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Auteur Rosane LOWENTHAL
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Documents disponibles écrits par cet auteur (5)
Faire une suggestion Affiner la rechercheAttention training in children with autism spectrum disorder improves academic performance: A double-blind pilot application of the computerized progressive attentional training program / Mayra Muller SPANIOL in Autism Research, 14-8 (August 2021)
Titre : Attention training in children with autism spectrum disorder improves academic performance: A double-blind pilot application of the computerized progressive attentional training program Type de document : texte imprimé Auteurs : Mayra Muller SPANIOL, Auteur ; Carmel MEVORACH, Auteur ; Lilach SHALEV, Auteur ; Maria Cristina T.V. TEIXEIRA, Auteur ; Rosane LOWENTHAL, Auteur ; Cristiane Silvestre DE PAULA, Auteur Article en page(s) : p.1769-1776 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder with Hyperactivity/therapy Autism Spectrum Disorder/complications/therapy Brazil Child Humans Pilot Projects Reading attention autism spectrum disorders cognitive training intervention school performance Index. décimale : PER Périodiques Résumé : Atypical attention has been reported in individuals with autism spectrum disorder (ASD) with studies pointing to an increase in attention deficit and hyperactivity disorder-like symptomatology. Individuals with ASD may also present academic difficulties and it is possible that they face a double-barrier for academic attainment from both core ASD symptomatology and from attention atypicalities, which are directly linked to academic performance. This raises the possibility that academic difficulties in ASD may benefit from cognitive training targeting attention. To test this possibility, we used the computerized progressive attentional training (CPAT) intervention in a double-blind, active control with follow-up intervention study in Brazil. The CPAT is a computerized attention training program that was recently piloted with schoolchildren with ASD in the UK. Twenty-six participants (8-14 years) with ASD in the São Paulo's ASD Reference Unit were assigned to either the CPAT (n = 14) or active control group (n = 12), which were matched at baseline. Two 45-min intervention sessions per week were conducted over a 2-month period. School performance, attention, fluid intelligence, and behavior were assessed before, immediately after and 3 months following the intervention. Significant group by time interactions show improvements in math, reading, writing and attention that were maintained at follow-up for the CPAT (but not the active control) group, while parents of children from both groups tended to report behavioral improvements. We conclude that attention training has the potential to reduce obstacles for academic attainment in ASD. Combined with the previous pilot study, the current results point to the generality of the approach, which leads to similar outcomes in different cultural and social contexts. LAY ABSTRACT: Attention difficulties tend to occur in ASD and are linked to academic performance. In this study, we demonstrate that school performance in math, reading and writing in children with ASD can improve following an intervention that trains basic attention skills (the CPAT intervention). The improvements we report are stable and were maintained 3-months following the intervention. This study, which was conducted in a public-health setting in Brazil, extends previous research in schools in the UK pointing to the cross-cultural and cross-settings efficacy of the intervention. En ligne : http://dx.doi.org/10.1002/aur.2566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-8 (August 2021) . - p.1769-1776[article] Attention training in children with autism spectrum disorder improves academic performance: A double-blind pilot application of the computerized progressive attentional training program [texte imprimé] / Mayra Muller SPANIOL, Auteur ; Carmel MEVORACH, Auteur ; Lilach SHALEV, Auteur ; Maria Cristina T.V. TEIXEIRA, Auteur ; Rosane LOWENTHAL, Auteur ; Cristiane Silvestre DE PAULA, Auteur . - p.1769-1776.
