Can Robotic Interaction Improve Joint Attention Skills? / Zachary WARREN in Journal of Autism and Developmental Disorders, 45-11 (November 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3726-3734 Titre : Can Robotic Interaction Improve Joint Attention Skills? Type de document : Texte imprimé et/ou numérique Auteurs : Zachary WARREN, Auteur ; Zhi ZHENG, Auteur ; Amy R. SWANSON, Auteur ; Esubalew BEKELE, Auteur ; Lian ZHANG, Auteur ; Julie A. CRITTENDON, Auteur ; Amy F. WEITLAUF, Auteur ; Nilanjan SARKAR, Auteur Article en page(s) : p.3726-3734 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Robotics  Technology  Joint attention Index. décimale : PER Périodiques Résumé : Although it has often been argued that clinical applications of advanced technology may hold promise for addressing impairments associated with autism spectrum disorder (ASD), relatively few investigations have indexed the impact of intervention and feedback approaches. This pilot study investigated the application of a novel robotic interaction system capable of administering and adjusting joint attention prompts to a small group (n = 6) of children with ASD. Across a series of four sessions, children improved in their ability to orient to prompts administered by the robotic system and continued to display strong attention toward the humanoid robot over time. The results highlight both potential benefits of robotic systems for directed intervention approaches as well as potent limitations of existing humanoid robotic platforms. En ligne : http://dx.doi.org/10.1007/s10803-013-1918-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Can Robotic Interaction Improve Joint Attention Skills? [Texte imprimé et/ou numérique] / Zachary WARREN, Auteur ; Zhi ZHENG, Auteur ; Amy R. SWANSON, Auteur ; Esubalew BEKELE, Auteur ; Lian ZHANG, Auteur ; Julie A. CRITTENDON, Auteur ; Amy F. WEITLAUF, Auteur ; Nilanjan SARKAR, Auteur . - p.3726-3734. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3726-3734 Mots-clés : Autism spectrum disorder  Robotics  Technology  Joint attention Index. décimale : PER Périodiques Résumé : Although it has often been argued that clinical applications of advanced technology may hold promise for addressing impairments associated with autism spectrum disorder (ASD), relatively few investigations have indexed the impact of intervention and feedback approaches. This pilot study investigated the application of a novel robotic interaction system capable of administering and adjusting joint attention prompts to a small group (n = 6) of children with ASD. Across a series of four sessions, children improved in their ability to orient to prompts administered by the robotic system and continued to display strong attention toward the humanoid robot over time. The results highlight both potential benefits of robotic systems for directed intervention approaches as well as potent limitations of existing humanoid robotic platforms. En ligne : http://dx.doi.org/10.1007/s10803-013-1918-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives / Roxanne N. RASHEDI in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4321-4336 Titre : Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives Type de document : Texte imprimé et/ou numérique Auteurs : Roxanne N. RASHEDI, Auteur ; Kemberlee BONNET, Auteur ; Rebecca J. SCHULTE, Auteur ; David G. SCHLUNDT, Auteur ; Amy R. SWANSON, Auteur ; Amy KINSMAN, Auteur ; Nicole BARDETT, Auteur ; Pablo JUAREZ, Auteur ; Zachary WARREN, Auteur ; Gautam BISWAS, Auteur ; Maithilee KUNDA, Auteur Article en page(s) : p.4321-4336 Langues : Anglais (eng) Mots-clés : Autism  Qualitative  Technology Index. décimale : PER Périodiques Résumé : Interest continues to be high in technology-based interventions for individuals with autism spectrum disorder (ASD). Understanding the preferences and challenges of technology use among individuals with ASD can inform the design of such interventions. Through 18 interviews with parents, we used an iterative inductive-deductive approach to qualitative analysis and explored uses of technology for social skills development among adolescents with ASD. Our findings include parents' observations about their adolescent's preferences in types of technology devices and digital content, as well as both positive and negative effects of technology use on mood and behavior. Parents highlighted several avenues of technological preferences and risks that may inform intervention design, enhance user engagement, and capitalize on users' strengths while buttressing areas for growth. En ligne : http://dx.doi.org/10.1007/s10803-021-05315-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives [Texte imprimé et/ou numérique] / Roxanne N. RASHEDI, Auteur ; Kemberlee BONNET, Auteur ; Rebecca J. SCHULTE, Auteur ; David G. SCHLUNDT, Auteur ; Amy R. SWANSON, Auteur ; Amy KINSMAN, Auteur ; Nicole BARDETT, Auteur ; Pablo JUAREZ, Auteur ; Zachary WARREN, Auteur ; Gautam BISWAS, Auteur ; Maithilee KUNDA, Auteur . - p.4321-4336. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4321-4336 Mots-clés : Autism  Qualitative  Technology Index. décimale : PER Périodiques Résumé : Interest continues to be high in technology-based interventions for individuals with autism spectrum disorder (ASD). Understanding the preferences and challenges of technology use among individuals with ASD can inform the design of such interventions. Through 18 interviews with parents, we used an iterative inductive-deductive approach to qualitative analysis and explored uses of technology for social skills development among adolescents with ASD. Our findings include parents' observations about their adolescent's preferences in types of technology devices and digital content, as well as both positive and negative effects of technology use on mood and behavior. Parents highlighted several avenues of technological preferences and risks that may inform intervention design, enhance user engagement, and capitalize on users' strengths while buttressing areas for growth. En ligne : http://dx.doi.org/10.1007/s10803-021-05315-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Paisley: Preliminary validation of a novel app-based e-Screener for ASD in children 18-36?months / Makayla G. HONAKER in Autism Research, 16-10 (October 2023)  

Public ISBD [article]  inAutism Research > 16-10 (October 2023) . - p.1963-1975 Titre : Paisley: Preliminary validation of a novel app-based e-Screener for ASD in children 18-36?months Type de document : Texte imprimé et/ou numérique Auteurs : Makayla G. HONAKER, Auteur ; Amy S. WEITLAUF, Auteur ; Amy R. SWANSON, Auteur ; Madison HOOPER, Auteur ; Nilanjan SARKAR, Auteur ; Joshua WADE, Auteur ; Zachary E. WARREN, Auteur Article en page(s) : p.1963-1975 Index. décimale : PER Périodiques Résumé : Abstract The purpose of this study was to assess the validity of an autism e-screener, Paisley, when utilized in a clinical research setting via a tablet application. The Paisley application used a series of play-based activities, all of which incorporated varying aspects of the ASD-PEDS. Participants included children (18-36?months; n?=?198) referred for evaluation of autism spectrum disorder (ASD) and community providers (n?=?66) with differing levels of familiarity with ASD. Community providers administered the Paisley application to children who then completed a comprehensive psychological evaluation. Based on comprehensive evaluation, 75% of children met diagnostic criteria for ASD. Paisley scores were significantly higher for children diagnosed with ASD (15.06) versus those not diagnosed (9.34). The newly determined cutoff ASD-PEDS cutoff score of 13 had significantly higher specificity and positive predictive value than the originally proposed cutoff of 11. Results support the use of Paisley by community providers to identify autism risk in toddlers. Limitations and strengths of the work, as well as opportunities for future clinical validation, are described. En ligne : https://doi.org/10.1002/aur.2997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Paisley: Preliminary validation of a novel app-based e-Screener for ASD in children 18-36?months [Texte imprimé et/ou numérique] / Makayla G. HONAKER, Auteur ; Amy S. WEITLAUF, Auteur ; Amy R. SWANSON, Auteur ; Madison HOOPER, Auteur ; Nilanjan SARKAR, Auteur ; Joshua WADE, Auteur ; Zachary E. WARREN, Auteur . - p.1963-1975. in Autism Research > 16-10 (October 2023) . - p.1963-1975 Index. décimale : PER Périodiques Résumé : Abstract The purpose of this study was to assess the validity of an autism e-screener, Paisley, when utilized in a clinical research setting via a tablet application. The Paisley application used a series of play-based activities, all of which incorporated varying aspects of the ASD-PEDS. Participants included children (18-36?months; n?=?198) referred for evaluation of autism spectrum disorder (ASD) and community providers (n?=?66) with differing levels of familiarity with ASD. Community providers administered the Paisley application to children who then completed a comprehensive psychological evaluation. Based on comprehensive evaluation, 75% of children met diagnostic criteria for ASD. Paisley scores were significantly higher for children diagnosed with ASD (15.06) versus those not diagnosed (9.34). The newly determined cutoff ASD-PEDS cutoff score of 13 had significantly higher specificity and positive predictive value than the originally proposed cutoff of 11. Results support the use of Paisley by community providers to identify autism risk in toddlers. Limitations and strengths of the work, as well as opportunities for future clinical validation, are described. En ligne : https://doi.org/10.1002/aur.2997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

