Effects of weighted vests on classroom behavior for children with autism and cognitive impairments / Sandra HODGETTS in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.495-505 Titre : Effects of weighted vests on classroom behavior for children with autism and cognitive impairments Type de document : Texte imprimé et/ou numérique Auteurs : Sandra HODGETTS, Auteur ; Joyce MAGILL-EVANS, Auteur ; John E. MISIASZEK, Auteur Année de publication : 2011 Article en page(s) : p.495-505 Langues : Anglais (eng) Mots-clés : Autism Weighted-vests Sensory-modulation Participation Classroom-behavior Index. décimale : PER Périodiques Résumé : This randomized controlled single-case study investigated the effects of weighted vests for 10 children with autism in a classroom setting. Blinded observers rated targeted behaviors through video taken during structured table-top activities typically part of the classroom routine. Blinded teachers rated each child's behavior with the Conners’ Global Index following each phase of the study. Unblinded educational aides provided subjective feedback about the effects of weighted vest. Objective data provided evidence to support the use of weighted vests to decrease off-task behavior for some participants. Weighted vests did not improve sitting in any participant. Subjectively, all aides reported that weighted vests were effective in improving classroom behaviors in all participants at least some of the time. All teachers and aides reported that weighted vests were appropriate modalities to use in the classroom and wanted to continue using weighted vests following the study. Some children benefited from the weighted vests; however, effects were not strong or consistent across participants. Weighted vests may be a component of intervention for some children with autism, but the results do not support the use of weighted vests in isolation to improve attention to task or sitting in children with autism in the classroom setting. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Effects of weighted vests on classroom behavior for children with autism and cognitive impairments [Texte imprimé et/ou numérique] / Sandra HODGETTS, Auteur ; Joyce MAGILL-EVANS, Auteur ; John E. MISIASZEK, Auteur . - 2011 . - p.495-505. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.495-505 Mots-clés : Autism Weighted-vests Sensory-modulation Participation Classroom-behavior Index. décimale : PER Périodiques Résumé : This randomized controlled single-case study investigated the effects of weighted vests for 10 children with autism in a classroom setting. Blinded observers rated targeted behaviors through video taken during structured table-top activities typically part of the classroom routine. Blinded teachers rated each child's behavior with the Conners’ Global Index following each phase of the study. Unblinded educational aides provided subjective feedback about the effects of weighted vest. Objective data provided evidence to support the use of weighted vests to decrease off-task behavior for some participants. Weighted vests did not improve sitting in any participant. Subjectively, all aides reported that weighted vests were effective in improving classroom behaviors in all participants at least some of the time. All teachers and aides reported that weighted vests were appropriate modalities to use in the classroom and wanted to continue using weighted vests following the study. Some children benefited from the weighted vests; however, effects were not strong or consistent across participants. Weighted vests may be a component of intervention for some children with autism, but the results do not support the use of weighted vests in isolation to improve attention to task or sitting in children with autism in the classroom setting. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders / Cyndie KONING in Research in Autism Spectrum Disorders, 7-10 (October 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1282-1290 Titre : Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Cyndie KONING, Auteur ; Joyce MAGILL-EVANS, Auteur ; Joanne VOLDEN, Auteur ; Bruce DICK, Auteur Article en page(s) : p.1282-1290 Langues : Anglais (eng) Mots-clés : Cognitive behavior therapy  Social skills  Intervention  ASD  Autism Index. décimale : PER Périodiques Résumé : School-aged children with Autism Spectrum Disorders (ASD) experience significant difficulty with peer interaction. Research to identify the most effective strategies to address this difficulty has increased but more evidence is needed. Cognitive behavior therapy (CBT), which focuses on changing how a person thinks about social situations as well as how he behaves, is a promising approach. This study evaluated the efficacy of a 15 week CBT-based social skills intervention for boys aged 10–12 years diagnosed with an ASD. Boys with average or better IQ and receptive language skills were randomly assigned to either a control (n = 8) or intervention condition (n = 7). During intervention, boys attended weekly 2 h long group sessions focusing on self-monitoring skills, social perception and affective knowledge, conversation skills, social problem-solving, and friendship management skills. Comparison of the outcomes using repeated measures analyses indicated that boys receiving the intervention scored significantly better on measures of social perception, peer interaction, and social knowledge than boys who had not received intervention. There were no differences on general measures of socialization. The manualized intervention used in this study shows promise but replication with larger samples is needed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders [Texte imprimé et/ou numérique] / Cyndie KONING, Auteur ; Joyce MAGILL-EVANS, Auteur ; Joanne VOLDEN, Auteur ; Bruce DICK, Auteur . - p.1282-1290. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1282-1290 Mots-clés : Cognitive behavior therapy  Social skills  Intervention  ASD  Autism Index. décimale : PER Périodiques Résumé : School-aged children with Autism Spectrum Disorders (ASD) experience significant difficulty with peer interaction. Research to identify the most effective strategies to address this difficulty has increased but more evidence is needed. Cognitive behavior therapy (CBT), which focuses on changing how a person thinks about social situations as well as how he behaves, is a promising approach. This study evaluated the efficacy of a 15 week CBT-based social skills intervention for boys aged 10–12 years diagnosed with an ASD. Boys with average or better IQ and receptive language skills were randomly assigned to either a control (n = 8) or intervention condition (n = 7). During intervention, boys attended weekly 2 h long group sessions focusing on self-monitoring skills, social perception and affective knowledge, conversation skills, social problem-solving, and friendship management skills. Comparison of the outcomes using repeated measures analyses indicated that boys receiving the intervention scored significantly better on measures of social perception, peer interaction, and social knowledge than boys who had not received intervention. There were no differences on general measures of socialization. The manualized intervention used in this study shows promise but replication with larger samples is needed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

