Dépouillements

Acknowledgments in Focus on Autism and Other Developmental Disabilities, 24-4 (December 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-4 (December 2009) Titre : Acknowledgments Type de document : Texte imprimé et/ou numérique Année de publication : 2009 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609352506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=885 [article] Acknowledgments [Texte imprimé et/ou numérique] . - 2009. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-4 (December 2009) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609352506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=885

Facial Encoding of Children with High-Functioning Autism Spectrum Disorders / Martin A. VOLKER in Focus on Autism and Other Developmental Disabilities, 24-4 (December 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.195-204 Titre : Facial Encoding of Children with High-Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Martin A. VOLKER, Auteur ; Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Donna A. SMITH, Auteur Année de publication : 2009 Article en page(s) : p.195-204 Langues : Anglais (eng) Mots-clés : emotion nonverbal high-functioning autism-spectrum-disorders Asperger Index. décimale : PER Périodiques Résumé : Facial encoding of a sample of children with high-functioning autism spectrum disorders (HFASD) was compared to facial encoding of matched typically developing children. Each participant was photographed after being prompted to enact a facial expression for six basic emotions. Raters evaluated (a) the extent to which the photo reflected the emotion, (b) the emotion in the photograph, and (c) the degree to which the photo appeared odd. Children with HFASD were significantly less adept at encoding sadness, and their expressions were significantly odder than those of their typical peers. Nonsignificant trends for children with HFASD suggested somewhat greater difficulty encoding anger and fear, as well as somewhat greater skill in encoding surprise and disgust, which was unanticipated. En ligne : http://dx.doi.org/10.1177/1088357609347325 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=885 [article] Facial Encoding of Children with High-Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Martin A. VOLKER, Auteur ; Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Donna A. SMITH, Auteur . - 2009 . - p.195-204. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.195-204 Mots-clés : emotion nonverbal high-functioning autism-spectrum-disorders Asperger Index. décimale : PER Périodiques Résumé : Facial encoding of a sample of children with high-functioning autism spectrum disorders (HFASD) was compared to facial encoding of matched typically developing children. Each participant was photographed after being prompted to enact a facial expression for six basic emotions. Raters evaluated (a) the extent to which the photo reflected the emotion, (b) the emotion in the photograph, and (c) the degree to which the photo appeared odd. Children with HFASD were significantly less adept at encoding sadness, and their expressions were significantly odder than those of their typical peers. Nonsignificant trends for children with HFASD suggested somewhat greater difficulty encoding anger and fear, as well as somewhat greater skill in encoding surprise and disgust, which was unanticipated. En ligne : http://dx.doi.org/10.1177/1088357609347325 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=885

Differentiated Effects of Paper and Computer-Assisted Social StoriesTM on Inappropriate Behavior in Children With Autism / G. Richmond MANCIL in Focus on Autism and Other Developmental Disabilities, 24-4 (December 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.205-215 Titre : Differentiated Effects of Paper and Computer-Assisted Social StoriesTM on Inappropriate Behavior in Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : G. Richmond MANCIL, Auteur ; Todd F. HAYDON, Auteur ; Peggy WHITBY, Auteur Année de publication : 2009 Article en page(s) : p.205-215 Langues : Anglais (eng) Mots-clés : autism social-stories computer-assisted-instruction Index. décimale : PER Périodiques Résumé : Despite evidence from previous studies that support using Social StoriesTM for problem behaviors, research conducted with more rigorous controls is needed to examine whether or not Social Stories constitute an evidence-based practice.This study employed an ABABCBC single-subject design comparing a Social Story presented in two formats across three elementary-age students with autism. Interpretation of the results documents a decrease in the frequency of problem behavior for each participant. Outcomes were slightly better for the PowerPointTM format than for the paper format. Results were maintained in the training setting and were generalized to another setting with a single verbal prompt. Teachers reported that the PowerPoint format was easily implemented, and students indicated that they liked the computer-assisted format. En ligne : http://dx.doi.org/10.1177/1088357609347324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886 [article] Differentiated Effects of Paper and Computer-Assisted Social StoriesTM on Inappropriate Behavior in Children With Autism [Texte imprimé et/ou numérique] / G. Richmond MANCIL, Auteur ; Todd F. HAYDON, Auteur ; Peggy WHITBY, Auteur . - 2009 . - p.205-215. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.205-215 Mots-clés : autism social-stories computer-assisted-instruction Index. décimale : PER Périodiques Résumé : Despite evidence from previous studies that support using Social StoriesTM for problem behaviors, research conducted with more rigorous controls is needed to examine whether or not Social Stories constitute an evidence-based practice.This study employed an ABABCBC single-subject design comparing a Social Story presented in two formats across three elementary-age students with autism. Interpretation of the results documents a decrease in the frequency of problem behavior for each participant. Outcomes were slightly better for the PowerPointTM format than for the paper format. Results were maintained in the training setting and were generalized to another setting with a single verbal prompt. Teachers reported that the PowerPoint format was easily implemented, and students indicated that they liked the computer-assisted format. En ligne : http://dx.doi.org/10.1177/1088357609347324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886

