Dépouillements

Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism / Connie KASARI in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1045-1056 Titre : Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Amanda C. GULSRUD, Auteur ; Susan KWON, Auteur ; Jill LOCKE, Auteur ; Connie S. WONG, Auteur Année de publication : 2010 Article en page(s) : p.1045-1056 Note générale : Article Open Access Langues : Anglais (eng) Mots-clés : Joint-engagement-intervention Joint-attention Autism Index. décimale : PER Périodiques Résumé : This study aimed to determine if a joint attention intervention would result in greater joint engagement between caregivers and toddlers with autism. The intervention consisted of 24 caregiver-mediated sessions with follow-up 1 year later. Compared to caregivers and toddlers randomized to the waitlist control group the immediate treatment (IT) group made significant improvements in targeted areas of joint engagement. The IT group demonstrated significant improvements with medium to large effect sizes in their responsiveness to joint attention and their diversity of functional play acts after the intervention with maintenance of these skills 1 year post-intervention. These are among the first randomized controlled data to suggest that short-term parent-mediated interventions can have important effects on core impairments in toddlers with autism. Clinical Trials #: NCT00065910. En ligne : http://dx.doi.org/10.1007/s10803-010-0955-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Amanda C. GULSRUD, Auteur ; Susan KWON, Auteur ; Jill LOCKE, Auteur ; Connie S. WONG, Auteur . - 2010 . - p.1045-1056. Article Open Access Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1045-1056 Mots-clés : Joint-engagement-intervention Joint-attention Autism Index. décimale : PER Périodiques Résumé : This study aimed to determine if a joint attention intervention would result in greater joint engagement between caregivers and toddlers with autism. The intervention consisted of 24 caregiver-mediated sessions with follow-up 1 year later. Compared to caregivers and toddlers randomized to the waitlist control group the immediate treatment (IT) group made significant improvements in targeted areas of joint engagement. The IT group demonstrated significant improvements with medium to large effect sizes in their responsiveness to joint attention and their diversity of functional play acts after the intervention with maintenance of these skills 1 year post-intervention. These are among the first randomized controlled data to suggest that short-term parent-mediated interventions can have important effects on core impairments in toddlers with autism. Clinical Trials #: NCT00065910. En ligne : http://dx.doi.org/10.1007/s10803-010-0955-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Improving Motivation for Academics in Children with Autism / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1057-1066 Titre : Improving Motivation for Academics in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lynn KERN KOEGEL, Auteur ; Robert L. KOEGEL, Auteur ; Anjileen K. SINGH, Auteur Année de publication : 2010 Article en page(s) : p.1057-1066 Note générale : Article Open Access Langues : Anglais (eng) Mots-clés : Academics Motivation Pivotal-response-treatment Autism Index. décimale : PER Périodiques Résumé : Many children with autism show very little interest in academic assignments and exhibit disruptive behavior when assignments are presented. Research indicates that incorporating specific motivational variables such as choice, interspersal of maintenance tasks, and natural reinforcers during intervention leads to improvements in core symptoms of autism and may possibly be effective in academic areas. Using a multiple baseline across children and behaviors design with four pre- and elementary school children with autism, we assessed whether the above variables could be incorporated into academic tasks to improve performance and interest. Results indicated that the intervention decreased the children’s latency to begin academic tasks, improved their rate of performance and interest, and decreased their disruptive behavior. Theoretical and applied implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-0962-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Improving Motivation for Academics in Children with Autism [Texte imprimé et/ou numérique] / Lynn KERN KOEGEL, Auteur ; Robert L. KOEGEL, Auteur ; Anjileen K. SINGH, Auteur . - 2010 . - p.1057-1066. Article Open Access Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1057-1066 Mots-clés : Academics Motivation Pivotal-response-treatment Autism Index. décimale : PER Périodiques Résumé : Many children with autism show very little interest in academic assignments and exhibit disruptive behavior when assignments are presented. Research indicates that incorporating specific motivational variables such as choice, interspersal of maintenance tasks, and natural reinforcers during intervention leads to improvements in core symptoms of autism and may possibly be effective in academic areas. Using