Dépouillements

Repair Strategies Used by Verbal Students With Autism During Free Play / Yoshihisa OHTAKE in Focus on Autism and Other Developmental Disabilities, 26-1 (March 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.3-14 Titre : Repair Strategies Used by Verbal Students With Autism During Free Play Type de document : Texte imprimé et/ou numérique Auteurs : Yoshihisa OHTAKE, Auteur ; Michael L. WEHMEYER, Auteur ; Akitaka NAKAYA, Auteur ; Shoji TAKAHASHI, Auteur ; Masafumi YANAGIHARA, Auteur Année de publication : 2011 Article en page(s) : p.3-14 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study assessed the repair strategies used by verbal students with autism (N = 12) when faced with verbal requests for clarification, gestural requests, not attending and not responding, and wrong responses. Data were collected in request contexts contrived by the communication partner during free play. The results indicated that most of the students repaired more than 80% of the communication breakdowns. In addition, they tended to choose communication forms that reflected the social meaning of the breakdown. However, they were likely to rely on unconventional forms when they faced wrong response breakdowns. En ligne : http://dx.doi.org/10.1177/1088357610396079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Repair Strategies Used by Verbal Students With Autism During Free Play [Texte imprimé et/ou numérique] / Yoshihisa OHTAKE, Auteur ; Michael L. WEHMEYER, Auteur ; Akitaka NAKAYA, Auteur ; Shoji TAKAHASHI, Auteur ; Masafumi YANAGIHARA, Auteur . - 2011 . - p.3-14. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.3-14 Index. décimale : PER Périodiques Résumé : This study assessed the repair strategies used by verbal students with autism (N = 12) when faced with verbal requests for clarification, gestural requests, not attending and not responding, and wrong responses. Data were collected in request contexts contrived by the communication partner during free play. The results indicated that most of the students repaired more than 80% of the communication breakdowns. In addition, they tended to choose communication forms that reflected the social meaning of the breakdown. However, they were likely to rely on unconventional forms when they faced wrong response breakdowns. En ligne : http://dx.doi.org/10.1177/1088357610396079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

Communication Skills in Girls With Rett Syndrome / Theresa E. BARTOLOTTA in Focus on Autism and Other Developmental Disabilities, 26-1 (March 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.15-24 Titre : Communication Skills in Girls With Rett Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Theresa E. BARTOLOTTA, Auteur ; Genevieve P. ZIPP, Auteur ; Susan D. SIMPKINS, Auteur ; Barbara GLAZEWSKI, Auteur Année de publication : 2011 Article en page(s) : p.15-24 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Rett Syndrome (RS) is an X-linked, neurodevelopmental disorder that occurs primarily in females and causes significant impairment in cognition, motor control, and communication. Teachers and speech-language pathologists (SLPs) encounter girls with RS with increasing frequency as awareness of the disorder increases, yet the literature on clinical interventions with this population is limited. Parents, teachers, and SLPs were surveyed regarding the communication abilities of these girls. Respondents reported that girls with RS use multiple modalities to communicate, with eye gaze the most frequently used modality, followed by picture/symbol systems and body movements. This study provides clinical information for professionals working with girls with RS, and supports the need for additional research on strategies to improve communication in RS. En ligne : http://dx.doi.org/10.1177/1088357610380042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Communication Skills in Girls With Rett Syndrome [Texte imprimé et/ou numérique] / Theresa E. BARTOLOTTA, Auteur ; Genevieve P. ZIPP, Auteur ; Susan D. SIMPKINS, Auteur ; Barbara GLAZEWSKI, Auteur . - 2011 . - p.15-24. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.15-24 Index. décimale : PER Périodiques Résumé : Rett Syndrome (RS) is an X-linked, neurodevelopmental disorder that occurs primarily in females and causes significant impairment in cognition, motor control, and communication. Teachers and speech-language pathologists (SLPs) encounter girls with RS with increasing frequency as awareness of the disorder increases, yet the literature on clinical interventions with this population is limited. Parents, teachers, and SLPs were surveyed regarding the communication abilities of these girls. Respondents reported that girls with RS use multiple modalities to communicate, with eye gaze the most frequently used modality, followed by picture/symbol systems and body movements. This study provides clinical information for professionals working with girls with RS, and supports the need for additional research on strategies to improve communication in RS. En ligne : http://dx.doi.org/10.1177/1088357610380042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