Using Discrete Trial Instruction to Teach Children With Angelman Syndrome / Jane SUMMERS in Focus on Autism and Other Developmental Disabilities, 24-4 (December 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.216-226 Titre : Using Discrete Trial Instruction to Teach Children With Angelman Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Jane SUMMERS, Auteur ; Peter SZATMARI, Auteur Année de publication : 2009 Article en page(s) : p.216-226 Langues : Anglais (eng) Mots-clés : Angelman-syndrome discrete-trial-instruction Index. décimale : PER Périodiques Résumé : Discrete trial instruction (DTI) was used to teach functional skills to three children with Angelman syndrome, a neurogenetic disorder that overlaps with autism and is associated with severe cognitive, speech, and motor impairments. Children received individual DTI teaching sessions 2 to 3 times per week over a 12-month period and displayed differing rates and patterns of skill development. Parents expressed positive views toward the DTI methods and their clinical outcomes. The results of this case series provide preliminary data suggesting that these strategies are appropriate for building functional skills in some children with Angelman syndrome and possibly other groups of children with severe/profound intellectual disability with different etiologies. En ligne : http://dx.doi.org/10.1177/1088357609334057 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886 [article] Using Discrete Trial Instruction to Teach Children With Angelman Syndrome [Texte imprimé et/ou numérique] / Jane SUMMERS, Auteur ; Peter SZATMARI, Auteur . - 2009 . - p.216-226. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.216-226 Mots-clés : Angelman-syndrome discrete-trial-instruction Index. décimale : PER Périodiques Résumé : Discrete trial instruction (DTI) was used to teach functional skills to three children with Angelman syndrome, a neurogenetic disorder that overlaps with autism and is associated with severe cognitive, speech, and motor impairments. Children received individual DTI teaching sessions 2 to 3 times per week over a 12-month period and displayed differing rates and patterns of skill development. Parents expressed positive views toward the DTI methods and their clinical outcomes. The results of this case series provide preliminary data suggesting that these strategies are appropriate for building functional skills in some children with Angelman syndrome and possibly other groups of children with severe/profound intellectual disability with different etiologies. En ligne : http://dx.doi.org/10.1177/1088357609334057 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886

