Dépouillements

Effectiveness of a Fundamental Movement Skill Intervention in Children With Autism Spectrum Disorder: A Randomized Controlled Trial / Chia-Liang TSAI ; Fu-Chen CHEN ; Chih-Chia CHEN ; Yu-Han HU ; Chia-Hua CHU in Focus on Autism and Other Developmental Disabilities, 40-2 (June 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-2 (June 2025) . - p.59-68 Titre : Effectiveness of a Fundamental Movement Skill Intervention in Children With Autism Spectrum Disorder: A Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Chia-Liang TSAI, Auteur ; Fu-Chen CHEN, Auteur ; Chih-Chia CHEN, Auteur ; Yu-Han HU, Auteur ; Chia-Hua CHU, Auteur Article en page(s) : p.59-68 Langues : Anglais (eng) Mots-clés : autism, motor development, intervention, fundamental movement skill, health Index. décimale : PER Périodiques Résumé : This study examined the effect of a 12-week fundamental movement skills (FMS) intervention on the motor skills of 20 boys with autism spectrum disorder (ASD) (ages 3-10 years) in an Asian country and whether the intervention effect would persist for at least 12 weeks after the intervention. In Part I, 10 boys with ASD (Group 1) received the intervention, whereas the remaining 10 boys with ASD (Group 2) did not (true control, no intervention). The arrangement was reversed in Part II. The main findings were that children in both the ASD groups exhibited significant improvements in the overall gross motor development and the locomotor and object control subtest scores after the intervention. The effectiveness appeared to be sustained for at least 12 weeks in Group 1. The study findings indicate the importance of including FMS programming as a part of the early intervention services delivered to young children with ASD. En ligne : https://dx.doi.org/10.1177/10883576241311171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Effectiveness of a Fundamental Movement Skill Intervention in Children With Autism Spectrum Disorder: A Randomized Controlled Trial [Texte imprimé et/ou numérique] / Chia-Liang TSAI, Auteur ; Fu-Chen CHEN, Auteur ; Chih-Chia CHEN, Auteur ; Yu-Han HU, Auteur ; Chia-Hua CHU, Auteur . - p.59-68. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-2 (June 2025) . - p.59-68 Mots-clés : autism, motor development, intervention, fundamental movement skill, health Index. décimale : PER Périodiques Résumé : This study examined the effect of a 12-week fundamental movement skills (FMS) intervention on the motor skills of 20 boys with autism spectrum disorder (ASD) (ages 3-10 years) in an Asian country and whether the intervention effect would persist for at least 12 weeks after the intervention. In Part I, 10 boys with ASD (Group 1) received the intervention, whereas the remaining 10 boys with ASD (Group 2) did not (true control, no intervention). The arrangement was reversed in Part II. The main findings were that children in both the ASD groups exhibited significant improvements in the overall gross motor development and the locomotor and object control subtest scores after the intervention. The effectiveness appeared to be sustained for at least 12 weeks in Group 1. The study findings indicate the importance of including FMS programming as a part of the early intervention services delivered to young children with ASD. En ligne : https://dx.doi.org/10.1177/10883576241311171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

Using Multiple Exemplar Training to Teach Basic Theory-of-Mind Skills to Adolescents With Autism Spectrum Disorder / Gabrielle T. LEE ; Yan LONG ; Weina MA ; Mian WANG in Focus on Autism and Other Developmental Disabilities, 40-2 (June 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-2 (June 2025) . - p.69-79 Titre : Using Multiple Exemplar Training to Teach Basic Theory-of-Mind Skills to Adolescents With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gabrielle T. LEE, Auteur ; Yan LONG, Auteur ; Weina MA, Auteur ; Mian WANG, Auteur Article en page(s) : p.69-79 Langues : Anglais (eng) Mots-clés : multiple exemplar training, Theory of Mind, false belief, autism spectrum disorder, China Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder (ASD) seem to have difficulty dealing with complex social situations, which is likely related to their challenges in understanding others' perspectives, according to the Theory of Mind (ToM). The purpose of this preliminary study was to examine the effect of multiple exemplar training (MET) on the acquisition, maintenance, and generalization of basic theory-of-mind skills in three Chinese adolescents with ASD by employing a single-case, multiple-probe design. Results suggest that MET was effective in the acquisition and maintenance phases of training for improving all three participants' target ToM skills and their ToM assessment scores. The participants also demonstrated increased appropriate social interactions and decreased inappropriate social interactions with peers during indoor recess, indicating that MET is effective in helping adolescents with ASD generalize ToM skills to natural settings. En ligne : https://dx.doi.org/10.1177/10883576241307897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Using Multiple Exemplar Training to Teach Basic Theory-of-Mind Skills to Adolescents With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Gabrielle T. LEE, Auteur ; Yan LONG, Auteur ; Weina MA, Auteur ; Mian WANG, Auteur . - p.69-79. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-2 (June 2025) . - p.69-79 Mots-clés : multiple exemplar training, Theory of Mind, false belief, autism spectrum disorder, China Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder (ASD) seem to have difficulty dealing with complex social situations, which is likely related to their challenges in understanding others' perspectives, according to the Theory of Mind (ToM). The purpose of this preliminary study was to examine the effect of multiple exemplar training (MET) on the acquisition, maintenance, and generalization of basic theory-of-mind skills in three Chinese adolescents with ASD by employing a single-case, multiple-probe design. Results suggest that MET was effective in the acquisition and maintenance phases of training for improving all three participants' target ToM skills and their ToM assessment scores. The participants also demonstrated increased appropriate social interactions and decreased inappropriate social interactions with peers during indoor recess, indicating that MET is effective in helping adolescents with ASD generalize ToM skills to natural settings. En ligne : https://dx.doi.org/10.1177/10883576241307897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

