique] / Gregory L. WALLACE, Auteur ; Francesca HAPPE, Auteur . - 2008 . - p.447-455. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.447-455 Index. décimale : PER Périodiques Résumé : Duration judgment has not been comprehensively examined in autism spectrum disorders (ASD), despite reports of perceptual idiosyncrasies in these individuals. Time estimation, production, and reproduction were tested in 25 individuals with ASD and 25 controls matched group-wise on age and IQ. Individuals with ASD performed comparably to matched controls in time estimation and production, but showed a tendency to outperform controls on a task of time reproduction. Time perception of large units is intact for children and adolescents with ASD. Time reproduction may represent a cognitive asset in ASD, likely reflecting strengths in eidetic-type imagery in which a pure recording of a stimulus is less affected by top-down modulation. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Imitation and ‘theory of mind’ competencies in discrimination of autism from other neurodevelopmental disorders / Oliver PERRA in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.456-468 Titre : Imitation and ‘theory of mind’ competencies in discrimination of autism from other neurodevelopmental disorders Type de document : Texte imprimé et/ou numérique Auteurs : Oliver PERRA, Auteur ; David I. PERRETT, Auteur ; Justin H.G. WILLIAMS, Auteur ; Andrew WHITEN, Auteur ; Lesley FRASER, Auteur ; Helen BENZIE, Auteur Année de publication : 2008 Article en page(s) : p.456-468 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Several studies have reported imitative deficits in autism spectrum disorder (ASD). However, it is still debated if imitative deficits are specific to ASD or shared with clinical groups with similar mental impairment and motor difficulties. We investigated whether imitative tasks can be used to discriminate ASD children from typically developing children (TD) and children with general developmental delay (GDD). We applied discriminant function analyses to the performance of these groups on three imitation tasks and tests of dexterity, motor planning, verbal skills, theory of mind (ToM). Analyses revealed two significant dimensions. The first represented impairment of dexterity and verbal ability, and discriminated TD from GDD children. Once these differences were accounted for, differences in ToM and the three imitation tasks accounted for a significant proportion of the remaining intergroup variance and discriminated the ASD group from other groups. Further analyses revealed that inclusion of imitative tasks increased the specificity and sensitivity of ASD classification and that imitative tasks considered alone were able to reliably discriminate ASD, TD and GDD. The results suggest that imitation and theory of mind impairment in autism may stem from a common domain of origin separate from general cognitive and motor skill. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Imitation and ‘theory of mind’ competencies in discrimination of autism from other neurodevelopmental disorders [Texte imprimé et/ou numérique] / Oliver PERRA, Auteur ; David I. PERRETT, Auteur ; Justin H.G. WILLIAMS, Auteur ; Andrew WHITEN, Auteur ; Lesley FRASER, Auteur ; Helen BENZIE, Auteur . - 2008 . - p.456-468. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.456-468 Index. décimale : PER Périodiques Résumé : Several studies have reported imitative deficits in autism spectrum disorder (ASD). However, it is still debated if imitative deficits are specific to ASD or shared with clinical groups with similar mental impairment and motor difficulties. We investigated whether imitative tasks can be used to discriminate ASD children from typically developing children (TD) and children with general developmental delay (GDD). We applied discriminant function analyses to the performance of these groups on three imitation tasks and tests of dexterity, motor planning, verbal skills, theory of mind (ToM). Analyses revealed two significant dimensions. The first represented impairment of dexterity and verbal ability, and discriminated TD from GDD children. Once these differences were accounted for, differences in ToM and the three imitation tasks accounted for a significant proportion of the remaining intergroup variance and discriminated the ASD group from other groups. Further analyses revealed that inclusion of imitative tasks increased the specificity and sensitivity of ASD classification and that imitative tasks considered alone were able to reliably discriminate ASD, TD and GDD. The results suggest that imitation and theory of mind impairment in autism may stem from a common domain of origin separate from general cognitive and motor skill. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Stereotypy in autism: The importance of function / Allison B. CUNNINGHAM in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.469-479 Titre : Stereotypy in autism: The importance of function Type de document : Texte imprimé et/ou numérique Auteurs : Allison B. CUNNINGHAM, Auteur ; Laura SCHREIBMAN, Auteur Année de publication : 2008 Article en page(s) : p.469-479 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We argue for the utility of a functional definition of stereotypy based on evidence of both sensory automatic and socially mediated reinforcement contingencies in the occurrence of stereotypy in children with autism. A predetermined sensory function of stereotypy is often invoked in the behavioral literature and the term “self-stimulatory behavior” is commonly misused as interchangeable with “stereotypy.” We discuss evidence for a variety of potential functional properties of stereotypy. Diagnostic definitions are reviewed and support for both sensory and social functions is outlined. We argue that stereotypies should be described and categorized according to their function, rather than form. Furthermore, treatment decisions should be based on a functional interpretation of stereotypy, which acknowledges its operant and heterogeneous quality in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Stereotypy in autism: The importance of function [Texte imprimé et/ou numérique] / Allison B. CUNNINGHAM, Auteur ; Laura SCHREIBMAN, Auteur . - 2008 . - p.469-479. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.469-479 Index. décimale : PER Périodiques Résumé : We argue for the utility of a functional definition of stereotypy based on evidence of both sensory automatic and socially mediated reinforcement contingencies in the occurrence of stereotypy in children with autism. A predetermined sensory function of stereotypy is often invoked in the behavioral literature and the term “self-stimulatory behavior” is commonly misused as interchangeable with “stereotypy.” We discuss evidence for a variety of potential functional properties of stereotypy. Diagnostic definitions are reviewed and support for both sensory and social functions is outlined. We argue that stereotypies should be described and categorized according to their function, rather than form. Furthermore, treatment decisions should be based on a functional interpretation of stereotypy, which acknowledges its operant and heterogeneous quality in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Using script fading to promote natural environment stimulus control of verbal interactions among youths with autism / John L. BROWN in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.480-497 Titre : Using script fading to promote natural environment stimulus control of verbal interactions among youths with autism Type de document : Texte imprimé et/ou numérique Auteurs : John L. BROWN, Auteur ; Lynn E. MCCLANNAHAN, Auteur ; Patricia J. KRANTZ, Auteur ; Claire L. POULSON, Auteur Année de publication : 2008 Article en page(s) : p.480-497 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Script fading was used to teach three youths with autism to initiate and sustain verbal interactions under stimulus control consistent with the natural environment. The youths learned to engage in verbal interactions during simulated shopping trips and during visits to community stores. The effectiveness of script fading was examined using a multiple-baseline-across-settings experimental design. During pre-test trips to community stores and during baseline sessions, all three youths demonstrated near zero rates of verbal interactions. With the introduction of the script-fading procedure, all three youths successfully learned to use the scripted statements in conversations during a series of simulated shopping trips. As the scripts were faded, from last word to first word, rates of unscripted statements systematically increased. All three participants also demonstrated generalization of their newly acquired conversation skills to untrained stimuli. In addition, all three youths demonstrated generalization of their conversation skills during community shopping trips to local retail stores. These results suggest that the script-fading procedure brought verbal interactions under the stimulus control of environmental, as opposed to teacher-controlled stimuli. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Using script fading to promote natural environment stimulus control of verbal interactions among youths with autism [Texte imprimé et/ou numérique] / John L. BROWN, Auteur ; Lynn E. MCCLANNAHAN, Auteur ; Patricia J. KRANTZ, Auteur ; Claire L. POULSON, Auteur . - 2008 . - p.480-497. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.480-497 Index. décimale : PER Périodiques Résumé : Script fading was used to teach three youths with autism to initiate and sustain verbal interactions under stimulus control consistent with the natural environment. The youths learned to engage in verbal interactions during simulated shopping trips and during visits to community stores. The effectiveness of script fading was examined using a multiple-baseline-across-settings experimental design. During pre-test trips to community stores and during baseline sessions, all three youths demonstrated near zero rates of verbal interactions. With the introduction of the script-fading procedure, all three youths successfully learned to use the scripted statements in conversations during a series of simulated shopping trips. As the scripts were faded, from last word to first word, rates of unscripted statements systematically increased. All three participants also demonstrated generalization of their newly acquired conversation skills to untrained stimuli. In addition, all three youths demonstrated generalization of their conversation skills during community shopping trips to local retail stores. These results suggest that the script-fading procedure brought verbal interactions under the stimulus control of environmental, as opposed to teacher-controlled stimuli. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Colored overlays enhance visual perceptual performance in children with autism spectrum disorders / Amanda LUDLOW in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.498-515 Titre : Colored overlays enhance visual perceptual performance in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Amanda LUDLOW, Auteur ; Pamela HEATON, Auteur ; Arnold J. WILKINS, Auteur Année de publication : 2008 Article en page(s) : p.498-515 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD), together with controls matched for age and ability participated in three experiments that assessed the therapeutic benefit of colored overlays. The findings from the first experiment showed that a significantly greater proportion of children with ASD, than controls, increased reading speed when using a colored overlay. This finding was replicated in the second experiment which also showed that therapeutic benefits were only observed when participants were instructed to select colors that improved textual clarity and not when colors were selected on the basis simply of preference. In the final experiment, children were required to discriminate between pictorially presented objects with and without overlays self-selected for improvements in clarity. Participants with ASD, both with and without concurrent intellectual impairment, showed significant gains in performance when using an overlay. The beneficial effects of color overlays and the implications of these results for current neuropsychological models of ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Colored overlays enhance visual perceptual performance in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Amanda LUDLOW, Auteur ; Pamela HEATON, Auteur ; Arnold J. WILKINS, Auteur . - 2008 . - p.498-515. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.498-515 Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD), together with controls matched for age and ability participated in three experiments that assessed the therapeutic benefit of colored overlays. The findings from the first experiment showed that a significantly greater proportion of children with ASD, than controls, increased reading speed when using a colored overlay. This finding was replicated in the second experiment which also showed that therapeutic benefits were only observed when participants were instructed to select colors that improved textual clarity and not when colors were selected on the basis simply of preference. In the final experiment, children were required to discriminate between pictorially presented objects with and without overlays self-selected for improvements in clarity. Participants with ASD, both with and without concurrent intellectual impairment, showed significant gains in performance when using an overlay. The beneficial effects of color overlays and the implications of these results for current neuropsychological models of ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

The nature of sense making in parenting a child with Asperger syndrome / Christina SAMIOS in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.516-532 Titre : The nature of sense making in parenting a child with Asperger syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Christina SAMIOS, Auteur ; Kate SOFRONOFF, Auteur ; Kenneth I. PAKENHAM, Auteur Année de publication : 2008 Article en page(s) : p.516-532 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present study examined the nature of sense making in 218 parents who have a child with Asperger syndrome (AS) by developing and validating a multi-item sense making scale for parents of children with AS (SMS-PCAS) and examined the relationships between sense making dimensions and both positive and negative adjustment outcomes. Two hundred and eighteen parents of children with AS completed questionnaires at Time 1 and 12 months later (Time 2). Exploratory factor analyses identified six sense making factors: spiritual perspective, causal attributions, changed perspective, identification, reframing, and luck/fate. All of the factors were psychometrically sound. Cross-sectional regression analyses indicated that the SMS-PCAS factors accounted for significant portions of variance in Time 1 depression, anxiety and positive affect. Sense making factors did not account for significant portions of variance in Time 2 adjustment variables after controlling for Time 1 adjustment and relevant demographics. Results provide support for the multi-dimensional nature of sense making and the differential relationships between sense making dimensions and adjustment outcomes. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] The nature of sense making in parenting a child with Asperger syndrome [Texte imprimé et/ou numérique] / Christina SAMIOS, Auteur ; Kate SOFRONOFF, Auteur ; Kenneth I. PAKENHAM, Auteur . - 2008 . - p.516-532. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.516-532 Index. décimale : PER Périodiques Résumé : The present study examined the nature of sense making in 218 parents who have a child with Asperger syndrome (AS) by developing and validating a multi-item sense making scale for parents of children with AS (SMS-PCAS) and examined the relationships between sense making dimensions and both positive and negative adjustment outcomes. Two hundred and eighteen parents of children with AS completed questionnaires at Time 1 and 12 months later (Time 2). Exploratory factor analyses identified six sense making factors: spiritual perspective, causal attributions, changed perspective, identification, reframing, and luck/fate. All of the factors were psychometrically sound. Cross-sectional regression analyses indicated that the SMS-PCAS factors accounted for significant portions of variance in Time 1 depression, anxiety and positive affect. Sense making factors did not account for significant portions of variance in Time 2 adjustment variables after controlling for Time 1 adjustment and relevant demographics. Results provide support for the multi-dimensional nature of sense making and the differential relationships between sense making dimensions and adjustment outcomes. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Reliability of the Autism Spectrum Disorder-Diagnostic For Children (ASD-DC) / Johnny L. MATSON in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.533-545 Titre : Reliability of the Autism Spectrum Disorder-Diagnostic For Children (ASD-DC) Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Jonathan WILKINS, Auteur ; Melissa L. GONZALES, Auteur ; Tessa T. RIVET, Auteur Année de publication : 2008 Article en page(s) : p.533-545 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The reliability of a new scale to assess Autistic Disorder, Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS), and Asperger's Disorder in children was examined. Parents or other caregivers rated symptoms of 207 children between 2 and 16 years of age. The scale, which had 40 items in the final version, correlated highly with DSM-IV-TR and ICD-10 criteria and proved to have good inter-rater reliability and, excellent test–retest, and internal consistency reliability. These data are considered to have clinical utility given the need to establish data-based distinctions between these three subtypes of ASD. Furthermore, the measure is part of a more extensive battery measuring comorbid psychopathology and challenging behaviors. Implications for future research of this comprehensive assessment battery are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Reliability of the Autism Spectrum Disorder-Diagnostic For Children (ASD-DC) [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Jonathan WILKINS, Auteur ; Melissa L. GONZALES, Auteur ; Tessa T. RIVET, Auteur . - 2008 . - p.533-545. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.533-545 Index. décimale : PER Périodiques Résumé : The reliability of a new scale to assess Autistic Disorder, Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS), and Asperger's Disorder in children was examined. Parents or other caregivers rated symptoms of 207 children between 2 and 16 years of age. The scale, which had 40 items in the final version, correlated highly with DSM-IV-TR and ICD-10 criteria and proved to have good inter-rater reliability and, excellent test–retest, and internal consistency reliability. These data are considered to have clinical utility given the need to establish data-based distinctions between these three subtypes of ASD. Furthermore, the measure is part of a more extensive battery measuring comorbid psychopathology and challenging behaviors. Implications for future research of this comprehensive assessment battery are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Parental reports on the prevalence of co-occurring intellectual disability among children with autism spectrum disorders / Robin P. GOIN-KOCHEL in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.546-556 Titre : Parental reports on the prevalence of co-occurring intellectual disability among children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Robin P. GOIN-KOCHEL, Auteur ; Sarika U. PETERS, Auteur ; Diane TREADWELL-DEERING, Auteur Année de publication : 2008 Article en page(s) : p.546-556 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Limited evidence suggests that the prevalence of mental retardation (MR) – now called “intellectual disability” (ID) – in ASD ranges between 25.8% and 58.5%, with co-occurrence in 66–70% of children who meet strict criteria for autism. However, parents and professionals differ significantly in their understanding of or opinions about intellectual functioning among children with ASD. The current study analyzed archival data to calculate the prevalence of parent-reported MR among children with ASD (N = 498). Collectively, 9.2% of families affirmed MR; when analyzed by type of ASD, the rates for those with autism and PDD-NOS were 12.6% and 7.3%, respectively. A variety of explanations for these low rates are posited alongside implications for clinical practice and families’ receipt of services. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.11.