Brief Report: Does Social Functioning Moderate the Motor Outcomes of a Physical Activity Program for Children with Autism Spectrum Disorders-A Pilot Study / Jin BO in Journal of Autism and Developmental Disorders, 49-1 (January 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.415-421 Titre : Brief Report: Does Social Functioning Moderate the Motor Outcomes of a Physical Activity Program for Children with Autism Spectrum Disorders-A Pilot Study Type de document : texte imprimé Auteurs : Jin BO, Auteur ; YanLi PANG, Auteur ; Liangsan DONG, Auteur ; Yu XING, Auteur ; Yutao XIANG, Auteur ; Mingting ZHANG, Auteur ; Morgan WRIGHT, Auteur ; Bo SHEN, Auteur Article en page(s) : p.415-421 Langues : Anglais (eng) Mots-clés : Asd  Chinese  Motor skills  Physical activity  Tgmd Index. décimale : PER Périodiques Résumé : Several recent studies revealed that physical activity programs that focus on fundamental motor skills could enhance both motor and social performance. The purpose of this pilot was to explore whether the social impairment of Autistic Spectrum Disorders (ASD) moderated the motor outcomes of a physical activity program. Nine children with ASD attended a 2-week program that adopted the Classroom Pivotal Response Teaching. Significant improvements on motor skills were found in all participants. Furthermore, children with more social impairment demonstrated greater motor improvement in comparison to those with less social problems. Findings suggest the importance of social factors on the outcomes of physical activity programs and the interplays between social and motor domains in ASD interventions. En ligne : http://dx.doi.org/10.1007/s10803-018-3717-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377 [article] Brief Report: Does Social Functioning Moderate the Motor Outcomes of a Physical Activity Program for Children with Autism Spectrum Disorders-A Pilot Study [texte imprimé] / Jin BO, Auteur ; YanLi PANG, Auteur ; Liangsan DONG, Auteur ; Yu XING, Auteur ; Yutao XIANG, Auteur ; Mingting ZHANG, Auteur ; Morgan WRIGHT, Auteur ; Bo SHEN, Auteur . - p.415-421. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.415-421 Mots-clés : Asd  Chinese  Motor skills  Physical activity  Tgmd Index. décimale : PER Périodiques Résumé : Several recent studies revealed that physical activity programs that focus on fundamental motor skills could enhance both motor and social performance. The purpose of this pilot was to explore whether the social impairment of Autistic Spectrum Disorders (ASD) moderated the motor outcomes of a physical activity program. Nine children with ASD attended a 2-week program that adopted the Classroom Pivotal Response Teaching. Significant improvements on motor skills were found in all participants. Furthermore, children with more social impairment demonstrated greater motor improvement in comparison to those with less social problems. Findings suggest the importance of social factors on the outcomes of physical activity programs and the interplays between social and motor domains in ASD interventions. En ligne : http://dx.doi.org/10.1007/s10803-018-3717-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377

Challenges of case identification and diagnosis of Autism Spectrum Disorders in China: A critical review of procedures, assessment, and diagnostic criteria / YanLi PANG in Research in Autism Spectrum Disorders, 53 (September 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 53 (September 2018) . - p.53-66 Titre : Challenges of case identification and diagnosis of Autism Spectrum Disorders in China: A critical review of procedures, assessment, and diagnostic criteria Type de document : texte imprimé Auteurs : YanLi PANG, Auteur ; Chimei M. LEE, Auteur ; Morgan WRIGHT, Auteur ; Jiaming SHEN, Auteur ; Bo SHEN, Auteur ; Jin BO, Auteur Article en page(s) : p.53-66 Langues : Anglais (eng) Mots-clés : ASD  Screening  Assessment  Diagnosis  Chinese Index. décimale : PER Périodiques Résumé : The estimated prevalence of Autism Spectrum Disorders (ASD) in China has been consistently lower than most of the studies in the West. The current article addressed several challenges in identifying and diagnosing ASD in mainland China. The underestimated prevalence may due to a variety of reasons, including inconsistencies in screening and diagnostic procedures, variations in translated instruments, and discrepancies between diagnostic criteria. This review provides insight into ASD assessment and diagnosis in the Chinese population and discusses strategies for the further advancement of ASD identification and intervention in mainland China. En ligne : https://doi.org/10.1016/j.rasd.2018.06.