The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial / S. M. SRINIVASAN in Autism Research and Treatment, 2015 (2015)  

Public ISBD [article]  inAutism Research and Treatment > 2015 (2015) Titre : The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : S. M. SRINIVASAN, Auteur ; M. KAUR, Auteur ; I. K. PARK, Auteur ; T. D. GIFFORD, Auteur ; K. L. MARSH, Auteur ; Anjana N. BHAT, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We assessed the effects of three interventions, rhythm, robotic, and standard-of-care, on the imitation/praxis, interpersonal synchrony, and overall motor performance of 36 children with Autism Spectrum Disorder (ASD) between 5 and 12 years of age. Children were matched on age, level of functioning, and services received, prior to random assignment to one of the three groups. Training was provided for 8 weeks with 4 sessions provided each week. We assessed generalized changes in motor skills from the pretest to the posttest using a standardized test of motor performance, the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2). We also assessed training-specific changes in imitation/praxis and interpersonal synchrony during an early and a late session. Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2. All three groups demonstrated improvements in imitation/praxis. The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session. Overall, socially embedded movement-based contexts are valuable in promoting imitation/praxis, interpersonal synchrony, and motor performance and should be included within the standard-of-care treatment for children with ASD. En ligne : http://dx.doi.org/10.1155/2015/736516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332 [article] The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial [Texte imprimé et/ou numérique] / S. M. SRINIVASAN, Auteur ; M. KAUR, Auteur ; I. K. PARK, Auteur ; T. D. GIFFORD, Auteur ; K. L. MARSH, Auteur ; Anjana N. BHAT, Auteur. Langues : Anglais (eng) in Autism Research and Treatment > 2015 (2015) Index. décimale : PER Périodiques Résumé : We assessed the effects of three interventions, rhythm, robotic, and standard-of-care, on the imitation/praxis, interpersonal synchrony, and overall motor performance of 36 children with Autism Spectrum Disorder (ASD) between 5 and 12 years of age. Children were matched on age, level of functioning, and services received, prior to random assignment to one of the three groups. Training was provided for 8 weeks with 4 sessions provided each week. We assessed generalized changes in motor skills from the pretest to the posttest using a standardized test of motor performance, the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2). We also assessed training-specific changes in imitation/praxis and interpersonal synchrony during an early and a late session. Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2. All three groups demonstrated improvements in imitation/praxis. The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session. Overall, socially embedded movement-based contexts are valuable in promoting imitation/praxis, interpersonal synchrony, and motor performance and should be included within the standard-of-care treatment for children with ASD. En ligne : http://dx.doi.org/10.1155/2015/736516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332

Use of the TELE-ASD-PEDS for Autism Evaluations in Response to COVID-19: Preliminary Outcomes and Clinician Acceptability / L. WAGNER in Journal of Autism and Developmental Disorders, 51-9 (September 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3063-3072 Titre : Use of the TELE-ASD-PEDS for Autism Evaluations in Response to COVID-19: Preliminary Outcomes and Clinician Acceptability Type de document : Texte imprimé et/ou numérique Auteurs : L. WAGNER, Auteur ; L. L. CORONA, Auteur ; Amy S. WEITLAUF, Auteur ; K. L. MARSH, Auteur ; A. F. BERMAN, Auteur ; Neill A. BRODERICK, Auteur ; S. FRANCIS, Auteur ; J. HINE, Auteur ; A. NICHOLSON, Auteur ; C. STONE, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.3063-3072 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology  Autistic Disorder  Covid-19  Child  Child, Preschool  Humans  Pandemics  SARS-CoV-2  Assessment  Autism spectrum disorder  Telemedicine  Young children  Stone, and Zachary Warren are all co-authors of the TELE-ASD-PEDS. They do not  receive compensation for the use of this instrument. Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic has caused unprecedented disruptions to healthcare, including direct impacts on service delivery related to autism spectrum disorder (ASD). Caregiver-mediated tele-assessment offers an opportunity to continue services while adhering to social distancing guidelines. The present study describes a model of tele-assessment for ASD in young children, implemented in direct response to disruptions in care caused by the COVID-19 pandemic. We present preliminary data on the outcomes and provider perceptions of tele-assessments, together with several lessons learned during the period of initial implementation. En ligne : http://dx.doi.org/10.1007/s10803-020-04767-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Use of the TELE-ASD-PEDS for Autism Evaluations in Response to COVID-19: Preliminary Outcomes and Clinician Acceptability [Texte imprimé et/ou numérique] / L. WAGNER, Auteur ; L. L. CORONA, Auteur ; Amy S. WEITLAUF, Auteur ; K. L. MARSH, Auteur ; A. F. BERMAN, Auteur ; Neill A. BRODERICK, Auteur ; S. FRANCIS, Auteur ; J. HINE, Auteur ; A. NICHOLSON, Auteur ; C. STONE, Auteur ; Zachary WARREN, Auteur . - p.3063-3072. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3063-3072 Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology  Autistic Disorder  Covid-19  Child  Child, Preschool  Humans  Pandemics  SARS-CoV-2  Assessment  Autism spectrum disorder  Telemedicine  Young children  Stone, and Zachary Warren are all co-authors of the TELE-ASD-PEDS. They do not  receive compensation for the use of this instrument. Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic has caused unprecedented disruptions to healthcare, including direct impacts on service delivery related to autism spectrum disorder (ASD). Caregiver-mediated tele-assessment offers an opportunity to continue services while adhering to social distancing guidelines. The present study describes a model of tele-assessment for ASD in young children, implemented in direct response to disruptions in care caused by the COVID-19 pandemic. We present preliminary data on the outcomes and provider perceptions of tele-assessments, together with several lessons learned during the period of initial implementation. En ligne : http://dx.doi.org/10.1007/s10803-020-04767-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

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