Dépouillements

Intensive behavioural intervention for young children with autism: A research-based service model / Diane HAYWARD in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.571-580 Titre : Intensive behavioural intervention for young children with autism: A research-based service model Type de document : Texte imprimé et/ou numérique Auteurs : Diane HAYWARD, Auteur ; Svein EIKESETH, Auteur ; Catherine GALE, Auteur Année de publication : 2009 Article en page(s) : p.571-580 Langues : Anglais (eng) Mots-clés : Autism Children Behavioural-interventions Service-provision Treatment Index. décimale : PER Périodiques Résumé : Outcome research has shown that early and intensive behavioural intervention (ABA) may improve intellectual, language and adaptive functioning in children with autism. However, research has also indicated that not all ABA provisions are equally effective. Therefore, it may be beneficial to describe the key variables that are common to programmes which have been empirically validated through outcome research. This paper describes a research-based service model which has been empirically validated. Important components include treatment in the child's natural environment, intensive intervention, treatment based on applied behaviour analysis, staff training and management, parental involvement, evaluation of progress, and research-based provision. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=728 [article] Intensive behavioural intervention for young children with autism: A research-based service model [Texte imprimé et/ou numérique] / Diane HAYWARD, Auteur ; Svein EIKESETH, Auteur ; Catherine GALE, Auteur . - 2009 . - p.571-580. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.571-580 Mots-clés : Autism Children Behavioural-interventions Service-provision Treatment Index. décimale : PER Périodiques Résumé : Outcome research has shown that early and intensive behavioural intervention (ABA) may improve intellectual, language and adaptive functioning in children with autism. However, research has also indicated that not all ABA provisions are equally effective. Therefore, it may be beneficial to describe the key variables that are common to programmes which have been empirically validated through outcome research. This paper describes a research-based service model which has been empirically validated. Important components include treatment in the child's natural environment, intensive intervention, treatment based on applied behaviour analysis, staff training and management, parental involvement, evaluation of progress, and research-based provision. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=728

Diagnosing high incidence autism spectrum disorders in adults / Johnny L. MATSON in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.581-589 Titre : Diagnosing high incidence autism spectrum disorders in adults Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Daniene NEAL, Auteur Année de publication : 2009 Article en page(s) : p.581-589 Langues : Anglais (eng) Mots-clés : Autism PDD-NOS Asperger's-Syndrome Adults Diagnosis Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASDs), particularly the high incidence conditions of autism, PDD NOS, and Asperger's Syndrome, have become increasingly popular topics of study in the mental health field. Traditionally, the focus has been on young children and early recognition and diagnosis. However, given that these conditions are life long in nature, continued assessment in not only advisable but essential. This review covers diagnostic issues as they pertain to adults with high incidence ASD. The current state of nosology and diagnosis in adults with ASD is reviewed. A discussion of pragmatic diagnostic issues and future research needs are covered. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=728 [article] Diagnosing high incidence autism spectrum disorders in adults [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Daniene NEAL, Auteur . - 2009 . - p.581-589. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.581-589 Mots-clés : Autism PDD-NOS Asperger's-Syndrome Adults Diagnosis Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASDs), particularly the high incidence conditions of autism, PDD NOS, and Asperger's Syndrome, have become increasingly popular topics of study in the mental health field. Traditionally, the focus has been on young children and early recognition and diagnosis. However, given that these conditions are life long in nature, continued assessment in not only advisable but essential. This review covers diagnostic issues as they pertain to adults with high incidence ASD. The current state of nosology and diagnosis in adults with ASD is reviewed. A discussion of pragmatic diagnostic issues and future research needs are covered. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=728

Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review / Kendra THOMSON in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.590-606 Titre : Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review Type de document : Texte imprimé et/ou numérique Auteurs : Kendra THOMSON, Auteur ; Daniela FAZZIO, Auteur ; Garry L. MARTIN, Auteur ; Lindsay ARNAL, Auteur ; C.T. YU, Auteur Année de publication : 2009 Article en page(s) : p.590-606 Langues : Anglais (eng) Mots-clés : Discrete-trials-teaching-(DTT) Autism-spectrum-disorders Instructing-DTT Index. décimale : PER Périodiques Résumé : Early intensive behavioral intervention (EIBI) has been identified as the treatment of choice for children with autism spectrum disorders. A common strategy for conducting EIBI is discrete-trials teaching (DTT). There is a demand for research-based, economical, rapid training techniques to teach tutors and parents of children with autism to conduct DTT. This paper provides a review of research that has focused on teaching individuals how to conduct DTT. Considering the high demand for personnel trained in delivering DTT to children with autism, research in this field is highly warranted. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review [Texte imprimé et/ou numérique] / Kendra THOMSON, Auteur ; Daniela FAZZIO, Auteur ; Garry L. MARTIN, Auteur ; Lindsay ARNAL, Auteur ; C.T. YU, Auteur . - 2009 . - p.590-606. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.590-606 Mots-clés : Discrete-trials-teaching-(DTT) Autism-spectrum-disorders Instructing-DTT Index. décimale : PER Périodiques Résumé : Early intensive behavioral intervention (EIBI) has been identified as the treatment of choice for children with autism spectrum disorders. A common strategy for conducting EIBI is discrete-trials teaching (DTT). There is a demand for research-based, economical, rapid training techniques to teach tutors and parents of children with autism to conduct DTT. This paper provides a review of research that has focused on teaching individuals how to conduct DTT. Considering the high demand for personnel trained in delivering DTT to children with autism, research in this field is highly warranted. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

