An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders / Alison L. ZAGONA in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.131-141 Titre : An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Alison L. ZAGONA, Auteur ; Ann M. MASTERGEORGE, Auteur Article en page(s) : p.131-141 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented. Recent studies selected for this review included participants with ASD and targeted social-communication skills. The Scientific Merit Rating Scale (SMRS) was used to review the quality of the research studies, and the results suggest that PMII continues to be an effective practice. These results indicate that future research should focus on larger study Ns, particularly for those who are preschool-age, and include measures of generalization and maintenance as well as treatment integrity measures of peers? actions. The effectiveness of PMII relative to positive developmental outcomes is discussed. En ligne : https://doi.org/10.1177/1088357616671295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders [texte imprimé] / Alison L. ZAGONA, Auteur ; Ann M. MASTERGEORGE, Auteur . - p.131-141. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.131-141 Index. décimale : PER Périodiques Résumé : Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented. Recent studies selected for this review included participants with ASD and targeted social-communication skills. The Scientific Merit Rating Scale (SMRS) was used to review the quality of the research studies, and the results suggest that PMII continues to be an effective practice. These results indicate that future research should focus on larger study Ns, particularly for those who are preschool-age, and include measures of generalization and maintenance as well as treatment integrity measures of peers? actions. The effectiveness of PMII relative to positive developmental outcomes is discussed. En ligne : https://doi.org/10.1177/1088357616671295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Autism spectrum disorder is associated with an increased risk of development of underweight in children and adolescents: A systematic review and meta-analysis / Chanaka N. KAHATHUDUWA in Research in Autism Spectrum Disorders, 94 (June 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 94 (June 2022) . - 101969 Titre : Autism spectrum disorder is associated with an increased risk of development of underweight in children and adolescents: A systematic review and meta-analysis Type de document : texte imprimé Auteurs : Chanaka N. KAHATHUDUWA, Auteur ; Chathurika S. DHANASEKARA, Auteur ; Sarah WAKEFIELD, Auteur ; Naima MOUSTAID-MOUSSA, Auteur ; Ann M. MASTERGEORGE, Auteur Article en page(s) : 101969 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Underweight  Systematic review  Meta-analysis  Meta-regression Index. décimale : PER Périodiques Résumé : Background & Aims Multiple observational studies have examined the association between autism spectrum disorder (ASD) and underweight, yet the evidence remains ambiguous. We examined the pooled prevalence and relative risk of developing underweight among children with ASD in a systematic review and meta-analysis and examined the effects of potential risk factors in a meta-regression. Methods ProQuest, PubMed, Scopus and Web of Science databases were systematically searched and screened per the PRISMA guidelines. DerSimonian Laird random-effects meta-analyses were performed using the ?meta? package in R to determine the pooled prevalence and the relative risk of underweight among children with ASD. Meta-regression analyses examined the moderator effects of risk factors. Results Underweight had a prevalence of 6.5% (95% CI, 5.1 8.2) among children with ASD overall (29 study groups). Children with ASD possessed a 28.5% (8 studies) greater risk of being underweight vs. neurotypical controls. Meta-regression analyses revealed that non-Caucasian origin and male sex may increase the risk of being underweight in children with ASD. Conclusions Children with ASD seem to be at an increased risk of being underweight, which may further impair the clinical outcomes and quality of life. Clinicians need to vigilantly monitor weight and height among children with ASD to prevent underweight and associated complications. Future studies should aim to establish factors that may contribute to the development of underweight among children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2022.101969 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Autism spectrum disorder is associated with an increased risk of development of underweight in children and adolescents: A systematic review and meta-analysis [texte imprimé] / Chanaka N. KAHATHUDUWA, Auteur ; Chathurika S. DHANASEKARA, Auteur ; Sarah WAKEFIELD, Auteur ; Naima MOUSTAID-MOUSSA, Auteur ; Ann M. MASTERGEORGE, Auteur . - 101969. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 94 (June 2022) . - 101969 Mots-clés : Autism spectrum disorder  Underweight  Systematic review  Meta-analysis  Meta-regression Index. décimale : PER Périodiques Résumé : Background & Aims Multiple observational studies have examined the association between autism spectrum disorder (ASD) and underweight, yet the evidence remains ambiguous. We examined the pooled prevalence and relative risk of developing underweight among children with ASD in a systematic review and meta-analysis and examined the effects of potential risk factors in a meta-regression. Methods ProQuest, PubMed, Scopus and Web of Science databases were systematically searched and screened per the PRISMA guidelines. DerSimonian Laird random-effects meta-analyses were performed using the ?meta? package in R to determine the pooled prevalence and the relative risk of underweight among children with ASD. Meta-regression analyses examined the moderator effects of risk factors. Results Underweight had a prevalence of 6.5% (95% CI, 5.1 8.2) among children with ASD overall (29 study groups). Children with ASD possessed a 28.5% (8 studies) greater risk of being underweight vs. neurotypical controls. Meta-regression analyses revealed that non-Caucasian origin and male sex may increase the risk of being underweight in children with ASD. Conclusions Children with ASD seem to be at an increased risk of being underweight, which may further impair the clinical outcomes and quality of life. Clinicians need to vigilantly monitor weight and height among children with ASD to prevent underweight and associated complications. Future studies should aim to establish factors that may contribute to the development of underweight among children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2022.101969 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Central Executive and Default Mode Networks: An Appraisal of Executive Function and Social Skill Brain-Behavior Correlates in Youth with Autism Spectrum Disorder / Jessica BLUME in Journal of Autism and Developmental Disorders, 54-5 (May 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.1882-1896 Titre : Central Executive and Default Mode Networks: An Appraisal of Executive Function and Social Skill Brain-Behavior Correlates in Youth with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Jessica BLUME, Auteur ; Chathurika S. DHANASEKARA, Auteur ; Chanaka N. KAHATHUDUWA, Auteur ; Ann M. MASTERGEORGE, Auteur Article en page(s) : p.1882-1896 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Atypical connectivity patterns have been observed for individuals with autism spectrum disorders (ASD), particularly across the triple-network model. The current study investigated brain-behavior relationships in the context of social skills and executive function profiles for ASD youth. We calculated connectivity measures from diffusion tensor imaging using Bayesian estimation and probabilistic tractography. We replicated prior structural equation modeling of behavioral measures with total default mode network (DMN) connectivity to include comparisons with central executive network (CEN) connectivity and CEN-DMN connectivity. Increased within-CEN connectivity was related to metacognitive strengths. Our findings indicate behavior regulation difficulties in youth with ASD may be attributable to impaired connectivity between the CEN and DMN and social skill difficulties may be exacerbated by impaired within-DMN connectivity. En ligne : https://doi.org/10.1007/s10803-023-05961-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] Central Executive and Default Mode Networks: An Appraisal of Executive Function and Social Skill Brain-Behavior Correlates in Youth with Autism Spectrum Disorder [texte imprimé] / Jessica BLUME, Auteur ; Chathurika S. DHANASEKARA, Auteur ; Chanaka N. KAHATHUDUWA, Auteur ; Ann M. MASTERGEORGE, Auteur . - p.1882-1896. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.1882-1896 Index. décimale : PER Périodiques Résumé : Atypical connectivity patterns have been observed for individuals with autism spectrum disorders (ASD), particularly across the triple-network model. The current study investigated brain-behavior relationships in the context of social skills and executive function profiles for ASD youth. We calculated connectivity measures from diffusion tensor imaging using Bayesian estimation and probabilistic tractography. We replicated prior structural equation modeling of behavioral measures with total default mode network (DMN) connectivity to include comparisons with central executive network (CEN) connectivity and CEN-DMN connectivity. Increased within-CEN connectivity was related to metacognitive strengths. Our findings indicate behavior regulation difficulties in youth with ASD may be attributable to impaired connectivity between the CEN and DMN and social skill difficulties may be exacerbated by impaired within-DMN connectivity. En ligne : https://doi.org/10.1007/s10803-023-05961-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

