Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach / D. PARSONS in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4053-4066 Titre : Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach Type de document : Texte imprimé et/ou numérique Auteurs : D. PARSONS, Auteur ; Nathan J. WILSON, Auteur ; S. VAZ, Auteur ; H. LEE, Auteur ; R. CORDIER, Auteur Article en page(s) : p.4053-4066 Langues : Anglais (eng) Mots-clés : Appropriateness  Early intervention  Information technology Index. décimale : PER Périodiques Résumé : This study aimed to explore the appropriateness of an ICT intervention, the Therapeutic Outcomes by You application (TOBY app), from the perspectives of the parents. Parental experiences of twenty-four parents of a child with ASD who had participated in a three-month trial using the TOBY app were collected using semi-structured interviews. Thematic analysis was conducted and themes were mapped against an appropriateness framework. Collectively, parents felt the TOBY app was relevant and important to them and their children's needs, while expressing partial support of the TOBY app as: a positive experience for them and their children, beneficial for them and their children, a socially and ecological valid intervention, and an intervention that supported change and continuation in the skills learnt. En ligne : http://dx.doi.org/10.1007/s10803-019-04115-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach [Texte imprimé et/ou numérique] / D. PARSONS, Auteur ; Nathan J. WILSON, Auteur ; S. VAZ, Auteur ; H. LEE, Auteur ; R. CORDIER, Auteur . - p.4053-4066. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4053-4066 Mots-clés : Appropriateness  Early intervention  Information technology Index. décimale : PER Périodiques Résumé : This study aimed to explore the appropriateness of an ICT intervention, the Therapeutic Outcomes by You application (TOBY app), from the perspectives of the parents. Parental experiences of twenty-four parents of a child with ASD who had participated in a three-month trial using the TOBY app were collected using semi-structured interviews. Thematic analysis was conducted and themes were mapped against an appropriateness framework. Collectively, parents felt the TOBY app was relevant and important to them and their children's needs, while expressing partial support of the TOBY app as: a positive experience for them and their children, beneficial for them and their children, a socially and ecological valid intervention, and an intervention that supported change and continuation in the skills learnt. En ligne : http://dx.doi.org/10.1007/s10803-019-04115-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder / C. KENT in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1823-1838 Titre : Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. KENT, Auteur ; R. CORDIER, Auteur ; A. JOOSTEN, Auteur ; S. WILKES-GILLAN, Auteur ; A. BUNDY, Auteur Article en page(s) : p.1823-1838 Langues : Anglais (eng) Mots-clés : Australia  Autism Spectrum Disorder/psychology/therapy  Child  Female  Humans  Male  Play Therapy/methods  Social Behavior  Treatment Outcome  Autism  Intervention  Play  Video modeling Index. décimale : PER Périodiques Résumé : Play is often used in interventions to improve social outcomes for children with autism spectrum disorders (ASD). Play is a primary occupation of childhood and, therefore, an important outcome of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6-11-year-old children with ASD. A total of 68 dyads were randomized to either a 10-week treatment first or waitlist control group. Results revealed a significant moderate intervention effect from pre- to post-intervention, which was maintained to the 3-month follow-up clinic session and generalized to the home environment. The findings support that the PLF intervention can be used to positively improve play in 6-11-year-old children with ASD.Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04671-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / C. KENT, Auteur ; R. CORDIER, Auteur ; A. JOOSTEN, Auteur ; S. WILKES-GILLAN, Auteur ; A. BUNDY, Auteur . - p.1823-1838. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1823-1838 Mots-clés : Australia  Autism Spectrum Disorder/psychology/therapy  Child  Female  Humans  Male  Play Therapy/methods  Social Behavior  Treatment Outcome  Autism  Intervention  Play  Video modeling Index. décimale : PER Périodiques Résumé : Play is often used in interventions to improve social outcomes for children with autism spectrum disorders (ASD). Play is a primary occupation of childhood and, therefore, an important outcome of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6-11-year-old children with ASD. A total of 68 dyads were randomized to either a 10-week treatment first or waitlist control group. Results revealed a significant moderate intervention effect from pre- to post-intervention, which was maintained to the 3-month follow-up clinic session and generalized to the home environment. The findings support that the PLF intervention can be used to positively improve play in 6-11-year-old children with ASD.Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04671-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

