Dépouillements

Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders / Kelly J. WHALON in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.3-16 Titre : Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kelly J. WHALON, Auteur ; Stephanie AL OTAIBA, Auteur ; Monica E. DELANO, Auteur Année de publication : 2009 Article en page(s) : p.3-16 Langues : Anglais (eng) Mots-clés : autism-spectrum-disorders reading literacy Index. décimale : PER Périodiques Résumé : Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized the literature on reading instruction for children with ASD that encompassed one or more of the five components of reading. The review included 11 studies with 61 participants ages 4 to 17 years. Results indicated that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357608328515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kelly J. WHALON, Auteur ; Stephanie AL OTAIBA, Auteur ; Monica E. DELANO, Auteur . - 2009 . - p.3-16. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.3-16 Mots-clés : autism-spectrum-disorders reading literacy Index. décimale : PER Périodiques Résumé : Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized the literature on reading instruction for children with ASD that encompassed one or more of the five components of reading. The review included 11 studies with 61 participants ages 4 to 17 years. Results indicated that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357608328515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697

The Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities / Amy L. COX in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.17-26 Titre : The Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. COX, Auteur ; David L. GAST, Auteur ; Deanna LUSCRE, Auteur ; Kevin M. AYRES, Auteur Année de publication : 2009 Article en page(s) : p.17-26 Langues : Anglais (eng) Mots-clés : weighted-vests sensory-integration noncontingent-reinforcement Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the impact of weighted vests on the amount of time 3 elementary-age students with autism, intellectual disabilities, and sensory processing abnormalities engaged in appropriate in-seat behavior. An alternating treatments design was used to examine the duration of appropriate in-seat behavior under three conditions: baseline or no vests (A), vests with no weights (B), and weighted vests (BC). Because weighted vests did not have an effect on appropriate in-seat behavior for any participant, a second experiment was conducted. Noncontingent reinforcement (NCR) was assessed within the context of a withdrawal design. NCR had an optimal effect on the participants' in-seat behavior. En ligne : http://dx.doi.org/10.1177/1088357608330753 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] The Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities [Texte imprimé et/ou numérique] / Amy L. COX, Auteur ; David L. GAST, Auteur ; Deanna LUSCRE, Auteur ; Kevin M. AYRES, Auteur . - 2009 . - p.17-26. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.17-26 Mots-clés : weighted-vests sensory-integration noncontingent-reinforcement Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the impact of weighted vests on the amount of time 3 elementary-age students with autism, intellectual disabilities, and sensory processing abnormalities engaged in appropriate in-seat behavior. An alternating treatments design was used to examine the duration of appropriate in-seat behavior under three conditions: baseline or no vests (A), vests with no weights (B), and weighted vests (BC). Because weighted vests did not have an effect on appropriate in-seat behavior for any participant, a second experiment was conducted. Noncontingent reinforcement (NCR) was assessed within the context of a withdrawal design. NCR had an optimal effect on the participants' in-seat behavior. En ligne : http://dx.doi.org/10.1177/1088357608330753 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697

Cognitive-Behavioral Group Treatment for Anxiety Symptoms in Children With High-Functioning Autism Spectrum Disorders: A Pilot Study / Judith A. REAVEN in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.27-37 Titre : Cognitive-Behavioral Group Treatment for Anxiety Symptoms in Children With High-Functioning Autism Spectrum Disorders: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Judith A. REAVEN, Auteur ; Susan HEPBURN, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Shana NICHOLS, Auteur ; Meena DASARI, Auteur ; Erin FLANIGAN, Auteur Année de publication : 2009 Article en page(s) : p.27-37 Langues : Anglais (eng) Mots-clés : autism anxiety intervention modified-cognitive-behavioral-therapy group Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) are at increased risk for developing anxiety disorders relative to children without ASD and those with other developmental disabilities. Thirty-three children with high-functioning ASD and their parents participated in an original, manualized cognitive behavioral group treatment aimed at reducing severity of anxiety symptoms. Parent-child dyads entered into either an Active Treatment Condition or Wait List Control Condition. Results indicated significant reductions in parent report of anxiety symptoms after the delivery of the group treatment, compared with the Wait List Control Condition. The findings of this study are promising, particularly in light of the high rates of comorbidity between ASD and anxiety. Limitations and recommendations for future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357608327666 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] Cognitive-Behavioral Group Treatment for Anxiety Symptoms in Children With High-Functioning Autism Spectrum Disorders: A Pilot Study [Texte imprimé et/ou numérique] / Judith A. REAVEN, Auteur ; Susan HEPBURN, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Shana NICHOLS, Auteur ; Meena DASARI, Auteur ; Erin FLANIGAN, Auteur . - 2009 . - p.27-37. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.27-37 Mots-clés : autism anxiety intervention modified-cognitive-behavioral-therapy group Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) are at increased risk for developing anxiety disorders relative to children without ASD and those with other developmental disabilities. Thirty-three children with high-functioning ASD and their parents participated in an original, manualized cognitive behavioral group treatment aimed at reducing severity of anxiety symptoms. Parent-child dyads entered into either an Active Treatment Condition or Wait List Control Condition. Results indicated significant reductions in parent report of anxiety symptoms after the delivery of the group treatment, compared with the Wait List Control Condition. The findings of this study are promising, particularly in light of the high rates of comorbidity between ASD and anxiety. Limitations and recommendations for future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357608327666 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697

