A pilot study of the effects of a social-pragmatic intervention on the communication and symbolic play of children with autism / Deb KEEN in Autism, 11-1 (January 2007)  

Public ISBD [article]  inAutism > 11-1 (January 2007) . - p.63-71 Titre : A pilot study of the effects of a social-pragmatic intervention on the communication and symbolic play of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Deb KEEN, Auteur ; Sylvia RODGER, Auteur ; Kim DOUSSIN, Auteur ; Michelle BRAITHWAITE, Auteur Année de publication : 2007 Article en page(s) : p.63-71 Langues : Anglais (eng) Mots-clés : Autism Social-communication Early-family-centred-intervention Social-pragmatic-approach symbolic-play Index. décimale : PER Périodiques Résumé : The acquisition of social communication skills is a major challenge faced by children with autism. This pilot study investigated the effects of the Stronger Families Project, a social-pragmatic intervention, on the communication and symbolic abilities of 16 children aged 2–4 years with autism. Standardized measures of the child's communication and symbolic behaviour were conducted by independent observers at a university clinic pre and post-intervention, and parents were interviewed to determine the impact of variables such as maternal stress and competence on the child's social communication. Changes in some communication and symbolic behaviours occurred following the Stronger Families Project intervention according to parent report. However, improvements based on ratings by independent observers were not significant. Results are discussed in relation to the assessment of changes in the social communication and symbolic play of children with autism following intervention using clinical observation and parent report. En ligne : http://dx.doi.org/10.1177/1362361307070901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=577 [article] A pilot study of the effects of a social-pragmatic intervention on the communication and symbolic play of children with autism [Texte imprimé et/ou numérique] / Deb KEEN, Auteur ; Sylvia RODGER, Auteur ; Kim DOUSSIN, Auteur ; Michelle BRAITHWAITE, Auteur . - 2007 . - p.63-71. Langues : Anglais (eng) in Autism > 11-1 (January 2007) . - p.63-71 Mots-clés : Autism Social-communication Early-family-centred-intervention Social-pragmatic-approach symbolic-play Index. décimale : PER Périodiques Résumé : The acquisition of social communication skills is a major challenge faced by children with autism. This pilot study investigated the effects of the Stronger Families Project, a social-pragmatic intervention, on the communication and symbolic abilities of 16 children aged 2–4 years with autism. Standardized measures of the child's communication and symbolic behaviour were conducted by independent observers at a university clinic pre and post-intervention, and parents were interviewed to determine the impact of variables such as maternal stress and competence on the child's social communication. Changes in some communication and symbolic behaviours occurred following the Stronger Families Project intervention according to parent report. However, improvements based on ratings by independent observers were not significant. Results are discussed in relation to the assessment of changes in the social communication and symbolic play of children with autism following intervention using clinical observation and parent report. En ligne : http://dx.doi.org/10.1177/1362361307070901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=577

Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school / Jill ASHBURNER in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.18-27 Titre : Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school Type de document : Texte imprimé et/ou numérique Auteurs : Jill ASHBURNER, Auteur ; Sylvia RODGER, Auteur ; Jenny ZIVIANI, Auteur Année de publication : 2010 Article en page(s) : p.18-27 Langues : Anglais (eng) Mots-clés : Autism Asperger's-syndrome School Index. décimale : PER Périodiques Résumé : This study compares teachers’ perceptions of students with autism spectrum disorders (ASD) to their perceptions of typically developing students with regard to capacity to perform academically and regulate emotions and behavior in mainstream classrooms. A case-control research design was used to compare teacher ratings of academic performance and classroom emotional and behavioral regulation of 28 students with ASD (with average range IQ) and 51 age- and gender-matched typically developing (TD) students drawn from the same mainstream classrooms. Teachers rated students with ASD as exhibiting behavioral and emotional difficulties (including attention difficulties, anxiety, depression, oppositional and aggressive behaviors) to a significantly higher level than their typically developing peers. Fifty-four percent of students with ASD were rated as under-achieving academically as compared to 8% of typically developing students. Students with ASD seem to be underperforming relative to their level of ability and are struggling to maintain their attention and regulate their emotions and behaviors in mainstream classrooms, despite receiving a range of specialist support services in the classroom. Consideration needs to be given to investigating alternative models of supporting these students in mainstream classrooms and assisting them to develop strategies to cope with the student role. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 [article] Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school [Texte imprimé et/ou numérique] / Jill ASHBURNER, Auteur ; Sylvia RODGER, Auteur ; Jenny ZIVIANI, Auteur . - 2010 . - p.18-27. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.18-27 Mots-clés : Autism Asperger's-syndrome School Index. décimale : PER Périodiques Résumé : This study compares teachers’ perceptions of students with autism spectrum disorders (ASD) to their perceptions of typically developing students with regard to capacity to perform academically and regulate emotions and behavior in mainstream classrooms. A case-control research design was used to compare teacher ratings of academic performance and classroom emotional and behavioral regulation of 28 students with ASD (with average range IQ) and 51 age- and gender-matched typically developing (TD) students drawn from the same mainstream classrooms. Teachers rated students with ASD as exhibiting behavioral and emotional difficulties (including attention difficulties, anxiety, depression, oppositional and aggressive behaviors) to a significantly higher level than their typically developing peers. Fifty-four percent of students with ASD were rated as under-achieving academically as compared to 8% of typically developing students. Students with ASD seem to be underperforming relative to their level of ability and are struggling to maintain their attention and regulate their emotions and behaviors in mainstream classrooms, despite receiving a range of specialist support services in the classroom. Consideration needs to be given to investigating alternative models of supporting these students in mainstream classrooms and assisting them to develop strategies to cope with the student role. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887