a multiple baseline across children and behaviors design with four pre- and elementary school children with autism, we assessed whether the above variables could be incorporated into academic tasks to improve performance and interest. Results indicated that the intervention decreased the children’s latency to begin academic tasks, improved their rate of performance and interest, and decreased their disruptive behavior. Theoretical and applied implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-0962-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1067-1079 Titre : Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation Type de document : Texte imprimé et/ou numérique Auteurs : Janine P. STICHTER, Auteur ; Jena K. RANDOLPH, Auteur ; Nicholas GAGE, Auteur ; Melissa J. HERZOG, Auteur ; Karen VISOVSKY, Auteur ; Carla SCHMIDT, Auteur ; Tia SCHULTZ, Auteur Année de publication : 2010 Article en page(s) : p.1067-1079 Langues : Anglais (eng) Mots-clés : Social-competence Asperger-syndrome High-functioning-autism Cognitive-behavioral-intervention Adolescents Index. décimale : PER Périodiques Résumé : Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup’s social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11–14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted. En ligne : http://dx.doi.org/10.1007/s10803-010-0959-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation [Texte imprimé et/ou numérique] / Janine P. STICHTER, Auteur ; Jena K. RANDOLPH, Auteur ; Nicholas GAGE, Auteur ; Melissa J. HERZOG, Auteur ; Karen VISOVSKY, Auteur ; Carla SCHMIDT, Auteur ; Tia SCHULTZ, Auteur . - 2010 . - p.1067-1079. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1067-1079 Mots-clés : Social-competence Asperger-syndrome High-functioning-autism Cognitive-behavioral-intervention Adolescents Index. décimale : PER Périodiques Résumé : Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup’s social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11–14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted. En ligne : http://dx.doi.org/10.1007/s10803-010-0959-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Comorbid Psychiatric Disorders Associated with Asperger Syndrome/High-functioning Autism: A Community- and Clinic-based Study / Marja-Leena MATTILA in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1080-1093 Titre : Comorbid Psychiatric Disorders Associated with Asperger Syndrome/High-functioning Autism: A Community- and Clinic-based Study Type de document : Texte imprimé et/ou numérique Auteurs : Marja-Leena MATTILA, Auteur ; Sanna KUUSIKKO, Auteur ; SIRKKA-LIISA LINNA, Auteur ; Marko KIELINEN, Auteur ; Leena JOSKITT, Auteur ; Tuula HURTIG, Auteur ; Helena HAAPSAMO, Auteur ; David L. PAULS, Auteur ; Irma MOILANEN, Auteur ; Hanna EBELING, Auteur ; Katja JUSSILA, Auteur ; Risto BLOIGU, Auteur Année de publication : 2010 Article en page(s) : p.1080-1093 Langues : Anglais (eng) Mots-clés : Comorbidity CGAS Asperger-syndrome Autism Pervasive-developmental-disorders Autism-spectrum-disorders Index. décimale : PER Périodiques Résumé : The present study identifies the prevalence and types of comorbid psychiatric disorders associated with Asperger syndrome (AS)/high-functioning autism (HFA) in a combined community- and clinic-based sample of fifty 9- to 16-year-old subjects using the Schedule for Affective Disorders and Schizophrenia for School-Age Children, Present and Lifetime Version. The level of functioning was estimated using the Children’s Global Assessment Scale. The results support common (prevalence 74%) and often multiple comorbid psychiatric disorders in AS/HFA; behavioral disorders were shown in 44%, anxiety disorders in 42% and tic disorders in 26%. Oppositional defiant disorder, major depressive disorder and anxiety disorders as comorbid conditions indicated significantly lower levels of functioning. To target interventions, routine evaluation of psychiatric comorbidity in subjects with AS/HFA is emphasized. En ligne : http://dx.doi.org/10.1007/s10803-010-0958-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Comorbid Psychiatric Disorders Associated with Asperger Syndrome/High-functioning Autism: A Community- and Clinic-based Study [Texte imprimé et/ou numérique] / Marja-Leena MATTILA, Auteur ; Sanna KUUSIKKO, Auteur ; SIRKKA-LIISA LINNA, Auteur ; Marko KIELINEN, Auteur ; Leena JOSKITT, Auteur ; Tuula HURTIG, Auteur ; Helena HAAPSAMO, Auteur ; David L. PAULS, Auteur ; Irma MOILANEN, Auteur ; Hanna EBELING, Auteur ; Katja JUSSILA, Auteur ; Risto BLOIGU, Auteur . - 2010 . - p.1080-1093. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1080-1093 Mots-clés : Comorbidity CGAS Asperger-syndrome Autism Pervasive-developmental-disorders Autism-spectrum-disorders Index. décimale : PER Périodiques Résumé : The present study identifies the prevalence and types of comorbid psychiatric disorders associated with Asperger syndrome (AS)/high-functioning autism (HFA) in a combined community- and clinic-based sample of fifty 9- to 16-year-old subjects using the Schedule for Affective Disorders and Schizophrenia for School-Age Children, Present and Lifetime Version. The level of functioning was estimated using the Children’s Global Assessment Scale. The results support common (prevalence 74%) and often multiple comorbid psychiatric disorders in AS/HFA; behavioral disorders were shown in 44%, anxiety disorders in 42% and tic disorders in 26%. Oppositional defiant disorder, major depressive disorder and anxiety disorders as comorbid conditions indicated significantly lower levels of functioning. To target interventions, routine evaluation of psychiatric comorbidity in subjects with AS/HFA is emphasized. En ligne : http://dx.doi.org/10.1007/s10803-010-0958-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Multi-Informant Predictors of Social Inclusion for Students with Autism Spectrum Disorders Attending Mainstream School / Alice P. JONES in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1094-1103 Titre : Multi-Informant Predictors of Social Inclusion for Students with Autism Spectrum Disorders Attending Mainstream School Type de document : Texte imprimé et/ou numérique Auteurs : Alice P. JONES, Auteur ; Norah FREDERICKSON, Auteur Année de publication : 2010 Article en page(s) : p.1094-1103 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Social-inclusion Education Index. décimale : PER Périodiques Résumé : This study examined differential profiles of behavioural characteristics predictive of successful inclusion in mainstream education for children with autism spectrum disorders (ASD) and comparison students. Multiple regression analyses using behavioural ratings from parents, teachers and peers found some evidence for differential profiles predicting peer acceptance and rejection. High levels of peer-rated shyness significantly predicted social rejection in comparison students only. Parent-rated prosocial behaviour also differentially predicted social acceptance; high-levels of prosocial behaviour predicted acceptance in comparison students, but low-levels were predictive for students with ASD. These findings suggest that schools may seek to augment traditional social skills programmes with awareness raising about ASD among mainstream pupils to utilise peers’ apparent willingness to discount characteristics such as ‘shyness’. En ligne : http://dx.doi.org/10.1007/s10803-010-0957-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Multi-Informant Predictors of Social Inclusion for Students with Autism Spectrum Disorders Attending Mainstream School [Texte imprimé et/ou numérique] / Alice P. JONES, Auteur ; Norah FREDERICKSON, Auteur . - 2010 . - p.1094-1103. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1094-1103 Mots-clés : Autism-spectrum-disorders Social-inclusion Education Index. décimale : PER Périodiques Résumé : This study examined differential profiles of behavioural characteristics predictive of successful inclusion in mainstream education for children with autism spectrum disorders (ASD) and comparison students. Multiple regression analyses using behavioural ratings from parents, teachers and peers found some evidence for differential profiles predicting peer acceptance and rejection. High levels of peer-rated shyness significantly predicted social rejection in comparison students only. Parent-rated prosocial behaviour also differentially predicted social acceptance; high-levels of prosocial behaviour predicted acceptance in comparison students, but low-levels were predictive for students with ASD. These findings suggest that schools may seek to augment traditional social skills programmes with awareness raising about ASD among mainstream pupils to utilise peers’ apparent willingness to discount characteristics such as ‘shyness’. En ligne : http://dx.doi.org/10.1007/s10803-010-0957-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Scalar Inferences in Autism Spectrum Disorders / Coralie CHEVALLIER in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1104-1117 Titre : Scalar Inferences in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Coralie CHEVALLIER, Auteur ; Francesca HAPPE, Auteur ; Ira NOVECK, Auteur ; Deirdre WILSON, Auteur Année de publication : 2010 Article en page(s) : p.1104-1117 Langues : Anglais (eng) Mots-clés : Autism-Spectrum-Disorders Scalar-inference Language Prosody Pragmatics Index. décimale : PER Périodiques Résumé : On being told “John or Mary will come”, one might infer that not both of them will come. Yet the semantics of “or” is compatible with a situation where both John and Mary come. Inferences of this type, which enrich the semantics of “or” from an ‘inclusive’ to an ‘exclusive’ interpretation, have been extensively studied in linguistic pragmatics. However, the phenomenon has not been much explored in Autism Spectrum Disorders (ASDs), where pragmatic deficits are commonly reported. Here, we present an experiment investigating these inferences. We predicted that, as a result of the reported pragmatic deficits, participants with ASD would produce fewer inferential enrichments of “or” than matched controls. However, contrary to expectations, but in line with recent findings by Pijnacker et al. (Journal of Autism and Developmental Disorders, 39, 607–618, 2009), performances did not differ across groups. This unexpected finding is discussed in light of the literature on pragmatic abilities in autism. En ligne : http://dx.doi.org/10.1007/s10803-010-0960-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Scalar Inferences in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Coralie CHEVALLIER, Auteur ; Francesca HAPPE, Auteur ; Ira NOVECK, Auteur ; Deirdre WILSON, Auteur . - 2010 . - p.1104-1117. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1104-1117 Mots-clés : Autism-Spectrum-Disorders Scalar-inference Language Prosody Pragmatics Index. décimale : PER Périodiques Résumé : On being told “John or Mary will come”, one might infer that not both of them will come. Yet the semantics of “or” is compatible with a situation where both John and Mary come. Inferences of this type, which enrich the semantics of “or” from an ‘inclusive’ to an ‘exclusive’ interpretation, have been extensively studied in linguistic pragmatics. However, the phenomenon has not been much explored in Autism Spectrum Disorders (ASDs), where pragmatic deficits are commonly reported. Here, we present an experiment investigating these inferences. We predicted that, as a result of the reported pragmatic deficits, participants with ASD would produce fewer inferential enrichments of “or” than matched controls. However, contrary to expectations, but in line with recent findings by Pijnacker et al. (Journal of Autism and Developmental Disorders, 39, 607–618, 2009), performances did not differ across groups. This unexpected finding is discussed in light of the literature on pragmatic abilities in autism. En ligne : http://dx.doi.org/10.1007/s10803-010-0960-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Constructs Assessed by the GARS-2: Factor Analysis of Data from the Standardization Sample / Vincent PANDOLFI in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1118-1130 Titre : Constructs Assessed by the GARS-2: Factor Analysis of Data from the Standardization Sample Type de document : Texte imprimé et/ou numérique Auteurs : Vincent PANDOLFI, Auteur ; Caroline I. MAGYAR, Auteur ; Charles A. DILL, Auteur Année de publication : 2010 Article en page(s) : p.1118-1130 Langues : Anglais (eng) Mots-clés : GARS-2 Autism Autism-spectrum-disorder Autism-screening Factor-analysis Index. décimale : PER Périodiques Résumé : The GARS-2 (Gilliam 2006) is widely used for autism screening; however, the validity of its three conceptually-derived subscales has not been evaluated. In this study, exploratory (EFA) and confirmatory (CFA) factor analyses of data from matched subgroups of the standardization sample did not support the GARS-2 subscale structure. EFAs identified four factors in the model development subgroup (n = 496): stereotyped/repetitive behavior, stereotyped/idiosyncratic language, word use problems, and social impairment. CFAs supported this model in the replication subgroup (n = 494). Findings suggest that the GARS-2 subscales have limited clinical utility and that the Autism Index should be interpreted with caution. Although more research is needed, the clinical utility of the four empirically-derived scales may be limited by factors related to item content and test development procedures. En ligne : http://dx.doi.org/10.1007/s10803-010-0967-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Constructs Assessed by the GARS-2: Factor Analysis of Data from the Standardization Sample [Texte imprimé et/ou numérique] / Vincent PANDOLFI, Auteur ; Caroline I. MAGYAR, Auteur ; Charles A. DILL, Auteur . - 2010 . - p.1118-1130. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1118-1130 Mots-clés : GARS-2 Autism Autism-spectrum-disorder Autism-screening Factor-analysis Index. décimale : PER Périodiques Résumé : The GARS-2 (Gilliam 2006) is widely used for autism screening; however, the validity of its three conceptually-derived subscales has not been evaluated. In this study, exploratory (EFA) and confirmatory (CFA) factor analyses of data from matched subgroups of the standardization sample did not support the GARS-2 subscale structure. EFAs identified four factors in the model development subgroup (n = 496): stereotyped/repetitive behavior, stereotyped/idiosyncratic language, word use problems, and social impairment. CFAs supported this model in the replication subgroup (n = 494). Findings suggest that the GARS-2 subscales have limited clinical utility and that the Autism Index should be interpreted with caution. Although more research is needed, the clinical utility of the four empirically-derived scales may be limited by factors related to item content and test development procedures. En ligne : http://dx.doi.org/10.1007/s10803-010-0967-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Digestive Enzyme Supplementation for Autism Spectrum Disorders: A Double-Blind Randomized Controlled Trial / Sujeeva A. MUNASINGHE in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1131-1138 Titre : Digestive Enzyme Supplementation for Autism Spectrum Disorders: A