Dépouillements

Video-based intervention for individuals with autism: Key questions that remain unanswered / Christopher RAYNER in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.291-303 Titre : Video-based intervention for individuals with autism: Key questions that remain unanswered Type de document : Texte imprimé et/ou numérique Auteurs : Christopher RAYNER, Auteur ; Jeff SIGAFOOS, Auteur ; Carey DENHOLM, Auteur Année de publication : 2009 Article en page(s) : p.291-303 Langues : Anglais (eng) Mots-clés : Autism Video-based-intervention Video-modeling Video-self-modeling Index. décimale : PER Périodiques Résumé : Research on variations of video-based intervention (VBI) suggests that they can be effective for teaching individuals with disabilities a range of socially significant behaviors. Among the relevant studies and reviews, particular emphasis has been given to applications of these procedures for participants diagnosed with autism. The term ‘video-based intervention’ is a broad term used here to be inclusive of procedures that involve presenting video footage as the independent variable for intervention. Thus, VBI conceptually includes approaches described as video modeling, video prompting, video self-modeling, computer-based video instruction and video priming. Five specific reviews were selected to provide a broad evaluation of these intervention approaches. The range of target behaviors studied is summarised and a conceptual framework of procedural types is offered. While various dimensions of intervention effectiveness have been identified, this paper underscores the fact that important practical and theoretical questions regarding VBI remain largely unanswered. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=707 [article] Video-based intervention for individuals with autism: Key questions that remain unanswered [Texte imprimé et/ou numérique] / Christopher RAYNER, Auteur ; Jeff SIGAFOOS, Auteur ; Carey DENHOLM, Auteur . - 2009 . - p.291-303. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.291-303 Mots-clés : Autism Video-based-intervention Video-modeling Video-self-modeling Index. décimale : PER Périodiques Résumé : Research on variations of video-based intervention (VBI) suggests that they can be effective for teaching individuals with disabilities a range of socially significant behaviors. Among the relevant studies and reviews, particular emphasis has been given to applications of these procedures for participants diagnosed with autism. The term ‘video-based intervention’ is a broad term used here to be inclusive of procedures that involve presenting video footage as the independent variable for intervention. Thus, VBI conceptually includes approaches described as video modeling, video prompting, video self-modeling, computer-based video instruction and video priming. Five specific reviews were selected to provide a broad evaluation of these intervention approaches. The range of target behaviors studied is summarised and a conceptual framework of procedural types is offered. While various dimensions of intervention effectiveness have been identified, this paper underscores the fact that important practical and theoretical questions regarding VBI remain largely unanswered. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=707

Communication intervention in Rett syndrome: A systematic review / Jeff SIGAFOOS in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.304-318 Titre : Communication intervention in Rett syndrome: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Jeff SIGAFOOS, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Ralf W. SCHLOSSER, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur Année de publication : 2009 Article en page(s) : p.304-318 Langues : Anglais (eng) Mots-clés : Communication-intervention Rett-syndrome Systematic-review Index. décimale : PER Périodiques Résumé : We reviewed communication intervention studies involving people with Rett syndrome. Systematic searches of five electronic databases, selected journals, and reference lists identified nine studies meeting the inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) target skills, (c) procedures, (d) main findings, and (e) certainty of evidence. Across the nine studies, intervention was provided to a total of 31 participants aged 2:7–17:0 (years:months). Communication modes included speech, gestures, communication boards, and computer-based systems. Targeted communication functions included imitative speech, requesting, naming/commenting, and various receptive language skills (e.g., respond to requests, answer questions, receptively identify symbols). Intervention approaches included early intensive behavioral intervention, systematic instruction, and music therapy. Positive outcomes were reported for 26 (84%) of the 31 participants. However, these outcomes must be interpreted with caution because the certainty of evidence was inconclusive for all but one of the studies. Due to the limited number of studies and their methodological limitations, the evidence base supporting current approaches to communication intervention for individuals with Rett syndrome remains inconclusive. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=707 [article] Communication intervention in Rett syndrome: A systematic review [Texte imprimé et/ou numérique] / Jeff SIGAFOOS, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Ralf W. SCHLOSSER, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur . - 2009 . - p.304-318. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.304-318 Mots-clés : Communication-intervention Rett-syndrome Systematic-review Index. décimale : PER Périodiques Résumé : We reviewed communication intervention studies involving people with Rett syndrome. Systematic searches of five electronic databases, selected journals, and reference lists identified nine studies meeting the inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) target skills, (c) procedures, (d) main findings, and (e) certainty of evidence. Across the nine studies, intervention was provided to a total of 31 participants aged 2:7–17:0 (years:months). Communication modes included speech, gestures, communication boards, and computer-based systems. Targeted communication functions included imitative speech, requesting, naming/commenting, and various receptive language skills (e.g., respond to requests, answer questions, receptively identify symbols). Intervention approaches included early intensive behavioral intervention, systematic instruction, and music therapy. Positive outcomes were reported for 26 (84%) of the 31 participants. However, these outcomes must be interpreted with caution because the certainty of evidence was inconclusive for all but one of the studies. Due to the limited number of studies and their methodological limitations, the evidence base supporting current approaches to communication intervention for individuals with Rett syndrome remains inconclusive. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=707

Enhancing learning for children with autism spectrum disorders in regular education by instructional modifications / Julie ADCOCK in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.319-328 Titre : Enhancing learning for children with autism spectrum disorders in regular education by instructional modifications Type de document : Texte imprimé et/ou numérique Auteurs : Julie ADCOCK, Auteur ; Anthony J. CUVO, Auteur Année de publication : 2009 Article en page(s) : p.319-328 Langues : Anglais (eng) Mots-clés : Interspersal Preference-assessment Token-reinforcement Academic-tasks Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders sometimes are fully included in regular education classrooms with its standard curriculum and instructional methods. Under these classroom conditions, the children might perform successfully for some academic subjects but not for others. For these latter academic subjects, standard instruction could be enhanced to promote more effective stimulus control and learning. In the present study, stimulus control was enhanced by a package of response antecedent and consequence conditions. Maintenance tasks were interspersed with acquisition tasks, and the quality, quantity, immediacy, and density of reinforcement were improved compared to classroom instruction. A stimulus preference assessment was conducted, prompts and transfer of stimulus control procedures were implemented, and tangible and token reinforcers were manipulated on ratio schedules. Rapid acquisition of diverse tasks for each of the three participants was noted. Enhanced stimulus control procedures, such as those tested in the present study, can help children with autism spectrum disorders succeed in regular education classrooms. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] Enhancing learning for children with autism spectrum disorders in regular education by instructional modifications [Texte imprimé et/ou numérique] / Julie ADCOCK, Auteur ; Anthony J. CUVO, Auteur . - 2009 . - p.319-328. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.319-328 Mots-clés : Interspersal Preference-assessment Token-reinforcement Academic-tasks Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders sometimes are fully included in regular education classrooms with its standard curriculum and instructional methods. Under these classroom conditions, the children might perform successfully for some academic subjects but not for others. For these latter academic subjects, standard instruction could be enhanced to promote more effective stimulus control and learning. In the present study, stimulus control was enhanced by a package of response antecedent and consequence conditions. Maintenance tasks were interspersed with acquisition tasks, and the quality, quantity, immediacy, and density of reinforcement were improved compared to classroom instruction. A stimulus preference assessment was conducted, prompts and transfer of stimulus control procedures were implemented, and tangible and token reinforcers were manipulated on ratio schedules. Rapid acquisition of diverse tasks for each of the three participants was noted. Enhanced stimulus control procedures, such as those tested in the present study, can help children with autism spectrum disorders succeed in regular education classrooms. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