The effects of a parent-focused intervention for children with a recent diagnosis of autism spectrum disorder on parenting stress and competence / Deb KEEN in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.229-241 Titre : The effects of a parent-focused intervention for children with a recent diagnosis of autism spectrum disorder on parenting stress and competence Type de document : Texte imprimé et/ou numérique Auteurs : Deb KEEN, Auteur ; Sylvia RODGER, Auteur ; Donna COUZENS, Auteur ; Sandy MUSPRATT, Auteur Année de publication : 2010 Article en page(s) : p.229-241 Langues : Anglais (eng) Mots-clés : Parenting-stress Parenting-competence Early-intervention Index. décimale : PER Périodiques Résumé : This paper reports on the effects of two types of parent-focused intervention, for parents of children with autism spectrum disorder (ASD) aged 2–4 years and within 6 months of diagnosis, on parent's perceptions of stress and competence. Interventions aimed to decrease parenting stress and increase parenting competence by embedding empirically supported parenting strategies within family routines. Families were assigned to a professionally supported intervention that included a workshop and 10 home-visits (n = 17) or to a self-directed video based intervention (n = 22). Development in social communication was greater for children of families receiving professional support as measured by a caregiver questionnaire but not on a clinically measured behavior sample. Improvements in adaptive behavior were greater for children in the professionally supported intervention when relatively low adaptive behavior scores had been demonstrated at pre-intervention. The professionally supported intervention resulted in reduced child-related parenting stress and increased parenting self-efficacy relative to the self-directed intervention. The findings support the importance of providing individualized information and professional support around the time of diagnosis for families who have a child with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=973 [article] The effects of a parent-focused intervention for children with a recent diagnosis of autism spectrum disorder on parenting stress and competence [Texte imprimé et/ou numérique] / Deb KEEN, Auteur ; Sylvia RODGER, Auteur ; Donna COUZENS, Auteur ; Sandy MUSPRATT, Auteur . - 2010 . - p.229-241. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.229-241 Mots-clés : Parenting-stress Parenting-competence Early-intervention Index. décimale : PER Périodiques Résumé : This paper reports on the effects of two types of parent-focused intervention, for parents of children with autism spectrum disorder (ASD) aged 2–4 years and within 6 months of diagnosis, on parent's perceptions of stress and competence. Interventions aimed to decrease parenting stress and increase parenting competence by embedding empirically supported parenting strategies within family routines. Families were assigned to a professionally supported intervention that included a workshop and 10 home-visits (n = 17) or to a self-directed video based intervention (n = 22). Development in social communication was greater for children of families receiving professional support as measured by a caregiver questionnaire but not on a clinically measured behavior sample. Improvements in adaptive behavior were greater for children in the professionally supported intervention when relatively low adaptive behavior scores had been demonstrated at pre-intervention. The professionally supported intervention resulted in reduced child-related parenting stress and increased parenting self-efficacy relative to the self-directed intervention. The findings support the importance of providing individualized information and professional support around the time of diagnosis for families who have a child with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=973

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