Toilet training individuals with autism and other developmental disabilities: A critical review / K.A. KROEGER in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.607-618 Titre : Toilet training individuals with autism and other developmental disabilities: A critical review Type de document : Texte imprimé et/ou numérique Auteurs : K.A. KROEGER, Auteur ; Rena SORENSEN-BURNWORTH, Auteur Année de publication : 2009 Article en page(s) : p.607-618 Langues : Anglais (eng) Mots-clés : Toilet-training Continence Autism Developmental-disabilities Review Index. décimale : PER Périodiques Résumé : The following article reviews the current literature addressing toilet training individuals with autism and other developmental disabilities. The review addresses programs typical to toilet training the developmental disability population, most of which are modeled after the original Foxx and Azrin [Azrin, N. H., & Foxx, R. M. (1971). A rapid method of toilet training the institutionalized retarded. Journal of Applied Behavior Analysis 4, 89–99; Foxx, R. M., & Azrin, N. H. (1973). Toilet training persons with developmental disabilities: A rapid program for day and nighttime independent toileting. Harrisburg, PA: Help Services Press] rapid toilet training methods. Components of such programs are isolated and described in their contribution to toilet training models. Studies are then reviewed and compared for participant and study characteristics. Individual studies validating toilet training programs are then discussed in light of their program components and efficacy. Shortcomings to currently available programs are highlighted and future areas of study are suggested. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] Toilet training individuals with autism and other developmental disabilities: A critical review [Texte imprimé et/ou numérique] / K.A. KROEGER, Auteur ; Rena SORENSEN-BURNWORTH, Auteur . - 2009 . - p.607-618. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.607-618 Mots-clés : Toilet-training Continence Autism Developmental-disabilities Review Index. décimale : PER Périodiques Résumé : The following article reviews the current literature addressing toilet training individuals with autism and other developmental disabilities. The review addresses programs typical to toilet training the developmental disability population, most of which are modeled after the original Foxx and Azrin [Azrin, N. H., & Foxx, R. M. (1971). A rapid method of toilet training the institutionalized retarded. Journal of Applied Behavior Analysis 4, 89–99; Foxx, R. M., & Azrin, N. H. (1973). Toilet training persons with developmental disabilities: A rapid program for day and nighttime independent toileting. Harrisburg, PA: Help Services Press] rapid toilet training methods. Components of such programs are isolated and described in their contribution to toilet training models. Studies are then reviewed and compared for participant and study characteristics. Individual studies validating toilet training programs are then discussed in light of their program components and efficacy. Shortcomings to currently available programs are highlighted and future areas of study are suggested. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

Task interspersal and performance of matching tasks by preschoolers with autism / Christian A. BENAVIDES in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.619-629 Titre : Task interspersal and performance of matching tasks by preschoolers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Christian A. BENAVIDES, Auteur ; Claire L. POULSON, Auteur Année de publication : 2009 Article en page(s) : p.619-629 Langues : Anglais (eng) Mots-clés : Task-interspersal Matching-to-sample Autism Index. décimale : PER Périodiques Résumé : The current study examined the effects of task interspersal on the performance of matching-to-sample tasks by three children with autism. A pre-baseline assessed each child's mastery level of a large body of matching stimuli. These matching tasks included matching identical and non-identical animals, numbers, letters, and shapes. Through this assessment mastered and non-mastered matching-to-sample stimuli were determined empirically. Following a baseline condition that presented only non-mastered stimuli in succession, treatment was introduced in a multiple-baseline design across children. During the treatment condition, trials with mastered stimuli were interspersed with trials with non-mastered stimuli. For all three children, the percentage of correct matching responses to the non-mastered stimuli increased systematically with the introduction of the interspersal procedure. Following treatment, a third condition was conducted that reduced the total number of reinforcers available per session to baseline levels. The data demonstrated that all three participants maintained treatment levels of correct responding during this third condition. Thus the increased reinforcement density during treatment was not needed for maintenance of correct responding. The discussion addresses additional control procedures that would be needed to evaluate the role of reinforcement density during treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] Task interspersal and performance of matching tasks by preschoolers with autism [Texte imprimé et/ou numérique] / Christian A. BENAVIDES, Auteur ; Claire L. POULSON, Auteur . - 2009 . - p.619-629. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.619-629 Mots-clés : Task-interspersal Matching-to-sample Autism Index. décimale : PER Périodiques Résumé : The current study examined the effects of task interspersal on the performance of matching-to-sample tasks by three children with autism. A pre-baseline assessed each child's mastery level of a large body of matching stimuli. These matching tasks included matching identical and non-identical animals, numbers, letters, and shapes. Through this assessment mastered and non-mastered matching-to-sample stimuli were determined empirically. Following a baseline condition that presented only non-mastered stimuli in succession, treatment was introduced in a multiple-baseline design across children. During the treatment condition, trials with mastered stimuli were interspersed with trials with non-mastered stimuli. For all three children, the percentage of correct matching responses to the non-mastered stimuli increased systematically with the introduction of the interspersal procedure. Following treatment, a third condition was conducted that reduced the total number of reinforcers available per session to baseline levels. The data demonstrated that all three participants maintained treatment levels of correct responding during this third condition. Thus the increased reinforcement density during treatment was not needed for maintenance of correct responding. The discussion addresses additional control procedures that would be needed to evaluate the role of reinforcement density during treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

Evaluating the effectiveness of two commonly used discrete trial procedures for teaching receptive discrimination to young children with autism spectrum disorders / Anibal Jr GUTIERREZ in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.630-638 Titre : Evaluating the effectiveness of two commonly used discrete trial procedures for teaching receptive discrimination to young children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Anibal Jr GUTIERREZ, Auteur ; Melissa N. HALE, Auteur ; Heather A. O’BRIEN, Auteur ; Aaron J. FISCHER, Auteur ; Jennifer S. DUROCHER, Auteur ; Michael ALESSANDRI, Auteur Année de publication : 2009 Article en page(s) : p.630-638 Langues : Anglais (eng) Mots-clés : Autism Discrimination-training Discrete-trial Receptive-language Index. décimale : PER Périodiques Résumé : Discrete trial teaching procedures have been demonstrated to be effective in teaching a variety of important skills for children with autism spectrum disorders (ASD). Although all discrete trial programs are based in the principles of applied behavior analysis, some variability exists between programs with regards to the precise teaching procedures used. One notable procedural discrepancy involves teaching receptive discriminations. We compared the effectiveness of two commonly used procedures to teach receptive discriminations for three young children with ASD. One procedure progressed from introducing novel target stimuli in isolation (i.e., with no distracter present) to a conditional discrimination training phase (i.e., with distracter). A second procedure involved teaching discriminations exclusively within the context of conditional discriminations (i.e., using distracter stimuli). A within-subject comparison of procedures revealed mixed results and a 1-month follow-up revealed no differences between teaching procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] Evaluating the effectiveness of two commonly used discrete trial procedures for teaching receptive discrimination to young children with autism spectrum disorders [Texte imprimé et/ou numérique] / Anibal Jr GUTIERREZ, Auteur ; Melissa N. HALE, Auteur ; Heather A. O’BRIEN, Auteur ; Aaron J. FISCHER, Auteur ; Jennifer S. DUROCHER, Auteur ; Michael ALESSANDRI, Auteur . - 2009 . - p.630-638. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.630-638 Mots-clés : Autism Discrimination-training Discrete-trial Receptive-language Index. décimale : PER Périodiques Résumé : Discrete trial teaching procedures have been demonstrated to be effective in teaching a variety of important skills for children with autism spectrum disorders (ASD). Although all discrete trial programs are based in the principles of applied behavior analysis, some variability exists between programs with regards to the precise teaching procedures used. One notable procedural discrepancy involves teaching receptive discriminations. We compared the effectiveness of two commonly used procedures to teach receptive discriminations for three young children with ASD. One procedure progressed from introducing novel target stimuli in isolation (i.e., with no distracter present) to a conditional discrimination training phase (i.e., with distracter). A second procedure involved teaching discriminations exclusively within the context of conditional discriminations (i.e., using distracter stimuli). A within-subject comparison of procedures revealed mixed results and a 1-month follow-up revealed no differences between teaching procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

