Dépouillements

What can innovative technologies do for Autism Spectrum Disorders? / Sven BÖLTE in Autism, 14-3 (May 2010)  

Public ISBD [article]  inAutism > 14-3 (May 2010) . - p.155-159 Titre : What can innovative technologies do for Autism Spectrum Disorders? Type de document : Texte imprimé et/ou numérique Auteurs : Sven BÖLTE, Auteur ; Matthew GOODWIN, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Ofer GOLAN, Auteur Année de publication : 2010 Article en page(s) : p.155-159 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361310365028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] What can innovative technologies do for Autism Spectrum Disorders? [Texte imprimé et/ou numérique] / Sven BÖLTE, Auteur ; Matthew GOODWIN, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Ofer GOLAN, Auteur . - 2010 . - p.155-159. Langues : Anglais (eng) in Autism > 14-3 (May 2010) . - p.155-159 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361310365028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD / Paul G. LACAVA in Autism, 14-3 (May 2010)  

Public ISBD [article]  inAutism > 14-3 (May 2010) . - p.161-178 Titre : A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Paul G. LACAVA, Auteur ; Richard L. SIMPSON, Auteur ; Ana RANKIN, Auteur ; Emily MAHLIOS, Auteur ; Katie COOK, Auteur Année de publication : 2010 Article en page(s) : p.161-178 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many students with Autism Spectrum Disorders (ASD) have delays learning to recognize emotions. Social behavior is also challenging, including initiating interactions, responding to others, developing peer relationships, and so forth. In this single case design study we investigated the relationship between use of computer software (Mind Reading: The Interactive Guide to Emotions) and emotion recognition (ER) and social behavior change. After using Mind Reading for 7 to 10 weeks with a tutor, four boys with ASD improved ER scores and social interactions with peers. However, observed behavior changes were not strong enough to claim a causal relationship between variables. Findings, practice implications, and future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361310362085 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD [Texte imprimé et/ou numérique] / Paul G. LACAVA, Auteur ; Richard L. SIMPSON, Auteur ; Ana RANKIN, Auteur ; Emily MAHLIOS, Auteur ; Katie COOK, Auteur . - 2010 . - p.161-178. Langues : Anglais (eng) in Autism > 14-3 (May 2010) . - p.161-178 Index. décimale : PER Périodiques Résumé : Many students with Autism Spectrum Disorders (ASD) have delays learning to recognize emotions. Social behavior is also challenging, including initiating interactions, responding to others, developing peer relationships, and so forth. In this single case design study we investigated the relationship between use of computer software (Mind Reading: The Interactive Guide to Emotions) and emotion recognition (ER) and social behavior change. After using Mind Reading for 7 to 10 weeks with a tutor, four boys with ASD improved ER scores and social interactions with peers. However, observed behavior changes were not strong enough to claim a causal relationship between variables. Findings, practice implications, and future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361310362085 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District / Christina WHALEN in Autism, 14-3 (May 2010)  

Public ISBD [article]  inAutism > 14-3 (May 2010) . - p.179-197 Titre : Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District Type de document : Texte imprimé et/ou numérique Auteurs : Christina WHALEN, Auteur ; Jennifer B. G. SYMON, Auteur ; Debbie MOSS, Auteur ; Aaron B. ILAN, Auteur ; Manya VAUPEL, Auteur ; Paul FIELDING, Auteur ; Kevin MACDONALD, Auteur ; Shannon CERNICH, Auteur Année de publication : 2010 Article en page(s) : p.179-197 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Computer Assisted Instruction (CAI) has shown increased popularity recently and there are many studies showing promise for this approach for children with Autism Spectrum Disorders (ASD). However, there are no between-subject studies to date assessing the efficacy of CAI with this population. In this study, 47 preschool and K-1 students in ASD classrooms participated from Los Angeles Unified School District. TeachTown: Basics, a CAI program which also includes supplementary off-computer activities, was implemented over 3 months for approximately 20 minutes per day on the computer and 20 minutes per day in supplementary TeachTown: Basics activities. Compared to the students in the control group, the TeachTown: Basics students showed more improvement overall on language and cognitive outcome measures. In addition, students who used TeachTown: Basics demonstrated significant progress overall in the software and those students who used the program for more time demonstrated larger gains within the software and in outcome measures. Although not conclusive, these findings offer possibilities for the use of CAI for remediating many deficits for children with ASD and other special needs. In addition, CAI may offer solutions to schools and parents with insufficient funds for more expensive treatments. En ligne : http://dx.doi.org/10.1177/1362361310363282 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District [Texte imprimé et/ou numérique] / Christina WHALEN, Auteur ; Jennifer B. G. SYMON, Auteur ; Debbie MOSS, Auteur ; Aaron B. ILAN, Auteur ; Manya VAUPEL, Auteur ; Paul FIELDING, Auteur ; Kevin MACDONALD, Auteur ; Shannon CERNICH, Auteur . - 2010 . - p.179-197. Langues : Anglais (eng) in Autism > 14-3 (May 2010) . - p.179-197 Index. décimale : PER Périodiques Résumé : Computer Assisted Instruction (CAI) has shown increased popularity recently and there are many studies showing promise for this approach for children with Autism Spectrum Disorders (ASD). However, there are no between-subject studies to date assessing the efficacy of CAI with this population. In this study, 47 preschool and K-1 students in ASD classrooms participated from Los Angeles Unified School District. TeachTown: Basics, a CAI program which also includes supplementary off-computer activities, was implemented over 3 months for approximately 20 minutes per day on the computer and 20 minutes per day in supplementary TeachTown: Basics activities. Compared to the students in the control group, the TeachTown: Basics students showed more improvement overall on language and cognitive outcome measures. In addition, students who used TeachTown: Basics demonstrated significant progress overall in the software and those students who used the program for more time demonstrated larger gains within the software and in outcome measures. Although not conclusive, these findings offer possibilities for the use of CAI for remediating many deficits for children with ASD and other special needs. In addition, CAI may offer solutions to schools and parents with insufficient funds for more expensive treatments. En ligne : http://dx.doi.org/10.1177/1362361310363282 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Sense of presence and atypical social judgments in immersive virtual environments: Responses of adolescents with Autism Spectrum Disorders / Simon WALLACE in Autism, 14-3 (May 2010)  