Facilitating Social Initiations of Preschoolers With Autism Spectrum Disorders Using Video Self-Modeling / Tom BUGGEY in Focus on Autism and Other Developmental Disabilities, 26-1 (March 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.25-36 Titre : Facilitating Social Initiations of Preschoolers With Autism Spectrum Disorders Using Video Self-Modeling Type de document : Texte imprimé et/ou numérique Auteurs : Tom BUGGEY, Auteur ; Grace HOOMES, Auteur ; Mary Elizabeth SHERBERGER, Auteur ; Sarah WILLIAMS, Auteur Année de publication : 2011 Article en page(s) : p.25-36 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Video self-modeling (VSM) has accumulated a relatively impressive track record in the research literature across behaviors, ages, and types of disabilities. Using only positive imagery, VSM gives individuals the opportunity to view themselves performing a task just beyond their present functioning level via creative editing of videos using VCRs or video software. In this study, the authors used a single-subject multiple-baseline design across four preschool children on the autism spectrum to determine if self-modeling would facilitate their social initiations during playground time. The results were mostly positive, with two children exhibiting major treatment effects, one with questionable results, and one child being unaffected. Discussion of the results, the practicality of VSM, and suggestions for continued research are provided. En ligne : http://dx.doi.org/10.1177/1088357609344430 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Facilitating Social Initiations of Preschoolers With Autism Spectrum Disorders Using Video Self-Modeling [Texte imprimé et/ou numérique] / Tom BUGGEY, Auteur ; Grace HOOMES, Auteur ; Mary Elizabeth SHERBERGER, Auteur ; Sarah WILLIAMS, Auteur . - 2011 . - p.25-36. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.25-36 Index. décimale : PER Périodiques Résumé : Video self-modeling (VSM) has accumulated a relatively impressive track record in the research literature across behaviors, ages, and types of disabilities. Using only positive imagery, VSM gives individuals the opportunity to view themselves performing a task just beyond their present functioning level via creative editing of videos using VCRs or video software. In this study, the authors used a single-subject multiple-baseline design across four preschool children on the autism spectrum to determine if self-modeling would facilitate their social initiations during playground time. The results were mostly positive, with two children exhibiting major treatment effects, one with questionable results, and one child being unaffected. Discussion of the results, the practicality of VSM, and suggestions for continued research are provided. En ligne : http://dx.doi.org/10.1177/1088357609344430 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

A Retrospective Chart Review of Dietary Diversity and Feeding Behavior of Children With Autism Spectrum Disorder Before and After Admission to a Day-Treatment Program / William G. SHARP in Focus on Autism and Other Developmental Disabilities, 26-1 (March 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.37-48 Titre : A Retrospective Chart Review of Dietary Diversity and Feeding Behavior of Children With Autism Spectrum Disorder Before and After Admission to a Day-Treatment Program Type de document : Texte imprimé et/ou numérique Auteurs : William G. SHARP, Auteur ; David L. JAQUESS, Auteur ; Jane F. MORTON, Auteur ; Aida G. MILES, Auteur Année de publication : 2011 Article en page(s) : p.37-48 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The nutritional status and mealtime performance among a group of children with autism spectrum disorders (ASD) were examined before and after admission to an intensive feeding day-treatment program. Treatment involved escape extinction, reinforcement, and stimulus fading procedures. Outcomes focused on dietary diversity and mealtime performance, including acceptance, swallowing, and disruptive mealtime behaviors. Upon admission, participants exhibited severely restricted diets, low rates of acceptance and swallowing, and high rates of disruptive mealtime behavior. Following treatment, significant improvements regarding food variety, consumption, and appropriate mealtime behavior were demonstrated. Gains were maintained after caregiver training was conducted and caregivers were introduced as the primary feeders. En ligne : http://dx.doi.org/10.1177/1088357609349245 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] A Retrospective Chart Review of Dietary Diversity and Feeding Behavior of Children With Autism Spectrum Disorder Before and After Admission to a Day-Treatment Program [Texte imprimé et/ou numérique] / William G. SHARP, Auteur ; David L. JAQUESS, Auteur ; Jane F. MORTON, Auteur ; Aida G. MILES, Auteur . - 2011 . - p.37-48. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.37-48 Index. décimale : PER Périodiques Résumé : The nutritional status and mealtime performance among a group of children with autism spectrum disorders (ASD) were examined before and after admission to an intensive feeding day-treatment program. Treatment involved escape extinction, reinforcement, and stimulus fading procedures. Outcomes focused on dietary diversity and mealtime performance, including acceptance, swallowing, and disruptive mealtime behaviors. Upon admission, participants exhibited severely restricted diets, low rates of acceptance and swallowing, and high rates of disruptive mealtime behavior. Following treatment, significant improvements regarding food variety, consumption, and appropriate mealtime behavior were demonstrated. Gains were maintained after caregiver training was conducted and caregivers were introduced as the primary feeders. En ligne : http://dx.doi.org/10.1177/1088357609349245 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