Characterizing Health Disparities in the Age of Autism Diagnosis in a Study of 8-Year-Old Children / Chandni PARIKH in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2396-2407 Titre : Characterizing Health Disparities in the Age of Autism Diagnosis in a Study of 8-Year-Old Children Type de document : texte imprimé Auteurs : Chandni PARIKH, Auteur ; Margaret KURZIUS-SPENCER, Auteur ; Ann M. MASTERGEORGE, Auteur ; Sydney PETTYGROVE, Auteur Article en page(s) : p.2396-2407 Langues : Anglais (eng) Mots-clés : Age  Autism  Delayed diagnosis  Early diagnosis  Health disparities Index. décimale : PER Périodiques Résumé : The diagnosis of autism spectrum disorder (ASD) is often delayed from the time of noted concerns to the actual diagnosis. The current study used child- and family-level factors to identify homogeneous classes in a surveillance-based sample (n = 2303) of 8-year-old children with ASD. Using latent class analysis, a 5-class model emerged and the class memberships were examined in relation to the child's median age at ASD diagnosis. Class 3, with known language delays and a high advantage socioeconomically had the lowest age of ASD diagnosis (46.74 months) in comparison to Classes 1 (64.99 months), 4 (58.14 months), and 5 (69.78 months) in this sample. Findings demonstrate sociodemographic and developmental disparities related to the age at ASD diagnosis. En ligne : http://dx.doi.org/10.1007/s10803-018-3500-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Characterizing Health Disparities in the Age of Autism Diagnosis in a Study of 8-Year-Old Children [texte imprimé] / Chandni PARIKH, Auteur ; Margaret KURZIUS-SPENCER, Auteur ; Ann M. MASTERGEORGE, Auteur ; Sydney PETTYGROVE, Auteur . - p.2396-2407. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2396-2407 Mots-clés : Age  Autism  Delayed diagnosis  Early diagnosis  Health disparities Index. décimale : PER Périodiques Résumé : The diagnosis of autism spectrum disorder (ASD) is often delayed from the time of noted concerns to the actual diagnosis. The current study used child- and family-level factors to identify homogeneous classes in a surveillance-based sample (n = 2303) of 8-year-old children with ASD. Using latent class analysis, a 5-class model emerged and the class memberships were examined in relation to the child's median age at ASD diagnosis. Class 3, with known language delays and a high advantage socioeconomically had the lowest age of ASD diagnosis (46.74 months) in comparison to Classes 1 (64.99 months), 4 (58.14 months), and 5 (69.78 months) in this sample. Findings demonstrate sociodemographic and developmental disparities related to the age at ASD diagnosis. En ligne : http://dx.doi.org/10.1007/s10803-018-3500-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Educational Interventions for Students with Autism / Peter C. MUNDY