Attention and communication in Rett Syndrome / Rosa Angela FABIO in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.329-335 Titre : Attention and communication in Rett Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Rosa Angela FABIO, Auteur ; Alessandro ANTONIETTI, Auteur ; Ilaria CASTELLI, Auteur ; Antonella MARCHETTI, Auteur Année de publication : 2009 Article en page(s) : p.329-335 Langues : Anglais (eng) Mots-clés : Rett-Syndrome Communication Learning Attention Index. décimale : PER Périodiques Résumé : The study of selective attention and its influence on communication in patients with Rett Syndrome (RS), in which communication abilities are impaired is particularly relevant. The aim of this study was to analyse attention and communication abilities in RS. A sample of 20 children (10 girls with RS and 10 control girls, matched on mental age) were tested on both attention and non-verbal communication abilities. Results showed that girls with RS have specific deficits in the ability to attend selectively to the relevant sources of information, and that they pay attention to irrelevant stimuli. Results related to non-verbal communication partially show specific impairment in girls with RS. Educational implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] Attention and communication in Rett Syndrome [Texte imprimé et/ou numérique] / Rosa Angela FABIO, Auteur ; Alessandro ANTONIETTI, Auteur ; Ilaria CASTELLI, Auteur ; Antonella MARCHETTI, Auteur . - 2009 . - p.329-335. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.329-335 Mots-clés : Rett-Syndrome Communication Learning Attention Index. décimale : PER Périodiques Résumé : The study of selective attention and its influence on communication in patients with Rett Syndrome (RS), in which communication abilities are impaired is particularly relevant. The aim of this study was to analyse attention and communication abilities in RS. A sample of 20 children (10 girls with RS and 10 control girls, matched on mental age) were tested on both attention and non-verbal communication abilities. Results showed that girls with RS have specific deficits in the ability to attend selectively to the relevant sources of information, and that they pay attention to irrelevant stimuli. Results related to non-verbal communication partially show specific impairment in girls with RS. Educational implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

Reliability and item content of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT): Parts 1–3 / Johnny L. MATSON in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.336-344 Titre : Reliability and item content of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT): Parts 1–3 Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Jonathan WILKINS, Auteur ; Jessica A. BOISJOLI, Auteur ; Jay A. SEVIN, Auteur ; Cheryl KNIGHT, Auteur ; Brenda SHARP, Auteur Année de publication : 2009 Article en page(s) : p.336-344 Langues : Anglais (eng) Mots-clés : BISCUIT Autism PDD-NOS Children Assessment Index. décimale : PER Périodiques Résumé : The success of early intervention programs has in large part spurred increasing emphasis on identifying children with autism and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) at the earliest possible ages. National and international professional groups have called for early screening and diagnosis, yet the technology to effectively meet these goals are insufficient. The Checklist for Autism in Toddlers (CHAT) and its variants is the only scale with acceptable psychometrics at present, but measures autism only. In this paper we describe a new measure, the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT), which is geared toward identifying young children with autism and PDD-NOS, and which also assesses for comorbid psychopathology and challenging behaviors. This initial study describes item selection and reliability for all three parts of the measure, which were individually administered to the parents of 276 children ages 17–37 months identified as at risk for developmental and/or physical disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] Reliability and item content of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT): Parts 1–3 [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Jonathan WILKINS, Auteur ; Jessica A. BOISJOLI, Auteur ; Jay A. SEVIN, Auteur ; Cheryl KNIGHT, Auteur ; Brenda SHARP, Auteur . - 2009 . - p.336-344. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.336-344 Mots-clés : BISCUIT Autism PDD-NOS Children Assessment Index. décimale : PER Périodiques Résumé : The success of early intervention programs has in large part spurred increasing emphasis on identifying children with autism and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) at the earliest possible ages. National and international professional groups have called for early screening and diagnosis, yet the technology to effectively meet these goals are insufficient. The Checklist for Autism in Toddlers (CHAT) and its variants is the only scale with acceptable psychometrics at present, but measures autism only. In this paper we describe a new measure, the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT), which is geared toward identifying young children with autism and PDD-NOS, and which also assesses for comorbid psychopathology and challenging behaviors. This initial study describes item selection and reliability for all three parts of the measure, which were individually administered to the parents of 276 children ages 17–37 months identified as at risk for developmental and/or physical disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

Validity of the Autism Spectrum Disorder-Comorbid for Children (ASD-CC) / Johnny L. MATSON in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.345-357 Titre : Validity of the Autism Spectrum Disorder-Comorbid for Children (ASD-CC) Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Jessica A. BOISJOLI, Auteur ; Tessa T. RIVET, Auteur ; Santino V. LOVULLO, Auteur Année de publication : 2009 Article en page(s) : p.345-357 Langues : Anglais (eng) Mots-clés : ASD Autism Comorbid Assessment Index. décimale : PER Périodiques Résumé : A limited number of studies currently exist focusing on comorbid psychopathology of children with autism spectrum disorders (ASDs). Due to the heterogeneity of ASD symptoms, communication deficits, and impairments in intellectual functioning, assessing symptoms of psychopathology is complicated. The Autism Spectrum Disorders-Comorbidity for Children (ASD-CC) is a new measure, incorporated in an extensive assessment battery, designed to assess children with ASD for comorbid psychopathology. Reliability analyses of the ASD-CC have been conducted [Matson, J. L., & Wilkins, J. (2008). Reliability of the Autism Spectrum Disorders-Comorbidity for Children (ASD-CC). Journal of Developmental and Physical Disabilities, 20, 155–165]. The aim of this study was to identify the factor structure of the ASD-CC and evaluate construct validity of the measure by correlating the empirically derived factors with subscales of the Behavioral Assessment System for Children, Version 2 (BASC-2). Results of the analyses included a seven-factor solution. The factors were composed of items consistent with Tantrum Behavior, Repetitive Behavior, Worry/Depressed, Avoidant Behavior, Under-Eating, Over-Eating, and Conduct. Convergence between some factors of the ASD-CC and related subscales was observed as was discrimination between unrelated factors of the two measures. The ASD-CC appears to be a valid measure of comorbid psychopathology in the ASD population. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] Validity of the Autism Spectrum Disorder-Comorbid for Children (ASD-CC) [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Jessica A. BOISJOLI, Auteur ; Tessa T. RIVET, Auteur ; Santino V. LOVULLO, Auteur . - 2009 . - p.345-357. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.345-357 Mots-clés : ASD Autism Comorbid Assessment Index. décimale : PER Périodiques Résumé : A limited number of studies currently exist focusing on comorbid psychopathology of children with autism spectrum disorders (ASDs). Due to the heterogeneity of ASD symptoms, communication deficits, and impairments in intellectual functioning, assessing symptoms of psychopathology is complicated. The Autism Spectrum Disorders-Comorbidity for Children (ASD-CC) is a new measure, incorporated in an extensive assessment battery, designed to assess children with ASD for comorbid psychopathology. Reliability analyses of the ASD-CC have been conducted [Matson, J. L., & Wilkins, J. (2008). Reliability of the Autism Spectrum Disorders-Comorbidity for Children (ASD-CC). Journal of Developmental and Physical Disabilities, 20, 155–165]. The aim of this study was to identify the factor structure of the ASD-CC and evaluate construct validity of the measure by correlating the empirically derived factors with subscales of the Behavioral Assessment System for Children, Version 2 (BASC-2). Results of the analyses included a seven-factor solution. The factors were composed of items consistent with Tantrum Behavior, Repetitive Behavior, Worry/Depressed, Avoidant Behavior, Under-Eating, Over-Eating, and Conduct. Convergence between some factors of the ASD-CC and related subscales was observed as was discrimination between unrelated factors of the two measures. The ASD-CC appears to be a valid measure of comorbid psychopathology in the ASD population. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

The nature of benefit finding in parents of a child with Asperger syndrome / Christina SAMIOS in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.358-374 Titre : The nature of benefit finding in parents of a child with Asperger syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Christina SAMIOS, Auteur ; Kate SOFRONOFF, Auteur ; Kenneth I. PAKENHAM, Auteur Année de publication : 2009 Article en page(s) : p.358-374 Langues : Anglais (eng) Mots-clés : Asperger-syndrome Benefit-finding Parenting Meaning-making Stress-and-coping Index. décimale : PER Périodiques Résumé : The present study examined the nature of benefit finding in 220 parents of a child with Asperger syndrome (AS) by developing and validating a multi-item Benefit Finding Scale for Parents of Children with AS (BFS-PCAS) and examining the relationships of benefit finding dimensions with positive and negative indicators of adjustment. Parents of children with AS completed questionnaires at Time 1 and 12 months later (Time 2). Exploratory factor analyses identified six benefit finding factors that were moderately inter-correlated: New Possibilities, Growth in Character, Appreciation, Spiritual Growth, Positive Effects of the Child, and Greater Understanding. Cross-sectional analyses showed that benefit finding was associated with higher levels of anxiety and positive affect. Results provide support for the use of a multi-item scale to measure benefit finding and for the differential relationships of benefit finding dimensions with positive and negative indicators of adjustment. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] The nature of benefit finding in parents of a child with Asperger syndrome [Texte imprimé et/ou numérique] / Christina SAMIOS, Auteur ; Kate SOFRONOFF, Auteur ; Kenneth I. PAKENHAM, Auteur . - 2009 . - p.358-374. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.358-374 Mots-clés : Asperger-syndrome Benefit-finding Parenting Meaning-making Stress-and-coping Index. décimale : PER Périodiques Résumé : The present study examined the nature of benefit finding in 220 parents of a child with Asperger syndrome (AS) by developing and validating a multi-item Benefit Finding Scale for Parents of Children with AS (BFS-PCAS) and examining the relationships of benefit finding dimensions with positive and negative indicators of adjustment. Parents of children with AS completed questionnaires at Time 1 and 12 months later (Time 2). Exploratory factor analyses identified six benefit finding factors that were moderately inter-correlated: New Possibilities, Growth in Character, Appreciation, Spiritual Growth, Positive Effects of the Child, and Greater Understanding. Cross-sectional analyses showed that benefit finding was associated with higher levels of anxiety and positive affect. Results provide support for the use of a multi-item scale to measure benefit finding and for the differential relationships of benefit finding dimensions with positive and negative indicators of adjustment. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