InterRett, a model for international data collection in a rare genetic disorder / Sandra LOUISE in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.639-6959 Titre : InterRett, a model for international data collection in a rare genetic disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sandra LOUISE, Auteur ; Sue FYFE, Auteur Année de publication : 2009 Article en page(s) : p.639-6959 Langues : Anglais (eng) Mots-clés : Rett-syndrome International-database Rare-disorder MECP2 Phenotype Index. décimale : PER Périodiques Résumé : Rett syndrome (RTT) is a rare genetic disorder within the autistic spectrum. This study compared socio-demographic, clinical and genetic characteristics of the international database, InterRett, and the population-based Australian Rett syndrome database (ARSD). It also explored the strengths and limitations of InterRett in comparison with other studies. A literature review compared InterRett with RTT population-based and case-based studies of 30 or more cases that investigated genotype and/or phenotype relationships. Questionnaire data were used to determine case status and to investigate the comparability of InterRett and ARSD. Twenty-four case series, five population-based studies and a MECP2 mutation database were identified of which 21 (70%) collected phenotype and genotype data. Only three studies were representative of their underlying case population and many had low numbers. Of 1114 InterRett subjects, 935 born after 1976 could be verified as Rett cases and compared with the 295 ARSD subjects. Although more InterRett families had higher education and occupation levels and their children were marginally less severe, the distribution of MECP2 mutation types was similar. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] InterRett, a model for international data collection in a rare genetic disorder [Texte imprimé et/ou numérique] / Sandra LOUISE, Auteur ; Sue FYFE, Auteur . - 2009 . - p.639-6959. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.639-6959 Mots-clés : Rett-syndrome International-database Rare-disorder MECP2 Phenotype Index. décimale : PER Périodiques Résumé : Rett syndrome (RTT) is a rare genetic disorder within the autistic spectrum. This study compared socio-demographic, clinical and genetic characteristics of the international database, InterRett, and the population-based Australian Rett syndrome database (ARSD). It also explored the strengths and limitations of InterRett in comparison with other studies. A literature review compared InterRett with RTT population-based and case-based studies of 30 or more cases that investigated genotype and/or phenotype relationships. Questionnaire data were used to determine case status and to investigate the comparability of InterRett and ARSD. Twenty-four case series, five population-based studies and a MECP2 mutation database were identified of which 21 (70%) collected phenotype and genotype data. Only three studies were representative of their underlying case population and many had low numbers. Of 1114 InterRett subjects, 935 born after 1976 could be verified as Rett cases and compared with the 295 ARSD subjects. Although more InterRett families had higher education and occupation levels and their children were marginally less severe, the distribution of MECP2 mutation types was similar. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

Further evaluation of the effects of motivating operations on preference assessment outcomes / Nick CHAPPELL in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.660-669 Titre : Further evaluation of the effects of motivating operations on preference assessment outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Nick CHAPPELL, Auteur ; William H. AHEARN, Auteur ; Richard B. GRAFF, Auteur ; Myrna E. LIBBY, Auteur Année de publication : 2009 Article en page(s) : p.660-669 Langues : Anglais (eng) Mots-clés : Preference-assessment Motivating-operations Index. décimale : PER Périodiques Résumé : The abative effects of a 10-min period of free access to a participant's most preferred edible on preference assessment outcomes was examined using a multielement design with three individuals diagnosed with autism. Four moderately preferred edible items were identified for each participant; access to these edibles was then regulated throughout the study, to control for the number of edibles consumed. Four-item paired stimulus preference assessments were then conducted, under four treatment conditions. A control condition, which involved conducting four-item paired stimulus assessments, was used to determine baseline levels of preference for each edible. Preference assessments conducted under the other three treatment conditions were preceded by a 10-min period of free access to the participant's most preferred edible. The immediate condition involved conducting preference assessments immediately following the 10-min free-access period. The 10-min delay condition and the 20-min delay condition involved conducting preference assessments following a 10-min or 20-min delay after the free access period. For two participants, 10-min of free access to a preferred edible immediately prior to a preference assessment altered the probability of selecting that stimulus, but as the delay between the free-access period and the preference assessment increased, the abative effects became less apparent. For the third participant, preference did not change when assessments were immediately conducted following the 10-min period of free access. Implications of the study are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] Further evaluation of the effects of motivating operations on preference assessment outcomes [Texte imprimé et/ou numérique] / Nick CHAPPELL, Auteur ; William H. AHEARN, Auteur ; Richard B. GRAFF, Auteur ; Myrna E. LIBBY, Auteur . - 2009 . - p.660-669. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.660-669 Mots-clés : Preference-assessment Motivating-operations Index. décimale : PER Périodiques Résumé : The abative effects of a 10-min period of free access to a participant's most preferred edible on preference assessment outcomes was examined using a multielement design with three individuals diagnosed with autism. Four moderately preferred edible items were identified for each participant; access to these edibles was then regulated throughout the study, to control for the number of edibles consumed. Four-item paired stimulus preference assessments were then conducted, under four treatment conditions. A control condition, which involved conducting four-item paired stimulus assessments, was used to determine baseline levels of preference for each edible. Preference assessments conducted under the other three treatment conditions were preceded by a 10-min period of free access to the participant's most preferred edible. The immediate condition involved conducting preference assessments immediately following the 10-min free-access period. The 10-min delay condition and the 20-min delay condition involved conducting preference assessments following a 10-min or 20-min delay after the free access period. For two participants, 10-min of free access to a preferred edible immediately prior to a preference assessment altered the probability of selecting that stimulus, but as the delay between the free-access period and the preference assessment increased, the abative effects became less apparent. For the third participant, preference did not change when assessments were immediately conducted following the 10-min period of free access. Implications of the study are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