Parental mediation of television viewing and videogaming of adolescents with autism spectrum disorder and their siblings / Melissa H. KUO in Autism, 19-6 (August 2015)  

Public ISBD [article]  inAutism > 19-6 (August 2015) . - p.724-735 Titre : Parental mediation of television viewing and videogaming of adolescents with autism spectrum disorder and their siblings Type de document : Texte imprimé et/ou numérique Auteurs : Melissa H. KUO, Auteur ; Joyce MAGILL-EVANS, Auteur ; Lonnie ZWAIGENBAUM, Auteur Article en page(s) : p.724-735 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  parental mediation  television  videogaming Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder spend considerable time in media activities. Parents play an important role in shaping adolescents’ responses to media. This study explored the mediation strategies that parents of adolescents with autism spectrum disorder used to manage television and video game use, factors associated with their use of different strategies, and whether mediation strategies changed over time. A secondary purpose was to examine whether parents applied different mediation strategies to adolescents with autism spectrum disorder versus siblings, and the factors that created stress related to managing media use. Parents of 29 adolescents with autism spectrum disorder and 16 siblings completed questionnaires at two time points. Parents most frequently supervised their television viewing by watching it with the adolescents, and used restrictive strategies to regulate their videogaming. Parents used similar strategies for siblings, but more frequently applied restrictive and instructive strategies for videogaming with adolescents with autism spectrum disorder than their siblings. Restrictive mediation of television viewing for the adolescents decreased significantly over the year. Adolescents’ time spent in media activities, age, and behavior problems, and parents’ concerns about media use were significant factors associated with the strategies that parents employed. Parents’ stress related to the adolescents’ behavioral and emotional responses to parental restrictions. En ligne : http://dx.doi.org/10.1177/1362361314552199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Parental mediation of television viewing and videogaming of adolescents with autism spectrum disorder and their siblings [Texte imprimé et/ou numérique] / Melissa H. KUO, Auteur ; Joyce MAGILL-EVANS, Auteur ; Lonnie ZWAIGENBAUM, Auteur . - p.724-735. Langues : Anglais (eng) in Autism > 19-6 (August 2015) . - p.724-735 Mots-clés : adolescents  autism spectrum disorders  parental mediation  television  videogaming Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder spend considerable time in media activities. Parents play an important role in shaping adolescents’ responses to media. This study explored the mediation strategies that parents of adolescents with autism spectrum disorder used to manage television and video game use, factors associated with their use of different strategies, and whether mediation strategies changed over time. A secondary purpose was to examine whether parents applied different mediation strategies to adolescents with autism spectrum disorder versus siblings, and the factors that created stress related to managing media use. Parents of 29 adolescents with autism spectrum disorder and 16 siblings completed questionnaires at two time points. Parents most frequently supervised their television viewing by watching it with the adolescents, and used restrictive strategies to regulate their videogaming. Parents used similar strategies for siblings, but more frequently applied restrictive and instructive strategies for videogaming with adolescents with autism spectrum disorder than their siblings. Restrictive mediation of television viewing for the adolescents decreased significantly over the year. Adolescents’ time spent in media activities, age, and behavior problems, and parents’ concerns about media use were significant factors associated with the strategies that parents employed. Parents’ stress related to the adolescents’ behavioral and emotional responses to parental restrictions. En ligne : http://dx.doi.org/10.1177/1362361314552199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Social and Language Skills in Adolescent Boys with Asperger Syndrome / Cyndie KONING in Autism, 5-1 (March 2001)  

