L'analyse par grille "espace-état": une nouvelle approche pour explorer les trajectoires développementales individuelles d'interactions sociales dans un groupe d'habiletés sociales pour adolescents présentant un TSA / Pauline GIRARD in Bulletin Scientifique de l'arapi (Le), 37 (Eté 2016)

Public ISBD [article]  inBulletin Scientifique de l'arapi (Le) > 37 (Eté 2016) . - p.18-26 Titre : L'analyse par grille "espace-état": une nouvelle approche pour explorer les trajectoires développementales individuelles d'interactions sociales dans un groupe d'habiletés sociales pour adolescents présentant un TSA Type de document : texte imprimé Auteurs : Pauline GIRARD, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur ; Gaïd LE MANER-IDRISSI, Auteur ; Julie BRIEC, Auteur ; Agnès BOIDE, Auteur ; Charlotte VINCHON, Auteur ; Tanguy SEVENO, Auteur ; Claire CHEVREUIL, Auteur Année de publication : 2016 Article en page(s) : p.18-26 Langues : Français (fre) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] L'analyse par grille "espace-état": une nouvelle approche pour explorer les trajectoires développementales individuelles d'interactions sociales dans un groupe d'habiletés sociales pour adolescents présentant un TSA [texte imprimé] / Pauline GIRARD, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur ; Gaïd LE MANER-IDRISSI, Auteur ; Julie BRIEC, Auteur ; Agnès BOIDE, Auteur ; Charlotte VINCHON, Auteur ; Tanguy SEVENO, Auteur ; Claire CHEVREUIL, Auteur . - 2016 . - p.18-26. Langues : Français (fre) in Bulletin Scientifique de l'arapi (Le) > 37 (Eté 2016) . - p.18-26 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