Can Kindness Thwart Stigma Toward People With Special Educational Needs? Cross-Sectional and Longitudinal Evidence in the Philippine Context / Randolph Chun Ho CHAN in Focus on Autism and Other Developmental Disabilities, 40-2 (June 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-2 (June 2025) . - p.80-90 Titre : Can Kindness Thwart Stigma Toward People With Special Educational Needs? Cross-Sectional and Longitudinal Evidence in the Philippine Context Type de document : Texte imprimé et/ou numérique Auteurs : Randolph Chun Ho CHAN, Auteur Article en page(s) : p.80-90 Langues : Anglais (eng) Mots-clés : Filipino students, kindness, stigma toward special educational needs Index. décimale : PER Périodiques Résumé : There is growing traction regarding the valuable effects of kindness on well-being and positive interpersonal functioning. However, existing literature has paid little attention to the association of kindness with discriminatory attitudes toward people with special educational needs (SEN). This research examined the link of kindness to stigma toward and acceptance of individuals with SEN among Filipino high school students using cross-sectional (Study 1) and longitudinal (Study) designs. In Study 1, the researchers used regression analyses to show that kindness negatively predicted stigma and positively predicted acceptance toward people with SEN, even after controlling for age and gender. In Study 2, the researchers adopted a cross-lagged panel structural equation modeling approach to demonstrate that Time 1 kindness positively predicted Time 2 acceptance even after controlling for auto-regressor effects. Time 1 kindness did not predict subsequent stigma. Findings allude to the significance of kindness in promoting positive attitude toward people with disabilities. En ligne : https://dx.doi.org/10.1177/10883576241307900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Can Kindness Thwart Stigma Toward People With Special Educational Needs? Cross-Sectional and Longitudinal Evidence in the Philippine Context [Texte imprimé et/ou numérique] / Randolph Chun Ho CHAN, Auteur . - p.80-90. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-2 (June 2025) . - p.80-90 Mots-clés : Filipino students, kindness, stigma toward special educational needs Index. décimale : PER Périodiques Résumé : There is growing traction regarding the valuable effects of kindness on well-being and positive interpersonal functioning. However, existing literature has paid little attention to the association of kindness with discriminatory attitudes toward people with special educational needs (SEN). This research examined the link of kindness to stigma toward and acceptance of individuals with SEN among Filipino high school students using cross-sectional (Study 1) and longitudinal (Study) designs. In Study 1, the researchers used regression analyses to show that kindness negatively predicted stigma and positively predicted acceptance toward people with SEN, even after controlling for age and gender. In Study 2, the researchers adopted a cross-lagged panel structural equation modeling approach to demonstrate that Time 1 kindness positively predicted Time 2 acceptance even after controlling for auto-regressor effects. Time 1 kindness did not predict subsequent stigma. Findings allude to the significance of kindness in promoting positive attitude toward people with disabilities. En ligne : https://dx.doi.org/10.1177/10883576241307900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