The diagnosis of autism in community pediatric settings: Does advanced training facilitate practice change? / Amy R. SWANSON in Autism, 18-5 (July 2014)  

Public ISBD [article]  inAutism > 18-5 (July 2014) . - p.555-561 Titre : The diagnosis of autism in community pediatric settings: Does advanced training facilitate practice change? Type de document : Texte imprimé et/ou numérique Auteurs : Amy R. SWANSON, Auteur ; Zachary WARREN, Auteur ; Wendy L. STONE, Auteur ; Alison C. VEHORN, Auteur ; Elizabeth DOHRMANN, Auteur ; Quentin HUMBERD, Auteur Article en page(s) : p.555-561 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  diagnosis  screening Index. décimale : PER Périodiques Résumé : The increased prevalence of autism spectrum disorder and documented benefits of early intensive intervention have created a need for flexible systems for determining eligibility for autism-specific services. This study evaluated the effectiveness of a training program designed to enhance autism spectrum disorder identification and assessment within community pediatric settings across the state. Twenty-seven pediatric providers participated in regional trainings across a 3.5-year period. Trainings provided clinicians with strategies for conducting relatively brief within-practice interactive assessments following positive autism spectrum disorder screenings. Program evaluation was measured approximately 1.5 years following training through (a) clinician self-reports of practice change and (b) blind diagnostic verification of a subset of children assessed. Pediatric providers participating in the training reported significant changes in screening and consultation practices following training, with a reported 85% increase in diagnostic identification of children with autism spectrum disorder within their own practice setting. In addition, substantial agreement (86%–93%) was found between pediatrician diagnostic judgments and independent, comprehensive blinded diagnostic evaluations. Collaborative training methods that allow autism spectrum disorder identification within broader community pediatric settings may help translate enhanced screening initiatives into more effective and efficient diagnosis and treatment. En ligne : http://dx.doi.org/10.1177/1362361313481507 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] The diagnosis of autism in community pediatric settings: Does advanced training facilitate practice change? [Texte imprimé et/ou numérique] / Amy R. SWANSON, Auteur ; Zachary WARREN, Auteur ; Wendy L. STONE, Auteur ; Alison C. VEHORN, Auteur ; Elizabeth DOHRMANN, Auteur ; Quentin HUMBERD, Auteur . - p.555-561. Langues : Anglais (eng) in Autism > 18-5 (July 2014) . - p.555-561 Mots-clés : autism spectrum disorders  diagnosis  screening Index. décimale : PER Périodiques Résumé : The increased prevalence of autism spectrum disorder and documented benefits of early intensive intervention have created a need for flexible systems for determining eligibility for autism-specific services. This study evaluated the effectiveness of a training program designed to enhance autism spectrum disorder identification and assessment within community pediatric settings across the state. Twenty-seven pediatric providers participated in regional trainings across a 3.5-year period. Trainings provided clinicians with strategies for conducting relatively brief within-practice interactive assessments following positive autism spectrum disorder screenings. Program evaluation was measured approximately 1.5 years following training through (a) clinician self-reports of practice change and (b) blind diagnostic verification of a subset of children assessed. Pediatric providers participating in the training reported significant changes in screening and consultation practices following training, with a reported 85% increase in diagnostic identification of children with autism spectrum disorder within their own practice setting. In addition, substantial agreement (86%–93%) was found between pediatrician diagnostic judgments and independent, comprehensive blinded diagnostic evaluations. Collaborative training methods that allow autism spectrum disorder identification within broader community pediatric settings may help translate enhanced screening initiatives into more effective and efficient diagnosis and treatment. En ligne : http://dx.doi.org/10.1177/1362361313481507 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

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