Dépouillements

Educational Placements and Service Use Patterns of Individuals with Autism Spectrum Disorders / Susan W. WHITE in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1403-1412 Titre : Educational Placements and Service Use Patterns of Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Susan W. WHITE, Auteur ; Fred R. VOLKMAR, Auteur ; Ami KLIN, Auteur ; Lawrence SCAHILL, Auteur ; Kathleen KOENIG, Auteur Année de publication : 2007 Article en page(s) : p.1403-1412 Langues : Anglais (eng) Mots-clés : High-functioning-autism Asperger’s-disorder School Inclusion Social-skills Index. décimale : PER Périodiques Résumé : This project was undertaken to identify child characteristics associated with educational placement and service use in high-functioning children with autism spectrum disorders. The sample of 101 (nine females) had a mean age of 12 ± 3 years (mean IQ = 101.77 ± 19.50). Results indicate that lower-cognitive ability and communication skill were associated with placement in special education. Based on parent-report, most students stayed in the same placement (regular or special education) in which they began first grade and the majority of students received special services in their schools (most often speech/language intervention). Findings highlight the emphasis placed on certain child characteristics (e.g., cognitive ability), with far less emphasis on other areas (e.g., degree of social deficit), in educational placement and service provision. En ligne : http://dx.doi.org/10.1007/s10803-006-0281-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164 [article] Educational Placements and Service Use Patterns of Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Susan W. WHITE, Auteur ; Fred R. VOLKMAR, Auteur ; Ami KLIN, Auteur ; Lawrence SCAHILL, Auteur ; Kathleen KOENIG, Auteur . - 2007 . - p.1403-1412. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1403-1412 Mots-clés : High-functioning-autism Asperger’s-disorder School Inclusion Social-skills Index. décimale : PER Périodiques Résumé : This project was undertaken to identify child characteristics associated with educational placement and service use in high-functioning children with autism spectrum disorders. The sample of 101 (nine females) had a mean age of 12 ± 3 years (mean IQ = 101.77 ± 19.50). Results indicate that lower-cognitive ability and communication skill were associated with placement in special education. Based on parent-report, most students stayed in the same placement (regular or special education) in which they began first grade and the majority of students received special services in their schools (most often speech/language intervention). Findings highlight the emphasis placed on certain child characteristics (e.g., cognitive ability), with far less emphasis on other areas (e.g., degree of social deficit), in educational placement and service provision. En ligne : http://dx.doi.org/10.1007/s10803-006-0281-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164

Temporal Cognition in Children with Autistic Spectrum Disorders: Tests of Diachronic Thinking / Jill BOUCHER in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1413-1429 Titre : Temporal Cognition in Children with Autistic Spectrum Disorders: Tests of Diachronic Thinking Type de document : Texte imprimé et/ou numérique Auteurs : Jill BOUCHER, Auteur ; Francisco PONS, Auteur ; Sophie LIND, Auteur ; David WILLIAMS, Auteur Année de publication : 2007 Article en page(s) : p.1413-1429 Langues : Anglais (eng) Mots-clés : Autism Temporal-cognition Episodic-memory Neural-binding Metarepresentation Index. décimale : PER Périodiques Résumé : Impaired diachronic thinking—(the propensity and capacity to think about events spreading across time)—was demonstrated in a 2-Phase study in which children with autism were compared with age and ability matched controls. Identical tests of diachronic thinking were administered in both phases of the study, but to different participant groups, with the same results. The marked impairments shown are therefore robust. Various non-temporal explanations of the findings were eliminated by the results of control tasks in Phase 2. Diachronic thinking did not correlate with verbal or non-verbal ability, age, or mentalising ability, consistent with other evidence of the specificity of diachronic thinking ability. Possible causes of impaired diachronic thinking in autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-006-0285-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164 [article] Temporal Cognition in Children with Autistic Spectrum Disorders: Tests of Diachronic Thinking [Texte imprimé et/ou numérique] / Jill BOUCHER, Auteur ; Francisco PONS, Auteur ; Sophie LIND, Auteur ; David WILLIAMS, Auteur . - 2007 . - p.1413-1429. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1413-1429 Mots-clés : Autism Temporal-cognition Episodic-memory Neural-binding Metarepresentation Index. décimale : PER Périodiques Résumé : Impaired diachronic thinking—(the propensity and capacity to think about events spreading across time)—was demonstrated in a 2-Phase study in which children with autism were compared with age and ability matched controls. Identical tests of diachronic thinking were administered in both phases of the study, but to different participant groups, with the same results. The marked impairments shown are therefore robust. Various non-temporal explanations of the findings were eliminated by the results of control tasks in Phase 2. Diachronic thinking did not correlate with verbal or non-verbal ability, age, or mentalising ability, consistent with other evidence of the specificity of diachronic thinking ability. Possible causes of impaired diachronic thinking in autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-006-0285-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164

Comparing Functional Assessment Methodologies: A Quantitative Synthesis / Caitlin V. HERZINGER in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1430-1445 Titre : Comparing Functional Assessment Methodologies: A Quantitative Synthesis Type de document : Texte imprimé et/ou numérique Auteurs : Caitlin V. HERZINGER, Auteur ; Jonathan M. CAMPBELL, Auteur Année de publication : 2007 Article en page(s) : p.1430-1445 Langues : Anglais (eng) Mots-clés : Autism Problem-behaviors Maladaptive-behaviors Functional-assessment Functional-analysis Index. décimale : PER Périodiques Résumé : There has been much research concerning functional assessment over the past 20 years, but several important research considerations have yet to be explained. One is the comparison of different types of functional assessment (e.g., experimental functional analysis and non-experimental functional assessment). The current study aims to compare the different methodologies of functional assessment and their effectiveness in ascribing function to a target behavior and in the treatment selection that follows such an assessment. Quantitative synthesis data were used to answer questions regarding behavioral function, assessment type, and treatment effectiveness. Results indicate that assessment type can impact treatment effectiveness and that there is a relationship between behavior type and ascribed function. En ligne : http://dx.doi.org/10.1007/s10803-006-0219-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164 [article] Comparing Functional Assessment Methodologies: A Quantitative Synthesis [Texte imprimé et/ou numérique] / Caitlin V. HERZINGER, Auteur ; Jonathan M. CAMPBELL, Auteur . - 2007 . - p.1430-1445. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1430-1445 Mots-clés : Autism Problem-behaviors Maladaptive-behaviors Functional-assessment Functional-analysis Index. décimale : PER Périodiques Résumé : There has been much research concerning functional assessment over the past 20 years, but several important research considerations have yet to be explained. One is the comparison of different types of functional assessment (e.g., experimental functional analysis and non-experimental functional assessment). The current study aims to compare the different methodologies of functional assessment and their effectiveness in ascribing function to a target behavior and in the treatment selection that follows such an assessment. Quantitative synthesis data were used to answer questions regarding behavioral function, assessment type, and treatment effectiveness. Results indicate that assessment type can impact treatment effectiveness and that there is a relationship between behavior type and ascribed function. En ligne : http://dx.doi.org/10.1007/s10803-006-0219-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164

Teaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Behavioral Intervention / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1446-1456 Titre : Teaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Behavioral Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur ; Elizabeth LEWIS, Auteur ; Emily KROMAN, Auteur Année de publication : 2007 Article en page(s) : p.1446-1456 Langues : Anglais (eng) Mots-clés : Autism Imitation Gesture Intervention Social-communication Index. décimale : PER Périodiques Résumé : Children with autism exhibit deficits in the imitation and spontaneous use of descriptive gestures. Reciprocal Imitation Training (RIT), a naturalistic imitation intervention, has ben shown to increase object imitation skills in young children with autism. A single-subject, multiple-baseline design acroess five young children with autism was used to determine whether RIT could be adapted to target the imitation of descriptive gestures. All participants increased their imitation of gestures in the treatment setting and on a structured imitation assessment. Gains generalized to a novel therapist, setting, and materials and maintained at a 1-month follow-up. Three participants also increased their spontaneous use of descriptive gestures. These results provide support for the effectiveness of a naturalistic intervention for teaching gesture imitation. En ligne : http://dx.doi.org/10.1007/s10803-006-0221-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164 [article] Teaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Behavioral Intervention [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur ; Elizabeth LEWIS, Auteur ; Emily KROMAN, Auteur . - 2007 . - p.1446-1456. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1446-1456 Mots-clés : Autism Imitation Gesture Intervention Social-communication Index. décimale : PER Périodiques Résumé : Children with autism exhibit deficits in the imitation and spontaneous use of descriptive gestures. Reciprocal Imitation Training (RIT), a naturalistic imitation intervention, has ben shown to increase object imitation skills in young children with autism. A single-subject, multiple-baseline design acroess five young children with autism was used to determine whether RIT could be adapted to target the imitation of descriptive gestures. All participants increased their imitation of gestures in the treatment setting and on a structured imitation assessment. Gains generalized to a novel therapist, setting, and materials and maintained at a 1-month follow-up. Three participants also increased their spontaneous use of descriptive gestures. These results provide support for the effectiveness of a naturalistic intervention for teaching gesture imitation. En ligne : http://dx.doi.org/10.1007/s10803-006-0221-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164

Individual and Environmental Determinants of Engagement in Autism / Lisa A. RUBLE in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1457-1468 Titre : Individual and Environmental Determinants of Engagement in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; Dana M. ROBSON, Auteur Année de publication : 2007 Article en page(s) : p.1457-1468 Langues : Anglais (eng) Mots-clés : Autism Down-syndrome Engagement Naturalistic-observation Classroom-behavior Instructional-setting Index. décimale : PER Périodiques Résumé : Engagement is a core component of effective educational programs for children with autism. Analysis of 711 naturalistic goal-directed classroom behaviors of four school-age children with autism and four comparable children with Down syndrome (DS) was conducted. The definition of engagement was expanded to include child compliance and congruence. A main finding was both child and environmental factors influenced type of engagement. Children with DS produced 20% more goal-directed behaviors that were both congruent and compliant compared to children with autism. Large group instruction was associated with less congruent engagement but more compliant engagement for children with autism. These findings suggest specific types of engagement which may lead to advances in developing evidence-based practices for specific developmental disorders. En ligne : http://dx.doi.org/10.1007/s10803-006-0222-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164 [article] Individual and Environmental Determinants of Engagement in Autism [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; Dana M. ROBSON, Auteur . - 2007 . - p.1457-1468. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1457-1468 Mots-clés : Autism Down-syndrome Engagement Naturalistic-observation Classroom-behavior Instructional-setting Index. décimale : PER Périodiques Résumé : Engagement is a core component of effective educational programs for children with autism. Analysis of 711 naturalistic goal-directed classroom behaviors of four school-age children with autism and four comparable children with Down syndrome (DS) was conducted. The definition of engagement was expanded to include child compliance and congruence. A main finding was both child and environmental factors influenced type of engagement. Children with DS produced 20% more goal-directed behaviors that were both congruent and compliant compared to children with autism. Large group instruction was associated with less congruent engagement but more compliant engagement for children with autism. These findings suggest specific types of engagement which may lead to advances in developing evidence-based practices for specific developmental disorders. En ligne : http://dx.doi.org/10.1007/s10803-006-0222-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164