Effectiveness of a Peer-Mediated Intervention During iPad-Based Academic Tasks on Social Behaviors of Four Students with Autism Spectrum Disorder / Gaëtan BRIET in Journal of Autism and Developmental Disorders, 56-12 (December 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-12 (December 2026) . - p.4629-4644 Titre : Effectiveness of a Peer-Mediated Intervention During iPad-Based Academic Tasks on Social Behaviors of Four Students with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Gaëtan BRIET, Auteur ; Gaïd LE MANER-IDRISSI, Auteur ; Tanguy SEVENO, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur Article en page(s) : p.4629-4644 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present study aimed to examine the effectiveness of a peer-mediated pivotal response treatment implemented during iPad-based academic tasks on the social behaviors of children with autism spectrum disorder (ASD) and typically developing (TD) peers. Four children with ASD and four TD children attending mainstream school settings participated. A multiple baseline design across dyads was used to measure the effects of the intervention on the social behaviors of participants. After the intervention, all children increased their rates of social responses, one child with ASD increased his rate of social initiations and three TD children increased their rates of social initiations. Additionally, inappropriate social behaviors decreased for three children with ASD. The improvements were maintained for all participants. These findings suggest that a PMI-PRT implemented during iPad-based academic tasks may be a viable option for targeting the inclusive education of students with ASD, especially for promoting positive social relationships with peers. En ligne : https://doi.org/10.1007/s10803-025-06920-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Effectiveness of a Peer-Mediated Intervention During iPad-Based Academic Tasks on Social Behaviors of Four Students with Autism Spectrum Disorder [texte imprimé] / Gaëtan BRIET, Auteur ; Gaïd LE MANER-IDRISSI, Auteur ; Tanguy SEVENO, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur . - p.4629-4644. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-12 (December 2026) . - p.4629-4644 Index. décimale : PER Périodiques Résumé : The present study aimed to examine the effectiveness of a peer-mediated pivotal response treatment implemented during iPad-based academic tasks on the social behaviors of children with autism spectrum disorder (ASD) and typically developing (TD) peers. Four children with ASD and four TD children attending mainstream school settings participated. A multiple baseline design across dyads was used to measure the effects of the intervention on the social behaviors of participants. After the intervention, all children increased their rates of social responses, one child with ASD increased his rate of social initiations and three TD children increased their rates of social initiations. Additionally, inappropriate social behaviors decreased for three children with ASD. The improvements were maintained for all participants. These findings suggest that a PMI-PRT implemented during iPad-based academic tasks may be a viable option for targeting the inclusive education of students with ASD, especially for promoting positive social relationships with peers. En ligne : https://doi.org/10.1007/s10803-025-06920-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Peer mediation in play settings for minimally verbal students with autism Spectrum disorder / Gaïd LE MANER-IDRISSI ; Tanguy SEVENO ; Olivier LE MAREC ; Sandrine LE SOURN-BISSAOUI in Autism & Developmental Language Impairments, 8 (January-December 2023)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 8 (January-December 2023) Titre : Peer mediation in play settings for minimally verbal students with autism Spectrum disorder Type de document : texte imprimé Auteurs : Gaïd LE MANER-IDRISSI, Auteur ; Tanguy SEVENO, Auteur ; Olivier LE MAREC, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Autism spectrum disorder  Minimally verbal children  Inclusive education  Play Index. décimale : PER Périodiques Résumé : Background and aimsPeer-mediated interventions (PMIs) are effective strategies to foster socialization of children with autism spectrum disorder (ASD) in natural settings. However, research examining the efficacy of peer mediation for students with ASD who have the greatest cognitive and language impairments remains limited. Additionally, previous studies essentially targeted communicative abilities of participants. To address this gap, the present study evaluated the effects of a play-based PMI on three socio-communicative skills (play, social engagement and imitation) of minimally verbal students with ASD who also have a comorbidity of intellectual disability (ID).MethodsSeven children with ASD attending ordinary school settings and 14 typically developing (TD) preschoolers participated. Seven single-sex groups were formed, and children played together during two 30 min weekly sessions. TD children were trained according to the principles of the integrated play group model. We used a multiple-baseline design across participants to measure the effects of the intervention on play skills, social engagement and motor imitation of students with ASD.ResultsOutcomes revealed an intervention effect for most of the participants, despite some variations across children. After the peer training, four children increased their duration of functional/symbolic play, six children improved their duration of interactive play and five children increased their rates of motor imitation. Concerning maintenance gains, inter-individual differences are also important.Conclusions and implicationsThese findings suggest that a play-based PMI may be a feasible option for targeting inclusive education and improving socio-communicative skills of some minimally verbal students with ASD who also have an ID. However, variations across children invite further research to clarify how individual factors can moderate the effects of PMIs in children with ASD who are the most impaired. En ligne : https://dx.doi.org/10.1177/23969415231204837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] Peer mediation in play settings for minimally verbal students with autism Spectrum disorder [texte imprimé] / Gaïd LE MANER-IDRISSI, Auteur ; Tanguy SEVENO, Auteur ; Olivier LE MAREC, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 8 (January-December 2023) Mots-clés : Peer-mediated intervention  Autism spectrum disorder  Minimally verbal children  Inclusive education  Play Index. décimale : PER Périodiques Résumé : Background and aimsPeer-mediated interventions (PMIs) are effective strategies to foster socialization of children with autism spectrum disorder (ASD) in natural settings. However, research examining the efficacy of peer mediation for students with ASD who have the greatest cognitive and language impairments remains limited. Additionally, previous studies essentially targeted communicative abilities of participants. To address this gap, the present study evaluated the effects of a play-based PMI on three socio-communicative skills (play, social engagement and imitation) of minimally verbal students with ASD who also have a comorbidity of intellectual disability (ID).MethodsSeven children with ASD attending ordinary school settings and 14 typically developing (TD) preschoolers participated. Seven single-sex groups were formed, and children played together during two 30 min weekly sessions. TD children were trained according to the principles of the integrated play group model. We used a multiple-baseline design across participants to measure the effects of the intervention on play skills, social engagement and motor imitation of students with ASD.ResultsOutcomes revealed an intervention effect for most of the participants, despite some variations across children. After the peer training, four children increased their duration of functional/symbolic play, six children improved their duration of interactive play and five children increased their rates of motor imitation. Concerning maintenance gains, inter-individual differences are also important.Conclusions and implicationsThese findings suggest that a play-based PMI may be a feasible option for targeting inclusive education and improving socio-communicative skills of some minimally verbal students with ASD who also have an ID. However, variations across children invite further research to clarify how individual factors can moderate the effects of PMIs in children with ASD who are the most impaired. En ligne : https://dx.doi.org/10.1177/23969415231204837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

La tablette tactile : un outil de médiation sociale au service de la scolarisation des enfants avec autisme / Gaëtan BRIET

Public ISBD in Autisme et usages du numérique en éducation / Patrice BOURDON Titre : La tablette tactile : un outil de médiation sociale au service de la scolarisation des enfants avec autisme Type de document : texte imprimé Auteurs : Gaëtan BRIET, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur ; Gaïd LE MANER-IDRISSI, Auteur Année de publication : 2022 Importance : p.193-222 Langues : Français (fre) Index. décimale : EDU-M EDU-M - Education - Technologies Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=482 in Autisme et usages du numérique en éducation / Patrice BOURDON La tablette tactile : un outil de médiation sociale au service de la scolarisation des enfants avec autisme [texte imprimé] / Gaëtan BRIET, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur ; Gaïd LE MANER-IDRISSI, Auteur . - 2022 . - p.193-222. Langues : Français (fre) Index. décimale : EDU-M EDU-M - Education - Technologies Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=482

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