“My greatest joy and my greatest heart ache:” Parents’ own words on how having a child in the autism spectrum has affected their lives and their families’ lives / Barbara J. MYERS in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.670-684 Titre : “My greatest joy and my greatest heart ache:” Parents’ own words on how having a child in the autism spectrum has affected their lives and their families’ lives Type de document : Texte imprimé et/ou numérique Auteurs : Barbara J. MYERS, Auteur ; Robin P. GOIN-KOCHEL, Auteur ; Virginia H. MACKINTOSH, Auteur Année de publication : 2009 Article en page(s) : p.670-684 Langues : Anglais (eng) Mots-clés : Parent Family Qualitative-method Themes Online-questionnaire Index. décimale : PER Périodiques Résumé : Parents of children in the autism spectrum wrote an open-ended answer via an online questionnaire to the question, “How has your child in the autism spectrum affected your life and your family's life?” (N = 493). Using a qualitative content analysis, 15 negative themes and 9 positive themes were identified. Themes are subsumed into five clusters: Stress; Child's behavior; Parents’ personal well being, work, and marital relationship; Impact on the whole family; and Social isolation. The mix of negative and positive themes is interpreted as a dialectical viewpoint of finding positive meaning to life even while acknowledging the stress and difficulties of having a child with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] “My greatest joy and my greatest heart ache:” Parents’ own words on how having a child in the autism spectrum has affected their lives and their families’ lives [Texte imprimé et/ou numérique] / Barbara J. MYERS, Auteur ; Robin P. GOIN-KOCHEL, Auteur ; Virginia H. MACKINTOSH, Auteur . - 2009 . - p.670-684. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.670-684 Mots-clés : Parent Family Qualitative-method Themes Online-questionnaire Index. décimale : PER Périodiques Résumé : Parents of children in the autism spectrum wrote an open-ended answer via an online questionnaire to the question, “How has your child in the autism spectrum affected your life and your family's life?” (N = 493). Using a qualitative content analysis, 15 negative themes and 9 positive themes were identified. Themes are subsumed into five clusters: Stress; Child's behavior; Parents’ personal well being, work, and marital relationship; Impact on the whole family; and Social isolation. The mix of negative and positive themes is interpreted as a dialectical viewpoint of finding positive meaning to life even while acknowledging the stress and difficulties of having a child with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

Skill acquisition in students with and without Pervasive Developmental Disorder / Yeshayahu HUTZLER in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.685-694 Titre : Skill acquisition in students with and without Pervasive Developmental Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yeshayahu HUTZLER, Auteur ; Matan MARGALIT, Auteur Année de publication : 2009 Article en page(s) : p.685-694 Langues : Anglais (eng) Mots-clés : Pervasive-Developmental-Disorder Physical-education Inclusion Motor-skill Index. décimale : PER Périodiques Résumé : The purposes of this study were (a) to examine skill acquisition in field hockey of seven junior-high school students with PDD, who attended an inclusive class; and (b) to compare the degree of skill acquisition in field hockey of junior-high school students without disabilities who attend an inclusive class and those who attend a regular class. The motor performance of the students with and without PDD was compared using specially designed field hockey skill tests, before and after a skill acquisition period of two 45-min sessions. Results indicated that (a) students with PDD significantly increased motor performance in the cone circling (CC) task (p < .002); and (b) the percentage gain score of students without disability in the regular class was significantly better in the CC task (p < .02) compared to that in the inclusive class, but did not differ in the slalom between cones task. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] Skill acquisition in students with and without Pervasive Developmental Disorder [Texte imprimé et/ou numérique] / Yeshayahu HUTZLER, Auteur ; Matan MARGALIT, Auteur . - 2009 . - p.685-694. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.685-694 Mots-clés : Pervasive-Developmental-Disorder Physical-education Inclusion Motor-skill Index. décimale : PER Périodiques Résumé : The purposes of this study were (a) to examine skill acquisition in field hockey of seven junior-high school students with PDD, who attended an inclusive class; and (b) to compare the degree of skill acquisition in field hockey of junior-high school students without disabilities who attend an inclusive class and those who attend a regular class. The motor performance of the students with and without PDD was compared using specially designed field hockey skill tests, before and after a skill acquisition period of two 45-min sessions. Results indicated that (a) students with PDD significantly increased motor performance in the cone circling (CC) task (p < .002); and (b) the percentage gain score of students without disability in the regular class was significantly better in the CC task (p < .02) compared to that in the inclusive class, but did not differ in the slalom between cones task. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

A brief report on the effects of a self-management treatment package on stereotypic behavior / Timothy R. MOORE in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.695-701 Titre : A brief report on the effects of a self-management treatment package on stereotypic behavior Type de document : Texte imprimé et/ou numérique Auteurs : Timothy R. MOORE, Auteur Année de publication : 2009 Article en page(s) : p.695-701 Langues : Anglais (eng) Mots-clés : Self-management Generalization Stereotypy PDD-NOS Index. décimale : PER Périodiques Résumé : We evaluated the effects of a self-management treatment package (SMTP) on the stereotypic behavior of an adolescent with Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). Latency to stereotypy was systematically increased in the training setting (academic) and the effectiveness of the SMTP was evaluated within a multiple-probe design across three generalization settings (vocational, meal/snack, leisure). Intervals were systematically increased from 3 min 30 s to 15 min in the training setting. Reinforcement was contingent on the absence of vocal and motor stereotypy for a prescribed interval within a differential reinforcement of the omission of behavior (DRO) paradigm. Following training, increases in latency to stereotypy were observed across generalization settings. Participant interview responses indicated social validity of the SMTP. Results are discussed with respect to possible mechanisms responsible for self-management behavior. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] A brief report on the effects of a self-management treatment package on stereotypic behavior [Texte imprimé et/ou numérique] / Timothy R. MOORE, Auteur . - 2009 . - p.695-701. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.695-701 Mots-clés : Self-management Generalization Stereotypy PDD-NOS Index. décimale : PER Périodiques Résumé : We evaluated the effects of a self-management treatment package (SMTP) on the stereotypic behavior of an adolescent with Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). Latency to stereotypy was systematically increased in the training setting (academic) and the effectiveness of the SMTP was evaluated within a multiple-probe design across three generalization settings (vocational, meal/snack, leisure). Intervals were systematically increased from 3 min 30 s to 15 min in the training setting. Reinforcement was contingent on the absence of vocal and motor stereotypy for a prescribed interval within a differential reinforcement of the omission of behavior (DRO) paradigm. Following training, increases in latency to stereotypy were observed across generalization settings. Participant interview responses indicated social validity of the SMTP. Results are discussed with respect to possible mechanisms responsible for self-management behavior. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