Establishing response and stimulus classes for initiating joint attention in children with autism / Emily A. JONES in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.375-389 Titre : Establishing response and stimulus classes for initiating joint attention in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily A. JONES, Auteur Année de publication : 2009 Article en page(s) : p.375-389 Langues : Anglais (eng) Mots-clés : Autism Initiating-joint-attention Response-class Stimulus-class Index. décimale : PER Périodiques Résumé : The absence of the fundamental skill of initiating joint attention reflects the social-communicative impairment characterizing autism. Initiating joint attention is related to social and communication development as well as intervention outcomes for children with autism. A behaviorally based intervention was used to teach an expanded class of responses for initiating joint attention consisting of combinations of nonverbal and verbal forms. The class of stimuli was also expanded to include routine activities involving a diverse array of events that occasion joint attention initiations during interactions with both adults and peers. The importance of addressing sophisticated forms of initiating joint attention within the context of a variety of stimuli ensuring children with autism possess skills similar to their typically developing peers is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] Establishing response and stimulus classes for initiating joint attention in children with autism [Texte imprimé et/ou numérique] / Emily A. JONES, Auteur . - 2009 . - p.375-389. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.375-389 Mots-clés : Autism Initiating-joint-attention Response-class Stimulus-class Index. décimale : PER Périodiques Résumé : The absence of the fundamental skill of initiating joint attention reflects the social-communicative impairment characterizing autism. Initiating joint attention is related to social and communication development as well as intervention outcomes for children with autism. A behaviorally based intervention was used to teach an expanded class of responses for initiating joint attention consisting of combinations of nonverbal and verbal forms. The class of stimuli was also expanded to include routine activities involving a diverse array of events that occasion joint attention initiations during interactions with both adults and peers. The importance of addressing sophisticated forms of initiating joint attention within the context of a variety of stimuli ensuring children with autism possess skills similar to their typically developing peers is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

Effects of vibroacoustic music on challenging behaviors in individuals with autism and developmental disabilities / Lars-Olov LUNDQVIST in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.390-400 Titre : Effects of vibroacoustic music on challenging behaviors in individuals with autism and developmental disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Lars-Olov LUNDQVIST, Auteur ; Gunilla ANDERSSON, Auteur ; Jane VIDING, Auteur Année de publication : 2009 Article en page(s) : p.390-400 Langues : Anglais (eng) Mots-clés : Vibroacoustic-music Self-injurious-behavior-(SIB) Stereotypic-behavior-(SB) Aggressive-destructive-behavior-(ADB) Autism Index. décimale : PER Périodiques Résumé : Vibroacoustic music has been proposed to be an effective treatment for individuals with developmental disorders and challenging behaviors. The present study experimentally tested the effects of vibroacoustic music on self-injurious, stereotypical, and aggressive destructive behaviors in 20 individuals with autism spectrum disorders and developmental disabilities. The participants were randomized into two groups in a randomized controlled trial evaluation. The first group received 10–20 min sessions with vibroacoustic music treatment for 5 weeks. Then the second group received the same treatment during the next 5 weeks. Behavior was assessed using the Behavior Problems Inventory in all participants before the treatment, after the first group had completed their treatment, and again after the second group had completed their treatment. In order to evaluate each session, the accompanying assistants assessed behavior on different scales after each session. In addition, the sessions were videotaped and analyzed minute by minute for challenging behaviors. The results revealed that vibroacoustic music reduced self-injurious, stereotypic, and aggressive destructive behaviors in the participants. In addition, the results indicated that the effect of vibroacoustic music was to some extent dependent on the participants’ diagnosis. Implications for vibroacoustic music theory and practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] Effects of vibroacoustic music on challenging behaviors in individuals with autism and developmental disabilities [Texte imprimé et/ou numérique] / Lars-Olov LUNDQVIST, Auteur ; Gunilla ANDERSSON, Auteur ; Jane VIDING, Auteur . - 2009 . - p.390-400. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.390-400 Mots-clés : Vibroacoustic-music Self-injurious-behavior-(SIB) Stereotypic-behavior-(SB) Aggressive-destructive-behavior-(ADB) Autism Index. décimale : PER Périodiques Résumé : Vibroacoustic music has been proposed to be an effective treatment for individuals with developmental disorders and challenging behaviors. The present study experimentally tested the effects of vibroacoustic music on self-injurious, stereotypical, and aggressive destructive behaviors in 20 individuals with autism spectrum disorders and developmental disabilities. The participants were randomized into two groups in a randomized controlled trial evaluation. The first group received 10–20 min sessions with vibroacoustic music treatment for 5 weeks. Then the second group received the same treatment during the next 5 weeks. Behavior was assessed using the Behavior Problems Inventory in all participants before the treatment, after the first group had completed their treatment, and again after the second group had completed their treatment. In order to evaluate each session, the accompanying assistants assessed behavior on different scales after each session. In addition, the sessions were videotaped and analyzed minute by minute for challenging behaviors. The results revealed that vibroacoustic music reduced self-injurious, stereotypic, and aggressive destructive behaviors in the participants. In addition, the results indicated that the effect of vibroacoustic music was to some extent dependent on the participants’ diagnosis. Implications for vibroacoustic music theory and practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

Adults’ perceptions of a child with autism / Emily LOBST in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.401-408 Titre : Adults’ perceptions of a child with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily LOBST, Auteur ; Jonathan M. CAMPBELL, Auteur ; Laura NABORS, Auteur ; Kim ROSENZWEIG, Auteur ; Laura SRIVORAKIAT, Auteur ; Rachel CHAMPLIN, Auteur ; Matthew J. SEGALL, Auteur Année de publication : 2009 Article en page(s) : p.401-408 Langues : Anglais (eng) Mots-clés : Autism Acceptance-of-children-with-autism Index. décimale : PER Périodiques Résumé : We investigated whether different types of information influenced adults’ attitudes about a child with autism. College students (n = 288) were randomly assigned to view a videotape of a boy engaging in autistic or typical behaviors and to one of four vignette conditions: no information, explanatory information, neuropsychological information (related to brain–behavior relationships), or a combined (explanatory plus neuropsychological information) condition. Participants rated their attitudes about and acceptance of the boy on the Ratings of the Child Questionnaire. Analyses revealed main effects for presence of autism, message, and gender. Participants provided more favorable ratings of the boy portraying typical rather than autistic behaviors. Participants also provided higher ratings in the explanatory or neuropsychological information conditions compared to a combined information vignette or a no vignette condition. Women provided higher ratings than men. Future research should investigate adults’ reasons for preferring vignettes with either explanatory or neuropsychological information rather than the vignette combining both types of information. Research assessing adults’ attitudes and their interactions with children with autism will provide information to determine whether their attitudes are predictive of their behaviors during interactions. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] Adults’ perceptions of a child with autism [Texte imprimé et/ou numérique] / Emily LOBST, Auteur ; Jonathan M. CAMPBELL, Auteur ; Laura NABORS, Auteur ; Kim ROSENZWEIG, Auteur ; Laura SRIVORAKIAT, Auteur ; Rachel CHAMPLIN, Auteur ; Matthew J. SEGALL, Auteur . - 2009 . - p.401-408. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.401-408 Mots-clés : Autism Acceptance-of-children-with-autism Index. décimale : PER Périodiques Résumé : We investigated whether different types of information influenced adults’ attitudes about a child with autism. College students (n = 288) were randomly assigned to view a videotape of a boy engaging in autistic or typical behaviors and to one of four vignette conditions: no information, explanatory information, neuropsychological information (related to brain–behavior relationships), or a combined (explanatory plus neuropsychological information) condition. Participants rated their attitudes about and acceptance of the boy on the Ratings of the Child Questionnaire. Analyses revealed main effects for presence of autism, message, and gender. Participants provided more favorable ratings of the boy portraying typical rather than autistic behaviors. Participants also provided higher ratings in the explanatory or neuropsychological information conditions compared to a combined information vignette or a no vignette condition. Women provided higher ratings than men. Future research should investigate adults’ reasons for preferring vignettes with either explanatory or neuropsychological information rather than the vignette combining both types of information. Research assessing adults’ attitudes and their interactions with children with autism will provide information to determine whether their attitudes are predictive of their behaviors during interactions. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