Public ISBD [article]  inAutism > 5-1 (March 2001) . - p.23-36 Titre : Social and Language Skills in Adolescent Boys with Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Cyndie KONING, Auteur ; Joyce MAGILL-EVANS, Auteur Article en page(s) : p.23-36 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Twenty-one adolescent boys with Asperger syndrome and 21 boys matched on age and an estimate of IQ were assessed using standardized measures of social perception (Child and Adolescent Social Perception Measure, CASP), social skills (parent, teacher, and student forms of the Social Skills Rating System, SSRS), number of close friends and frequency of contact (Child Behavior Checklist) and expressive and receptive language (Clinical Evaluation of Language Fundamentals-Revised). There were significant differences between groups on CASP scores, SSRS scores, number of friends, frequency of contact and social competence. There was also a significant difference on receptive language. The clinically and statistically significant differences between the groups on the measures of social skills help us understand the nature of the social deficits in Asperger syndrome and suggest the need to focus on specific deficits. These findings are discussed in relation to diagnostic criteria and intervention. En ligne : http://dx.doi.org/10.1177/1362361301005001003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208 [article] Social and Language Skills in Adolescent Boys with Asperger Syndrome [Texte imprimé et/ou numérique] / Cyndie KONING, Auteur ; Joyce MAGILL-EVANS, Auteur . - p.23-36. Langues : Anglais (eng) in Autism > 5-1 (March 2001) . - p.23-36 Index. décimale : PER Périodiques Résumé : Twenty-one adolescent boys with Asperger syndrome and 21 boys matched on age and an estimate of IQ were assessed using standardized measures of social perception (Child and Adolescent Social Perception Measure, CASP), social skills (parent, teacher, and student forms of the Social Skills Rating System, SSRS), number of close friends and frequency of contact (Child Behavior Checklist) and expressive and receptive language (Clinical Evaluation of Language Fundamentals-Revised). There were significant differences between groups on CASP scores, SSRS scores, number of friends, frequency of contact and social competence. There was also a significant difference on receptive language. The clinically and statistically significant differences between the groups on the measures of social skills help us understand the nature of the social deficits in Asperger syndrome and suggest the need to focus on specific deficits. These findings are discussed in relation to diagnostic criteria and intervention. En ligne : http://dx.doi.org/10.1177/1362361301005001003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208

Varying Language Register According to Listener Needs in Speakers with Autism Spectrum Disorder / Joanne VOLDEN in Journal of Autism and Developmental Disorders, 37-6 (July 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-6 (July 2007) . - p.1139-1154 Titre : Varying Language Register According to Listener Needs in Speakers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Joanne VOLDEN, Auteur ; Joyce MAGILL-EVANS, Auteur ; Keith GOULDEN, Auteur ; Margaret CLARKE, Auteur Année de publication : 2007 Article en page(s) : p.1139-1154 Langues : Anglais (eng) Mots-clés : Pragmatics Language-register Language-style Communication Index. décimale : PER Périodiques Résumé : The ability to adjust language register, or style, according to listener needs was assessed in 38 high-functioning children and adolescents with ASD. Participants were asked to explain the process of going to a restaurant to a series of listeners who varied in linguistic competence. Results showed that participants with ASD spontaneously simplified their language based on a listener’s appearance and a brief introduction, but were not as adept at that adjustment as matched controls. Further stylistic adjustments were produced following increasingly specific prompts. En ligne : http://dx.doi.org/10.1007/s10803-006-0256-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Varying Language Register According to Listener Needs in Speakers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Joanne VOLDEN, Auteur ; Joyce MAGILL-EVANS, Auteur ; Keith GOULDEN, Auteur ; Margaret CLARKE, Auteur . - 2007 . - p.1139-1154. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-6 (July 2007) . - p.1139-1154 Mots-clés : Pragmatics Language-register Language-style Communication Index. décimale : PER Périodiques Résumé : The ability to adjust language register, or style, according to listener needs was assessed in 38 high-functioning children and adolescents with ASD. Participants were asked to explain the process of going to a restaurant to a series of listeners who varied in linguistic competence. Results showed that participants with ASD spontaneously simplified their language based on a listener’s appearance and a brief introduction, but were not as adept at that adjustment as matched controls. Further stylistic adjustments were produced following increasingly specific prompts. En ligne : http://dx.doi.org/10.1007/s10803-006-0256-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Weighted Vests, Stereotyped Behaviors and Arousal in Children with Autism / Sandra HODGETTS in Journal of Autism and Developmental Disorders, 41-6 (June 2011)  

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Youth With Autism Spectrum Disorders: Self- and Proxy-Reported Quality of Life and Adaptive Functioning / Brenda G. CLARK in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)  

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