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Parental reports on the prevalence of co-occurring intellectual disability among children with autism spectrum disorders [Texte imprimé et/ou numérique] / Robin P. GOIN-KOCHEL, Auteur ; Sarika U. PETERS, Auteur ; Diane TREADWELL-DEERING, Auteur . - 2008 . - p.546-556. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.546-556 Index. décimale : PER Périodiques Résumé : Limited evidence suggests that the prevalence of mental retardation (MR) – now called “intellectual disability” (ID) – in ASD ranges between 25.8% and 58.5%, with co-occurrence in 66–70% of children who meet strict criteria for autism. However, parents and professionals differ significantly in their understanding of or opinions about intellectual functioning among children with ASD. The current study analyzed archival data to calculate the prevalence of parent-reported MR among children with ASD (N = 498). Collectively, 9.2% of families affirmed MR; when analyzed by type of ASD, the rates for those with autism and PDD-NOS were 12.6% and 7.3%, respectively. A variety of explanations for these low rates are posited alongside implications for clinical practice and families’ receipt of services. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.11.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Positive behavioral and electrophysiological changes following neurofeedback training in children with autism / Jaime A. PINEDA in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.557-581 Titre : Positive behavioral and electrophysiological changes following neurofeedback training in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jaime A. PINEDA, Auteur ; C. BIRNBAUM, Auteur ; J. TOM, Auteur ; D. SUK, Auteur ; C. FUTAGAKI, Auteur ; M. BACON, Auteur ; S. CAREY, Auteur ; L. EDWARDS, Auteur ; E. HECHT, Auteur ; D. BRANG, Auteur ; A. RORK, Auteur Année de publication : 2008 Article en page(s) : p.557-581 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Two electrophysiological studies tested the hypothesis that operant conditioning of mu rhythms via neurofeedback training can renormalize mu suppression, an index of mirror neuron activity, and improve behavior in children diagnosed with autism spectrum disorders (ASD). In Study 1, eight high-functioning ASD participants were assigned to placebo or experimental groups before 10 weeks of training of the mu frequency band (8–13 Hz). Following training, experimental participants showed decreased mu power and coherence, increased sustained attention ability, and improved scores on subscales of the ATEC compared to the placebo group. Both groups showed improvement in imitation ability. In Study 2, 19 high-functioning ASD children underwent a similar procedure with verified diagnoses, a modified double-blind protocol, and training of the high mu band (10–13 Hz). The results showed decreases in amplitude but increases in phase coherence in mu rhythms and normalization of mu rhythm suppression in experimental participants compared to placebo. Furthermore, like Study 1, participants showed improvements in sustained attention and in ATEC scores but no improvements in imitation following training. This suggests that training of the mu rhythm can be effective in producing changes in EEG and behavior in high-functioning ASD children, but does not affect imitation behavior per se. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Positive behavioral and electrophysiological changes following neurofeedback training in children with autism [Texte imprimé et/ou numérique] / Jaime A. PINEDA, Auteur ; C. BIRNBAUM, Auteur ; J. TOM, Auteur ; D. SUK, Auteur ; C. FUTAGAKI, Auteur ; M. BACON, Auteur ; S. CAREY, Auteur ; L. EDWARDS, Auteur ; E. HECHT, Auteur ; D. BRANG, Auteur ; A. RORK, Auteur . - 2008 . - p.557-581. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.557-581 Index. décimale : PER Périodiques Résumé : Two electrophysiological studies tested the hypothesis that operant conditioning of mu rhythms via neurofeedback training can renormalize mu suppression, an index of mirror neuron activity, and improve behavior in children diagnosed with autism spectrum disorders (ASD). In Study 1, eight high-functioning ASD participants were assigned to placebo or experimental groups before 10 weeks of training of the mu frequency band (8–13 Hz). Following training, experimental participants showed decreased mu power and coherence, increased sustained attention ability, and improved scores on subscales of the ATEC compared to the placebo group. Both groups showed improvement in imitation ability. In Study 2, 19 high-functioning ASD children underwent a similar procedure with verified diagnoses, a modified double-blind protocol, and training of the high mu band (10–13 Hz). The results showed decreases in amplitude but increases in phase coherence in mu rhythms and normalization of mu rhythm suppression in experimental participants compared to placebo. Furthermore, like Study 1, participants showed improvements in sustained attention and in ATEC scores but no improvements in imitation following training. This suggests that training of the mu rhythm can be effective in producing changes in EEG and behavior in high-functioning ASD children, but does not affect imitation behavior per se. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547