Training vision screening behavior to children with developmental disabilities / Nancy SIMER in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.409-420 Titre : Training vision screening behavior to children with developmental disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Nancy SIMER, Auteur ; Anthony J. CUVO, Auteur Année de publication : 2009 Article en page(s) : p.409-420 Langues : Anglais (eng) Mots-clés : Vision-screening Autism Developmental-delay Discrimination-training Identity-matching Index. décimale : PER Périodiques Résumé : The American Academy of Pediatrics recommends vision screening of all children between 3 and 5 years of age, and states have mandated vision screening for all school children. Participants were three 4–6-year old school children with either a developmental delay or autism who scored “could not test” on the state required vision screening. Participants’ screening performance indicated both a visual discrimination skill deficit and escape/avoidance behavior. Discrimination training procedures included preference assessment, match-to-sample discrimination discrete trials training, transfer of stimulus control procedures, differential reinforcement, and choice making. Escape/avoidance was treated by fading-in the aversive sensory stimulus (i.e., duration of wearing glasses), escape extinction, and reinforcement of alternative behavior. Following training, two children passed their vision screening and compliance generalized to their hearing screening. The third child met the performance criterion for the two vision screening behaviors trained. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] Training vision screening behavior to children with developmental disabilities [Texte imprimé et/ou numérique] / Nancy SIMER, Auteur ; Anthony J. CUVO, Auteur . - 2009 . - p.409-420. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.409-420 Mots-clés : Vision-screening Autism Developmental-delay Discrimination-training Identity-matching Index. décimale : PER Périodiques Résumé : The American Academy of Pediatrics recommends vision screening of all children between 3 and 5 years of age, and states have mandated vision screening for all school children. Participants were three 4–6-year old school children with either a developmental delay or autism who scored “could not test” on the state required vision screening. Participants’ screening performance indicated both a visual discrimination skill deficit and escape/avoidance behavior. Discrimination training procedures included preference assessment, match-to-sample discrimination discrete trials training, transfer of stimulus control procedures, differential reinforcement, and choice making. Escape/avoidance was treated by fading-in the aversive sensory stimulus (i.e., duration of wearing glasses), escape extinction, and reinforcement of alternative behavior. Following training, two children passed their vision screening and compliance generalized to their hearing screening. The third child met the performance criterion for the two vision screening behaviors trained. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

Early and intensive behavioral intervention for autism: A survey of clinical practices / Jessa R. LOVE in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.421-428 Titre : Early and intensive behavioral intervention for autism: A survey of clinical practices Type de document : Texte imprimé et/ou numérique Auteurs : Jessa R. LOVE, Auteur ; James E. CARR, Auteur ; Season M. ALMASON, Auteur ; Anna INGEBORG PETURSDOTTIR, Auteur Année de publication : 2009 Article en page(s) : p.421-428 Langues : Anglais (eng) Mots-clés : Early-and-intensive-behavioral-intervention Autism-spectrum-disorders Clinical-practices Survey Index. décimale : PER Périodiques Résumé : Early and intensive behavioral intervention (EIBI) has been demonstrated to be a highly effective treatment for early childhood autism. As EIBI programs have proliferated, they have also begun to mutate and evolve such that between-program differences in specific practices are quite common. Unfortunately, the extent of this procedural variability is unknown. The purpose of the present investigation was to begin documenting the specific practices of EIBI programs. A 43-question Internet survey was distributed to professional supervisors of EIBI programs who provided information regarding their program’s characteristics and practices. A total of 211 program supervisors provided information on a number of practices, including curriculum, program size, therapist expertise and training, supervision, data collection, trial interspersal, consequence delivery, prompt fading, skill maintenance, and problem behavior assessment and treatment. The results indicate considerable variation in a number of EIBI practices. The implications of these findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] Early and intensive behavioral intervention for autism: A survey of clinical practices [Texte imprimé et/ou numérique] / Jessa R. LOVE, Auteur ; James E. CARR, Auteur ; Season M. ALMASON, Auteur ; Anna INGEBORG PETURSDOTTIR, Auteur . - 2009 . - p.421-428. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.421-428 Mots-clés : Early-and-intensive-behavioral-intervention Autism-spectrum-disorders Clinical-practices Survey Index. décimale : PER Périodiques Résumé : Early and intensive behavioral intervention (EIBI) has been demonstrated to be a highly effective treatment for early childhood autism. As EIBI programs have proliferated, they have also begun to mutate and evolve such that between-program differences in specific practices are quite common. Unfortunately, the extent of this procedural variability is unknown. The purpose of the present investigation was to begin documenting the specific practices of EIBI programs. A 43-question Internet survey was distributed to professional supervisors of EIBI programs who provided information regarding their program’s characteristics and practices. A total of 211 program supervisors provided information on a number of practices, including curriculum, program size, therapist expertise and training, supervision, data collection, trial interspersal, consequence delivery, prompt fading, skill maintenance, and problem behavior assessment and treatment. The results indicate considerable variation in a number of EIBI practices. The implications of these findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

The contribution of executive functions to participation in school activities of children with high functioning autism spectrum disorder / Chaya ZINGEREVICH in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.429-437 Titre : The contribution of executive functions to participation in school activities of children with high functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Chaya ZINGEREVICH, Auteur ; Patricia LAVESSER, Auteur Année de publication : 2009 Article en page(s) : p.429-437 Langues : Anglais (eng) Mots-clés : Executive-functions Autism Participation School Index. décimale : PER Périodiques Résumé : This study describes the contribution of executive functions to participation in school activities of children diagnosed with ASD ages 6–9 years while controlling for sensory processing. Twenty-four children, ages 73–112 months (S.D. = 11.4), diagnosed with high functioning ASD were assessed with the Wisconsin Card Sorting Test. Their teachers completed the Behavior Rating Inventory of Executive Function and the School Function Assessment questionnaire. Parents completed the Sensory Profile and a demographic questionnaire. We found that executive functions contribute to participation in school activities over and above the contribution of sensory processing. In particular, the abilities to resist impulsive responses, to stop a behavior at the appropriate time, and to regulate emotional responses contributed to participation. Pediatric therapists are encouraged to address executive functions in their treatments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709 [article] The contribution of executive functions to participation in school activities of children with high functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Chaya ZINGEREVICH, Auteur ; Patricia LAVESSER, Auteur . - 2009 . - p.429-437. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.429-437 Mots-clés : Executive-functions Autism Participation School Index. décimale : PER Périodiques Résumé : This study describes the contribution of executive functions to participation in school activities of children diagnosed with ASD ages 6–9 years while controlling for sensory processing. Twenty-four children, ages 73–112 months (S.D. = 11.4), diagnosed with high functioning ASD were assessed with the Wisconsin Card Sorting Test. Their teachers completed the Behavior Rating Inventory of Executive Function and the School Function Assessment questionnaire. Parents completed the Sensory Profile and a demographic questionnaire. We found that executive functions contribute to participation in school activities over and above the contribution of sensory processing. In particular, the abilities to resist impulsive responses, to stop a behavior at the appropriate time, and to regulate emotional responses contributed to participation. Pediatric therapists are encouraged to address executive functions in their treatments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