Public ISBD [article]  inAutism > 14-3 (May 2010) . - p.199-213 Titre : Sense of presence and atypical social judgments in immersive virtual environments: Responses of adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Simon WALLACE, Auteur ; Sarah PARSONS, Auteur ; Alice WESTBURY, Auteur ; Katie WHITE, Auteur ; Kathy WHITE, Auteur ; Anthony J. BAILEY, Auteur Année de publication : 2010 Article en page(s) : p.199-213 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Immersive virtual environments (IVEs) are potentially powerful educational resources but their application for children with Autism Spectrum Disorder (ASD) is under researched. This study aimed to answer two research questions: (1) Do children with ASD experience IVEs in different ways to typically developing children given their cognitive, perceptual and sensory differences? and (2) Can an IVE accurately simulate ecologically valid social situations? Ten children with ASD and 14 typically developing (TD) adolescents all aged 12—16 years experienced three different IVEs. They completed self-report questionnaires on their sense of ‘presence’ in the IVEs and rated ‘social attractiveness’ of a virtual character in socially desirable and undesirable scenarios. The children with ASD reported similar levels of presence to their TD peers and no negative sensory experiences. Although TD adolescents rated the socially desirable character as more socially attractive than the undesirable character, adolescents with ASD rated the two characters as equally socially attractive. These findings suggest that children with ASD do not experience IVEs in different ways to their TD counterparts and that the IVEs are realistic enough to simulate authentic social situations. This study paints a very encouraging picture for the potential uses of IVEs in assessing and educating individuals with ASD. En ligne : http://dx.doi.org/10.1177/1362361310363283 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Sense of presence and atypical social judgments in immersive virtual environments: Responses of adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Simon WALLACE, Auteur ; Sarah PARSONS, Auteur ; Alice WESTBURY, Auteur ; Katie WHITE, Auteur ; Kathy WHITE, Auteur ; Anthony J. BAILEY, Auteur . - 2010 . - p.199-213. Langues : Anglais (eng) in Autism > 14-3 (May 2010) . - p.199-213 Index. décimale : PER Périodiques Résumé : Immersive virtual environments (IVEs) are potentially powerful educational resources but their application for children with Autism Spectrum Disorder (ASD) is under researched. This study aimed to answer two research questions: (1) Do children with ASD experience IVEs in different ways to typically developing children given their cognitive, perceptual and sensory differences? and (2) Can an IVE accurately simulate ecologically valid social situations? Ten children with ASD and 14 typically developing (TD) adolescents all aged 12—16 years experienced three different IVEs. They completed self-report questionnaires on their sense of ‘presence’ in the IVEs and rated ‘social attractiveness’ of a virtual character in socially desirable and undesirable scenarios. The children with ASD reported similar levels of presence to their TD peers and no negative sensory experiences. Although TD adolescents rated the socially desirable character as more socially attractive than the undesirable character, adolescents with ASD rated the two characters as equally socially attractive. These findings suggest that children with ASD do not experience IVEs in different ways to their TD counterparts and that the IVEs are realistic enough to simulate authentic social situations. This study paints a very encouraging picture for the potential uses of IVEs in assessing and educating individuals with ASD. En ligne : http://dx.doi.org/10.1177/1362361310363283 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Computational prosodic markers for autism / Jan P. H. VAN SANTEN in Autism, 14-3 (May 2010)  