Public ISBD Titre : Educational Interventions for Students with Autism Type de document : texte imprimé Auteurs : Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur Editeur : Hoboken [Etats-Unis] : Wiley Année de publication : 2012 Collection : UC Davis Mind Institute Autism for Educators Series Importance : 309 p. Présentation : ill. Format : 17,5cm x 23,5cm x 2,4cm ISBN/ISSN/EAN : 978-0-470-58486-6 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Etudiant  Attention  Pratique basée sur les preuve (EBP)  Pivotal Response Teaching Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : Educational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M.I.N.D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism. To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher's view of autism and the classroom, best practices and challenges of working with students with ASD in the classroom,working with high-functioning autism (HFA) in schools, successful community-school partnerships, options for teacher training, and more. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Educational Interventions for Students with Autism [texte imprimé] / Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur . - Hoboken [Etats-Unis] : Wiley, 2012 . - 309 p. : ill. ; 17,5cm x 23,5cm x 2,4cm. - (UC Davis Mind Institute Autism for Educators Series) . ISBN : 978-0-470-58486-6 Bibliogr., Index Langues : Anglais (eng) Mots-clés : Etudiant  Attention  Pratique basée sur les preuve (EBP)  Pivotal Response Teaching Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : Educational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M.I.N.D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism. To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher's view of autism and the classroom, best practices and challenges of working with students with ASD in the classroom,working with high-functioning autism (HFA) in schools, successful community-school partnerships, options for teacher training, and more. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

Contenu

• Effects of Autism on Social Learning and Social Attention / Peter C. MUNDY
• Evidence-Based Instructional Interventions / Wendy MACHALICEK
• Educational Interventions for Children with Autism Spectrum Disorders / Marianne L. BARTON
• Technology for Staff Training, Collaboration, and Supervision in School-Based Programs for Children with Autism / Robyn M. CATAGNUS
• The Role of School Administrators in Working with Children and Families Affected by Autism Spectrum Disorders / Cynthia M. HERR
• Incorporating Parent Training into School Curricula for Children with Autism Spectrum Disorders / Brooke R. INGERSOLL
• Improving Educational Interventions for School-Age Children with Autism Without Intellectual Disabilities / Lynn Kern KOEGEL
• Translating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching / Laura SCHREIBMAN
• Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model / Ellen L. FRANZONE

Exemplaires(1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0002688	APP-D MUN	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

NeuroTribus	SILBERMAN, Steve
The Neuropsychology of Autism	FEIN, Deborah A.
Principales échelles d'évaluation chez l'enfant et l'adolescent en Médecine Physique et Réadaptation	GAUTHERON, V.
Ordonnances en psychiatrie et pédopsychiatrie	BOURLA, Alexis
An Early Start for Your Child with Autism	ROGERS, Sally J.
Psychopathologie de l'enfant et de l'adolescent	DUMAS, Jean E.

Effects of Autism on Social Learning and Social Attention / Peter C. MUNDY

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Effects of Overweight or Obesity on Brain Resting State Functional Connectivity of Children with Autism Spectrum Disorder / Chanaka N. KAHATHUDUWA in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

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Eye-Tracking in Infants and Young Children at Risk for Autism Spectrum Disorder: A Systematic Review of Visual Stimuli in Experimental Paradigms / Ann M. MASTERGEORGE in Journal of Autism and Developmental Disorders, 51-8 (August 2021)  

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Fragile X: A Family of Disorders / Ann M. MASTERGEORGE

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In pursuit of neurophenotypes: The consequences of having autism and a big brain / David G. AMARAL in Autism Research, 10-5 (May 2017)  

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Intrinsic Structural Connectivity of the Default Mode Network and Behavioral Correlates of Executive Function and Social Skills in Youth with Autism Spectrum Disorders / Jessica BLUME in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

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Language Growth in Young Children with Autism: Interactions Between Language Production and Social Communication / Jessica BLUME in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

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Neural correlates of language variability in preschool-aged boys with autism spectrum disorder / Letitia R. NAIGLES in Autism Research, 10-6 (June 2017)  

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A parallel and distributed-processing model of joint attention, social cognition and autism / Peter C. MUNDY in Autism Research, 2-1 (February 2009)  

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Predicting Language in Children with ASD Using Spontaneous Language Samples and Standardized Measures / Rebecca P. THOMAS in Journal of Autism and Developmental Disorders, 53-10 (October 2023)  

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