A preliminary study of gene polymorphisms involved in the neurotransmitters metabolism of a homogeneous Spanish autistic group / Fernando CALAHORRO in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.438-443 Titre : A preliminary study of gene polymorphisms involved in the neurotransmitters metabolism of a homogeneous Spanish autistic group Type de document : Texte imprimé et/ou numérique Auteurs : Fernando CALAHORRO, Auteur ; Vicente SANCHEZ, Auteur ; Eudoxia GAY, Auteur ; Rafael BURGOS, Auteur ; Pilar TIENDA, Auteur ; Auxiliadora ROMERO, Auteur ; Yolanza SANZ, Auteur ; Teresa GUIJARRO, Auteur ; Nuria ANAYA, Auteur ; Encarna ALEJANDRE, Auteur ; Manuel RUIZ-RUBIO, Auteur Année de publication : 2009 Article en page(s) : p.438-443 Langues : Anglais (eng) Mots-clés : Autism DAT1 Dopamine DRD4 MAO-A Serotonin SLC6A4 Index. décimale : PER Périodiques Résumé : Twin studies have shown a strong genetic component for autism. Neurotransmitters, such as serotonin and catecholamines, have been suggested to play a role in the disease since they have an essential function in synaptogenesis and brain development. In this preliminary study, polymorphism of genes implicated in the serotonergic and dopaminergic pathways have been examined in a Spanish population of children diagnosed with autism. Significant association with the disorder was found for the short allele in the promoter of the gene encoding the serotonin transporter (SLC6A4); in addition, a preferential maternal transmission of this allele to affected offspring was observed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709 [article] A preliminary study of gene polymorphisms involved in the neurotransmitters metabolism of a homogeneous Spanish autistic group [Texte imprimé et/ou numérique] / Fernando CALAHORRO, Auteur ; Vicente SANCHEZ, Auteur ; Eudoxia GAY, Auteur ; Rafael BURGOS, Auteur ; Pilar TIENDA, Auteur ; Auxiliadora ROMERO, Auteur ; Yolanza SANZ, Auteur ; Teresa GUIJARRO, Auteur ; Nuria ANAYA, Auteur ; Encarna ALEJANDRE, Auteur ; Manuel RUIZ-RUBIO, Auteur . - 2009 . - p.438-443. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.438-443 Mots-clés : Autism DAT1 Dopamine DRD4 MAO-A Serotonin SLC6A4 Index. décimale : PER Périodiques Résumé : Twin studies have shown a strong genetic component for autism. Neurotransmitters, such as serotonin and catecholamines, have been suggested to play a role in the disease since they have an essential function in synaptogenesis and brain development. In this preliminary study, polymorphism of genes implicated in the serotonergic and dopaminergic pathways have been examined in a Spanish population of children diagnosed with autism. Significant association with the disorder was found for the short allele in the promoter of the gene encoding the serotonin transporter (SLC6A4); in addition, a preferential maternal transmission of this allele to affected offspring was observed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

Neural correlates of communication skill and symptom severity in autism: A voxel-based morphometry study / Lauren K. PARKS in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.444-454 Titre : Neural correlates of communication skill and symptom severity in autism: A voxel-based morphometry study Type de document : Texte imprimé et/ou numérique Auteurs : Lauren K. PARKS, Auteur ; Dina E. HILL, Auteur ; Robert J. THOMA, Auteur ; Matthew J. EULER, Auteur ; Jeffrey D. LEWINE, Auteur ; Ronald A. YEO, Auteur Année de publication : 2009 Article en page(s) : p.444-454 Langues : Anglais (eng) Mots-clés : Autism VBM Communication Severity Heterogeneity Index. décimale : PER Périodiques Résumé : Although many studies have compared the brains of normal controls and individuals with autism, especially older, higher-functioning individuals with autism, little is known of the neural correlates of the vast clinical heterogeneity characteristic of the disorder. In this study, we used voxel-based morphometry (VBM) to examine gray matter correlates of variation in communication skill and symptom severity within a heterogeneous group of 33 children with autism ranging in age from 3.4 to 11.4 years. Greater gray matter (GM) volume was associated with better communication skills in numerous frontal regions, especially in the left middle frontal gyrus. Further, greater GM volume in the right inferior frontal gyrus was associated with reduced severity of symptoms of autism. However, increased total GM volume was correlated with more severe symptoms of autism at a trend level, consistent with other studies, suggesting that while increased total GM volume is generally predictive of greater autistic severity, specific local increases in GM volume result in a reduction in symptoms. Our results suggest that communication and symptom severity have distinct neuroanatomic correlates and draw attention to the importance of studying the neuroanatomy of clinical heterogeneity within the autistic population. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709 [article] Neural correlates of communication skill and symptom severity in autism: A voxel-based morphometry study [Texte imprimé et/ou numérique] / Lauren K. PARKS, Auteur ; Dina E. HILL, Auteur ; Robert J. THOMA, Auteur ; Matthew J. EULER, Auteur ; Jeffrey D. LEWINE, Auteur ; Ronald A. YEO, Auteur . - 2009 . - p.444-454. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.444-454 Mots-clés : Autism VBM Communication Severity Heterogeneity Index. décimale : PER Périodiques Résumé : Although many studies have compared the brains of normal controls and individuals with autism, especially older, higher-functioning individuals with autism, little is known of the neural correlates of the vast clinical heterogeneity characteristic of the disorder. In this study, we used voxel-based morphometry (VBM) to examine gray matter correlates of variation in communication skill and symptom severity within a heterogeneous group of 33 children with autism ranging in age from 3.4 to 11.4 years. Greater gray matter (GM) volume was associated with better communication skills in numerous frontal regions, especially in the left middle frontal gyrus. Further, greater GM volume in the right inferior frontal gyrus was associated with reduced severity of symptoms of autism. However, increased total GM volume was correlated with more severe symptoms of autism at a trend level, consistent with other studies, suggesting that while increased total GM volume is generally predictive of greater autistic severity, specific local increases in GM volume result in a reduction in symptoms. Our results suggest that communication and symptom severity have distinct neuroanatomic correlates and draw attention to the importance of studying the neuroanatomy of clinical heterogeneity within the autistic population. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

The treatment of food selectivity and other feeding problems in children with autism spectrum disorders / Johnny L. MATSON in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.455-461 Titre : The treatment of food selectivity and other feeding problems in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Jill C. FODSTAD, Auteur Année de publication : 2009 Article en page(s) : p.455-461 Langues : Anglais (eng) Mots-clés : Treatment Feeding-problems Food-selectivity Children Autism-spectrum-disorders Index. décimale : PER Périodiques Résumé : Food selectivity and other feeding problems are endemic in children with autism spectrum disorders (ASD). Additionally, many of the challenging behaviors which fall into this category are idiosyncratic to ASD. A technology is beginning to emerge regarding methods to lessen and effectively treat these issues which, if unchecked, can result in poor nutrition and difficulties in feeding. Specificity in foods consumed, choking, and aggression associated with food refusal can put the child and caregiver at risk. This paper provides a critical review of the current status of evidence-based clinical practices for this highly important set of challenging behaviors of ASD children. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709 [article] The treatment of food selectivity and other feeding problems in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Jill C. FODSTAD, Auteur . - 2009 . - p.455-461. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.455-461 Mots-clés : Treatment Feeding-problems Food-selectivity Children Autism-spectrum-disorders Index. décimale : PER Périodiques Résumé : Food selectivity and other feeding problems are endemic in children with autism spectrum disorders (ASD). Additionally, many of the challenging behaviors which fall into this category are idiosyncratic to ASD. A technology is beginning to emerge regarding methods to lessen and effectively treat these issues which, if unchecked, can result in poor nutrition and difficulties in feeding. Specificity in foods consumed, choking, and aggression associated with food refusal can put the child and caregiver at risk. This paper provides a critical review of the current status of evidence-based clinical practices for this highly important set of challenging behaviors of ASD children. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