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Challenges of case identification and diagnosis of Autism Spectrum Disorders in China: A critical review of procedures, assessment, and diagnostic criteria [texte imprimé] / YanLi PANG, Auteur ; Chimei M. LEE, Auteur ; Morgan WRIGHT, Auteur ; Jiaming SHEN, Auteur ; Bo SHEN, Auteur ; Jin BO, Auteur . - p.53-66. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 53 (September 2018) . - p.53-66 Mots-clés : ASD  Screening  Assessment  Diagnosis  Chinese Index. décimale : PER Périodiques Résumé : The estimated prevalence of Autism Spectrum Disorders (ASD) in China has been consistently lower than most of the studies in the West. The current article addressed several challenges in identifying and diagnosing ASD in mainland China. The underestimated prevalence may due to a variety of reasons, including inconsistencies in screening and diagnostic procedures, variations in translated instruments, and discrepancies between diagnostic criteria. This review provides insight into ASD assessment and diagnosis in the Chinese population and discusses strategies for the further advancement of ASD identification and intervention in mainland China. En ligne : https://doi.org/10.1016/j.rasd.2018.06.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Do children with autism spectrum disorders have motor learning difficulties? / Jin BO in Research in Autism Spectrum Disorders, 23 (March 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 23 (March 2016) . - p.50-62 Titre : Do children with autism spectrum disorders have motor learning difficulties? Type de document : texte imprimé Auteurs : Jin BO, Auteur ; Chi-Mei LEE, Auteur ; Alison COLBERT, Auteur ; Bo SHEN, Auteur Article en page(s) : p.50-62 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Motor adaptation  Motor sequence learning  Implicit and explicit learning Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social and communication impairments as well as a wide range of behavioral symptoms. For years, motor disturbance reported in ASD has not been treated as a core deficit because of the overwhelming problems in sociability and communication. Recent studies, however, reveal that motor deficits are also fundamental to ASD presentation and contribute to the core symptoms of ASD. Untreated motor problems can persist well into adolescence and adulthood, resulting in long-term physical, psychological, and behavioral issues in individuals with ASD. Thus, the ability to understand and address the overall picture of a child with ASD, including motor dysfunction, has become a critical need. This review focuses on sensorimotor adaptation and motor sequence learning in children with ASD and presents related evidence that compromised motor learning may play a critical role in motor dysfunctions of ASD. It addresses possible factors that explain controversial findings in the literature and discusses potential strategies for facilitating motor learning. Future intervention studies should address the importance of motor learning beyond social and language domains in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Do children with autism spectrum disorders have motor learning difficulties? [texte imprimé] / Jin BO, Auteur ; Chi-Mei LEE, Auteur ; Alison COLBERT, Auteur ; Bo SHEN, Auteur . - p.50-62. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.50-62 Mots-clés : Autism spectrum disorders  Motor adaptation  Motor sequence learning  Implicit and explicit learning Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social and communication impairments as well as a wide range of behavioral symptoms. For years, motor disturbance reported in ASD has not been treated as a core deficit because of the overwhelming problems in sociability and communication. Recent studies, however, reveal that motor deficits are also fundamental to ASD presentation and contribute to the core symptoms of ASD. Untreated motor problems can persist well into adolescence and adulthood, resulting in long-term physical, psychological, and behavioral issues in individuals with ASD. Thus, the ability to understand and address the overall picture of a child with ASD, including motor dysfunction, has become a critical need. This review focuses on sensorimotor adaptation and motor sequence learning in children with ASD and presents related evidence that compromised motor learning may play a critical role in motor dysfunctions of ASD. It addresses possible factors that explain controversial findings in the literature and discusses potential strategies for facilitating motor learning. Future intervention studies should address the importance of motor learning beyond social and language domains in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Virtual parent-mediated yoga for children with autism and their parents: A pilot study / Yu SONG in Research in Autism, 132 (April 2026)  