A Comprehensive Review and Meta-Analysis of the Social Stories Literature / David W. TEST in Focus on Autism and Other Developmental Disabilities, 26-1 (March 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.49-62 Titre : A Comprehensive Review and Meta-Analysis of the Social Stories Literature Type de document : Texte imprimé et/ou numérique Auteurs : David W. TEST, Auteur ; Sharon RICHTER, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur Année de publication : 2011 Article en page(s) : p.49-62 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This comprehensive review of Social Story™ literature included (a) a descriptive review, (b) an analysis of research quality, and (c) a meta-analysis using percentage of nonoverlapping data. In the review, 28 studies were included; 18 were included in the meta-analysis. Descriptive results highlighted information on participants, dependent variables, independent variables, and alignment with Social Stories standards. Analysis of research quality yielded strengths in participant description and selection of socially important dependent variables, whereas weaknesses were identified in data collection related to procedural reliability and social validity of procedures. Finally, percentage of nonoverlapping data ranged from 0 to 97.7%, with a median of 50%. Suggestions for future research, implications for practitioners, and limitations are provided. En ligne : http://dx.doi.org/10.1177/1088357609351573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] A Comprehensive Review and Meta-Analysis of the Social Stories Literature [Texte imprimé et/ou numérique] / David W. TEST, Auteur ; Sharon RICHTER, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur . - 2011 . - p.49-62. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.49-62 Index. décimale : PER Périodiques Résumé : This comprehensive review of Social Story™ literature included (a) a descriptive review, (b) an analysis of research quality, and (c) a meta-analysis using percentage of nonoverlapping data. In the review, 28 studies were included; 18 were included in the meta-analysis. Descriptive results highlighted information on participants, dependent variables, independent variables, and alignment with Social Stories standards. Analysis of research quality yielded strengths in participant description and selection of socially important dependent variables, whereas weaknesses were identified in data collection related to procedural reliability and social validity of procedures. Finally, percentage of nonoverlapping data ranged from 0 to 97.7%, with a median of 50%. Suggestions for future research, implications for practitioners, and limitations are provided. En ligne : http://dx.doi.org/10.1177/1088357609351573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

Book Review: Thomas Buggey Seeing Is Believing: Video Self-Modeling for People With Autism and Other Developmental Disabilities / Rose A. MASON in Focus on Autism and Other Developmental Disabilities, 26-1 (March 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.63 Titre : Book Review: Thomas Buggey Seeing Is Believing: Video Self-Modeling for People With Autism and Other Developmental Disabilities : Brentwood, MD: Woodbine House, 2009. 125 pp. US$19.95 (paperback). ISBN 1890627887 Type de document : Texte imprimé et/ou numérique Auteurs : Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur Année de publication : 2011 Article en page(s) : p.63 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610381767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Book Review: Thomas Buggey Seeing Is Believing: Video Self-Modeling for People With Autism and Other Developmental Disabilities : Brentwood, MD: Woodbine House, 2009. 125 pp. US$19.95 (paperback). ISBN 1890627887 [Texte imprimé et/ou numérique] / Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur . - 2011 . - p.63. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.63 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610381767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117