Theory of mind (ToM) in children with autism or typical development: Links between eye-reading and false belief understanding / Candida C. PETERSON in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.462-473 Titre : Theory of mind (ToM) in children with autism or typical development: Links between eye-reading and false belief understanding Type de document : Texte imprimé et/ou numérique Auteurs : Candida C. PETERSON, Auteur ; Virginia P. SLAUGHTER, Auteur Année de publication : 2009 Article en page(s) : p.462-473 Langues : Anglais (eng) Mots-clés : Autism Theory-of-mind Emotion-perception Index. décimale : PER Périodiques Résumé : Previous research shows that high-functioning children with autism are slow to pass “litmus” false belief tests of ToM but how this may relate to other aspects of mindreading (e.g., discerning thoughts from facial expressions) is less clear, partly for methodological reasons. Thus the joint methodological and conceptual goals of this study were: (1) to devise and psychometrically validate a new, simplified eye-reading test for preliterate children with or without autism and (2) to use the new test to explore links of false belief understanding with eye-reading in children with autism and matched control groups. A false belief battery and the new eye-reading test were given to 87 Australians: 22 children with autism aged 6–13 and 65 typical developers in three control groups (11 age-matched primary-schoolers; 37 ToM-matched preschoolers and 17 adults). Results supported the new test’s psychometric validity and showed that, for children both with and without autism, false belief and eye-reading were significantly correlated. A hierarchical multiple regression showed this association was independent of age, gender and diagnosis. Although adults earned higher eye-reading scores overall, children equalled them on 44% of items. Implications of the findings for future use of the new test, and for explanations and interventions on behalf of ToM development in autism, were considered. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709 [article] Theory of mind (ToM) in children with autism or typical development: Links between eye-reading and false belief understanding [Texte imprimé et/ou numérique] / Candida C. PETERSON, Auteur ; Virginia P. SLAUGHTER, Auteur . - 2009 . - p.462-473. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.462-473 Mots-clés : Autism Theory-of-mind Emotion-perception Index. décimale : PER Périodiques Résumé : Previous research shows that high-functioning children with autism are slow to pass “litmus” false belief tests of ToM but how this may relate to other aspects of mindreading (e.g., discerning thoughts from facial expressions) is less clear, partly for methodological reasons. Thus the joint methodological and conceptual goals of this study were: (1) to devise and psychometrically validate a new, simplified eye-reading test for preliterate children with or without autism and (2) to use the new test to explore links of false belief understanding with eye-reading in children with autism and matched control groups. A false belief battery and the new eye-reading test were given to 87 Australians: 22 children with autism aged 6–13 and 65 typical developers in three control groups (11 age-matched primary-schoolers; 37 ToM-matched preschoolers and 17 adults). Results supported the new test’s psychometric validity and showed that, for children both with and without autism, false belief and eye-reading were significantly correlated. A hierarchical multiple regression showed this association was independent of age, gender and diagnosis. Although adults earned higher eye-reading scores overall, children equalled them on 44% of items. Implications of the findings for future use of the new test, and for explanations and interventions on behalf of ToM development in autism, were considered. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

Risk factors for challenging behaviors among 157 children with autism spectrum disorder in Ireland / Olivia MURPHY in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.474-482 Titre : Risk factors for challenging behaviors among 157 children with autism spectrum disorder in Ireland Type de document : Texte imprimé et/ou numérique Auteurs : Olivia MURPHY, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur Année de publication : 2009 Article en page(s) : p.474-482 Langues : Anglais (eng) Mots-clés : Autism Intellectual-disability Challenging-behavior Risk-factors Index. décimale : PER Périodiques Résumé : The aim of this study was to identify risk factors for the occurrence of challenging behavior along with the specific topographies of challenging behavior shown by a sample of children with autism spectrum disorder in Ireland. The occurrence of challenging behavior was examined in comparison with the following variables: gender, age, level of intellectual disability, type of intervention and the hours of intervention being received. The Behavior Problems Inventory – 01 was used to gather data for 157 participants. Results indicated that 64.3% (n = 101) of the participants showed challenging behavior, with a high co-occurrence across categories of behavior. The present study found no correlation between age and gender and the presence of challenging behavior. Findings in relation to level of intellectual disability, type and hours of intervention received are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709 [article] Risk factors for challenging behaviors among 157 children with autism spectrum disorder in Ireland [Texte imprimé et/ou numérique] / Olivia MURPHY, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur . - 2009 . - p.474-482. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.474-482 Mots-clés : Autism Intellectual-disability Challenging-behavior Risk-factors Index. décimale : PER Périodiques Résumé : The aim of this study was to identify risk factors for the occurrence of challenging behavior along with the specific topographies of challenging behavior shown by a sample of children with autism spectrum disorder in Ireland. The occurrence of challenging behavior was examined in comparison with the following variables: gender, age, level of intellectual disability, type of intervention and the hours of intervention being received. The Behavior Problems Inventory – 01 was used to gather data for 157 participants. Results indicated that 64.3% (n = 101) of the participants showed challenging behavior, with a high co-occurrence across categories of behavior. The present study found no correlation between age and gender and the presence of challenging behavior. Findings in relation to level of intellectual disability, type and hours of intervention received are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

Video self-modeling to teach classroom rules to two students with Asperger's / Russell B. LANG in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.483-488 Titre : Video self-modeling to teach classroom rules to two students with Asperger's Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Sonia BAKER, Auteur ; April REGESTER, Auteur Année de publication : 2009 Article en page(s) : p.483-488 Langues : Anglais (eng) Mots-clés : Asperger's Video-modeling Rules Index. décimale : PER Périodiques Résumé : Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger's classroom rules. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709 [article] Video self-modeling to teach classroom rules to two students with Asperger's [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Sonia BAKER, Auteur ; April REGESTER, Auteur . - 2009 . - p.483-488. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.483-488 Mots-clés : Asperger's Video-modeling Rules Index. décimale : PER Périodiques Résumé : Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger's classroom rules. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

Parents’ developmental concerns and age variance at diagnosis of children with autism spectrum disorder / Kimberly A. TWYMAN in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.489-495 Titre : Parents’ developmental concerns and age variance at diagnosis of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kimberly A. TWYMAN, Auteur ; Monica H. ULTMANN, Auteur ; Rolanda A. MAXIM, Auteur ; Terry L. LEET, Auteur Année de publication : 2009 Article en page(s) : p.489-495 Langues : Anglais (eng) Mots-clés : Early-Intervention Autism Diagnosis Development Index. décimale : PER Périodiques Résumé : Although early recognition of autism spectrum disorder (ASD) is important, the age of children at diagnosis is variable. Forty-five participants diagnosed with ASD were divided into groups based on age at diagnosis and compared on age when parents first became concerned about various aspects of their development. Results demonstrated no differences between the two groups with regard to most factors except Early Intervention referral. While concerns about atypical behavior and attainment of milestones were similar between the groups, parents in the early diagnosis group noted social development concerns at an earlier age (mean 18.0 vs. 25.3 months), suggesting close surveillance of this particular developmental domain may facilitate earlier ASD referral and diagnosis. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709 [article] Parents’ developmental concerns and age variance at diagnosis of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kimberly A. TWYMAN, Auteur ; Monica H. ULTMANN, Auteur ; Rolanda A. MAXIM, Auteur ; Terry L. LEET, Auteur . - 2009 . - p.489-495. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.489-495 Mots-clés : Early-Intervention Autism Diagnosis Development Index. décimale : PER Périodiques Résumé : Although early recognition of autism spectrum disorder (ASD) is important, the age of children at diagnosis is variable. Forty-five participants diagnosed with ASD were divided into groups based on age at diagnosis and compared on age when parents first became concerned about various aspects of their development. Results demonstrated no differences between the two groups with regard to most factors except Early Intervention referral. While concerns about atypical behavior and attainment of milestones were similar between the groups, parents in the early diagnosis group noted social development concerns at an earlier age (mean 18.0 vs. 25.3 months), suggesting close surveillance of this particular developmental domain may facilitate earlier ASD referral and diagnosis. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

Long-term effects of neurofeedback treatment in autism / Mirjam E.J. KOUIJZER in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.496-501 Titre : Long-term effects of neurofeedback treatment in autism Type de document : Texte imprimé et/ou numérique Auteurs : Mirjam E.J. KOUIJZER, Auteur ; Jan K. BUITELAAR, Auteur ; Jan M.H. DE MOOR, Auteur ; Berrie J.L. GERRITS, Auteur ; Hein T. VAN SCHIE, Auteur Année de publication : 2009 Article en page(s) : p.496-501 Langues : Anglais (eng) Mots-clés : Neurofeedback Autism-spectrum-disorders Follow-up Index. décimale : PER Périodiques Résumé : Previously we demonstrated significant improvement of executive functions and social behavior in children with autism spectrum disorders (ASD) treated with 40 sessions of EEG neurofeedback in a nonrandomized waiting list control group design. In this paper we extend these findings by reporting the long-term results of neurofeedback treatment in the same group of children with ASD after 12 months. The present study indicates maintenance of improvement of executive functions and social behavior after 12 months in comparison with the immediate outcomes. Neurofeedback mediated suppression of theta power is supposed to promote more flexible functioning of the brain by enhancing activation in the medial prefrontal cortex and improving flexibility of activation in the default mode network supporting the improvement of executive functions and theory of mind in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709 [article] Long-term effects of neurofeedback treatment in autism [Texte imprimé et/ou numérique] / Mirjam E.J. KOUIJZER, Auteur ; Jan K. BUITELAAR, Auteur ; Jan M.H. DE MOOR, Auteur ; Berrie J.L. GERRITS, Auteur ; Hein T. VAN SCHIE, Auteur . - 2009 . - p.496-501. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.496-501 Mots-clés : Neurofeedback Autism-spectrum-disorders Follow-up Index. décimale : PER Périodiques Résumé : Previously we demonstrated significant improvement of executive functions and social behavior in children with autism spectrum disorders (ASD) treated with 40 sessions of EEG neurofeedback in a nonrandomized waiting list control group design. In this paper we extend these findings by reporting the long-term results of neurofeedback treatment in the same group of children with ASD after 12 months. The present study indicates maintenance of improvement of executive functions and social behavior after 12 months in comparison with the immediate outcomes. Neurofeedback mediated suppression of theta power is supposed to promote more flexible functioning of the brain by enhancing activation in the medial prefrontal cortex and improving flexibility of activation in the default mode network supporting the improvement of executive functions and theory of mind in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

