Canine Assisted Occupational Therapy for Children on the Autism Spectrum: A Pilot Randomised Control Trial / Jessica HILL in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4106-4120 Titre : Canine Assisted Occupational Therapy for Children on the Autism Spectrum: A Pilot Randomised Control Trial Type de document : Texte imprimé et/ou numérique Auteurs : Jessica HILL, Auteur ; Jenny ZIVIANI, Auteur ; Carlie DRISCOLL, Auteur ; Ai Lin TEOH, Auteur ; Jia Min CHUA, Auteur ; Judy CAWDELL-SMITH, Auteur Article en page(s) : p.4106-4120 Langues : Anglais (eng) Mots-clés : Animal assisted therapy  Autistic disorder  Goal attainment  Occupational therapy  On-task behaviours Index. décimale : PER Périodiques Résumé : Children on the autism spectrum frequently display difficulties engaging with people and with functional tasks. A pilot, randomised control trial was completed to explore the impact of canine assisted occupational therapy on the on-task behaviours and goal attainment of autistic children when compared to occupational therapy sessions as usual. Twenty-two children between the ages of 4, and 6 years and 11 months, were randomly placed in either the treatment group (n-11) or waitlist control group (n?=?11). Results showed that although there was a positive trend for on-task behaviour and goal attainment within the treatment group, results were not statistically significant. These results support the need for further research in the area of canine assisted occupational therapy for autistic children. En ligne : http://dx.doi.org/10.1007/s10803-020-04483-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Canine Assisted Occupational Therapy for Children on the Autism Spectrum: A Pilot Randomised Control Trial [Texte imprimé et/ou numérique] / Jessica HILL, Auteur ; Jenny ZIVIANI, Auteur ; Carlie DRISCOLL, Auteur ; Ai Lin TEOH, Auteur ; Jia Min CHUA, Auteur ; Judy CAWDELL-SMITH, Auteur . - p.4106-4120. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4106-4120 Mots-clés : Animal assisted therapy  Autistic disorder  Goal attainment  Occupational therapy  On-task behaviours Index. décimale : PER Périodiques Résumé : Children on the autism spectrum frequently display difficulties engaging with people and with functional tasks. A pilot, randomised control trial was completed to explore the impact of canine assisted occupational therapy on the on-task behaviours and goal attainment of autistic children when compared to occupational therapy sessions as usual. Twenty-two children between the ages of 4, and 6 years and 11 months, were randomly placed in either the treatment group (n-11) or waitlist control group (n?=?11). Results showed that although there was a positive trend for on-task behaviour and goal attainment within the treatment group, results were not statistically significant. These results support the need for further research in the area of canine assisted occupational therapy for autistic children. En ligne : http://dx.doi.org/10.1007/s10803-020-04483-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Qualitative changes in dynamic tripod grip between seven and 14 years of age / Jenny ZIVIANI in Developmental Medicine & Child Neurology, 25-6 (December 1983)

Public ISBD [article]  inDevelopmental Medicine & Child Neurology > 25-6 (December 1983) . - p.778-782 Titre : Qualitative changes in dynamic tripod grip between seven and 14 years of age Type de document : Texte imprimé et/ou numérique Auteurs : Jenny ZIVIANI, Auteur Année de publication : 1983 Article en page(s) : p.778-782 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The dynamic tripod grip during handwriting was examined among seven- to 14-year-old children. Four components were measured: (a) degree of index-finger flexion; (b) degree of forearm pronation/supination; (c) number of fingers used on the pencil shaft; and (d) thumb and forefinger opposition. Developmental trends were identified for measures (a) and (b), suggesting refinement of the dynamic tripod grip with age Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571 [article] Qualitative changes in dynamic tripod grip between seven and 14 years of age [Texte imprimé et/ou numérique] / Jenny ZIVIANI, Auteur . - 1983 . - p.778-782. Langues : Anglais (eng) in Developmental Medicine & Child Neurology > 25-6 (December 1983) . - p.778-782 Index. décimale : PER Périodiques Résumé : The dynamic tripod grip during handwriting was examined among seven- to 14-year-old children. Four components were measured: (a) degree of index-finger flexion; (b) degree of forearm pronation/supination; (c) number of fingers used on the pencil shaft; and (d) thumb and forefinger opposition. Developmental trends were identified for measures (a) and (b), suggesting refinement of the dynamic tripod grip with age Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571

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

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