Health-Related Quality of Life of Parents of Children With High-Functioning Autism Spectrum Disorders / Gloria K. LEE in Focus on Autism and Other Developmental Disabilities, 24-4 (December 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.227-239 Titre : Health-Related Quality of Life of Parents of Children With High-Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gloria K. LEE, Auteur ; Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Martin A. VOLKER, Auteur ; Robert E. NIDA, Auteur ; Jennifer A. TOOMEY, Auteur ; Sabrina Y. CHOW, Auteur ; Audrey M. SMERBECK, Auteur Année de publication : 2009 Article en page(s) : p.227-239 Langues : Anglais (eng) Mots-clés : health-related-quality-of-life parents children-with-autism-spectrum-disorders Index. décimale : PER Périodiques Résumé : The physical and mental health-related quality of life (QOL) of 89 parents of children with high-functioning autism spectrum disorders (HFASDs) was compared to the health-related QOL of 46 parents of children without disabilities. Parents completed a packet of surveys measuring demographics, parenting stress, coping, resources, and QOL. Results of t tests showed significant differences between the two groups for all variables. Hierarchical regression analyses indicated that for parents of children with HFASDs, demographics and psychosocial variables accounted for a significant amount of variance for physical health-related QOL, with income, number of children, and stress being significant variables. Demographics and psychosocial variables also accounted for a significant amount of variance for parents’ mental health-related QOL, with income and stress being significant variables. En ligne : http://dx.doi.org/10.1177/1088357609347371 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886 [article] Health-Related Quality of Life of Parents of Children With High-Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Gloria K. LEE, Auteur ; Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Martin A. VOLKER, Auteur ; Robert E. NIDA, Auteur ; Jennifer A. TOOMEY, Auteur ; Sabrina Y. CHOW, Auteur ; Audrey M. SMERBECK, Auteur . - 2009 . - p.227-239. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.227-239 Mots-clés : health-related-quality-of-life parents children-with-autism-spectrum-disorders Index. décimale : PER Périodiques Résumé : The physical and mental health-related quality of life (QOL) of 89 parents of children with high-functioning autism spectrum disorders (HFASDs) was compared to the health-related QOL of 46 parents of children without disabilities. Parents completed a packet of surveys measuring demographics, parenting stress, coping, resources, and QOL. Results of t tests showed significant differences between the two groups for all variables. Hierarchical regression analyses indicated that for parents of children with HFASDs, demographics and psychosocial variables accounted for a significant amount of variance for physical health-related QOL, with income, number of children, and stress being significant variables. Demographics and psychosocial variables also accounted for a significant amount of variance for parents’ mental health-related QOL, with income and stress being significant variables. En ligne : http://dx.doi.org/10.1177/1088357609347371 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886

Comparative Analysis of Crying in Children with Autism, Developmental Delays, and Typical Development / Gianluca ESPOSITO in Focus on Autism and Other Developmental Disabilities, 24-4 (December 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.240-247 Titre : Comparative Analysis of Crying in Children with Autism, Developmental Delays, and Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Gianluca ESPOSITO, Auteur ; Paola VENUTI, Auteur Année de publication : 2009 Article en page(s) : p.240-247 Langues : Anglais (eng) Mots-clés : infants crying prelinguistic-communication autism developmental-delays Index. décimale : PER Périodiques Résumé : Crying behavior and mother-infant interactions during episodes of crying were coded using the Cry Observation Codes and then compared for 48 mother-infant dyads of children with autism, children with developmental delays, and typically developing children. At 1 year of age, children who would later be diagnosed with autism showed a different pattern of cry compared to the children in the comparison groups; specifically, their cries had less waveform modulation and more dysphonation. Maternal reactions to the crying of infants later diagnosed with autism were qualitatively different from the responses to cries of the other children of the same age (fewer tactile or vestibular stimulation and more verbal production). Implications of the study are described. En ligne : http://dx.doi.org/10.1177/1088357609336449 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886 [article] Comparative Analysis of Crying in Children with Autism, Developmental Delays, and Typical Development [Texte imprimé et/ou numérique] / Gianluca ESPOSITO, Auteur ; Paola VENUTI, Auteur . - 2009 . - p.240-247. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.240-247 Mots-clés : infants crying prelinguistic-communication autism developmental-delays Index. décimale : PER Périodiques Résumé : Crying behavior and mother-infant interactions during episodes of crying were coded using the Cry Observation Codes and then compared for 48 mother-infant dyads of children with autism, children with developmental delays, and typically developing children. At 1 year of age, children who would later be diagnosed with autism showed a different pattern of cry compared to the children in the comparison groups; specifically, their cries had less waveform modulation and more dysphonation. Maternal reactions to the crying of infants later diagnosed with autism were qualitatively different from the responses to cries of the other children of the same age (fewer tactile or vestibular stimulation and more verbal production). Implications of the study are described. En ligne : http://dx.doi.org/10.1177/1088357609336449 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886