Behavioural Family Intervention with parents of children with ASD: What do they find useful in the parenting program Stepping Stones Triple P? / Koa WHITTINGHAM in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.702-713 Titre : Behavioural Family Intervention with parents of children with ASD: What do they find useful in the parenting program Stepping Stones Triple P? Type de document : Texte imprimé et/ou numérique Auteurs : Koa WHITTINGHAM, Auteur ; Kate SOFRONOFF, Auteur ; Matthew R. SANDERS, Auteur ; Jeanie SHEFFIELD, Auteur Année de publication : 2009 Article en page(s) : p.702-713 Langues : Anglais (eng) Mots-clés : Parent-training Behavioural-Family-Intervention Autism-Spectrum-Disorders Stepping-Stones Triple-P Index. décimale : PER Périodiques Résumé : This study was conducted in conjunction with a randomised controlled trial of the parenting program Stepping Stones Triple P for parents of children with Autism Spectrum Disorders. The current study concerned examination of the qualitative data arising from the RCT as well as evaluation of the particular parenting strategies that the parents found helpful. The results showed that parents were satisfied with the program, including the partial group format. Further, the majority of participants found the parenting strategies within Stepping Stones Triple P to be helpful, including timeout, physical guidance and blocking. In addition, many of the parents also used the additional strategies of Comic Strip Conversations and Social Stories and the majority of the parents who attempted these strategies found them to be helpful. The clinical implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] Behavioural Family Intervention with parents of children with ASD: What do they find useful in the parenting program Stepping Stones Triple P? [Texte imprimé et/ou numérique] / Koa WHITTINGHAM, Auteur ; Kate SOFRONOFF, Auteur ; Matthew R. SANDERS, Auteur ; Jeanie SHEFFIELD, Auteur . - 2009 . - p.702-713. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.702-713 Mots-clés : Parent-training Behavioural-Family-Intervention Autism-Spectrum-Disorders Stepping-Stones Triple-P Index. décimale : PER Périodiques Résumé : This study was conducted in conjunction with a randomised controlled trial of the parenting program Stepping Stones Triple P for parents of children with Autism Spectrum Disorders. The current study concerned examination of the qualitative data arising from the RCT as well as evaluation of the particular parenting strategies that the parents found helpful. The results showed that parents were satisfied with the program, including the partial group format. Further, the majority of participants found the parenting strategies within Stepping Stones Triple P to be helpful, including timeout, physical guidance and blocking. In addition, many of the parents also used the additional strategies of Comic Strip Conversations and Social Stories and the majority of the parents who attempted these strategies found them to be helpful. The clinical implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

A factor analysis of challenging behaviors assessed with the Baby and Infant Screen for Children with aUtism Traits (BISCUIT-Part 3) / Johnny L. MATSON in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.714-722 Titre : A factor analysis of challenging behaviors assessed with the Baby and Infant Screen for Children with aUtism Traits (BISCUIT-Part 3) Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Jessica A. BOISJOLI, Auteur ; Johannes ROJAHN, Auteur ; Julie HESS, Auteur Année de publication : 2009 Article en page(s) : p.714-722 Langues : Anglais (eng) Mots-clés : Infant Toddler Autism BISCUIT-Part-3 Challenging-behaviors Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorders (ASD) are a group of neurodevelopmental disorders characterized by deficits in socialization, communication, and restricted interests and repetitive behaviors. In addition to these core deficits, individuals with ASD also experience co-occurring conditions such as problem behaviors. Problem behaviors are common to this population and can have detrimental effects on the person's life and those who care for them. Due to the consequences of these behaviors, regular monitoring is necessary to identify these behaviors and implement treatment. The BISCUIT-Part 3 is the only measure designed to assess problem behaviors in infants and toddlers with ASD. The purpose of this study was to identify the factor structure of the BISCUIT-Part 3 through exploratory factor analysis and determine the ability of these factors to predict group membership. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] A factor analysis of challenging behaviors assessed with the Baby and Infant Screen for Children with aUtism Traits (BISCUIT-Part 3) [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Jessica A. BOISJOLI, Auteur ; Johannes ROJAHN, Auteur ; Julie HESS, Auteur . - 2009 . - p.714-722. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.714-722 Mots-clés : Infant Toddler Autism BISCUIT-Part-3 Challenging-behaviors Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorders (ASD) are a group of neurodevelopmental disorders characterized by deficits in socialization, communication, and restricted interests and repetitive behaviors. In addition to these core deficits, individuals with ASD also experience co-occurring conditions such as problem behaviors. Problem behaviors are common to this population and can have detrimental effects on the person's life and those who care for them. Due to the consequences of these behaviors, regular monitoring is necessary to identify these behaviors and implement treatment. The BISCUIT-Part 3 is the only measure designed to assess problem behaviors in infants and toddlers with ASD. The purpose of this study was to identify the factor structure of the BISCUIT-Part 3 through exploratory factor analysis and determine the ability of these factors to predict group membership. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

