Dépouillements

Support, Inclusion, and Special Education Teachers’ Attitudes toward the Education of Students with Autism Spectrum Disorders / Isabel R. RODRIGUEZ in Autism Research and Treatment, (December 2011)  

Public ISBD [article]  inAutism Research and Treatment > (December 2011) . - 8 p. Titre : Support, Inclusion, and Special Education Teachers’ Attitudes toward the Education of Students with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Isabel R. RODRIGUEZ, Auteur ; David SALDANA, Auteur ; F. Javier MORENO, Auteur Année de publication : 2011 Article en page(s) : 8 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers’ attitude, and another about teachers’ perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers’ expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers. En ligne : http://dx.doi.org/10.1155/2012/259468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Support, Inclusion, and Special Education Teachers’ Attitudes toward the Education of Students with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Isabel R. RODRIGUEZ, Auteur ; David SALDANA, Auteur ; F. Javier MORENO, Auteur . - 2011 . - 8 p. Langues : Anglais (eng) in Autism Research and Treatment > (December 2011) . - 8 p. Index. décimale : PER Périodiques Résumé : This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers’ attitude, and another about teachers’ perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers’ expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers. En ligne : http://dx.doi.org/10.1155/2012/259468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Decreased Levels of EGF in Plasma of Children with Autism Spectrum Disorder / Charity ONORE in Autism Research and Treatment, (December 2011)  

Public ISBD [article]  inAutism Research and Treatment > (December 2011) . - 4 p. Titre : Decreased Levels of EGF in Plasma of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Charity ONORE, Auteur ; Judy VAN DE WATER, Auteur ; Paul ASHWOOD, Auteur Année de publication : 2011 Article en page(s) : 4 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder estimated to affect 1 in 110 children in the US, yet the pathology of this disorder is not fully understood. Abnormal levels of several growth factors have been demonstrated in adults with ASD, including epidermal growth factor (EGF) and hepatocyte growth factor (HGF). Both of these growth factors serve important roles in neurodevelopment and immune function. In this study, concentrations of EGF and HGF were assessed in the plasma of 49 children with ASD aged 2–4 years old and 31 typically developing controls of a similar age as part of the Autism Phenome Project (APP). Levels of EGF were significantly reduced in the ASD group compared to typically developing controls (P=0.003). There were no significant differences in HGF levels in young children with ASD and typically developing controls. EGF plays an important role in regulating neural growth, proliferation, differentiation, and migration, and reduced levels of this molecule may negatively impact neurodevelopment in young children with ASD. En ligne : http://dx.doi.org/10.1155/2012/205362 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Decreased Levels of EGF in Plasma of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Charity ONORE, Auteur ; Judy VAN DE WATER, Auteur ; Paul ASHWOOD, Auteur . - 2011 . - 4 p. Langues : Anglais (eng) in Autism Research and Treatment > (December 2011) . - 4 p. Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder estimated to affect 1 in 110 children in the US, yet the pathology of this disorder is not fully understood. Abnormal levels of several growth factors have been demonstrated in adults with ASD, including epidermal growth factor (EGF) and hepatocyte growth factor (HGF). Both of these growth factors serve important roles in neurodevelopment and immune function. In this study, concentrations of EGF and HGF were assessed in the plasma of 49 children with ASD aged 2–4 years old and 31 typically developing controls of a similar age as part of the Autism Phenome Project (APP). Levels of EGF were significantly reduced in the ASD group compared to typically developing controls (P=0.003). There were no significant differences in HGF levels in young children with ASD and typically developing controls. EGF plays an important role in regulating neural growth, proliferation, differentiation, and migration, and reduced levels of this molecule may negatively impact neurodevelopment in young children with ASD. En ligne : http://dx.doi.org/10.1155/2012/205362 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD / Tia SCHULTZ in Autism Research and Treatment, (December 2011)  

Public ISBD [article]  inAutism Research and Treatment > (December 2011) . - 10 p. Titre : Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Tia SCHULTZ, Auteur ; Janine P. STICHTER, Auteur ; Melissa J. HERZOG, Auteur ; Stephanie MCGHEE, Auteur ; Kristin LIERHEIMER, Auteur Année de publication : 2011 Article en page(s) : 10 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research has shown that parent education programs can address some of the distinct challenges that parents of youth with autism spectrum disorders (ASDs) encounter. This study examined the effectiveness of the Social Competence Intervention for Parents (SCI-P), a parent education program, administered in conjunction with a social competence intervention that targeted youth with ASD ages 11–14 (SCI-A). Using a quasi-experimental pre-post design, parents were assigned to either the SCI-P group ( �� = 1 6 ) or to the waitlist comparison group ( �� = 1 0 ). Analyses of covariance (ANCOVAs) revealed a significant effect for parent education participation such that SCI-P participants experienced significantly greater reductions in levels of stress and a trend for increases in parenting sense of competence from pre- to post-intervention. Moreover, parents in the SCI-P group reported high satisfaction with the program. These findings suggest that parent education can result in positive outcomes for parents’ well being. En ligne : http://dx.doi.org/10.1155/2012/681465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD [Texte imprimé et/ou numérique] / Tia SCHULTZ, Auteur ; Janine P. STICHTER, Auteur ; Melissa J. HERZOG, Auteur ; Stephanie MCGHEE, Auteur ; Kristin LIERHEIMER, Auteur . - 2011 . - 10 p. Langues : Anglais (eng) in Autism Research and Treatment > (December 2011) . - 10 p. Index. décimale : PER Périodiques Résumé : Research has shown that parent education programs can address some of the distinct challenges that parents of youth with autism spectrum disorders (ASDs) encounter. This study examined the effectiveness of the Social Competence Intervention for Parents (SCI-P), a parent education program, administered in conjunction with a social competence intervention that targeted youth with ASD ages 11–14 (SCI-A). Using a quasi-experimental pre-post design, parents were assigned to either the SCI-P group ( �� = 1 6 ) or to the waitlist comparison group ( �� = 1 0 ). Analyses of covariance (ANCOVAs) revealed a significant effect for parent education participation such that SCI-P participants experienced significantly greater reductions in levels of stress and a trend for increases in parenting sense of competence from pre- to post-intervention. Moreover, parents in the SCI-P group reported high satisfaction with the program. These findings suggest that parent education can result in positive outcomes for parents’ well being. En ligne : http://dx.doi.org/10.1155/2012/681465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155