Parenting Children With Autism Spectrum Disorders: The Couple's Relationship / Jennifer B. BROBST in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.38-49 Titre : Parenting Children With Autism Spectrum Disorders: The Couple's Relationship Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. BROBST, Auteur ; James R. CLOPTON, Auteur ; Susan S. HENDRICK, Auteur Année de publication : 2009 Article en page(s) : p.38-49 Langues : Anglais (eng) Mots-clés : pervasive-developmental-disorders autism marital-satisfaction parent-child-relations social-support Index. décimale : PER Périodiques Résumé : Balancing the roles of parent and partner is challenging for most people and may be especially challenging when extra time and effort are required in the parenting role. The current research compared 25 couples whose children have autism spectrum disorders (ASD) with 20 couples whose children do not have developmental disorders. Comparisons were made for both stressor (e.g., child's behavior problems) and relational (e.g., relationship satisfaction) variables. Results indicated that parents of children with ASD experienced more intense child behavior problems, greater parenting stress, and lower relationship satisfaction. In contrast, the two groups of couples did not differ on perceived spousal support, respect for their partners, and commitment. The implications of the findings of this study and other related research are discussed. En ligne : http://dx.doi.org/10.1177/1088357608323699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] Parenting Children With Autism Spectrum Disorders: The Couple's Relationship [Texte imprimé et/ou numérique] / Jennifer B. BROBST, Auteur ; James R. CLOPTON, Auteur ; Susan S. HENDRICK, Auteur . - 2009 . - p.38-49. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.38-49 Mots-clés : pervasive-developmental-disorders autism marital-satisfaction parent-child-relations social-support Index. décimale : PER Périodiques Résumé : Balancing the roles of parent and partner is challenging for most people and may be especially challenging when extra time and effort are required in the parenting role. The current research compared 25 couples whose children have autism spectrum disorders (ASD) with 20 couples whose children do not have developmental disorders. Comparisons were made for both stressor (e.g., child's behavior problems) and relational (e.g., relationship satisfaction) variables. Results indicated that parents of children with ASD experienced more intense child behavior problems, greater parenting stress, and lower relationship satisfaction. In contrast, the two groups of couples did not differ on perceived spousal support, respect for their partners, and commitment. The implications of the findings of this study and other related research are discussed. En ligne : http://dx.doi.org/10.1177/1088357608323699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697

Belief Systems of Families of Children With Autism Spectrum Disorders or Down Syndrome / Gillian KING in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.50-64 Titre : Belief Systems of Families of Children With Autism Spectrum Disorders or Down Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Gillian KING, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Peter L. ROSENBAUM, Auteur ; Donna BAXTER, Auteur ; Anita BATES, Auteur Année de publication : 2009 Article en page(s) : p.50-64 Langues : Anglais (eng) Mots-clés : family-belief-systems autism-spectrum-disorders Down-syndrome Index. décimale : PER Périodiques Résumé : Parents in 16 families of children with autism spectrum disorders or Down syndrome participated in a qualitative study examining family (i.e., all caregivers in the home) belief systems. All families had children who had recently entered elementary school or who were in the early years of high school. As a result of their experiences, families reported becoming more certain about what matters. Families adopted perspectives of optimism, acceptance, and appreciation, and of striving to change the environment or to meet their children's needs as well as possible. These perspectives provided families with a sense of hope, meaning, and control over their situations. The findings indicate the strengths and resilience of families in the face of life's adversities. Implications for families and service providers are discussed. En ligne : http://dx.doi.org/10.1177/1088357608329173 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] Belief Systems of Families of Children With Autism Spectrum Disorders or Down Syndrome [Texte imprimé et/ou numérique] / Gillian KING, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Peter L. ROSENBAUM, Auteur ; Donna BAXTER, Auteur ; Anita BATES, Auteur . - 2009 . - p.50-64. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.50-64 Mots-clés : family-belief-systems autism-spectrum-disorders Down-syndrome Index. décimale : PER Périodiques Résumé : Parents in 16 families of children with autism spectrum disorders or Down syndrome participated in a qualitative study examining family (i.e., all caregivers in the home) belief systems. All families had children who had recently entered elementary school or who were in the early years of high school. As a result of their experiences, families reported becoming more certain about what matters. Families adopted perspectives of optimism, acceptance, and appreciation, and of striving to change the environment or to meet their children's needs as well as possible. These perspectives provided families with a sense of hope, meaning, and control over their situations. The findings indicate the strengths and resilience of families in the face of life's adversities. Implications for families and service providers are discussed. En ligne : http://dx.doi.org/10.1177/1088357608329173 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697