Contemplating the Communicative Value of Objects: Establishing Iconic and Indexical Object Experiences With Individuals With Severe Intellectual Disabilities / Billy T. OGLETREE in Focus on Autism and Other Developmental Disabilities, 24-4 (December 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.248-251 Titre : Contemplating the Communicative Value of Objects: Establishing Iconic and Indexical Object Experiences With Individuals With Severe Intellectual Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Billy T. OGLETREE, Auteur ; Kimberly CRAWFORD, Auteur Année de publication : 2009 Article en page(s) : p.248-251 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609346732 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886 [article] Contemplating the Communicative Value of Objects: Establishing Iconic and Indexical Object Experiences With Individuals With Severe Intellectual Disabilities [Texte imprimé et/ou numérique] / Billy T. OGLETREE, Auteur ; Kimberly CRAWFORD, Auteur . - 2009 . - p.248-251. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.248-251 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609346732 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886

Book Review: Webber, J., & Scheuermann, B. (2008). Educating Students With Autism: A Quick Start Manual. Austin, TX: PRO-ED. US$48.00 (softcover), ISBN 978-1-4164-0255-8 / Kent R. LOGAN in Focus on Autism and Other Developmental Disabilities, 24-4 (December 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.252-253 Titre : Book Review: Webber, J., & Scheuermann, B. (2008). Educating Students With Autism: A Quick Start Manual. Austin, TX: PRO-ED. US$48.00 (softcover), ISBN 978-1-4164-0255-8 Type de document : Texte imprimé et/ou numérique Auteurs : Kent R. LOGAN, Auteur Année de publication : 2009 Article en page(s) : p.252-253 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609336952 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886 [article] Book Review: Webber, J., & Scheuermann, B. (2008). Educating Students With Autism: A Quick Start Manual. Austin, TX: PRO-ED. US$48.00 (softcover), ISBN 978-1-4164-0255-8 [Texte imprimé et/ou numérique] / Kent R. LOGAN, Auteur . - 2009 . - p.252-253. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.252-253 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609336952 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886

Book Review: Paul Wehman, Katherine J. Inge, W. Grant Revell, Jr., and Valerie A. Brooke Real Work for Real Pay: Inclusive Employment for People With Disabilities. Baltimore: Paul H. Brookes, 2007. 350 pp. US$39.95 (paperback). ISBN 978-1-55766753-3 / Bryan DAGUE in Focus on Autism and Other Developmental Disabilities, 24-4 (December 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.253-254 Titre : Book Review: Paul Wehman, Katherine J. Inge, W. Grant Revell, Jr., and Valerie A. Brooke Real Work for Real Pay: Inclusive Employment for People With Disabilities. Baltimore: Paul H. Brookes, 2007. 350 pp. US$39.95 (paperback). ISBN 978-1-55766753-3 Type de document : Texte imprimé et/ou numérique Auteurs : Bryan DAGUE, Auteur Année de publication : 2009 Article en page(s) : p.253-254 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609342586 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886 [article] Book Review: Paul Wehman, Katherine J. Inge, W. Grant Revell, Jr., and Valerie A. Brooke Real Work for Real Pay: Inclusive Employment for People With Disabilities. Baltimore: Paul H. Brookes, 2007. 350 pp. US$39.95 (paperback). ISBN 978-1-55766753-3 [Texte imprimé et/ou numérique] / Bryan DAGUE, Auteur . - 2009 . - p.253-254. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.253-254 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609342586 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886

Book Review: Carolyn Hughes and Erik W. Carter Peer Buddy Programs for Successful Secondary School Inclusion. Baltimore: Paul H. Brookes, 2008. 199 pp. US$29.95 (paperback). ISBN 978-1-55766-980-3 / Belva C. COLLINS in Focus on Autism and Other Developmental Disabilities, 24-4 (December 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.254-256 Titre : Book Review: Carolyn Hughes and Erik W. Carter Peer Buddy Programs for Successful Secondary School Inclusion. Baltimore: Paul H. Brookes, 2008. 199 pp. US$29.95 (paperback). ISBN 978-1-55766-980-3 Type de document : Texte imprimé et/ou numérique Auteurs : Belva C. COLLINS, Auteur Année de publication : 2009 Article en page(s) : p.254-256 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609342585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886 [article] Book Review: Carolyn Hughes and Erik W. Carter Peer Buddy Programs for Successful Secondary School Inclusion. Baltimore: Paul H. Brookes, 2008. 199 pp. US$29.95 (paperback). ISBN 978-1-55766-980-3 [Texte imprimé et/ou numérique] / Belva C. COLLINS, Auteur . - 2009 . - p.254-256. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.254-256 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609342585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886