Tracking eye movements proves informative for the study of gaze direction detection in autism / Deborah M. RIBY in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.723-733 Titre : Tracking eye movements proves informative for the study of gaze direction detection in autism Type de document : Texte imprimé et/ou numérique Auteurs : Deborah M. RIBY, Auteur ; Martin J. DOHERTY, Auteur Année de publication : 2009 Article en page(s) : p.723-733 Langues : Anglais (eng) Mots-clés : Eye-tracking Eye-direction-detection Autism Index. décimale : PER Périodiques Résumé : Considerable research effort has been dedicated to exploring how well children with autistic spectrum disorders infer eye gaze direction from the face of an actor. Here we combine task performance (accuracy to correctly label a target item) and eye movement information (‘where’ the participant fixates when completing the task) to understand more about the components involved in completing eye direction detection tasks. Fifteen participants with autism were significantly less accurate at interpreting eye direction and detecting a target item (array sizes 4 and 6 items) than typically developing participants of comparable nonverbal ability. Eye movement data revealed subtly different fixation patterns for participants with and without autism that might contribute to differences in overall task performance. Although the amount of time spent fixating on the target item did not differ across groups, participants with autism took significantly longer to complete several components of the task and fixate upon the regions of the picture required for task completion (e.g. face or target). The data have implications for the design of tasks for individuals with autism and provide insights into the usefulness of including measures of visual attention in understanding task performance. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] Tracking eye movements proves informative for the study of gaze direction detection in autism [Texte imprimé et/ou numérique] / Deborah M. RIBY, Auteur ; Martin J. DOHERTY, Auteur . - 2009 . - p.723-733. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.723-733 Mots-clés : Eye-tracking Eye-direction-detection Autism Index. décimale : PER Périodiques Résumé : Considerable research effort has been dedicated to exploring how well children with autistic spectrum disorders infer eye gaze direction from the face of an actor. Here we combine task performance (accuracy to correctly label a target item) and eye movement information (‘where’ the participant fixates when completing the task) to understand more about the components involved in completing eye direction detection tasks. Fifteen participants with autism were significantly less accurate at interpreting eye direction and detecting a target item (array sizes 4 and 6 items) than typically developing participants of comparable nonverbal ability. Eye movement data revealed subtly different fixation patterns for participants with and without autism that might contribute to differences in overall task performance. Although the amount of time spent fixating on the target item did not differ across groups, participants with autism took significantly longer to complete several components of the task and fixate upon the regions of the picture required for task completion (e.g. face or target). The data have implications for the design of tasks for individuals with autism and provide insights into the usefulness of including measures of visual attention in understanding task performance. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

Effect of choice of task sequence on responding / Sherry STAYER SMELTZER in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.734-742 Titre : Effect of choice of task sequence on responding Type de document : Texte imprimé et/ou numérique Auteurs : Sherry STAYER SMELTZER, Auteur ; William H. AHEARN, Auteur ; Richard B. GRAFF, Auteur ; Myrna E. LIBBY, Auteur Année de publication : 2009 Article en page(s) : p.734-742 Langues : Anglais (eng) Mots-clés : Choice-of-task On-task Problem-behavior Autism Index. décimale : PER Périodiques Résumé : Choice between alternative response options has received much attention in both basic and applied research. However, there is limited study on the effects of choice of task order on responding. This study examined the effect of choice of task order on on-task behavior, duration to complete the tasks, and problem behaviors in 2 children with autism and 1 child diagnosed with Fragile X syndrome. Low preference tasks were identified via a brief multiple-stimulus preference assessment without replacement (MSWO). These tasks were then presented to participants in a variety of conditions. Alternating treatments (with yoking) and concurrent operants phases were used to assess the effects of choice of task order. The results suggested that when given the opportunity to choose between two conditions (concurrent operants), participants preferred to choose the task order, and on-task behavior increased in 2 participants, duration to complete the tasks decreased for all participants, and rate of problem behaviors decreased to zero for 2 participants. During the concurrent operants assessment, the alternative associated with the opportunity to choose task order produced a higher percentage of on-task behavior, decreased duration to complete tasks, and decreased problem behavior. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] Effect of choice of task sequence on responding [Texte imprimé et/ou numérique] / Sherry STAYER SMELTZER, Auteur ; William H. AHEARN, Auteur ; Richard B. GRAFF, Auteur ; Myrna E. LIBBY, Auteur . - 2009 . - p.734-742. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.734-742 Mots-clés : Choice-of-task On-task Problem-behavior Autism Index. décimale : PER Périodiques Résumé : Choice between alternative response options has received much attention in both basic and applied research. However, there is limited study on the effects of choice of task order on responding. This study examined the effect of choice of task order on on-task behavior, duration to complete the tasks, and problem behaviors in 2 children with autism and 1 child diagnosed with Fragile X syndrome. Low preference tasks were identified via a brief multiple-stimulus preference assessment without replacement (MSWO). These tasks were then presented to participants in a variety of conditions. Alternating treatments (with yoking) and concurrent operants phases were used to assess the effects of choice of task order. The results suggested that when given the opportunity to choose between two conditions (concurrent operants), participants preferred to choose the task order, and on-task behavior increased in 2 participants, duration to complete the tasks decreased for all participants, and rate of problem behaviors decreased to zero for 2 participants. During the concurrent operants assessment, the alternative associated with the opportunity to choose task order produced a higher percentage of on-task behavior, decreased duration to complete tasks, and decreased problem behavior. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

Attention to prosody (intonation) and content in children with autism and in typical children using spoken sentences in a computer game / Bertram O. PLOOG in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.743-758 Titre : Attention to prosody (intonation) and content in children with autism and in typical children using spoken sentences in a computer game Type de document : Texte imprimé et/ou numérique Auteurs : Bertram O. PLOOG, Auteur ; Snigdha BANERJEE, Auteur ; Patricia J. BROOKS, Auteur Année de publication : 2009 Article en page(s) : p.743-758 Langues : Anglais (eng) Mots-clés : Moderate/severe-autism Language Prosody Attention Overselectivity Weak-central-coherence Enhanced-perceptual-functioning Computer-game Children Index. décimale : PER Périodiques Résumé : This study validated a video game paradigm to explore attention to prosodic and linguistic components of spoken sentences in nine moderate-to-low functioning children with autism and impaired verbal skills. Nine typically developing children were also included. The children listened to pre-recorded sentences varying with respect to content (e.g., “Max ate a grape” vs. “Tom threw a ball”) and prosody (i.e., intonation of statement vs. question). During training, children learned to select one of two sentences differing in both content and prosody. At testing, children listened to stimuli consisting of recombinations of the content and prosodic features of the training stimuli. Testing performance indicated that the children with autism attended to the content and prosodic features of the training stimuli equally, whereas the children with typical development showed a clear preference for content over prosody. Both groups showed accurate discrimination of the training stimuli from the recombined test stimuli. The findings are interpreted in light of three approaches to explain the unusual attention patterns in autism: stimulus overselectivity, weak central coherence, and enhanced perceptual functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] Attention to prosody (intonation) and content in children with autism and in typical children using spoken sentences in a computer game [Texte imprimé et/ou numérique] / Bertram O. PLOOG, Auteur ; Snigdha BANERJEE, Auteur ; Patricia J. BROOKS, Auteur . - 2009 . - p.743-758. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.743-758 Mots-clés : Moderate/severe-autism Language Prosody Attention Overselectivity Weak-central-coherence Enhanced-perceptual-functioning Computer-game Children Index. décimale : PER Périodiques Résumé : This study validated a video game paradigm to explore attention to prosodic and linguistic components of spoken sentences in nine moderate-to-low functioning children with autism and impaired verbal skills. Nine typically developing children were also included. The children listened to pre-recorded sentences varying with respect to content (e.g., “Max ate a grape” vs. “Tom threw a ball”) and prosody (i.e., intonation of statement vs. question). During training, children learned to select one of two sentences differing in both content and prosody. At testing, children listened to stimuli consisting of recombinations of the content and prosodic features of the training stimuli. Testing performance indicated that the children with autism attended to the content and prosodic features of the training stimuli equally, whereas the children with typical development showed a clear preference for content over prosody. Both groups showed accurate discrimination of the training stimuli from the recombined test stimuli. The findings are interpreted in light of three approaches to explain the unusual attention patterns in autism: stimulus overselectivity, weak central coherence, and enhanced perceptual functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

