Brief Report: A Pilot Summer Robotics Camp to Reduce Social Anxiety and Improve Social/Vocational Skills in Adolescents with ASD / Juhi R. KABOSKI in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3862-3869 Titre : Brief Report: A Pilot Summer Robotics Camp to Reduce Social Anxiety and Improve Social/Vocational Skills in Adolescents with ASD Type de document : texte imprimé Auteurs : Juhi R. KABOSKI, Auteur ; Joshua John DIEHL, Auteur ; Jane BERIONT, Auteur ; Charles R. CROWELL, Auteur ; Michael VILLANO, Auteur ; Kristin WIER, Auteur ; Karen TANG, Auteur Année de publication : 2015 Article en page(s) : p.3862-3869 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Intervention  Treatment  Robotics  Vocational  Social skills Index. décimale : PER Périodiques Résumé : This pilot study evaluated a novel intervention designed to reduce social anxiety and improve social/vocational skills for adolescents with autism spectrum disorder (ASD). The intervention utilized a shared interest in robotics among participants to facilitate natural social interaction between individuals with ASD and typically developing (TD) peers. Eight individuals with ASD and eight TD peers ages 12–17 participated in a weeklong robotics camp, during which they learned robotic facts, actively programmed an interactive robot, and learned “career” skills. The ASD group showed a significant decrease in social anxiety and both groups showed an increase in robotics knowledge, although neither group showed a significant increase in social skills. These initial findings suggest that this approach is promising and warrants further study. En ligne : http://dx.doi.org/10.1007/s10803-014-2153-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 [article] Brief Report: A Pilot Summer Robotics Camp to Reduce Social Anxiety and Improve Social/Vocational Skills in Adolescents with ASD [texte imprimé] / Juhi R. KABOSKI, Auteur ; Joshua John DIEHL, Auteur ; Jane BERIONT, Auteur ; Charles R. CROWELL, Auteur ; Michael VILLANO, Auteur ; Kristin WIER, Auteur ; Karen TANG, Auteur . - 2015 . - p.3862-3869. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3862-3869 Mots-clés : Autism spectrum disorder  Intervention  Treatment  Robotics  Vocational  Social skills Index. décimale : PER Périodiques Résumé : This pilot study evaluated a novel intervention designed to reduce social anxiety and improve social/vocational skills for adolescents with autism spectrum disorder (ASD). The intervention utilized a shared interest in robotics among participants to facilitate natural social interaction between individuals with ASD and typically developing (TD) peers. Eight individuals with ASD and eight TD peers ages 12–17 participated in a weeklong robotics camp, during which they learned robotic facts, actively programmed an interactive robot, and learned “career” skills. The ASD group showed a significant decrease in social anxiety and both groups showed an increase in robotics knowledge, although neither group showed a significant increase in social skills. These initial findings suggest that this approach is promising and warrants further study. En ligne : http://dx.doi.org/10.1007/s10803-014-2153-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273

Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder / Meghan K. CAIN in Autism, 23-7 (October 2019)  

Public ISBD [article]  inAutism > 23-7 (October 2019) . - p.1663-1674 Titre : Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder Type de document : texte imprimé Auteurs : Meghan K. CAIN, Auteur ; Juhi R. KABOSKI, Auteur ; Jeffrey W. GILGER, Auteur Article en page(s) : p.1663-1674 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  cognition (attention, learning, memory)  education services  longitudinal trajectory  pre-school children  school-age children  secondary data analysis  twice exceptional Index. décimale : PER Périodiques Résumé : Gifted children with autism spectrum disorder (ASD) are often referred to as twice-exceptional, the term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. This study performed secondary data analysis on samples of twice-exceptional children from the Pre-Elementary Education Longitudinal Study and the Special Education Elementary Longitudinal Study datasets. The results provide a descriptive profile of twice-exceptional (e.g. demographics, average academic performance, and services utilized), trajectory plots that indicate how academic performance changes over time, and multilevel analyses that model growth in academic outcomes using demographics, school services, and giftedness as predictors. Some of the key findings are that twice-exceptional students show not only higher initial levels of academic performance, but they improve over time relative to the non-gifted ASD counterparts and-with the exception of Letter Word Matching-even relative to the general population. Moreover, they benefit from mental health services disproportionately. Together, the results offer a deeper understanding of the twice-exceptional autistic population, their academic performance over time, and the services that they utilize. En ligne : http://dx.doi.org/10.1177/1362361318804019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder [texte imprimé] / Meghan K. CAIN, Auteur ; Juhi R. KABOSKI, Auteur ; Jeffrey W. GILGER, Auteur . - p.1663-1674. Langues : Anglais (eng) in Autism > 23-7 (October 2019) . - p.1663-1674 Mots-clés : autism spectrum disorders  cognition (attention, learning, memory)  education services  longitudinal trajectory  pre-school children  school-age children  secondary data analysis  twice exceptional Index. décimale : PER Périodiques Résumé : Gifted children with autism spectrum disorder (ASD) are often referred to as twice-exceptional, the term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. This study performed secondary data analysis on samples of twice-exceptional children from the Pre-Elementary Education Longitudinal Study and the Special Education Elementary Longitudinal Study datasets. The results provide a descriptive profile of twice-exceptional (e.g. demographics, average academic performance, and services utilized), trajectory plots that indicate how academic performance changes over time, and multilevel analyses that model growth in academic outcomes using demographics, school services, and giftedness as predictors. Some of the key findings are that twice-exceptional students show not only higher initial levels of academic performance, but they improve over time relative to the non-gifted ASD counterparts and-with the exception of Letter Word Matching-even relative to the general population. Moreover, they benefit from mental health services disproportionately. Together, the results offer a deeper understanding of the twice-exceptional autistic population, their academic performance over time, and the services that they utilize. En ligne : http://dx.doi.org/10.1177/1362361318804019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

---

1 (1 - 2 / 2) Par page : 25 50 100 200