From acoustics to grammar: Perceiving and interpreting grammatical prosody in adolescents with Asperger Syndrome / Coralie CHEVALLIER in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.502-516 Titre : From acoustics to grammar: Perceiving and interpreting grammatical prosody in adolescents with Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Coralie CHEVALLIER, Auteur ; Francesca HAPPE, Auteur ; Ira NOVECK, Auteur ; Deirdre WILSON, Auteur Année de publication : 2009 Article en page(s) : p.502-516 Langues : Anglais (eng) Mots-clés : Asperger-Syndrome Prosody Grammar Language Index. décimale : PER Périodiques Résumé : We report findings concerning the understanding of prosody in Asperger Syndrome (AS), a topic which has attracted little attention and led to contradictory results. Ability to understand grammatical prosody was tested in three novel experiments. Experiment 1 assessed the interpretation of word stress, Experiment 2 focused on grammatical pauses, and Experiment 3 tested the discrimination of the question contour. Acoustic tasks were also used to assess the perception of pitch, duration, intensity and prosodic contours. AS participants performed as well as typically developing controls in all our tasks. This provides support in favour of the view that grammatical prosody is spared in Asperger Syndrome. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709 [article] From acoustics to grammar: Perceiving and interpreting grammatical prosody in adolescents with Asperger Syndrome [Texte imprimé et/ou numérique] / Coralie CHEVALLIER, Auteur ; Francesca HAPPE, Auteur ; Ira NOVECK, Auteur ; Deirdre WILSON, Auteur . - 2009 . - p.502-516. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.502-516 Mots-clés : Asperger-Syndrome Prosody Grammar Language Index. décimale : PER Périodiques Résumé : We report findings concerning the understanding of prosody in Asperger Syndrome (AS), a topic which has attracted little attention and led to contradictory results. Ability to understand grammatical prosody was tested in three novel experiments. Experiment 1 assessed the interpretation of word stress, Experiment 2 focused on grammatical pauses, and Experiment 3 tested the discrimination of the question contour. Acoustic tasks were also used to assess the perception of pitch, duration, intensity and prosodic contours. AS participants performed as well as typically developing controls in all our tasks. This provides support in favour of the view that grammatical prosody is spared in Asperger Syndrome. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

Object lessons: How children with autism spectrum disorders use objects to interact with the physical and social environments / Charity M. ROWLAND in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.517-527 Titre : Object lessons: How children with autism spectrum disorders use objects to interact with the physical and social environments Type de document : Texte imprimé et/ou numérique Auteurs : Charity M. ROWLAND, Auteur ; Philip D. SCHWEIGERT, Auteur Année de publication : 2009 Article en page(s) : p.517-527 Langues : Anglais (eng) Mots-clés : Autism Pervasive-developmental-disorder Object-relationships Object-interaction Cognitive-development Social-development Assessment Index. décimale : PER Périodiques Résumé : Most of the literature on young children with autism spectrum disorders (ASDs) has emphasized their interactions with people, as opposed to objects. An assessment instrument designed to describe object interaction skills in nonverbal children with severe disabilities, Hands-On Learning [Rowland, C., & Schweigert, P. D. (2003). Hands-On Learning at Home/School. Portland, OR: Oregon Health & Science University] was administered to 2–5-year-old children with ASD by their teachers and parents and to 1–5-year-old children without disabilities by their parents. The instrument includes four strands: Ways to Obtain Objects, Practical Uses of Objects, Representational Uses of Objects and Social Uses of Objects. Parent and teacher assessments showed high levels of agreement. Children with ASD scored significantly lower than age peers on all four strands of the instrument, with lowest performance and greatest discrepancies on representational and social uses of objects. Despite these delays, acquisition of the object interaction skills investigated follows a similar course for both groups of children. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710 [article] Object lessons: How children with autism spectrum disorders use objects to interact with the physical and social environments [Texte imprimé et/ou numérique] / Charity M. ROWLAND, Auteur ; Philip D. SCHWEIGERT, Auteur . - 2009 . - p.517-527. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.517-527 Mots-clés : Autism Pervasive-developmental-disorder Object-relationships Object-interaction Cognitive-development Social-development Assessment Index. décimale : PER Périodiques Résumé : Most of the literature on young children with autism spectrum disorders (ASDs) has emphasized their interactions with people, as opposed to objects. An assessment instrument designed to describe object interaction skills in nonverbal children with severe disabilities, Hands-On Learning [Rowland, C., & Schweigert, P. D. (2003). Hands-On Learning at Home/School. Portland, OR: Oregon Health & Science University] was administered to 2–5-year-old children with ASD by their teachers and parents and to 1–5-year-old children without disabilities by their parents. The instrument includes four strands: Ways to Obtain Objects, Practical Uses of Objects, Representational Uses of Objects and Social Uses of Objects. Parent and teacher assessments showed high levels of agreement. Children with ASD scored significantly lower than age peers on all four strands of the instrument, with lowest performance and greatest discrepancies on representational and social uses of objects. Despite these delays, acquisition of the object interaction skills investigated follows a similar course for both groups of children. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710

Parental reports on the efficacy of treatments and therapies for their children with autism spectrum disorders / Robin P. GOIN-KOCHEL in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.528-537 Titre : Parental reports on the efficacy of treatments and therapies for their children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Robin P. GOIN-KOCHEL, Auteur ; Barbara J. MYERS, Auteur ; Virginia H. MACKINTOSH, Auteur Année de publication : 2009 Article en page(s) : p.528-537 Langues : Anglais (eng) Mots-clés : Asperger's-syndrome PDD-NOS Intervention Efficacy Pharmacotherapy Medication Placebo Parent-report Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorders (ASD) try many and varied interventions and therapies in the hopes of improving their children's outcomes; however, empirical evidence supporting (or opposing) the vast majority of treatments is limited or nonexistent. This study examined caregiver efficacy ratings for a wide range of biological and educational/behavioral treatments commonly used for children with ASD. A web-based questionnaire regarding the development of children with ASD was distributed nationally and internationally through more than 200 autism-support organizations; results were analyzed from 479 parents (91% mothers) who reported on their children with autism, Asperger's syndrome, or PDD-NOS (M age = 8.3 years, 80.2% male). Improvement – whether small or dramatic – was rated for 50–80% of children in each of 9 drug categories, while ratings of “child became worse” were reported for 15–20.3%. Approximately half of children were said to improve while on a special diet; 51% of those on a gluten-free and/or casein-free (GF/CF) diet were reportedly improved, while no observable effects of the GF/CF diet were indicated for about one quarter of participating children. For 10 of the 16 educational/behavioral therapies, parents reported improvement for approximately 70% of children. The most common rating was “child improved somewhat” followed by “child improved dramatically.” Results are discussed relative to the meaning of “improvement” in ASD and in light of both placebo effects and cost of treatments/therapies. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710 [article] Parental reports on the efficacy of treatments and therapies for their children with autism spectrum disorders [Texte imprimé et/ou numérique] / Robin P. GOIN-KOCHEL, Auteur ; Barbara J. MYERS, Auteur ; Virginia H. MACKINTOSH, Auteur . - 2009 . - p.528-537. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.528-537 Mots-clés : Asperger's-syndrome PDD-NOS Intervention Efficacy Pharmacotherapy Medication Placebo Parent-report Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorders (ASD) try many and varied interventions and therapies in the hopes of improving their children's outcomes; however, empirical evidence supporting (or opposing) the vast majority of treatments is limited or nonexistent. This study examined caregiver efficacy ratings for a wide range of biological and educational/behavioral treatments commonly used for children with ASD. A web-based questionnaire regarding the development of children with ASD was distributed nationally and internationally through more than 200 autism-support organizations; results were analyzed from 479 parents (91% mothers) who reported on their children with autism, Asperger's syndrome, or PDD-NOS (M age = 8.3 years, 80.2% male). Improvement – whether small or dramatic – was rated for 50–80% of children in each of 9 drug categories, while ratings of “child became worse” were reported for 15–20.3%. Approximately half of children were said to improve while on a special diet; 51% of those on a gluten-free and/or casein-free (GF/CF) diet were reportedly improved, while no observable effects of the GF/CF diet were indicated for about one quarter of participating children. For 10 of the 16 educational/behavioral therapies, parents reported improvement for approximately 70% of children. The most common rating was “child improved somewhat” followed by “child improved dramatically.” Results are discussed relative to the meaning of “improvement” in ASD and in light of both placebo effects and cost of treatments/therapies. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710