Langues : Anglais (eng)
in Autism Research > 14-8 (August 2021) . - p.1769-1776
Mots-clés : Attention Deficit Disorder with Hyperactivity/therapy Autism Spectrum Disorder/complications/therapy Brazil Child Humans Pilot Projects Reading attention autism spectrum disorders cognitive training intervention school performance Index. décimale : PER Périodiques Résumé : Atypical attention has been reported in individuals with autism spectrum disorder (ASD) with studies pointing to an increase in attention deficit and hyperactivity disorder-like symptomatology. Individuals with ASD may also present academic difficulties and it is possible that they face a double-barrier for academic attainment from both core ASD symptomatology and from attention atypicalities, which are directly linked to academic performance. This raises the possibility that academic difficulties in ASD may benefit from cognitive training targeting attention. To test this possibility, we used the computerized progressive attentional training (CPAT) intervention in a double-blind, active control with follow-up intervention study in Brazil. The CPAT is a computerized attention training program that was recently piloted with schoolchildren with ASD in the UK. Twenty-six participants (8-14 years) with ASD in the São Paulo's ASD Reference Unit were assigned to either the CPAT (n = 14) or active control group (n = 12), which were matched at baseline. Two 45-min intervention sessions per week were conducted over a 2-month period. School performance, attention, fluid intelligence, and behavior were assessed before, immediately after and 3 months following the intervention. Significant group by time interactions show improvements in math, reading, writing and attention that were maintained at follow-up for the CPAT (but not the active control) group, while parents of children from both groups tended to report behavioral improvements. We conclude that attention training has the potential to reduce obstacles for academic attainment in ASD. Combined with the previous pilot study, the current results point to the generality of the approach, which leads to similar outcomes in different cultural and social contexts. LAY ABSTRACT: Attention difficulties tend to occur in ASD and are linked to academic performance. In this study, we demonstrate that school performance in math, reading and writing in children with ASD can improve following an intervention that trains basic attention skills (the CPAT intervention). The improvements we report are stable and were maintained 3-months following the intervention. This study, which was conducted in a public-health setting in Brazil, extends previous research in schools in the UK pointing to the cross-cultural and cross-settings efficacy of the intervention. En ligne : http://dx.doi.org/10.1002/aur.2566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
Titre : Cross-Cultural Comparison of the Contexts Associated with Emotional Outbursts Type de document : texte imprimé Auteurs : Justin Cheuk Yin CHUNG, Auteur ; Rosane LOWENTHAL, Auteur ; Carmel MEVORACH, Auteur ; Cristiane S. PAULA, Auteur ; Maria Cristina Triguero Veloz TEIXEIRA, Auteur ; Kate Anne WOODCOCK, Auteur Article en page(s) : p.4229-4242 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The causal relationship between emotional outbursts and emotion dysregulation is proposed to be heterogeneous, but cultural influences have not been considered despite established cultural differences in emotional processes (e.g., increased motivation to suppress emotions in interdependent cultures). Responses to the Brazilian Portuguese version of the Emotional Outburst Questionnaire were collected from 327 caregivers of young people (6-25 years) with autism spectrum disorder, Down s syndrome, or intellectual disability. Responses were compared to a previous sample of 268 responses from the English version of the questionnaire. The latent factor structure of the contextual items was measurement invariant across both versions. The Brazilian responses were classified into three distinct clusters (Sensory Sensitivity; Perceived Safety; Perceived Unsafety) which considerably overlapped with the English clusters. En ligne : https://doi.org/10.1007/s10803-022-05708-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4229-4242[article] Cross-Cultural Comparison of the Contexts Associated with Emotional Outbursts [texte imprimé] / Justin Cheuk Yin CHUNG, Auteur ; Rosane LOWENTHAL, Auteur ; Carmel MEVORACH, Auteur ; Cristiane S. PAULA, Auteur ; Maria Cristina Triguero Veloz TEIXEIRA, Auteur ; Kate Anne WOODCOCK, Auteur . - p.4229-4242.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4229-4242
Index. décimale : PER Périodiques Résumé : The causal relationship between emotional outbursts and emotion dysregulation is proposed to be heterogeneous, but cultural influences have not been considered despite established cultural differences in emotional processes (e.g., increased motivation to suppress emotions in interdependent cultures). Responses to the Brazilian Portuguese version of the Emotional Outburst Questionnaire were collected from 327 caregivers of young people (6-25 years) with autism spectrum disorder, Down s syndrome, or intellectual disability. Responses were compared to a previous sample of 268 responses from the English version of the questionnaire. The latent factor structure of the contextual items was measurement invariant across both versions. The Brazilian responses were classified into three distinct clusters (Sensory Sensitivity; Perceived Safety; Perceived Unsafety) which considerably overlapped with the English clusters. En ligne : https://doi.org/10.1007/s10803-022-05708-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