Public ISBD [article]  inResearch in Autism > 132 (April 2026) . - 202801 Titre : Virtual parent-mediated yoga for children with autism and their parents: A pilot study Type de document : texte imprimé Auteurs : Yu SONG, Auteur ; Bo SHEN, Auteur ; YanLi PANG, Auteur ; Liangshan DONG, Auteur ; Jin BO, Auteur Article en page(s) : 202801 Langues : Anglais (eng) Mots-clés : ASD children  Parents  QOL  Parenting efficacy  Virtual yoga intervention  PMI Résumé : Background Parent-mediated intervention (PMI) has shown promise in supporting the development of children with autism spectrum disorder (ASD). However, limited research has explored the effects of parent-mediated yoga intervention (PMYI) in virtual formats, especially on the quality of life (QOL) of both children and their parents. Objective The purpose of the study was to examine the effects of a virtual PMYI on the QOL of children with ASD, as well as on parenting efficacy and parental well-being. Methods A quasi-experimental design was employed involving 27 parent-child dyads, divided into an intervention group and a waitlist comparison group. The intervention group participated in a 9-week, home-based, virtually guided yoga program, which included virtual Synchronized Parent-Child Yoga and Asynchronous Parent Training Sessions. Pre- and post-intervention assessments were conducted using standardized QOL measures for both children and parents, alongside parenting self-efficacy scales. Results Although no statistically significant between-group differences were observed post-intervention, within-group analysis revealed significant improvements in the social functioning dimension of QOL for both groups, with the intervention group showing a larger effect size (η²p = 0.62). Additionally, parents in the intervention group reported significant improvements in overall QOL and parenting self-efficacy, whereas the comparison group experienced a decline in psychological well-being. Conclusion The findings suggest that a virtual PMYI may serve as a promising, family-centered approach to enhance the social functioning of children with ASD and improve the emotional resilience and caregiving confidence of parents. These results highlight the potential value of incorporating yoga-based physical activity into virtual PMI, especially in post-pandemic educational and rehabilitation contexts. En ligne : https://doi.org/10.1016/j.reia.2026.202801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Virtual parent-mediated yoga for children with autism and their parents: A pilot study [texte imprimé] / Yu SONG, Auteur ; Bo SHEN, Auteur ; YanLi PANG, Auteur ; Liangshan DONG, Auteur ; Jin BO, Auteur . - 202801. Langues : Anglais (eng) in Research in Autism > 132 (April 2026) . - 202801 Mots-clés : ASD children  Parents  QOL  Parenting efficacy  Virtual yoga intervention  PMI Résumé : Background Parent-mediated intervention (PMI) has shown promise in supporting the development of children with autism spectrum disorder (ASD). However, limited research has explored the effects of parent-mediated yoga intervention (PMYI) in virtual formats, especially on the quality of life (QOL) of both children and their parents. Objective The purpose of the study was to examine the effects of a virtual PMYI on the QOL of children with ASD, as well as on parenting efficacy and parental well-being. Methods A quasi-experimental design was employed involving 27 parent-child dyads, divided into an intervention group and a waitlist comparison group. The intervention group participated in a 9-week, home-based, virtually guided yoga program, which included virtual Synchronized Parent-Child Yoga and Asynchronous Parent Training Sessions. Pre- and post-intervention assessments were conducted using standardized QOL measures for both children and parents, alongside parenting self-efficacy scales. Results Although no statistically significant between-group differences were observed post-intervention, within-group analysis revealed significant improvements in the social functioning dimension of QOL for both groups, with the intervention group showing a larger effect size (η²p = 0.62). Additionally, parents in the intervention group reported significant improvements in overall QOL and parenting self-efficacy, whereas the comparison group experienced a decline in psychological well-being. Conclusion The findings suggest that a virtual PMYI may serve as a promising, family-centered approach to enhance the social functioning of children with ASD and improve the emotional resilience and caregiving confidence of parents. These results highlight the potential value of incorporating yoga-based physical activity into virtual PMI, especially in post-pandemic educational and rehabilitation contexts. En ligne : https://doi.org/10.1016/j.reia.2026.202801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

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