An Assessment and Instructional Guide for Motor and Vocal Imitation / E. ESPANOLA AGUIRRE in Journal of Autism and Developmental Disorders, 49-6 (June 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2545-2558 Titre : An Assessment and Instructional Guide for Motor and Vocal Imitation Type de document : Texte imprimé et/ou numérique Auteurs : E. ESPANOLA AGUIRRE, Auteur ; A. GUTIERREZ, Auteur Article en page(s) : p.2545-2558 Langues : Anglais (eng) Mots-clés : Assessment  Autism  Early intervention  Imitation  Instructional guide Index. décimale : PER Périodiques Résumé : The Motor and Vocal Imitation Assessment (MVIA) was developed to evaluate a proposed hierarchy of imitation skills that could be used to formulate an experimentally-validated instructional guide for intervention. Imitation performance was assessed via the MVIA in 30 typically developing (TD) children and 30 children with Autism Spectrum Disorder (ASD). Children with ASD and TD demonstrated similar patterns of imitation. Children had higher performance scores in object imitation, followed by body, then vocal, and lastly facial imitation. The results revealed a pattern of imitation performance that provides the basis for an experimentally-validated instructional guide for intervention. En ligne : https://dx.doi.org/10.1007/s10803-019-04008-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 [article] An Assessment and Instructional Guide for Motor and Vocal Imitation [Texte imprimé et/ou numérique] / E. ESPANOLA AGUIRRE, Auteur ; A. GUTIERREZ, Auteur . - p.2545-2558. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2545-2558 Mots-clés : Assessment  Autism  Early intervention  Imitation  Instructional guide Index. décimale : PER Périodiques Résumé : The Motor and Vocal Imitation Assessment (MVIA) was developed to evaluate a proposed hierarchy of imitation skills that could be used to formulate an experimentally-validated instructional guide for intervention. Imitation performance was assessed via the MVIA in 30 typically developing (TD) children and 30 children with Autism Spectrum Disorder (ASD). Children with ASD and TD demonstrated similar patterns of imitation. Children had higher performance scores in object imitation, followed by body, then vocal, and lastly facial imitation. The results revealed a pattern of imitation performance that provides the basis for an experimentally-validated instructional guide for intervention. En ligne : https://dx.doi.org/10.1007/s10803-019-04008-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

Bone Mineral Density in Boys Diagnosed with Autism Spectrum Disorder: A Case-Control Study / K. BARNHILL in Journal of Autism and Developmental Disorders, 47-11 (November 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-11 (November 2017) . - p.3608-3619 Titre : Bone Mineral Density in Boys Diagnosed with Autism Spectrum Disorder: A Case-Control Study Type de document : Texte imprimé et/ou numérique Auteurs : K. BARNHILL, Auteur ; L. RAMIREZ, Auteur ; A. GUTIERREZ, Auteur ; W. RICHARDSON, Auteur ; C. N. MARTI, Auteur ; A. POTTS, Auteur ; R. SHEARER, Auteur ; C. SCHUTTE, Auteur ; L. HEWITSON, Auteur Article en page(s) : p.3608-3619 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Bone mineral density  Gastrointestinal symptoms  Gluten-free/casein-free diet  Nutrition  Vitamin D Index. décimale : PER Périodiques Résumé : This study compared bone mineral density (BMD) of the spine obtained by dual-energy X-ray absorptiometry (DEXA), nutritional status, biochemical markers, and gastrointestinal (GI) symptoms in 4-8 year old boys with Autism Spectrum Disorder (ASD) with a group of age-matched, healthy boys without ASD. Boys with ASD had significantly lower spine BMD compared to controls but this was not correlated with any biochemical markers, dietary intake of calcium and vitamin D, elimination diet status, or GI symptomology. Reduced BMD in 4-8 year old boys with ASD appears to involve factors other than nutrient intake and GI status, and requires further study. En ligne : http://dx.doi.org/10.1007/s10803-017-3277-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325 [article] Bone Mineral Density in Boys Diagnosed with Autism Spectrum Disorder: A Case-Control Study [Texte imprimé et/ou numérique] / K. BARNHILL, Auteur ; L. RAMIREZ, Auteur ; A. GUTIERREZ, Auteur ; W. RICHARDSON, Auteur ; C. N. MARTI, Auteur ; A. POTTS, Auteur ; R. SHEARER, Auteur ; C. SCHUTTE, Auteur ; L. HEWITSON, Auteur . - p.3608-3619. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-11 (November 2017) . - p.3608-3619 Mots-clés : Autism spectrum disorder  Bone mineral density  Gastrointestinal symptoms  Gluten-free/casein-free diet  Nutrition  Vitamin D Index. décimale : PER Périodiques Résumé : This study compared bone mineral density (BMD) of the spine obtained by dual-energy X-ray absorptiometry (DEXA), nutritional status, biochemical markers, and gastrointestinal (GI) symptoms in 4-8 year old boys with Autism Spectrum Disorder (ASD) with a group of age-matched, healthy boys without ASD. Boys with ASD had significantly lower spine BMD compared to controls but this was not correlated with any biochemical markers, dietary intake of calcium and vitamin D, elimination diet status, or GI symptomology. Reduced BMD in 4-8 year old boys with ASD appears to involve factors other than nutrient intake and GI status, and requires further study. En ligne : http://dx.doi.org/10.1007/s10803-017-3277-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325

Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial / Brian A. BOYD in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3144-3162 Titre : Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; S. S. RESZKA, Auteur ; J. SIDERIS, Auteur ; Michael ALESSANDRI, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; A. DONALDSON, Auteur ; A. GUTIERREZ, Auteur ; L. JOHNSON, Auteur ; Katie BELARDI, Auteur Article en page(s) : p.3144-3162 Langues : Anglais (eng) Mots-clés : Asap  Autism spectrum disorder  Engagement  Randomized controlled trial  School interventions  Social-communication Index. décimale : PER Périodiques Résumé : The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3584-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; S. S. RESZKA, Auteur ; J. SIDERIS, Auteur ; Michael ALESSANDRI, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; A. DONALDSON, Auteur ; A. GUTIERREZ, Auteur ; L. JOHNSON, Auteur ; Katie BELARDI, Auteur . - p.3144-3162. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3144-3162 Mots-clés : Asap  Autism spectrum disorder  Engagement  Randomized controlled trial  School interventions  Social-communication Index. décimale : PER Périodiques Résumé : The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3584-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Objective measurement of head movement differences in children with and without autism spectrum disorder / K. B. MARTIN in Molecular Autism, 9 (2018)  

Public ISBD [article]  inMolecular Autism > 9 (2018) . - 14p. Titre : Objective measurement of head movement differences in children with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : K. B. MARTIN, Auteur ; Z. HAMMAL, Auteur ; G. REN, Auteur ; Jeffrey F. COHN, Auteur ; J. CASSELL, Auteur ; M. OGIHARA, Auteur ; Jennifer C. BRITTON, Auteur ; A. GUTIERREZ, Auteur ; D. S. MESSINGER, Auteur Article en page(s) : 14p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Head movement  Motor movement  Social processing Index. décimale : PER Périodiques Résumé : Background: Deficits in motor movement in children with autism spectrum disorder (ASD) have typically been characterized qualitatively by human observers. Although clinicians have noted the importance of atypical head positioning (e.g. social peering and repetitive head banging) when diagnosing children with ASD, a quantitative understanding of head movement in ASD is lacking. Here, we conduct a quantitative comparison of head movement dynamics in children with and without ASD using automated, person-independent computer-vision based head tracking (Zface). Because children with ASD often exhibit preferential attention to nonsocial versus social stimuli, we investigated whether children with and without ASD differed in their head movement dynamics depending on stimulus sociality. Methods: The current study examined differences in head movement dynamics in children with (n = 21) and without ASD (n = 21). Children were video-recorded while watching a 16-min video of social and nonsocial stimuli. Three dimensions of rigid head movement-pitch (head nods), yaw (head turns), and roll (lateral head inclinations)-were tracked using Zface. The root mean square of pitch, yaw, and roll was calculated to index the magnitude of head angular displacement (quantity of head movement) and angular velocity (speed). Results: Compared with children without ASD, children with ASD exhibited greater yaw displacement, indicating greater head turning, and greater velocity of yaw and roll, indicating faster head turning and inclination. Follow-up analyses indicated that differences in head movement dynamics were specific to the social rather than the nonsocial stimulus condition. Conclusions: Head movement dynamics (displacement and velocity) were greater in children with ASD than in children without ASD, providing a quantitative foundation for previous clinical reports. Head movement differences were evident in lateral (yaw and roll) but not vertical (pitch) movement and were specific to a social rather than nonsocial condition. When presented with social stimuli, children with ASD had higher levels of head movement and moved their heads more quickly than children without ASD. Children with ASD may use head movement to modulate their perception of social scenes. En ligne : http://dx.doi.org/10.1186/s13229-018-0198-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354 [article] Objective measurement of head movement differences in children with and without autism spectrum disorder [Texte imprimé et/ou numérique] / K. B. MARTIN, Auteur ; Z. HAMMAL, Auteur ; G. REN, Auteur ; Jeffrey F. COHN, Auteur ; J. CASSELL, Auteur ; M. OGIHARA, Auteur ; Jennifer C. BRITTON, Auteur ; A. GUTIERREZ, Auteur ; D. S. MESSINGER, Auteur . - 14p. Langues : Anglais (eng) in Molecular Autism > 9 (2018) . - 14p. Mots-clés : Autism spectrum disorder  Head movement  Motor movement  Social processing Index. décimale : PER Périodiques Résumé : Background: Deficits in motor movement in children with autism spectrum disorder (ASD) have typically been characterized qualitatively by human observers. Although clinicians have noted the importance of atypical head positioning (e.g. social peering and repetitive head banging) when diagnosing children with ASD, a quantitative understanding of head movement in ASD is lacking. Here, we conduct a quantitative comparison of head movement dynamics in children with and without ASD using automated, person-independent computer-vision based head tracking (Zface). Because children with ASD often exhibit preferential attention to nonsocial versus social stimuli, we investigated whether children with and without ASD differed in their head movement dynamics depending on stimulus sociality. Methods: The current study examined differences in head movement dynamics in children with (n = 21) and without ASD (n = 21). Children were video-recorded while watching a 16-min video of social and nonsocial stimuli. Three dimensions of rigid head movement-pitch (head nods), yaw (head turns), and roll (lateral head inclinations)-were tracked using Zface. The root mean square of pitch, yaw, and roll was calculated to index the magnitude of head angular displacement (quantity of head movement) and angular velocity (speed). Results: Compared with children without ASD, children with ASD exhibited greater yaw displacement, indicating greater head turning, and greater velocity of yaw and roll, indicating faster head turning and inclination. Follow-up analyses indicated that differences in head movement dynamics were specific to the social rather than the nonsocial stimulus condition. Conclusions: Head movement dynamics (displacement and velocity) were greater in children with ASD than in children without ASD, providing a quantitative foundation for previous clinical reports. Head movement differences were evident in lateral (yaw and roll) but not vertical (pitch) movement and were specific to a social rather than nonsocial condition. When presented with social stimuli, children with ASD had higher levels of head movement and moved their heads more quickly than children without ASD. Children with ASD may use head movement to modulate their perception of social scenes. En ligne : http://dx.doi.org/10.1186/s13229-018-0198-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354

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