Titre : Prevalence of Pervasive Developmental Disorder in Down’s Syndrome Type de document : texte imprimé Auteurs : Rosane LOWENTHAL, Auteur ; Cristiane S. DE PAULA, Auteur ; Jose S. SCHWARTZMAN, Auteur ; Décio BRUNONI, Auteur ; Marcos TOMANIK MERCADANTE, Auteur Année de publication : 2007 Article en page(s) : p.1394-1395 Langues : Anglais (eng) Mots-clés : Down-syndrome Autism Pervasive-developmental-disorder Prevalence Index. décimale : PER Périodiques Résumé : The frequencies of pervasive developmental disorder (PDD) in Down’s syndrome (DS) have been reported from 1% to 11%. However, it is not clear if the frequency of this co-occurrence is higher or lower than in other mental retardations. We study a large sample of DS population, finding a PDD frequency of 15.6%, with 5.58% of autism (eight males and two females) and 10.05% of PDD non autism (nine males and nine females. The meaning of this frequency is discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0374-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157
in Journal of Autism and Developmental Disorders > 37-7 (August 2007) . - p.1394-1395[article] Prevalence of Pervasive Developmental Disorder in Down’s Syndrome [texte imprimé] / Rosane LOWENTHAL, Auteur ; Cristiane S. DE PAULA, Auteur ; Jose S. SCHWARTZMAN, Auteur ; Décio BRUNONI, Auteur ; Marcos TOMANIK MERCADANTE, Auteur . - 2007 . - p.1394-1395.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-7 (August 2007) . - p.1394-1395
Mots-clés : Down-syndrome Autism Pervasive-developmental-disorder Prevalence Index. décimale : PER Périodiques Résumé : The frequencies of pervasive developmental disorder (PDD) in Down’s syndrome (DS) have been reported from 1% to 11%. However, it is not clear if the frequency of this co-occurrence is higher or lower than in other mental retardations. We study a large sample of DS population, finding a PDD frequency of 15.6%, with 5.58% of autism (eight males and two females) and 10.05% of PDD non autism (nine males and nine females. The meaning of this frequency is discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0374-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157
Titre : Sleep Problems Before and During the COVID-19 Pandemic in Children with Autism Spectrum Disorder, Down Syndrome, and Typical Development Type de document : texte imprimé Auteurs : Tatiana Pontrelli MECCA, Auteur ; Lucas Eiji KATAOKA, Auteur ; Thais Cristina Barroso REZENDE, Auteur ; Rosane LOWENTHAL, Auteur Article en page(s) : p.491-500 Index. décimale : PER Périodiques Résumé : Sleep problems are common in children and adolescents, particularly those with Neurodevelopmental Disorders. With the changes in daily habits resulting from the COVID-19 pandemic, we have analyzed sleep characteristics, during social isolation, in Brazilian children and adolescents aged between 4 and 12 years with Autism Spectrum Disorder (N 267), Down Syndrome (N 74), and typical development (N 312). The ASD group presented with worse indicators of sleep habits in the Children s Sleep Habits Questionnaire (CSHQ-BR) and fell asleep later during the pandemic. The entire group started fall asleep and waking up later during the pandemic - as well as waking up more often during the night. These results may contribute to parental guidance and sleep habit-related interventions during and after the COVID-19 pandemic. En ligne : https://doi.org/10.1007/s10803-022-05790-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Journal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.491-500[article] Sleep Problems Before and During the COVID-19 Pandemic in Children with Autism Spectrum Disorder, Down Syndrome, and Typical Development [texte imprimé] / Tatiana Pontrelli MECCA, Auteur ; Lucas Eiji KATAOKA, Auteur ; Thais Cristina Barroso REZENDE, Auteur ; Rosane LOWENTHAL, Auteur . - p.491-500.
in Journal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.491-500
Index. décimale : PER Périodiques Résumé : Sleep problems are common in children and adolescents, particularly those with Neurodevelopmental Disorders. With the changes in daily habits resulting from the COVID-19 pandemic, we have analyzed sleep characteristics, during social isolation, in Brazilian children and adolescents aged between 4 and 12 years with Autism Spectrum Disorder (N 267), Down Syndrome (N 74), and typical development (N 312). The ASD group presented with worse indicators of sleep habits in the Children s Sleep Habits Questionnaire (CSHQ-BR) and fell asleep later during the pandemic. The entire group started fall asleep and waking up later during the pandemic - as well as waking up more often during the night. These results may contribute to parental guidance and sleep habit-related interventions during and after the COVID-19 pandemic. En ligne : https://doi.org/10.1007/s10803-022-05790-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