Abnormalities of quantitative electroencephalography in children with Asperger disorder in various conditions / Ali SHEIKHANI in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.538-546 Titre : Abnormalities of quantitative electroencephalography in children with Asperger disorder in various conditions Type de document : Texte imprimé et/ou numérique Auteurs : Ali SHEIKHANI, Auteur ; Hamid BEHNAM, Auteur ; Maryam NOROOZIAN, Auteur ; Mohammad Reza MOHAMMADI, Auteur Année de publication : 2009 Article en page(s) : p.538-546 Langues : Anglais (eng) Mots-clés : Asperger-disorder Quantitative-electroencephalography-(qEEG) Spectrogram Index. décimale : PER Périodiques Résumé : Quantitative electroencephalography (qEEG) is an essential tool for the evaluation and treatment of neurophysiologic disorders. Careful analysis of the recorded brain signals can provide insights into and improved understanding of the mechanism causing disorders. In this work spectrogram was used as a tool for evaluating qEEG in 15 children with Asperger disorder (10 boys and 5 girls aged 6–11) and in 11 normal children (7 boys and 4 girls with the same age range). Signals of two groups of subjects were recorded in nine conditions. Recorded signals with the relaxed open-eyed condition in gamma band, those recorded with looking at stranger's picture inverted condition in alpha and beta bands and the ones obtained with participants looking at a mother's picture inverted in the beta band resulted in the best discriminations, with two groups as 96.2%, 83.3%, 70.6% and 77.8%, respectively. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.11.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710 [article] Abnormalities of quantitative electroencephalography in children with Asperger disorder in various conditions [Texte imprimé et/ou numérique] / Ali SHEIKHANI, Auteur ; Hamid BEHNAM, Auteur ; Maryam NOROOZIAN, Auteur ; Mohammad Reza MOHAMMADI, Auteur . - 2009 . - p.538-546. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.538-546 Mots-clés : Asperger-disorder Quantitative-electroencephalography-(qEEG) Spectrogram Index. décimale : PER Périodiques Résumé : Quantitative electroencephalography (qEEG) is an essential tool for the evaluation and treatment of neurophysiologic disorders. Careful analysis of the recorded brain signals can provide insights into and improved understanding of the mechanism causing disorders. In this work spectrogram was used as a tool for evaluating qEEG in 15 children with Asperger disorder (10 boys and 5 girls aged 6–11) and in 11 normal children (7 boys and 4 girls with the same age range). Signals of two groups of subjects were recorded in nine conditions. Recorded signals with the relaxed open-eyed condition in gamma band, those recorded with looking at stranger's picture inverted condition in alpha and beta bands and the ones obtained with participants looking at a mother's picture inverted in the beta band resulted in the best discriminations, with two groups as 96.2%, 83.3%, 70.6% and 77.8%, respectively. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.11.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710

Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.547-555 Titre : Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur ; Jesse HETLINGER FRANCO, Auteur Année de publication : 2009 Article en page(s) : p.547-555 Langues : Anglais (eng) Mots-clés : Activity-schedule Autism Correspondence-training Picture-cues Play Playground Recess Index. décimale : PER Périodiques Résumé : We examined the effects of a teacher implemented playground intervention consisting of activity schedules and task correspondence training on the challenging behaviors and play of three school age children with moderate to severe autism. A multiple baseline design across participants was used to evaluate the intervention effects. Results indicated that each of the participants learned to use an activity schedule to follow a schedule of play activities and demonstrated improved play. Moreover, challenging behavior decreased for two participants during the intervention and remained at low levels for the third participant. The findings from this study provide support for the use of activity schedules and task correspondence training to reinforce appropriate play and decrease challenging behaviors during recess. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710 [article] Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur ; Jesse HETLINGER FRANCO, Auteur . - 2009 . - p.547-555. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.547-555 Mots-clés : Activity-schedule Autism Correspondence-training Picture-cues Play Playground Recess Index. décimale : PER Périodiques Résumé : We examined the effects of a teacher implemented playground intervention consisting of activity schedules and task correspondence training on the challenging behaviors and play of three school age children with moderate to severe autism. A multiple baseline design across participants was used to evaluate the intervention effects. Results indicated that each of the participants learned to use an activity schedule to follow a schedule of play activities and demonstrated improved play. Moreover, challenging behavior decreased for two participants during the intervention and remained at low levels for the third participant. The findings from this study provide support for the use of activity schedules and task correspondence training to reinforce appropriate play and decrease challenging behaviors during recess. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710

How children with autism look at events / Claes VON HOFSTEN in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.556-569 Titre : How children with autism look at events Type de document : Texte imprimé et/ou numérique Auteurs : Claes VON HOFSTEN, Auteur ; Helena UHLIG, Auteur ; Malin ADELL, Auteur ; Olga KOCHUKHOVA, Auteur Année de publication : 2009 Article en page(s) : p.556-569 Langues : Anglais (eng) Mots-clés : Eye-tracking Preschool-children Visual-motion-perception Predictive-abilities Social-perception Index. décimale : PER Périodiques Résumé : Patterns of eye movements were studied in a group of 10 preschool children with Autism Spectrum Disorder (ASD) and in two reference groups with typically developing (TD) children, 12 3-year-olds and 12 1-year-olds. Three hypotheses were tested regarding the origins of problems experienced by children with ASD in dynamic situations. The first one stated that the children with ASD have deficient motion perception. The second one stated that children with ASD are deficient in predicting events, and the third one that the roots are to be found in deficient social perception. The results show that the children with ASD tracked moving objects with smooth pursuit and predicted the reappearance of temporarily occluded moving object in the same way as the TD children. Their eye movements, however, revealed deficient social perception. They looked at a video-taped conversation much less than the TD children, they did not predict the onset of the next turn in the conversation, and the fixations on the speakers were shorter. These effects did not appear in a control video with objects taking turns and making sounds in a similar alternating way to the two participants in the conversation. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710 [article] How children with autism look at events [Texte imprimé et/ou numérique] / Claes VON HOFSTEN, Auteur ; Helena UHLIG, Auteur ; Malin ADELL, Auteur ; Olga KOCHUKHOVA, Auteur . - 2009 . - p.556-569. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.556-569 Mots-clés : Eye-tracking Preschool-children Visual-motion-perception Predictive-abilities Social-perception Index. décimale : PER Périodiques Résumé : Patterns of eye movements were studied in a group of 10 preschool children with Autism Spectrum Disorder (ASD) and in two reference groups with typically developing (TD) children, 12 3-year-olds and 12 1-year-olds. Three hypotheses were tested regarding the origins of problems experienced by children with ASD in dynamic situations. The first one stated that the children with ASD have deficient motion perception. The second one stated that children with ASD are deficient in predicting events, and the third one that the roots are to be found in deficient social perception. The results show that the children with ASD tracked moving objects with smooth pursuit and predicted the reappearance of temporarily occluded moving object in the same way as the TD children. Their eye movements, however, revealed deficient social perception. They looked at a video-taped conversation much less than the TD children, they did not predict the onset of the next turn in the conversation, and the fixations on the speakers were shorter. These effects did not appear in a control video with objects taking turns and making sounds in a similar alternating way to the two participants in the conversation. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710