Brief Report: Vision in Children with Autism Spectrum Disorder: What Should Clinicians Expect? / Pamela M. ANKETELL in Journal of Autism and Developmental Disorders, 45-9 (September 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.3041-3047 Titre : Brief Report: Vision in Children with Autism Spectrum Disorder: What Should Clinicians Expect? Type de document : texte imprimé Auteurs : Pamela M. ANKETELL, Auteur ; Kathryn J. SAUNDERS, Auteur ; Stephen GALLAGHER, Auteur ; Clare BAILEY, Auteur ; Julie-Anne LITTLE, Auteur Article en page(s) : p.3041-3047 Langues : Anglais (eng) Mots-clés : Visual acuity  Vision  Autism  Asperger’s syndrome  ASD Index. décimale : PER Périodiques Résumé : Anomalous visual processing has been described in individuals with autism spectrum disorder (ASD) but relatively few studies have profiled visual acuity (VA) in this population. The present study describes presenting VA in children with ASD (n = 113) compared to typically developing controls (n = 206) and best corrected visual acuity (BCVA) in a sub-group of children with ASD (n = 29). There was no statistically significant difference in presenting VA between groups (z = −1.75, p = 0.08); ASD group median VA (interquartile range, IQR) −0.05 logMAR (IQR: −0.125 to 0.025 logMAR) and typically developing control group −0.075 logMAR (IQR: −0.150 to −0.025 logMAR). Median BCVA was −0.175 logMAR (IQR: −0.200 to −0.125 logMAR) for the ASD sub-group. Clinicians should not anticipate reduced VA when assessing children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2431-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Brief Report: Vision in Children with Autism Spectrum Disorder: What Should Clinicians Expect? [texte imprimé] / Pamela M. ANKETELL, Auteur ; Kathryn J. SAUNDERS, Auteur ; Stephen GALLAGHER, Auteur ; Clare BAILEY, Auteur ; Julie-Anne LITTLE, Auteur . - p.3041-3047. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.3041-3047 Mots-clés : Visual acuity  Vision  Autism  Asperger’s syndrome  ASD Index. décimale : PER Périodiques Résumé : Anomalous visual processing has been described in individuals with autism spectrum disorder (ASD) but relatively few studies have profiled visual acuity (VA) in this population. The present study describes presenting VA in children with ASD (n = 113) compared to typically developing controls (n = 206) and best corrected visual acuity (BCVA) in a sub-group of children with ASD (n = 29). There was no statistically significant difference in presenting VA between groups (z = −1.75, p = 0.08); ASD group median VA (interquartile range, IQR) −0.05 logMAR (IQR: −0.125 to 0.025 logMAR) and typically developing control group −0.075 logMAR (IQR: −0.150 to −0.025 logMAR). Median BCVA was −0.175 logMAR (IQR: −0.200 to −0.125 logMAR) for the ASD sub-group. Clinicians should not anticipate reduced VA when assessing children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2431-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Investigating Gaze Behaviour of Children Diagnosed with Autism Spectrum Disorders in a Classroom Setting / Aideen MCPARLAND in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4663-4678 Titre : Investigating Gaze Behaviour of Children Diagnosed with Autism Spectrum Disorders in a Classroom Setting Type de document : texte imprimé Auteurs : Aideen MCPARLAND, Auteur ; Stephen GALLAGHER, Auteur ; Mickey KEENAN, Auteur Article en page(s) : p.4663-4678 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Child  Fixation, Ocular  Humans  Applied behaviour analysis  Autism  Behaviour change  Eye-tracking  Gaze behaviour  Social skills Index. décimale : PER Périodiques Résumé : A defining feature of ASD is atypical gaze behaviour, however, eye-tracking studies in 'real-world' settings are limited, and the possibility of improving gaze behaviour for ASD children is largely unexplored. This study investigated gaze behaviour of ASD and typically developing (TD) children in their classroom setting. Eye-tracking technology was used to develop and pilot an operant training tool to positively reinforce typical gaze behaviour towards faces. Visual and statistical analyses of eye-tracking data revealed different gaze behaviour patterns during live interactions for ASD and TD children depending on the interaction type. All children responded to operant training with longer looking times observed on face stimuli post training. The promising application of operant gaze training in ecologically valid settings is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04906-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Investigating Gaze Behaviour of Children Diagnosed with Autism Spectrum Disorders in a Classroom Setting [texte imprimé] / Aideen MCPARLAND, Auteur ; Stephen GALLAGHER, Auteur ; Mickey KEENAN, Auteur . - p.4663-4678. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4663-4678 Mots-clés : Autism Spectrum Disorder/diagnosis  Child  Fixation, Ocular  Humans  Applied behaviour analysis  Autism  Behaviour change  Eye-tracking  Gaze behaviour  Social skills Index. décimale : PER Périodiques Résumé : A defining feature of ASD is atypical gaze behaviour, however, eye-tracking studies in 'real-world' settings are limited, and the possibility of improving gaze behaviour for ASD children is largely unexplored. This study investigated gaze behaviour of ASD and typically developing (TD) children in their classroom setting. Eye-tracking technology was used to develop and pilot an operant training tool to positively reinforce typical gaze behaviour towards faces. Visual and statistical analyses of eye-tracking data revealed different gaze behaviour patterns during live interactions for ASD and TD children depending on the interaction type. All children responded to operant training with longer looking times observed on face stimuli post training. The promising application of operant gaze training in ecologically valid settings is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04906-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland / Lorna BARRY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3536-3546 Titre : Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland Type de document : texte imprimé Auteurs : Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Stephen GALLAGHER, Auteur ; Jennifer MCMAHON, Auteur Article en page(s) : p.3536-3546 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Evidence-Based Practice  Humans  Ireland  School Teachers  Teacher Training  Autism  Research-to-practice  Teacher preparation Index. décimale : PER Périodiques Résumé : Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training. En ligne : http://dx.doi.org/10.1007/s10803-021-05223-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland [texte imprimé] / Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Stephen GALLAGHER, Auteur ; Jennifer MCMAHON, Auteur . - p.3536-3546. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3536-3546 Mots-clés : Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Evidence-Based Practice  Humans  Ireland  School Teachers  Teacher Training  Autism  Research-to-practice  Teacher preparation Index. décimale : PER Périodiques Résumé : Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training. En ligne : http://dx.doi.org/10.1007/s10803-021-05223-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

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