Associations between social support types and parenting stress in parents of autistic children and adolescents: Variations by child age group / Liuyue HUANG ; Kelly Ka Lai LAM ; Yini LIAO ; Xinli CHI ; Honghai LIU ; Xiuyun LIN ; Peilian CHI in Research in Autism, 127 (September 2025)  

Public ISBD [article]  inResearch in Autism > 127 (September 2025) . - p.202657 Titre : Associations between social support types and parenting stress in parents of autistic children and adolescents: Variations by child age group Type de document : texte imprimé Auteurs : Liuyue HUANG, Auteur ; Kelly Ka Lai LAM, Auteur ; Yini LIAO, Auteur ; Xinli CHI, Auteur ; Honghai LIU, Auteur ; Xiuyun LIN, Auteur ; Peilian CHI, Auteur Article en page(s) : p.202657 Langues : Anglais (eng) Mots-clés : Autism  Parenting stress  Social support  Emotional support  Instrumental support Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.reia.2025.202657 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Associations between social support types and parenting stress in parents of autistic children and adolescents: Variations by child age group [texte imprimé] / Liuyue HUANG, Auteur ; Kelly Ka Lai LAM, Auteur ; Yini LIAO, Auteur ; Xinli CHI, Auteur ; Honghai LIU, Auteur ; Xiuyun LIN, Auteur ; Peilian CHI, Auteur . - p.202657. Langues : Anglais (eng) in Research in Autism > 127 (September 2025) . - p.202657 Mots-clés : Autism  Parenting stress  Social support  Emotional support  Instrumental support Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.reia.2025.202657 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Autism in the air: using Point of View Video Priming and Natural Environment Teaching to help chiidren with autism travel by plane / Lisa RUDDY in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.25-32 Titre : Autism in the air: using Point of View Video Priming and Natural Environment Teaching to help chiidren with autism travel by plane Type de document : texte imprimé Auteurs : Lisa RUDDY, Auteur ; Nicolas BOOTH, Auteur ; MaryRose GAW, Auteur ; Yini LIAO, Auteur ; Katerina DOUNAVI, Auteur ; Karola DILLENBURGER, Auteur Année de publication : 2015 Article en page(s) : p.25-32 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper describes a study that used video materials and visits to an airport to prepare children on the autism spectrum for travel by plane. Twenty parents and carers took part in the study with children aged from 3 to 16 years. The authors explain that the methods they used were based on Applied Behaviour Analysis (ABA) research; a video modelling technique called Point of View (POV) Video Priming and during visits f0 an airport they used procedures known as Natural Environment Teaching. The findings suggest that using video and preparing children by taking them through what is likely to happen in the real environment when they travel by plane is effective and the authors suggest these strategies could be used to support children with autism with other experiences they need or would like to engage in such as visits to the dentist or hairdressers and access to leisure centres and other public spaces. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] Autism in the air: using Point of View Video Priming and Natural Environment Teaching to help chiidren with autism travel by plane [texte imprimé] / Lisa RUDDY, Auteur ; Nicolas BOOTH, Auteur ; MaryRose GAW, Auteur ; Yini LIAO, Auteur ; Katerina DOUNAVI, Auteur ; Karola DILLENBURGER, Auteur . - 2015 . - p.25-32. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.25-32 Index. décimale : PER Périodiques Résumé : This paper describes a study that used video materials and visits to an airport to prepare children on the autism spectrum for travel by plane. Twenty parents and carers took part in the study with children aged from 3 to 16 years. The authors explain that the methods they used were based on Applied Behaviour Analysis (ABA) research; a video modelling technique called Point of View (POV) Video Priming and during visits f0 an airport they used procedures known as Natural Environment Teaching. The findings suggest that using video and preparing children by taking them through what is likely to happen in the real environment when they travel by plane is effective and the authors suggest these strategies could be used to support children with autism with other experiences they need or would like to engage in such as visits to the dentist or hairdressers and access to leisure centres and other public spaces. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China / Yini LIAO in Autism, 26-1 (January 2022)  