A Driver Training Program Intervention for Student Drivers with Autism Spectrum Disorder: A Multi-site Randomised Controlled Trial / P. VINDIN in Journal of Autism and Developmental Disorders, 51-10 (October 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3707-3721 Titre : A Driver Training Program Intervention for Student Drivers with Autism Spectrum Disorder: A Multi-site Randomised Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : P. VINDIN, Auteur ; R. CORDIER, Auteur ; Nathan J. WILSON, Auteur ; H. LEE, Auteur Article en page(s) : p.3707-3721 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Automobile Driving  Behavior Therapy  Humans  Students  Young Adult  Autism spectrum disorder  Community mobility  Driving training  Learner drivers  Transportation Index. décimale : PER Périodiques Résumé : The purpose of this multi-site randomised controlled trial was to evaluate the effectiveness of a Driving Training Program, an intervention designed for student drivers with autism spectrum disorder (ASD). Participants were 72 student drivers with ASD (ages 16-31) who were randomly assigned to an intervention or control group. Student drivers received ten driving lessons with a professional driving instructor via a standardised driving route. The Driving Performance Checklist was used as the outcome measure to evaluate the driving performance of student drivers during on-road pre- and post-observational drives. Both groups showed an improvement in driving performance, however, the extent of improvement between groups was not significant. Findings showed promising intervention efficacy for training student drivers with ASD to drive. En ligne : http://dx.doi.org/10.1007/s10803-020-04825-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] A Driver Training Program Intervention for Student Drivers with Autism Spectrum Disorder: A Multi-site Randomised Controlled Trial [Texte imprimé et/ou numérique] / P. VINDIN, Auteur ; R. CORDIER, Auteur ; Nathan J. WILSON, Auteur ; H. LEE, Auteur . - p.3707-3721. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3707-3721 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Automobile Driving  Behavior Therapy  Humans  Students  Young Adult  Autism spectrum disorder  Community mobility  Driving training  Learner drivers  Transportation Index. décimale : PER Périodiques Résumé : The purpose of this multi-site randomised controlled trial was to evaluate the effectiveness of a Driving Training Program, an intervention designed for student drivers with autism spectrum disorder (ASD). Participants were 72 student drivers with ASD (ages 16-31) who were randomly assigned to an intervention or control group. Student drivers received ten driving lessons with a professional driving instructor via a standardised driving route. The Driving Performance Checklist was used as the outcome measure to evaluate the driving performance of student drivers during on-road pre- and post-observational drives. Both groups showed an improvement in driving performance, however, the extent of improvement between groups was not significant. Findings showed promising intervention efficacy for training student drivers with ASD to drive. En ligne : http://dx.doi.org/10.1007/s10803-020-04825-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most / L. PARSONS in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4219-4231 Titre : A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most Type de document : Texte imprimé et/ou numérique Auteurs : L. PARSONS, Auteur ; R. CORDIER, Auteur ; N. MUNRO, Auteur ; A. JOOSTEN, Auteur Article en page(s) : p.4219-4231 Langues : Anglais (eng) Mots-clés : Discriminant function analysis  Intervention development  Outcome prediction  Social communication Index. décimale : PER Périodiques Résumé : This study explored characteristics of children with autism with large intervention effects following a peer-mediated pragmatic language intervention, to devise algorithms for predicting children most likely to benefit. Children attended a 10-week intervention with a typically-developing peer. Data from a pilot study and RCT formed the dataset for this study. The POM-2 measured intervention outcomes. Children completed the EVT-2, TACL-4, and Social Emotional Evaluation at baseline, and parents completed the CCC-2 and CCBRS. High CCC-2 Use of Context and CCBRS Separation Anxiety scores and comparatively lower EVT-2, CCC-2 Nonverbal Communication and Cohesion scores predicted children with large intervention effects. Results can be used by clinicians to predict which children within their clinics might benefit most from participating in this intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04137-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most [Texte imprimé et/ou numérique] / L. PARSONS, Auteur ; R. CORDIER, Auteur ; N. MUNRO, Auteur ; A. JOOSTEN, Auteur . - p.4219-4231. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4219-4231 Mots-clés : Discriminant function analysis  Intervention development  Outcome prediction  Social communication Index. décimale : PER Périodiques Résumé : This study explored characteristics of children with autism with large intervention effects following a peer-mediated pragmatic language intervention, to devise algorithms for predicting children most likely to benefit. Children attended a 10-week intervention with a typically-developing peer. Data from a pilot study and RCT formed the dataset for this study. The POM-2 measured intervention outcomes. Children completed the EVT-2, TACL-4, and Social Emotional Evaluation at baseline, and parents completed the CCC-2 and CCBRS. High CCC-2 Use of Context and CCBRS Separation Anxiety scores and comparatively lower EVT-2, CCC-2 Nonverbal Communication and Cohesion scores predicted children with large intervention effects. Results can be used by clinicians to predict which children within their clinics might benefit most from participating in this intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04137-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences / T. J. LARCOMBE in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3073-3088 Titre : Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences Type de document : Texte imprimé et/ou numérique Auteurs : T. J. LARCOMBE, Auteur ; A. V. JOOSTEN, Auteur ; R. CORDIER, Auteur ; S. VAZ, Auteur Article en page(s) : p.3073-3088 Langues : Anglais (eng) Mots-clés : Autism  Inclusion  Primary school  School readiness  Social competence  Social skills Index. décimale : PER Périodiques Résumé : School readiness is important to a positive start and success in school but children with Autism Spectrum Disorder (ASD) are at risk of not being school-ready. This study aimed to explore parent and therapist perspectives on school readiness skills of children with ASD and factors impacting on a positive mainstream school experience. A mixed methods design was used. Key findings were that school readiness depends on child and school factors, with social skills the most important child factor. The child's experience was largely reliant on teacher and education assistant attitudes and highlighted a need for further training and support. This study identified areas of focus for early intervention as well as school-aged intervention and the need for collaborative practice. En ligne : http://dx.doi.org/10.1007/s10803-019-04022-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences [Texte imprimé et/ou numérique] / T. J. LARCOMBE, Auteur ; A. V. JOOSTEN, Auteur ; R. CORDIER, Auteur ; S. VAZ, Auteur . - p.3073-3088. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3073-3088 Mots-clés : Autism  Inclusion  Primary school  School readiness  Social competence  Social skills Index. décimale : PER Périodiques Résumé : School readiness is important to a positive start and success in school but children with Autism Spectrum Disorder (ASD) are at risk of not being school-ready. This study aimed to explore parent and therapist perspectives on school readiness skills of children with ASD and factors impacting on a positive mainstream school experience. A mixed methods design was used. Key findings were that school readiness depends on child and school factors, with social skills the most important child factor. The child's experience was largely reliant on teacher and education assistant attitudes and highlighted a need for further training and support. This study identified areas of focus for early intervention as well as school-aged intervention and the need for collaborative practice. En ligne : http://dx.doi.org/10.1007/s10803-019-04022-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Relationship Satisfaction and Dyadic Coping in Couples with a Child with Autism Spectrum Disorder / A. SIM in Journal of Autism and Developmental Disorders, 47-11 (November 2017)  

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The impact of caregiver stigma on real-life social experience of Taiwanese adolescents with autism spectrum disorder / V. H. T. LIM in Autism, 25-7 (October 2021)  

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