Slowing Down Presentation of Facial Movements and Vocal Sounds Enhances Facial Expression Recognition and Induces Facial–Vocal Imitation in Children with Autism / Carole TARDIF in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1469-1484 Titre : Slowing Down Presentation of Facial Movements and Vocal Sounds Enhances Facial Expression Recognition and Induces Facial–Vocal Imitation in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Carole TARDIF, Auteur ; Bruno GEPNER, Auteur ; France LAINE, Auteur ; Mélissa RODRIGUEZ, Auteur Année de publication : 2007 Article en page(s) : p.1469-1484 Langues : Anglais (eng) Mots-clés : Autism Emotional-facial-expression Expression-recognition Facial-imitation Facial-movements Vocal-sounds Slowing-down Synchrony Connectivity Reeducation Index. décimale : PER Périodiques Résumé : This study examined the effects of slowing down presentation of facial expressions and their corresponding vocal sounds on facial expression recognition and facial and/or vocal imitation in children with autism. Twelve autistic children and twenty-four normal control children were presented with emotional and non-emotional facial expressions on CD-Rom, under audio or silent conditions, and under dynamic visual conditions (slowly, very slowly, at normal speed) plus a static control. Overall, children with autism showed lower performance in expression recognition and more induced facial–vocal imitation than controls. In the autistic group, facial expression recognition and induced facial–vocal imitation were significantly enhanced in slow conditions. Findings may give new perspectives for understanding and intervention for verbal and emotional perceptive and communicative impairments in autistic populations. En ligne : http://dx.doi.org/10.1007/s10803-006-0223-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164 [article] Slowing Down Presentation of Facial Movements and Vocal Sounds Enhances Facial Expression Recognition and Induces Facial–Vocal Imitation in Children with Autism [Texte imprimé et/ou numérique] / Carole TARDIF, Auteur ; Bruno GEPNER, Auteur ; France LAINE, Auteur ; Mélissa RODRIGUEZ, Auteur . - 2007 . - p.1469-1484. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1469-1484 Mots-clés : Autism Emotional-facial-expression Expression-recognition Facial-imitation Facial-movements Vocal-sounds Slowing-down Synchrony Connectivity Reeducation Index. décimale : PER Périodiques Résumé : This study examined the effects of slowing down presentation of facial expressions and their corresponding vocal sounds on facial expression recognition and facial and/or vocal imitation in children with autism. Twelve autistic children and twenty-four normal control children were presented with emotional and non-emotional facial expressions on CD-Rom, under audio or silent conditions, and under dynamic visual conditions (slowly, very slowly, at normal speed) plus a static control. Overall, children with autism showed lower performance in expression recognition and more induced facial–vocal imitation than controls. In the autistic group, facial expression recognition and induced facial–vocal imitation were significantly enhanced in slow conditions. Findings may give new perspectives for understanding and intervention for verbal and emotional perceptive and communicative impairments in autistic populations. En ligne : http://dx.doi.org/10.1007/s10803-006-0223-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164

Longitudinal Relationships Between Sibling Behavioral Adjustment and Behavior Problems of Children with Developmental Disabilities / Richard P. HASTINGS in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1485-1492 Titre : Longitudinal Relationships Between Sibling Behavioral Adjustment and Behavior Problems of Children with Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Richard P. HASTINGS, Auteur Année de publication : 2007 Article en page(s) : p.1485-1492 Langues : Anglais (eng) Mots-clés : Siblings Behavioral-adjustment Longitudinal-design Autism Down-syndrome Index. décimale : PER Périodiques Résumé : Siblings of children with developmental disabilities were assessed twice, 2 years apart (N = 75 at Time 1, N = 56 at Time 2). Behavioral adjustment of the siblings and their brother or sister with developmental disability was