The relationship of children's feeding problems to core symptoms of autism and PDD-NOS / Johnny L. MATSON in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.759-766 Titre : The relationship of children's feeding problems to core symptoms of autism and PDD-NOS Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Jill C. FODSTAD, Auteur ; Timothy DEMPSEY, Auteur Année de publication : 2009 Article en page(s) : p.759-766 Langues : Anglais (eng) Mots-clés : Autism PDDNOS Children Feeding Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorders (ASD), are characterized by adherence to routines and ritualistic behaviors. Previous research has demonstrated multiple feeding problems with children with ASD such as food selectivity. While the extent of these problem behaviors is well documented in the literature, efforts have not been made to assess these behaviors briefly and at a young age. In the present study, 279 children with autism, Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS), atypical and typical development were evaluated with respect to their current behavior regarding food. The nature and implications of these data with respect to the characteristics of ASD, as well as, assessment of feeding behaviors in children with ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] The relationship of children's feeding problems to core symptoms of autism and PDD-NOS [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Jill C. FODSTAD, Auteur ; Timothy DEMPSEY, Auteur . - 2009 . - p.759-766. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.759-766 Mots-clés : Autism PDDNOS Children Feeding Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorders (ASD), are characterized by adherence to routines and ritualistic behaviors. Previous research has demonstrated multiple feeding problems with children with ASD such as food selectivity. While the extent of these problem behaviors is well documented in the literature, efforts have not been made to assess these behaviors briefly and at a young age. In the present study, 279 children with autism, Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS), atypical and typical development were evaluated with respect to their current behavior regarding food. The nature and implications of these data with respect to the characteristics of ASD, as well as, assessment of feeding behaviors in children with ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

Six reports of children with autism spectrum disorder following intensive behavioral intervention using the Preschool Inventory of Repertoires for Kindergarten (PIRK®) / Maria MCGARRELL in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.767-782 Titre : Six reports of children with autism spectrum disorder following intensive behavioral intervention using the Preschool Inventory of Repertoires for Kindergarten (PIRK®) Type de document : Texte imprimé et/ou numérique Auteurs : Maria MCGARRELL, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur ; Jennifer O’CONNOR, Auteur ; Neil KENNY, Auteur Année de publication : 2009 Article en page(s) : p.767-782 Langues : Anglais (eng) Mots-clés : Autism Intensive-behavioral-intervention PIRK® CABAS® Integration Index. décimale : PER Périodiques Résumé : The current study presents case reports of six children diagnosed with autism spectrum disorder (ASD) who received intensive applied behavior analysis within the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) system and successfully integrated into mainstream education. The participants’ interventions followed curricular objectives from the Preschool Inventory of Repertoires for Kindergarten (PIRK®), an empirically validated assessment tool and curriculum which improves outcomes for children with ASD and prepares for mainstream integration. Each case study presents acquisition of curricular objectives, rates of learning annually and results of independent psychological measures throughout the intensive behavioral intervention. This paper examines the variables (age of treatment onset, duration of treatment, presence of stereotypy or challenging behaviors prior to treatment) which may have influenced the successful integration of these participants into mainstream education settings. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] Six reports of children with autism spectrum disorder following intensive behavioral intervention using the Preschool Inventory of Repertoires for Kindergarten (PIRK®) [Texte imprimé et/ou numérique] / Maria MCGARRELL, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur ; Jennifer O’CONNOR, Auteur ; Neil KENNY, Auteur . - 2009 . - p.767-782. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.767-782 Mots-clés : Autism Intensive-behavioral-intervention PIRK® CABAS® Integration Index. décimale : PER Périodiques Résumé : The current study presents case reports of six children diagnosed with autism spectrum disorder (ASD) who received intensive applied behavior analysis within the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) system and successfully integrated into mainstream education. The participants’ interventions followed curricular objectives from the Preschool Inventory of Repertoires for Kindergarten (PIRK®), an empirically validated assessment tool and curriculum which improves outcomes for children with ASD and prepares for mainstream integration. Each case study presents acquisition of curricular objectives, rates of learning annually and results of independent psychological measures throughout the intensive behavioral intervention. This paper examines the variables (age of treatment onset, duration of treatment, presence of stereotypy or challenging behaviors prior to treatment) which may have influenced the successful integration of these participants into mainstream education settings. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