Public ISBD [article]  inAutism > 14-3 (May 2010) . - p.215-236 Titre : Computational prosodic markers for autism Type de document : Texte imprimé et/ou numérique Auteurs : Jan P. H. VAN SANTEN, Auteur ; Lois M. BLACK, Auteur ; Emily T. PRUD'HOMMEAUX, Auteur ; Margaret MITCHELL, Auteur Année de publication : 2010 Article en page(s) : p.215-236 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We present results obtained with new instrumental methods for the acoustic analysis of prosody to evaluate prosody production by children with Autism Spectrum Disorder (ASD) and Typical Development (TD). Two tasks elicit focal stress — one in a vocal imitation paradigm, the other in a picture-description paradigm; a third task also uses a vocal imitation paradigm, and requires repeating stress patterns of two-syllable nonsense words. The instrumental methods differentiated significantly between the ASD and TD groups in all but the focal stress imitation task. The methods also showed smaller differences in the two vocal imitation tasks than in the picture-description task, as was predicted. In fact, in the nonsense word stress repetition task, the instrumental methods showed better performance for the ASD group. The methods also revealed that the acoustic features that predict auditory-perceptual judgment are not the same as those that differentiate between groups. Specifically, a key difference between the groups appears to be a difference in the balance between the various prosodic cues, such as pitch, amplitude, and duration, and not necessarily a difference in the strength or clarity with which prosodic contrasts are expressed. En ligne : http://dx.doi.org/10.1177/1362361309363281 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Computational prosodic markers for autism [Texte imprimé et/ou numérique] / Jan P. H. VAN SANTEN, Auteur ; Lois M. BLACK, Auteur ; Emily T. PRUD'HOMMEAUX, Auteur ; Margaret MITCHELL, Auteur . - 2010 . - p.215-236. Langues : Anglais (eng) in Autism > 14-3 (May 2010) . - p.215-236 Index. décimale : PER Périodiques Résumé : We present results obtained with new instrumental methods for the acoustic analysis of prosody to evaluate prosody production by children with Autism Spectrum Disorder (ASD) and Typical Development (TD). Two tasks elicit focal stress — one in a vocal imitation paradigm, the other in a picture-description paradigm; a third task also uses a vocal imitation paradigm, and requires repeating stress patterns of two-syllable nonsense words. The instrumental methods differentiated significantly between the ASD and TD groups in all but the focal stress imitation task. The methods also showed smaller differences in the two vocal imitation tasks than in the picture-description task, as was predicted. In fact, in the nonsense word stress repetition task, the instrumental methods showed better performance for the ASD group. The methods also revealed that the acoustic features that predict auditory-perceptual judgment are not the same as those that differentiate between groups. Specifically, a key difference between the groups appears to be a difference in the balance between the various prosodic cues, such as pitch, amplitude, and duration, and not necessarily a difference in the strength or clarity with which prosodic contrasts are expressed. En ligne : http://dx.doi.org/10.1177/1362361309363281 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Social benefits of a tangible user interface for children with Autistic Spectrum Conditions / William FARR in Autism, 14-3 (May 2010)  

Public ISBD [article]  inAutism > 14-3 (May 2010) . - p.237-252 Titre : Social benefits of a tangible user interface for children with Autistic Spectrum Conditions Type de document : Texte imprimé et/ou numérique Auteurs : William FARR, Auteur ; Nicola YUILL, Auteur ; Hayes RAFFLES, Auteur Année de publication : 2010 Article en page(s) : p.237-252 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Tangible user interfaces (TUIs) embed computer technology in graspable objects. This study assessed the potential of Topobo, a construction toy with programmable movement, to support social interaction in children with Autistic Spectrum Conditions (ASC). Groups of either typically developing (TD) children or those with ASC had group play sessions with Topobo and with LEGOTM. We recorded the extent and sequence of different categories of play during these sessions. For both participant groups, there were more social forms of play with Topobo than with LEGOTM. More solitary play occurred for LEGOTM and more parallel play occurred with Topobo. Topobo was also associated with more time in onlooker and cooperative play in TD. Finally, we observed differences in play sequences between TD and ASC children, and discuss how different play materials might produce specific patterns of play in these two groups. En ligne : http://dx.doi.org/10.1177/1362361310363280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Social benefits of a tangible user interface for children with Autistic Spectrum Conditions [Texte imprimé et/ou numérique] / William FARR, Auteur ; Nicola YUILL, Auteur ; Hayes RAFFLES, Auteur . - 2010 . - p.237-252. Langues : Anglais (eng) in Autism > 14-3 (May 2010) . - p.237-252 Index. décimale : PER Périodiques Résumé : Tangible user interfaces (TUIs) embed computer technology in graspable objects. This study assessed the potential of Topobo, a construction toy with programmable movement, to support social interaction in children with Autistic Spectrum Conditions (ASC). Groups of either typically developing (TD) children or those with ASC had group play sessions with Topobo and with LEGOTM. We recorded the extent and sequence of different categories of play during these sessions. For both participant groups, there were more social forms of play with Topobo than with LEGOTM. More solitary play occurred for LEGOTM and more parallel play occurred with Topobo. Topobo was also associated with more time in onlooker and cooperative play in TD. Finally, we observed differences in play sequences between TD and ASC children, and discuss how different play materials might produce specific patterns of play in these two groups. En ligne : http://dx.doi.org/10.1177/1362361310363280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107