assessed. Comparisons of adjustment for siblings of children with autism, Down syndrome, and mixed etiology mental retardation failed to identify group differences. Regression analysis showed that the behavior problems of the child with developmental disability at Time 1, but not the change in their behavior over time, predicted sibling adjustment over 2 years. There was no evidence that this putative temporal relationship operated bidirectionally: sibling adjustment did not appear to be related to the behavior problems of the children with developmental disabilities over time. En ligne : http://dx.doi.org/10.1007/s10803-006-0230-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Longitudinal Relationships Between Sibling Behavioral Adjustment and Behavior Problems of Children with Developmental Disabilities [Texte imprimé et/ou numérique] / Richard P. HASTINGS, Auteur . - 2007 . - p.1485-1492. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1485-1492 Mots-clés : Siblings Behavioral-adjustment Longitudinal-design Autism Down-syndrome Index. décimale : PER Périodiques Résumé : Siblings of children with developmental disabilities were assessed twice, 2 years apart (N = 75 at Time 1, N = 56 at Time 2). Behavioral adjustment of the siblings and their brother or sister with developmental disability was assessed. Comparisons of adjustment for siblings of children with autism, Down syndrome, and mixed etiology mental retardation failed to identify group differences. Regression analysis showed that the behavior problems of the child with developmental disability at Time 1, but not the change in their behavior over time, predicted sibling adjustment over 2 years. There was no evidence that this putative temporal relationship operated bidirectionally: sibling adjustment did not appear to be related to the behavior problems of the children with developmental disabilities over time. En ligne : http://dx.doi.org/10.1007/s10803-006-0230-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Gestalt Perception and Local-Global Processing in High-Functioning Autism / Sven BÖLTE in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1493-1504 Titre : Gestalt Perception and Local-Global Processing in High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sven BÖLTE, Auteur ; Fritz POUSTKA, Auteur ; Martin HOLTMANN, Auteur ; Armin SCHEURICH, Auteur ; Lutz SCHMIDT, Auteur Année de publication : 2007 Article en page(s) : p.1493-1504 Langues : Anglais (eng) Mots-clés : Autism Gestalt-psychology Perception Cognition Visual-illusions Visual-spatial-functioning Index. décimale : PER Périodiques Résumé : This study examined gestalt perception in high-functioning autism (HFA) and its relation to tasks indicative of local visual processing. Data on of gestalt perception, visual illusions (VI), hierarchical letters (HL), Block Design (BD) and the Embedded Figures Test (EFT) were collected in adult males with HFA, schizophrenia, depression and normative controls. Individuals with HFA processed gestalt stimuli less in accord with gestalt laws, particularly regarding the principle of similarity. Gestalt processing correlated positively with global processing of the HL. EFT and BD performance correlated negatively with VI susceptibility in HFA. All clinical groups succumbed less to VI than the normative sample. Results suggest decreased gestalt perception in HFA, being associated with a more general local visual processing bias. En ligne : http://dx.doi.org/10.1007/s10803-006-0231-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Gestalt Perception and Local-Global Processing in High-Functioning Autism [Texte imprimé et/ou numérique] / Sven BÖLTE, Auteur ; Fritz POUSTKA, Auteur ; Martin HOLTMANN, Auteur ; Armin SCHEURICH, Auteur ; Lutz SCHMIDT, Auteur . - 2007 . - p.1493-1504. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1493-1504 Mots-clés : Autism Gestalt-psychology Perception Cognition Visual-illusions Visual-spatial-functioning Index. décimale : PER Périodiques Résumé : This study examined gestalt perception in high-functioning autism (HFA) and its relation to tasks indicative of local visual processing. Data on of gestalt perception, visual illusions (VI), hierarchical letters (HL), Block Design (BD) and the Embedded Figures Test (EFT) were collected in adult males with HFA, schizophrenia, depression and normative controls. Individuals with HFA processed gestalt stimuli less in accord with gestalt laws, particularly regarding the principle of similarity. Gestalt processing correlated positively with global processing of the HL. EFT and BD performance correlated negatively with VI susceptibility in HFA. All clinical groups succumbed less to VI than the normative sample. Results suggest decreased gestalt perception in HFA, being associated with a more general local visual processing bias. En ligne : http://dx.doi.org/10.1007/s10803-006-0231-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

