Dépouillements

Understanding Sound Sensitivity in Individuals with Autism Spectrum Disorders / Lillian N. STIEGLER in Focus on Autism and Other Developmental Disabilities, 25-2 (June 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.67-75 Titre : Understanding Sound Sensitivity in Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lillian N. STIEGLER, Auteur ; Rebecca DAVIS, Auteur Année de publication : 2010 Article en page(s) : p.67-75 Langues : Anglais (eng) Mots-clés : autism-spectrum-disorders-(ASD) sound-sensitivity hyperacusis auditory [one phrase]-hyperreactivity Index. décimale : PER Périodiques Résumé : Literature on sound sensitivity in individuals with and without autism spectrum disorders (ASD) is reviewed in this article. Empirical evidence is examined, and physiologic and psychoemotional-behavioral perspectives are described.There is virtually no evidence of true physiological differences in auditory systems of individuals with ASD. It is evident, however, that many people with ASD (a) feel fearful and anxious about sound, and (b) may experience unpleasant physiological sensations because of autonomic and/or behavioral responses to nonpreferred sounds, but (c) can learn to react in less stigmatizing, more effectively self-regulating ways. Current assessment and intervention practices are discussed, and a case is presented. Heightened understanding of this issue among caregivers and interventionists may ultimately improve life participation for individuals with ASD. En ligne : http://dx.doi.org/10.1177/1088357610364530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Understanding Sound Sensitivity in Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lillian N. STIEGLER, Auteur ; Rebecca DAVIS, Auteur . - 2010 . - p.67-75. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.67-75 Mots-clés : autism-spectrum-disorders-(ASD) sound-sensitivity hyperacusis auditory [one phrase]-hyperreactivity Index. décimale : PER Périodiques Résumé : Literature on sound sensitivity in individuals with and without autism spectrum disorders (ASD) is reviewed in this article. Empirical evidence is examined, and physiologic and psychoemotional-behavioral perspectives are described.There is virtually no evidence of true physiological differences in auditory systems of individuals with ASD. It is evident, however, that many people with ASD (a) feel fearful and anxious about sound, and (b) may experience unpleasant physiological sensations because of autonomic and/or behavioral responses to nonpreferred sounds, but (c) can learn to react in less stigmatizing, more effectively self-regulating ways. Current assessment and intervention practices are discussed, and a case is presented. Heightened understanding of this issue among caregivers and interventionists may ultimately improve life participation for individuals with ASD. En ligne : http://dx.doi.org/10.1177/1088357610364530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Video Preference Assessment of Students with Autism for Watching Self, Adults, or Peers / Linda C. MECHLING in Focus on Autism and Other Developmental Disabilities, 25-2 (June 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.76-84 Titre : Video Preference Assessment of Students with Autism for Watching Self, Adults, or Peers Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MECHLING, Auteur ; Sara V. MOSER, Auteur Année de publication : 2010 Article en page(s) : p.76-84 Langues : Anglais (eng) Mots-clés : autism video-technology self-modeling other-modeling preference-assessment Index. décimale : PER Périodiques Résumé : The preferences of students with autism for watching themselves, a familiar adult, or a familiar peer in video recordings were examined. A multi-stimulus video preference assessment was used to evaluate the preferences of five students with autism. Three video options of a preferred activity (e.g., vacuuming) or daily/routine activity (e.g., snack time) were available to students via a computer-based program. Results showed that collectively there was minimal difference between the three video choices across the five students. However, in their individual scores, preferences varied among the students and activities, providing a framework for discussion of individual preference assessments when using video for instructional programs and reinforcement of task performance and behavior. En ligne : http://dx.doi.org/10.1177/1088357610364392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Video Preference Assessment of Students with Autism for Watching Self, Adults, or Peers [Texte imprimé et/ou numérique] / Linda C. MECHLING, Auteur ; Sara V. MOSER, Auteur . - 2010 . - p.76-84. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.76-84 Mots-clés : autism video-technology self-modeling other-modeling preference-assessment Index. décimale : PER Périodiques Résumé : The preferences of students with autism for watching themselves, a familiar adult, or a familiar peer in video recordings were examined. A multi-stimulus video preference assessment was used to evaluate the preferences of five students with autism. Three video options of a preferred activity (e.g., vacuuming) or daily/routine activity (e.g., snack time) were available to students via a computer-based program. Results showed that collectively there was minimal difference between the three video choices across the five students. However, in their individual scores, preferences varied among the students and activities, providing a framework for discussion of individual preference assessments when using video for instructional programs and reinforcement of task performance and behavior. En ligne : http://dx.doi.org/10.1177/1088357610364392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Detecting Autism Spectrum Disorder in Children With Intellectual Disability: Which DSM-IV-TR Criteria Are Most Useful? / Sigan L. HARTLEY in Focus on Autism and Other Developmental Disabilities, 25-2 (June 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.85-97 Titre : Detecting Autism Spectrum Disorder in Children With Intellectual Disability: Which DSM-IV-TR Criteria Are Most Useful? Type de document : Texte imprimé et/ou numérique Auteurs : Sigan L. HARTLEY, Auteur ; Darryn M. SIKORA, Auteur Année de publication : 2010 Article en page(s) : p.85-97 Langues : Anglais (eng) Mots-clés : autism intellectual-disability evaluation diagnosis parent-interview Index. décimale : PER Périodiques Résumé : The diagnosis of autism spectrum disorders (ASDs) in older children with intellectual disabilities (IDs) is challenging because of overlap in symptomatology and the high comorbidity of these disorders. On the basis of a sample of 89 older children with IDs (aged 6—15 years) referred to an ASD clinic, semistructured parent interviews were used to investigate the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.) diagnostic criteria that differentiated children with ASDs from those without ASDs. Diagnostic criteria related to impaired social interactions, stereotyped or idiosyncratic language, poor conversational skills, lack of pretend and imitative play, and restricted or narrowed interests were related to ASD diagnoses. The findings of this study have implications for improving ASD diagnostic evaluations in children with IDs. En ligne : http://dx.doi.org/10.1177/1088357609356094 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Detecting Autism Spectrum Disorder in Children With Intellectual Disability: Which DSM-IV-TR Criteria Are Most Useful? [Texte imprimé et/ou numérique] / Sigan L. HARTLEY, Auteur ; Darryn M. SIKORA, Auteur . - 2010 . - p.85-97. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.85-97 Mots-clés : autism intellectual-disability evaluation diagnosis parent-interview Index. décimale : PER Périodiques Résumé : The diagnosis of autism spectrum disorders (ASDs) in older children with intellectual disabilities (IDs) is challenging because of overlap in symptomatology and the high comorbidity of these disorders. On the basis of a sample of 89 older children with IDs (aged 6—15 years) referred to an ASD clinic, semistructured parent interviews were used to investigate the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.) diagnostic criteria that differentiated children with ASDs from those without ASDs. Diagnostic criteria related to impaired social interactions, stereotyped or idiosyncratic language, poor conversational skills, lack of pretend and imitative play, and restricted or narrowed interests were related to ASD diagnoses. The findings of this study have implications for improving ASD diagnostic evaluations in children with IDs. En ligne : http://dx.doi.org/10.1177/1088357609356094 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Autism From a Religious Perspective: A Study of Parental Beliefs in South Asian Muslim Immigrant Families / Brinda JEGATHEESAN in Focus on Autism and Other Developmental Disabilities, 25-2 (June 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.98-109 Titre : Autism From a Religious Perspective: A Study of Parental Beliefs in South Asian Muslim Immigrant Families Type de document : Texte imprimé et/ou numérique Auteurs : Brinda JEGATHEESAN, Auteur ; Peggy J. MILLER, Auteur ; Susan A. FOWLER, Auteur Année de publication : 2010 Article en page(s) : p.98-109 Langues : Anglais (eng) Mots-clés : Muslim-families religion autism Index. décimale : PER Périodiques Résumé : Three multilingual immigrant South Asian Muslim families who have children with autism were interviewed to ascertain their beliefs about autism. Data were drawn from interviews and conversations recorded during 17 months of ethnographic fieldwork in homes and community. Results indicate that families understood the task of raising a child with autism in religious terms. In keeping with the precepts of Islam, their overarching goal was to raise their children as normally as possible, incorporating them into ordinary social, linguistic, and religious practices at home and in the community. Parents strongly contested experts’ understandings of autism, which they believed undermined rather than promoted their children’s development. Findings have implications for multicultural teacher education and enhancing home, community, and school collaboration. En ligne : http://dx.doi.org/10.1177/1088357610361344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Autism From a Religious Perspective: A Study of Parental Beliefs in South Asian Muslim Immigrant Families [Texte imprimé et/ou numérique] / Brinda JEGATHEESAN, Auteur ; Peggy J. MILLER, Auteur ; Susan A. FOWLER, Auteur . - 2010 . - p.98-109. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.98-109 Mots-clés : Muslim-families religion autism Index. décimale : PER Périodiques Résumé : Three multilingual immigrant South Asian Muslim families who have children with autism were interviewed to ascertain their beliefs about autism. Data were drawn from interviews and conversations recorded during 17 months of ethnographic fieldwork in homes and community. Results indicate that families understood the task of raising a child with autism in religious terms. In keeping with the precepts of Islam, their overarching goal was to raise their children as normally as possible, incorporating them into ordinary social, linguistic, and religious practices at home and in the community. Parents strongly contested experts’ understandings of autism, which they believed undermined rather than promoted their children’s development. Findings have implications for multicultural teacher education and enhancing home, community, and school collaboration. En ligne : http://dx.doi.org/10.1177/1088357610361344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children With Autism / Vincent J. CARBONE in Focus on Autism and Other Developmental Disabilities, 25-2 (June 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.110-124 Titre : The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Vincent J. CARBONE, Auteur ; Barry MORGENSTERN, Auteur ; Gina ZECCHIN-TIRRI, Auteur ; Laura KOLBERG, Auteur Année de publication : 2010 Article en page(s) : p.110-124 Langues : Anglais (eng) Mots-clés : motivating-operations establishing-operations autism escape-and-avoidance-behavior discrete-trial-instruction Index. décimale : PER Périodiques Résumé : The principle of motivation has resurfaced as an independent variable in the field of behavior analysis over the past 20 years.The increased interest is the result of refinements of the concept of the motivating operation and its application to the learning needs of persons with developmental disabilities. Notwithstanding the increased emphasis upon modification of motivating operations to reduce problem behavior, there is limited recognition of this important behavioral variable in autism treatment literature. An overview of antecedent-based instructional modifications that lead to a reduction of escape and avoidance behavior of children with autism during instruction is provided. An analysis of these instructional methods as motivating operations is proposed. A conceptually systematic analysis of the influence of instructional methods is offered as a tool for improving the selection and implementation of effective teaching procedures. En ligne : http://dx.doi.org/10.1177/1088357610364393 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children With Autism [Texte imprimé et/ou numérique] / Vincent J. CARBONE, Auteur ; Barry MORGENSTERN, Auteur ; Gina ZECCHIN-TIRRI, Auteur ; Laura KOLBERG, Auteur . - 2010 . - p.110-124. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.110-124 Mots-clés : motivating-operations establishing-operations autism escape-and-avoidance-behavior discrete-trial-instruction Index. décimale : PER Périodiques Résumé : The principle of motivation has resurfaced as an independent variable in the field of behavior analysis over the past 20 years.The increased interest is the result of refinements of the concept of the motivating operation and its application to the learning needs of persons with developmental disabilities. Notwithstanding the increased emphasis upon modification of motivating operations to reduce problem behavior, there is limited recognition of this important behavioral variable in autism treatment literature. An overview of antecedent-based instructional modifications that lead to a reduction of escape and avoidance behavior of children with autism during instruction is provided. An analysis of these instructional methods as motivating operations is proposed. A conceptually systematic analysis of the influence of instructional methods is offered as a tool for improving the selection and implementation of effective teaching procedures. En ligne : http://dx.doi.org/10.1177/1088357610364393 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102