Double-Blind Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Sujeeva A. MUNASINGHE, Auteur ; Carolyn OLIFF, Auteur ; Judith FINN, Auteur ; John A. WRAY, Auteur Année de publication : 2010 Article en page(s) : p.1131-1138 Langues : Anglais (eng) Mots-clés : Autism Randomized Double-blind Placebo-controlled Enzymes Index. décimale : PER Périodiques Résumé : To examine the effects of a digestive enzyme supplement in improving expressive language, behaviour and other symptoms in children with Autism Spectrum Disorder. Randomized, double-blind placebo-controlled trial using crossover design over 6 months for 43 children, aged 3–8 years. Outcome measurement tools included monthly Global Behaviour Rating Scales, Additional Rating Scales of other symptoms by parents and therapists, and monthly completion of the Rescorla Language Development Survey. Compared with placebo, treatment with enzyme was not associated with clinically significant improvement in behaviour, food variety, gastrointestinal symptoms, sleep quality, engagement with therapist, or the Language Development Survey Vocabulary or Sentence Complexity Scores. A small statistically significant improvement on enzyme therapy was seen for the food variety scores. No clinically significant effect improvement of autism symptoms with enzyme use was shown with this trial, however, possible effects on improvement in food variety warrants further detailed investigation. En ligne : http://dx.doi.org/10.1007/s10803-010-0974-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Digestive Enzyme Supplementation for Autism Spectrum Disorders: A Double-Blind Randomized Controlled Trial [Texte imprimé et/ou numérique] / Sujeeva A. MUNASINGHE, Auteur ; Carolyn OLIFF, Auteur ; Judith FINN, Auteur ; John A. WRAY, Auteur . - 2010 . - p.1131-1138. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1131-1138 Mots-clés : Autism Randomized Double-blind Placebo-controlled Enzymes Index. décimale : PER Périodiques Résumé : To examine the effects of a digestive enzyme supplement in improving expressive language, behaviour and other symptoms in children with Autism Spectrum Disorder. Randomized, double-blind placebo-controlled trial using crossover design over 6 months for 43 children, aged 3–8 years. Outcome measurement tools included monthly Global Behaviour Rating Scales, Additional Rating Scales of other symptoms by parents and therapists, and monthly completion of the Rescorla Language Development Survey. Compared with placebo, treatment with enzyme was not associated with clinically significant improvement in behaviour, food variety, gastrointestinal symptoms, sleep quality, engagement with therapist, or the Language Development Survey Vocabulary or Sentence Complexity Scores. A small statistically significant improvement on enzyme therapy was seen for the food variety scores. No clinically significant effect improvement of autism symptoms with enzyme use was shown with this trial, however, possible effects on improvement in food variety warrants further detailed investigation. En ligne : http://dx.doi.org/10.1007/s10803-010-0974-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Brief Report: Glutamate Transporter Gene (SLC1A1) Single Nucleotide Polymorphism (rs301430) and Repetitive Behaviors and Anxiety in Children with Autism Spectrum Disorder / Kenneth D. GADOW in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1139-1145 Titre : Brief Report: Glutamate Transporter Gene (SLC1A1) Single Nucleotide Polymorphism (rs301430) and Repetitive Behaviors and Anxiety in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kenneth D. GADOW, Auteur ; Carla DEVINCENT, Auteur ; Jasmin ROOHI, Auteur ; Eli HATCHWELL, Auteur ; Sarah KIRSCH, Auteur Année de publication : 2010 Article en page(s) : p.1139-1145 Langues : Anglais (eng) Mots-clés : Autism Autism-spectrum-disorder SLC1A1 Obsessive–compulsive-behaviors Separation-anxiety Generalized-anxiety Index. décimale : PER Périodiques Résumé : Investigated association of single nucleotide polymorphism (SNP) rs301430 in glutamate transporter gene (SLC1A1) with severity of repetitive behaviors (obsessive–compulsive behaviors, tics) and anxiety in children with autism spectrum disorder (ASD). Mothers and/or teachers completed a validated DSM-IV-referenced rating scale for 67 children with autism spectrum disorder. Although analyses were not significant for repetitive behaviors, youths homozygous for the high expressing C allele had more severe anxiety than carriers of the T allele. Allelic variation in SLC1A1 may be a biomarker for or modifier of anxiety symptom severity in children with ASD, but study findings are best conceptualized as tentative pending replication with larger independent samples. En ligne : http://dx.doi.org/10.1007/s10803-010-0961-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Brief Report: Glutamate Transporter Gene (SLC1A1) Single Nucleotide Polymorphism (rs301430) and Repetitive Behaviors and Anxiety in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kenneth D. GADOW, Auteur ; Carla DEVINCENT, Auteur ; Jasmin ROOHI, Auteur ; Eli HATCHWELL, Auteur ; Sarah KIRSCH, Auteur . - 2010 . - p.1139-1145. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1139-1145 Mots-clés : Autism Autism-spectrum-disorder SLC1A1 Obsessive–compulsive-behaviors Separation-anxiety Generalized-anxiety Index. décimale : PER Périodiques Résumé : Investigated association of single nucleotide polymorphism (SNP) rs301430 in glutamate transporter gene (SLC1A1) with severity of repetitive behaviors (obsessive–compulsive behaviors, tics) and anxiety in children with autism spectrum disorder (ASD). Mothers and/or teachers completed a validated DSM-IV-referenced rating scale for 67 children with autism spectrum disorder. Although analyses were not significant for repetitive behaviors, youths homozygous for the high expressing C allele had more severe anxiety than carriers of the T allele. Allelic variation in SLC1A1 may be a biomarker for or modifier of anxiety symptom severity in children with ASD, but study findings are best conceptualized as tentative pending replication with larger independent samples. En ligne : http://dx.doi.org/10.1007/s10803-010-0961-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Brief Report: Should the DSM V Drop Asperger Syndrome? / Mohammad GHAZIUDDIN in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1146-1148 Titre : Brief Report: Should the DSM V Drop Asperger Syndrome? Type de document : Texte imprimé et/ou numérique Auteurs : Mohammad GHAZIUDDIN, Auteur Année de publication : 2010 Article en page(s) : p.1146-1148 Langues : Anglais (eng) Mots-clés : Asperger-syndrome DSM-V Diagnosis Index. décimale : PER Périodiques Résumé : The DSM IV defines Asperger syndrome (AS) as a pervasive developmental (autistic spectrum) disorder characterized by social deficits and rigid focused interests in the absence of language impairment and cognitive delay. Since its inclusion in the DSM-IV, there has been a dramatic increase in its recognition both in children and adults. However, because studies have generally failed to demonstrate a clear distinction between AS and autism, some researchers have called for its elimination from the forthcoming DSM V. This report argues for a modification of its diagnostic criteria and its continued retention in the diagnostic manual. En ligne : http://dx.doi.org/10.1007/s10803-010-0969-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Brief Report: Should the DSM V Drop Asperger Syndrome? [Texte imprimé et/ou numérique] / Mohammad GHAZIUDDIN, Auteur . - 2010 . - p.1146-1148. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1146-1148 Mots-clés : Asperger-syndrome DSM-V Diagnosis Index. décimale : PER Périodiques Résumé : The DSM IV defines Asperger syndrome (AS) as a pervasive developmental (autistic spectrum) disorder characterized by social deficits and rigid focused interests in the absence of language impairment and cognitive delay. Since its inclusion in the DSM-IV, there has been a dramatic increase in its recognition both in children and adults. However, because studies have generally failed to demonstrate a clear distinction between AS and autism, some researchers have called for its elimination from the forthcoming DSM V. This report argues for a modification of its diagnostic criteria and its continued retention in the diagnostic manual. En ligne : http://dx.doi.org/10.1007/s10803-010-0969-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Brief Report: The Training and Assessment of Relational Precursors and Abilities (TARPA): A Preliminary Analysis / Laura MORAN in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1149-1153 Titre : Brief Report: The Training and Assessment of Relational Precursors and Abilities (TARPA): A Preliminary Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Laura MORAN, Auteur ; Ian STEWART, Auteur ; John MCELWEE, Auteur ; Siri MING, Auteur Année de publication : 2010 Article en page(s) : p.1149-1153 Langues : Anglais (eng) Mots-clés : Assessment Relations Relational-frame-theory Correlation Vineland Generativity Index. décimale : PER Périodiques Résumé : The TARPA (Training & Assessment of Relational Precursors & Abilities) is a recently developed computer-based protocol for the assessment of a progression of key domains of responding critical to the development of generative language. In the current pilot study, five children with autism were assessed using the TARPA and their score on this protocol was correlated with ratings on the Vineland Adaptive Behavior Scales. Findings showed a statistically significant correlation. This and other features of TARPA performance and their implications for future testing and development of this protocol are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-0968-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Brief Report: The Training and Assessment of Relational Precursors and Abilities (TARPA): A Preliminary Analysis [Texte imprimé et/ou numérique] / Laura MORAN, Auteur ; Ian STEWART, Auteur ; John MCELWEE, Auteur ; Siri MING, Auteur . - 2010 . - p.1149-1153. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1149-1153 Mots-clés : Assessment Relations Relational-frame-theory Correlation Vineland Generativity Index. décimale : PER Périodiques Résumé : The TARPA (Training & Assessment of Relational Precursors & Abilities) is a recently developed computer-based protocol for the assessment of a progression of key domains of responding critical to the development of generative language. In the current pilot study, five children with autism were assessed using the TARPA and their score on this protocol was correlated with ratings on the Vineland Adaptive Behavior Scales. Findings showed a statistically significant correlation. This and other features of TARPA performance and their implications for future testing and development of this protocol are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-0968-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Brief Report: Pilot Randomized Controlled Trial of Reciprocal Imitation Training for Teaching Elicited and Spontaneous Imitation to Children with Autism / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1154-1160 Titre : Brief Report: Pilot Randomized Controlled Trial of Reciprocal Imitation Training for Teaching Elicited and Spontaneous Imitation to Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur Année de publication : 2010 Article en page(s) : p.1154-1160 Langues : Anglais (eng) Mots-clés : Autism Imitation Intervention Reciprocal-imitation-training Index. décimale : PER Périodiques Résumé : Children with autism exhibit significant deficits in imitation skills. Reciprocal Imitation Training (RIT), a naturalistic imitation intervention, was developed to teach young children with autism to imitate during play. This study used a randomized controlled trial to evaluate the efficacy of RIT on elicited and spontaneous imitation skills in 21 young children with autism. Results found that children in the treatment group made significantly more gains in elicited and spontaneous imitation, replicating previous single-subject design studies. Number of spontaneous play acts at pre-treatment was related to improvements in imitation during the intervention, suggesting that children with a greater play repertoire make greater gains during RIT. En ligne : http://dx.doi.org/10.1007/s10803-010-0966-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Brief Report: Pilot Randomized Controlled Trial of Reciprocal Imitation Training for Teaching Elicited and Spontaneous Imitation to Children with Autism [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur . - 2010 . - p.1154-1160. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1154-1160 Mots-clés : Autism Imitation Intervention Reciprocal-imitation-training Index. décimale : PER Périodiques Résumé : Children with autism exhibit significant deficits in imitation skills. Reciprocal Imitation Training (RIT), a naturalistic imitation intervention, was developed to teach young children with autism to imitate during play. This study used a randomized controlled trial to evaluate the efficacy of RIT on elicited and spontaneous imitation skills in 21 young children with autism. Results found that children in the treatment group made significantly more gains in elicited and spontaneous imitation, replicating previous single-subject design studies. Number of spontaneous play acts at pre-treatment was related to improvements in imitation during the intervention, suggesting that children with a greater play repertoire make greater gains during RIT. En ligne : http://dx.doi.org/10.1007/s10803-010-0966-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Brief Report: Animacy and Word Order in Individuals with Autism Spectrum Disorders / Johanna K. LAKE in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1161-1164 Titre : Brief Report: Animacy and Word Order in Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Johanna K. LAKE, Auteur ; Shannon CARDY, Auteur ; Karin R. HUMPHREYS, Auteur Année de publication : 2010 Article en page(s) : p.1161-1164 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorder Word-order Animacy Language-production Conceptual-salience Index. décimale : PER Périodiques Résumé : Individuals with autism or autism spectrum disorders (ASDs) are known to have difficulties discriminating animacy and are less likely to attend to animate stimuli, which may underlie the social deficits of autism. For individuals without ASD, animacy also affects word order choices: speakers choose syntactic structures (active vs. passive) that place animate entities as the grammatical subject, as a result of their conceptual salience. This study tested whether highly verbal adults with ASD would show sensitivity to animacy in a picture description task. Results showed that individuals with ASD were as sensitive to animacy as controls, and overwhelmingly placed animate entities as the grammatical subject. One stimulus proved an exception, where only individuals with ASD placed an inanimate entity (a clock) in subject position in preference to an animate one (a boy), which coincides with previous observations that individuals with autism find clocks highly salient. This study provides converging evidence of the role of conceptual salience in word order choices, and furthermore shows animate entities to be highly salient for individuals with ASD, at least as it pertains to these word order choices. En ligne : http://dx.doi.org/10.1007/s10803-010-0972-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Brief Report: Animacy and Word Order in Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Johanna K. LAKE, Auteur ; Shannon CARDY, Auteur ; Karin R. HUMPHREYS, Auteur . - 2010 . - p.1161-1164. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1161-1164 Mots-clés : Autism-spectrum-disorder Word-order Animacy Language-production Conceptual-salience Index. décimale : PER Périodiques Résumé : Individuals with autism or autism spectrum disorders (ASDs) are known to have difficulties discriminating animacy and are less likely to attend to animate stimuli, which may underlie the social deficits of autism. For individuals without ASD, animacy also affects word order choices: speakers choose syntactic structures (active vs. passive) that place animate entities as the grammatical subject, as a result of their conceptual salience. This study tested whether highly verbal adults with ASD would show sensitivity to animacy in a picture description task. Results showed that individuals with ASD were as sensitive to animacy as controls, and overwhelmingly placed animate entities as the grammatical subject. One stimulus proved an exception, where only individuals with ASD placed an inanimate entity (a clock) in subject position in preference to an animate one (a boy), which coincides with previous observations that individuals with autism find clocks highly salient. This study provides converging evidence of the role of conceptual salience in word order choices, and furthermore shows animate entities to be highly salient for individuals with ASD, at least as it pertains to these word order choices. En ligne : http://dx.doi.org/10.1007/s10803-010-0972-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Bruce F. Pennington: Diagnosing Learning Disorders (Second Edition): A Neuropsychological Framework / Deborah K. SOKOL in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1165-1166 Titre : Bruce F. Pennington: Diagnosing Learning Disorders (Second Edition): A Neuropsychological Framework : Guilford Publications Inc., New York, NY, 355 pp, ISBN 978-1-59385-714-1, $32.00 (Hardcover) Type de document : Texte imprimé et/ou numérique Auteurs : Deborah K. SOKOL, Auteur Année de publication : 2010 Article en page(s) : p.1165-1166 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0858-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Bruce F. Pennington: Diagnosing Learning Disorders (Second Edition): A Neuropsychological Framework : Guilford Publications Inc., New York, NY, 355 pp, ISBN 978-1-59385-714-1, $32.00 (Hardcover) [Texte imprimé et/ou numérique] / Deborah K. SOKOL, Auteur . - 2010 . - p.1165-1166. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1165-1166 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0858-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Jeff Stimpson: Alex, the Fathering of a Preemie / Eileen Nicole SIMON in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1165-1166 Titre : Jeff Stimpson: Alex, the Fathering of a Preemie : Academy Chicago Publishers, Chicago, IL, 2004, 280 pp., Illustrations. $23.50 ISBN 0-89733-528-7 (Hardcover) Type de document : Texte imprimé et/ou numérique Auteurs : Eileen Nicole SIMON, Auteur Année de publication : 2010 Article en page(s) : p.1165-1166 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0864-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Jeff Stimpson: Alex, the Fathering of a Preemie : Academy Chicago Publishers, Chicago, IL, 2004, 280 pp., Illustrations. $23.50 ISBN 0-89733-528-7 (Hardcover) [Texte imprimé et/ou numérique] / Eileen Nicole SIMON, Auteur . - 2010 . - p.1165-1166. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1165-1166 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0864-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Travis Thompson: Dr. Thompson’s Straight Talk on Autism / Steven R. LOVE in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1169-1170 Titre : Travis Thompson: Dr. Thompson’s Straight Talk on Autism : Paul H. Brookes Publishing Company, Inc., Baltimore, 2008, xx + 282 pp, ISBN 978-1-55766-945-2, illustrations, $24.95 (paper) Type de document : Texte imprimé et/ou numérique Auteurs : Steven R. LOVE, Auteur Année de publication : 2010 Article en page(s) : p.1169-1170 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0855-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Travis Thompson: Dr. Thompson’s Straight Talk on Autism : Paul H. Brookes Publishing Company, Inc., Baltimore, 2008, xx + 282 pp, ISBN 978-1-55766-945-2, illustrations, $24.95 (paper) [Texte imprimé et/ou numérique] / Steven R. LOVE, Auteur . - 2010 . - p.1169-1170. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1169-1170 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0855-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108