The Role of Language, Cognitive Competence, and Working Memory in Theory of Mind in Children on the Autism Spectrum / Burcu K?L?Ç TÜLÜ ; Cevriye Ergül in Focus on Autism and Other Developmental Disabilities, 40-2 (June 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-2 (June 2025) . - p.91-102 Titre : The Role of Language, Cognitive Competence, and Working Memory in Theory of Mind in Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Burcu K?L?Ç TÜLÜ, Auteur ; Cevriye Ergül, Auteur Article en page(s) : p.91-102 Langues : Anglais (eng) Mots-clés : Theory of Mind, working memory, receptive and expressive language, nonverbal cognitive competence Index. décimale : PER Périodiques Résumé : The development of Theory of Mind (ToM) is associated with variables such as language, working memory, and nonverbal cognitive competence. Children on the autism spectrum tend to have difficulties in ToM development, language and communication skills, and working memory. This study investigates relationships between language, working memory, and nonverbal cognitive competence with ToM in children on the autism spectrum. The study involved 40 Turkish children on the autism spectrum. Data collection tools included ToM tasks, the Turkish Early Language Development Test, Raven?s Colored Progressive Matrices, and the Working Memory Scale. As a result of this research, it was found that receptive language, expressive language, nonverbal cognitive competence, phonological loop, and central executive measures had significant relationships with ToM. The phonological loop and central executive measures were direct predictors of ToM. Nonverbal cognitive competence did not directly predict ToM but was mediated by the phonological loop and central executive. En ligne : https://dx.doi.org/10.1177/10883576241307921 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] The Role of Language, Cognitive Competence, and Working Memory in Theory of Mind in Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Burcu K?L?Ç TÜLÜ, Auteur ; Cevriye Ergül, Auteur . - p.91-102. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-2 (June 2025) . - p.91-102 Mots-clés : Theory of Mind, working memory, receptive and expressive language, nonverbal cognitive competence Index. décimale : PER Périodiques Résumé : The development of Theory of Mind (ToM) is associated with variables such as language, working memory, and nonverbal cognitive competence. Children on the autism spectrum tend to have difficulties in ToM development, language and communication skills, and working memory. This study investigates relationships between language, working memory, and nonverbal cognitive competence with ToM in children on the autism spectrum. The study involved 40 Turkish children on the autism spectrum. Data collection tools included ToM tasks, the Turkish Early Language Development Test, Raven?s Colored Progressive Matrices, and the Working Memory Scale. As a result of this research, it was found that receptive language, expressive language, nonverbal cognitive competence, phonological loop, and central executive measures had significant relationships with ToM. The phonological loop and central executive measures were direct predictors of ToM. Nonverbal cognitive competence did not directly predict ToM but was mediated by the phonological loop and central executive. En ligne : https://dx.doi.org/10.1177/10883576241307921 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

Evaluating an Applied Behavior Analysis Telehealth Training Package for Caregivers of Children With Autism in the Czech and Slovak Regions / Karel PAN?OCHA ; Helena VADUROVA in Focus on Autism and Other Developmental Disabilities, 40-2 (June 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-2 (June 2025) . - p.103-117 Titre : Evaluating an Applied Behavior Analysis Telehealth Training Package for Caregivers of Children With Autism in the Czech and Slovak Regions Type de document : Texte imprimé et/ou numérique Auteurs : Karel PAN?OCHA, Auteur ; Helena VADUROVA, Auteur Article en page(s) : p.103-117 Langues : Anglais (eng) Mots-clés : telepractice, autism, applied behavior analysis, European Union, behavioral skills training, scripted instruction Index. décimale : PER Périodiques Résumé : In places where in-person applied behavior analysis (ABA) services are not available to those in need, distance approaches may be needed. However, in the Czech Republic and surrounding countries, ABA and telehealth practices are just emerging. Therefore, minimal systems are guiding ABA-based telehealth for children with autism and their caregivers. To develop a model of low-cost, high-efficacy, family-centered, and fidelity-driven ABA telehealth services in Central Europe, this study piloted a systematic remote training package to teach caregivers to build foundational skills with their children with autism. Using a multiple baseline across behaviors design, practitioners followed scripts to collaboratively select targets and use behavioral skills training procedures with caregivers. Based on caregiver needs, their skill acquisition was evaluated in the skill sets of pairing, responding to challenging behaviors, and/or language building. Results demonstrated that the program was socially valid, contributed to skill gains, and increased quality of life. En ligne : https://dx.doi.org/10.1177/10883576241300507 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Evaluating an Applied Behavior Analysis Telehealth Training Package for Caregivers of Children With Autism in the Czech and Slovak Regions [Texte imprimé et/ou numérique] / Karel PAN?OCHA, Auteur ; Helena VADUROVA, Auteur . - p.103-117. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-2 (June 2025) . - p.103-117 Mots-clés : telepractice, autism, applied behavior analysis, European Union, behavioral skills training, scripted instruction Index. décimale : PER Périodiques Résumé : In places where in-person applied behavior analysis (ABA) services are not available to those in need, distance approaches may be needed. However, in the Czech Republic and surrounding countries, ABA and telehealth practices are just emerging. Therefore, minimal systems are guiding ABA-based telehealth for children with autism and their caregivers. To develop a model of low-cost, high-efficacy, family-centered, and fidelity-driven ABA telehealth services in Central Europe, this study piloted a systematic remote training package to teach caregivers to build foundational skills with their children with autism. Using a multiple baseline across behaviors design, practitioners followed scripts to collaboratively select targets and use behavioral skills training procedures with caregivers. Based on caregiver needs, their skill acquisition was evaluated in the skill sets of pairing, responding to challenging behaviors, and/or language building. Results demonstrated that the program was socially valid, contributed to skill gains, and increased quality of life. En ligne : https://dx.doi.org/10.1177/10883576241300507 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554