Public ISBD [article]  inAutism > 26-1 (January 2022) . - p.101-120 Titre : Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China Type de document : texte imprimé Auteurs : Yini LIAO, Auteur ; Karola DILLENBURGER, Auteur ; Xiaoyi HU, Auteur Article en page(s) : p.101-120 Langues : Anglais (eng) Mots-clés : China  United Kingdom  applied behavior analysis  autism spectrum disorders  policy Index. décimale : PER Périodiques Résumé : The prevalence of autism is increasing, and the development of these children and the lived experience of their families have become a global concern. Applied behavioral analytic intervention is proved to be effective in improving their cognitive abilities, language skills, and social and emotional skills, but the service delivery between developed and developing countries is different. A qualitative study was conducted to explore personal experiences with actual practice fidelity of behavior analytic services for children with autism in a Western developed country (United Kingdom) and an Eastern developing country (China). The study found: (1) a lack of support for autism and behavioral analytic services in both countries; (2) applied behavioral analytic intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular aspect of behavioral analytic interventions was similar and increased with ongoing training. This study emphasizes the need to support children with autism, and to consider regional adaptations of evidence-based practice of behavior analytic interventions for the affected population. En ligne : http://dx.doi.org/10.1177/13623613211020976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China [texte imprimé] / Yini LIAO, Auteur ; Karola DILLENBURGER, Auteur ; Xiaoyi HU, Auteur . - p.101-120. Langues : Anglais (eng) in Autism > 26-1 (January 2022) . - p.101-120 Mots-clés : China  United Kingdom  applied behavior analysis  autism spectrum disorders  policy Index. décimale : PER Périodiques Résumé : The prevalence of autism is increasing, and the development of these children and the lived experience of their families have become a global concern. Applied behavioral analytic intervention is proved to be effective in improving their cognitive abilities, language skills, and social and emotional skills, but the service delivery between developed and developing countries is different. A qualitative study was conducted to explore personal experiences with actual practice fidelity of behavior analytic services for children with autism in a Western developed country (United Kingdom) and an Eastern developing country (China). The study found: (1) a lack of support for autism and behavioral analytic services in both countries; (2) applied behavioral analytic intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular aspect of behavioral analytic interventions was similar and increased with ongoing training. This study emphasizes the need to support children with autism, and to consider regional adaptations of evidence-based practice of behavior analytic interventions for the affected population. En ligne : http://dx.doi.org/10.1177/13623613211020976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Magnitude representation of preschool children with autism spectrum condition / Xueyan LI in Autism, 28-4 (April 2024)  

Public ISBD [article]  inAutism > 28-4 (April 2024) . - p.866-880 Titre : Magnitude representation of preschool children with autism spectrum condition Type de document : texte imprimé Auteurs : Xueyan LI, Auteur ; Jiaxi LI, Auteur ; Sijia ZHAO, Auteur ; Yini LIAO, Auteur ; Liqi ZHU, Auteur ; Yi MOU, Auteur Article en page(s) : p.866-880 Langues : Anglais (eng) Mots-clés : approximate number comparison,autism spectrum condition,magnitude representation,nonverbal numerical ability Index. décimale : PER Périodiques Résumé : The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation is a fundamental numerical ability that emerges early in development and is linked to children s learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in the precision of magnitude representations. This study recruited preschool-aged children with autism spectrum condition (N = 70; 64 boys, Mage = 5.20 years) and without autism spectrum condition (N = 117; 63 boys, Mage = 5.11 years), and tested their precision of magnitude representation with an approximate number comparison task (dot comparison). Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition, regardless of the congruency between numerosity and surface area of dots. Moreover, the lower numerical comparison accuracy was observed even controlling for multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities. In addition, the variability of the comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. Lay abstract The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation (e.g. presenting the number of a collection of objects) is a fundamental numerical ability presented since early infancy and is correlated with children s later learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in precision of magnitude representations. This study compared preschool children with and without autism spectrum condition in their precision of magnitude representation with an approximate number comparison task, in which children compared two sets of dots without counting and chose the set with more dots. Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition. This difference existed even when multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities were statistically controlled. Moreover, the individual difference of the numerical comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. In addition, the large variance in the precision of their magnitude representation suggests that individualized mathematics interventions are needed for children with autism spectrum condition. En ligne : https://dx.doi.org/10.1177/13623613231185408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 [article] Magnitude representation of preschool children with autism spectrum condition [texte imprimé] / Xueyan LI, Auteur ; Jiaxi LI, Auteur ; Sijia ZHAO, Auteur ; Yini LIAO, Auteur ; Liqi ZHU, Auteur ; Yi MOU, Auteur . - p.866-880. Langues : Anglais (eng) in Autism > 28-4 (April 2024) . - p.866-880 Mots-clés : approximate number comparison,autism spectrum condition,magnitude representation,nonverbal numerical ability Index. décimale : PER Périodiques Résumé : The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation is a fundamental numerical ability that emerges early in development and is linked to children s learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in the precision of magnitude representations. This study recruited preschool-aged children with autism spectrum condition (N = 70; 64 boys, Mage = 5.20 years) and without autism spectrum condition (N = 117; 63 boys, Mage = 5.11 years), and tested their precision of magnitude representation with an approximate number comparison task (dot comparison). Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition, regardless of the congruency between numerosity and surface area of dots. Moreover, the lower numerical comparison accuracy was observed even controlling for multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities. In addition, the variability of the comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. Lay abstract The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation (e.g. presenting the number of a collection of objects) is a fundamental numerical ability presented since early infancy and is correlated with children s later learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in precision of magnitude representations. This study compared preschool children with and without autism spectrum condition in their precision of magnitude representation with an approximate number comparison task, in which children compared two sets of dots without counting and chose the set with more dots. Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition. This difference existed even when multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities were statistically controlled. Moreover, the individual difference of the numerical comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. In addition, the large variance in the precision of their magnitude representation suggests that individualized mathematics interventions are needed for children with autism spectrum condition. En ligne : https://dx.doi.org/10.1177/13623613231185408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525

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