The effect of sensory activities on correct responding for children with autism spectrum disorders / Ginny L. VAN RIE in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.783-796 Titre : The effect of sensory activities on correct responding for children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ginny L. VAN RIE, Auteur ; L. Juane HEFLIN, Auteur Année de publication : 2009 Article en page(s) : p.783-796 Langues : Anglais (eng) Mots-clés : Autism Sensory-interventions Learning-outcomes Index. décimale : PER Périodiques Résumé : Sensory-based activities are commonly recommended for students with ASD, even in the absence of empirical data to substantiate their effectiveness. A single subject alternating treatment design was used to assess functional relations between sensory-based antecedent interventions and correct responding in four students with autism. As individuals with autism constitute a heterogeneous population, it is not surprising that a functional relation was found for only two of the four students. Results of this study lead to the conclusion that sensory-based interventions may be effective for some but not all students with autism. Implications for evaluating aptitude by treatment interactions and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] The effect of sensory activities on correct responding for children with autism spectrum disorders [Texte imprimé et/ou numérique] / Ginny L. VAN RIE, Auteur ; L. Juane HEFLIN, Auteur . - 2009 . - p.783-796. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.783-796 Mots-clés : Autism Sensory-interventions Learning-outcomes Index. décimale : PER Périodiques Résumé : Sensory-based activities are commonly recommended for students with ASD, even in the absence of empirical data to substantiate their effectiveness. A single subject alternating treatment design was used to assess functional relations between sensory-based antecedent interventions and correct responding in four students with autism. As individuals with autism constitute a heterogeneous population, it is not surprising that a functional relation was found for only two of the four students. Results of this study lead to the conclusion that sensory-based interventions may be effective for some but not all students with autism. Implications for evaluating aptitude by treatment interactions and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

Inference processing in adolescents with Asperger syndrome: Relationship with theory of mind abilities / Sandrine LE SOURN-BISSAOUI in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.797-808 Titre : Inference processing in adolescents with Asperger syndrome: Relationship with theory of mind abilities Type de document : Texte imprimé et/ou numérique Auteurs : Sandrine LE SOURN-BISSAOUI, Auteur ; Stéphanie CAILLIES, Auteur ; Fabien GIERSKI, Auteur ; Jacques MOTTE, Auteur Année de publication : 2009 Article en page(s) : p.797-808 Langues : Anglais (eng) Mots-clés : Inference-processing Theory-of-mind Asperger-syndrome Pragmatic-deficit Semantic-deficit Index. décimale : PER Périodiques Résumé : The aim of this study was to investigate the role of theory of mind competence in inference processing in adolescents with Asperger syndrome (AS). We sought to pinpoint the level at which AS individuals experience difficulty drawing inferences and identify the factors that account for their inference-drawing problems. We hypothesized that this difficulty could be related to a theory of mind (ToM) deficit. To test this hypothesis, we conducted an experiment investigating the processing of causal, predictive and pragmatic inferences. Participants also performed a second-order false-belief task. Ten adolescents with AS and ten controls matched for age, sex and verbal IQ took part in the study. Results indicated that the individuals with AS had greater difficulty processing inferences (both semantic and pragmatic) than the controls and that ToM could subtend inference-drawing. The findings are discussed in the light of the two main psychological theories: theory of mind and weak central coherence. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] Inference processing in adolescents with Asperger syndrome: Relationship with theory of mind abilities [Texte imprimé et/ou numérique] / Sandrine LE SOURN-BISSAOUI, Auteur ; Stéphanie CAILLIES, Auteur ; Fabien GIERSKI, Auteur ; Jacques MOTTE, Auteur . - 2009 . - p.797-808. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.797-808 Mots-clés : Inference-processing Theory-of-mind Asperger-syndrome Pragmatic-deficit Semantic-deficit Index. décimale : PER Périodiques Résumé : The aim of this study was to investigate the role of theory of mind competence in inference processing in adolescents with Asperger syndrome (AS). We sought to pinpoint the level at which AS individuals experience difficulty drawing inferences and identify the factors that account for their inference-drawing problems. We hypothesized that this difficulty could be related to a theory of mind (ToM) deficit. To test this hypothesis, we conducted an experiment investigating the processing of causal, predictive and pragmatic inferences. Participants also performed a second-order false-belief task. Ten adolescents with AS and ten controls matched for age, sex and verbal IQ took part in the study. Results indicated that the individuals with AS had greater difficulty processing inferences (both semantic and pragmatic) than the controls and that ToM could subtend inference-drawing. The findings are discussed in the light of the two main psychological theories: theory of mind and weak central coherence. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

The impact of using the “Preschool Inventory of Repertoires for Kindergarten” (PIRK®) on school outcomes of children with Autistic Spectrum Disorders / Emma M. WADDINGTON in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.809-827 Titre : The impact of using the “Preschool Inventory of Repertoires for Kindergarten” (PIRK®) on school outcomes of children with Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Emma M. WADDINGTON, Auteur ; Phil REED, Auteur Année de publication : 2009 Article en page(s) : p.809-827 Langues : Anglais (eng) Mots-clés : Special-education School-preparation ABA Index. décimale : PER Périodiques Résumé : The current studies investigated whether using the Preschool Inventory of Repertoires for Kindergarten (PIRK® [Greer, R. D, & McKorkle. (2003). Preschool Inventory of Repertoire for Kindergarten. Unpublished manuscript]) as a teaching curriculum had an impact on outcomes for children with ASD in special schools (Study 1), and on the ability of children to transfer from special to mainstream schools (Study 2). In Study 1 (special school) the results suggest improvement in both groups, however, the children taught the PIRK® curriculum made improvements in areas of behavior management, and mainstreaming social skills, which may prepare them better for a mainstream placement. The results from Study 2 suggest children who had received the PIRK® previously to attending mainstream schools showed improvements in communication, socialization, and daily living skills. The results are discussed with regards to future research into inclusion, and the use of the PIRK® as a preparation for entrance into a mainstream school. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] The impact of using the “Preschool Inventory of Repertoires for Kindergarten” (PIRK®) on school outcomes of children with Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Emma M. WADDINGTON, Auteur ; Phil REED, Auteur . - 2009 . - p.809-827. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.809-827 Mots-clés : Special-education School-preparation ABA Index. décimale : PER Périodiques Résumé : The current studies investigated whether using the Preschool Inventory of Repertoires for Kindergarten (PIRK® [Greer, R. D, & McKorkle. (2003). Preschool Inventory of Repertoire for Kindergarten. Unpublished manuscript]) as a teaching curriculum had an impact on outcomes for children with ASD in special schools (Study 1), and on the ability of children to transfer from special to mainstream schools (Study 2). In Study 1 (special school) the results suggest improvement in both groups, however, the children taught the PIRK® curriculum made improvements in areas of behavior management, and mainstreaming social skills, which may prepare them better for a mainstream placement. The results from Study 2 suggest children who had received the PIRK® previously to attending mainstream schools showed improvements in communication, socialization, and daily living skills. The results are discussed with regards to future research into inclusion, and the use of the PIRK® as a preparation for entrance into a mainstream school. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730