The Effects of Enhanced Milieu Teaching and a Voice Output Communication Aid on the Requesting of Three Children with Autism / Melissa L. OLIVE in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1505-1513 Titre : The Effects of Enhanced Milieu Teaching and a Voice Output Communication Aid on the Requesting of Three Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Melissa L. OLIVE, Auteur ; Mark O'REILLY, Auteur ; Berenice DE LA CRUZ, Auteur ; Tonya N. DAVIS, Auteur ; Jeffrey M. CHAN, Auteur ; Russell B. LANG, Auteur ; Sarah M. DICKSON, Auteur Année de publication : 2007 Article en page(s) : p.1505-1513 Langues : Anglais (eng) Mots-clés : Enhanced-milieu-teaching Voice-output-communication-aid Communication intervention Naturalistic-intervention Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the effects of enhanced milieu teaching when combined with a voice output communication aid on the requesting skills of three children with autism. The research design was a multiple probe across participants. All sessions were conducted during 5-min play sessions in the child’s classroom. All three children learned to use the voice output communication aid to request items during play. Additionally, all three children increased their total requesting during play. En ligne : http://dx.doi.org/10.1007/s10803-006-0243-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] The Effects of Enhanced Milieu Teaching and a Voice Output Communication Aid on the Requesting of Three Children with Autism [Texte imprimé et/ou numérique] / Melissa L. OLIVE, Auteur ; Mark O'REILLY, Auteur ; Berenice DE LA CRUZ, Auteur ; Tonya N. DAVIS, Auteur ; Jeffrey M. CHAN, Auteur ; Russell B. LANG, Auteur ; Sarah M. DICKSON, Auteur . - 2007 . - p.1505-1513. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1505-1513 Mots-clés : Enhanced-milieu-teaching Voice-output-communication-aid Communication intervention Naturalistic-intervention Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the effects of enhanced milieu teaching when combined with a voice output communication aid on the requesting skills of three children with autism. The research design was a multiple probe across participants. All sessions were conducted during 5-min play sessions in the child’s classroom. All three children learned to use the voice output communication aid to request items during play. Additionally, all three children increased their total requesting during play. En ligne : http://dx.doi.org/10.1007/s10803-006-0243-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Assessment of Stimulus Overselectivity with Tactile Compound Stimuli in Children with Autism / Bertram O. PLOOG in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1514-1524 Titre : Assessment of Stimulus Overselectivity with Tactile Compound Stimuli in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Bertram O. PLOOG, Auteur ; Nina KIM, Auteur Année de publication : 2007 Article en page(s) : p.1514-1524 Langues : Anglais (eng) Mots-clés : Autism Simultaneous-discrimination Extended-testing Tactile-stimuli Overselectivity Joint-attention Theory-of-mind Cognitive-development Mental-age Index. décimale : PER Périodiques Résumé : Autistic and typical children mastered a simultaneous discrimination task with three sets of all-tactile compound stimuli. During training, responding to one stimulus (S+) resulted in rewards whereas responding to the alternative (S−) was extinguished. Test 1 was conducted with recombinations of S+ and S− elements. In Test 2, the test stimulus to which the child responded most in Test 1 was pitched against the training S+. In Test 1, all children responded exclusively to one test probe, spuriously implying stimulus overselectivity in both populations. However, in Test 2, the typical children responded mostly to the training S+ indicating control by both S+ elements; the autistic children responded to both stimuli indicating reduced control by the second S+ element (indicating overselectivity). En ligne : http://dx.doi.org/10.1007/s10803-006-0244-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Assessment of Stimulus Overselectivity with Tactile Compound Stimuli in Children with Autism [Texte imprimé et/ou numérique] / Bertram O. PLOOG, Auteur ; Nina KIM, Auteur . - 2007 . - p.1514-1524. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1514-1524 Mots-clés : Autism Simultaneous-discrimination Extended-testing Tactile-stimuli Overselectivity Joint-attention Theory-of-mind Cognitive-development Mental-age Index. décimale : PER Périodiques Résumé : Autistic and typical children mastered a simultaneous discrimination task with three sets of all-tactile compound stimuli. During training, responding to one stimulus (S+) resulted in rewards whereas responding to the alternative (S−) was extinguished. Test 1 was conducted with recombinations of S+ and S− elements. In Test 2, the test stimulus to which the child responded most in Test 1 was pitched against the training S+. In Test 1, all children responded exclusively to one test probe, spuriously implying stimulus overselectivity in both populations. However, in Test 2, the typical children responded mostly to the training S+ indicating control by both S+ elements; the autistic children responded to both stimuli indicating reduced control by the second S+ element (indicating overselectivity). En ligne : http://dx.doi.org/10.1007/s10803-006-0244-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Communicative Competence and Metalinguistic Ability: Performance by Children and Adults with Autism Spectrum Disorder / Fiona M. LEWIS in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1525-1538 Titre : Communicative Competence and Metalinguistic Ability: Performance by Children and Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Fiona M. LEWIS, Auteur ; Bruce E. MURDOCH, Auteur ; Gail C. WOODYATT, Auteur Année de publication : 2007 Article en page(s) : p.1525-1538 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorder Test-of-Language-Competences-Expanded-Edition DSM-IV-language-criterion Subgroups Index. décimale : PER Périodiques Résumé : The Test of Language Competence-Expanded Edition (TLC-E) was administered to children and adults with a diagnosis of autism spectrum disorder (ASD). Relative to controls, those with ASD were less competent on a range of TLC-E tasks. No differences were found for either child or adult ASD groups on any of the TLC-E measures when re-classified as Asperger syndrome (AS) and high functioning autism (HFA) using DSM-IV language criterion. Hierarchical cluster analyses of individuals with ASD identified subgroups within the spectrum. The use of developmental language history as an identifying marker in autism is questioned. The findings suggest that comprehensive language assessments on individuals with ASD can provide clinically relevant information regarding the heterogeneity of language skills within the autistic spectrum. En ligne : http://dx.doi.org/10.1007/s10803-006-0265-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Communicative Competence and Metalinguistic Ability: Performance by Children and Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Fiona M. LEWIS, Auteur ; Bruce E. MURDOCH, Auteur ; Gail C. WOODYATT, Auteur . - 2007 . - p.1525-1538. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1525-1538 Mots-clés : Autism-spectrum-disorder Test-of-Language-Competences-Expanded-Edition DSM-IV-language-criterion Subgroups Index. décimale : PER Périodiques Résumé : The Test of Language Competence-Expanded Edition (TLC-E) was administered to children and adults with a diagnosis of autism spectrum disorder (ASD). Relative to controls, those with ASD were less competent on a range of TLC-E tasks. No differences were found for either child or adult ASD groups on any of the TLC-E measures when re-classified as Asperger syndrome (AS) and high functioning autism (HFA) using DSM-IV language criterion. Hierarchical cluster analyses of individuals with ASD identified subgroups within the spectrum. The use of developmental language history as an identifying marker in autism is questioned. The findings suggest that comprehensive language assessments on individuals with ASD can provide clinically relevant information regarding the heterogeneity of language skills within the autistic spectrum. En ligne : http://dx.doi.org/10.1007/s10803-006-0265-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Processing of Affective Speech Prosody is Impaired in Asperger Syndrome / Pirjo KORPILAHTI in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - 1539-1549 Titre : Processing of Affective Speech Prosody is Impaired in Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Pirjo KORPILAHTI, Auteur ; Sanna KUUSIKKO, Auteur ; Marja-Leena MATTILA, Auteur ; Irma MOILANEN, Auteur ; Eira JANSSON-VERKASALO, Auteur ; Kalervo SUOMINEN, Auteur ; Seppo RYTKY, Auteur ; David L. PAULS, Auteur Année de publication : 2007 Article en page(s) : 1539-1549 Langues : Anglais (eng) Mots-clés : Asperger-syndrome Auditory-perception Affective-prosody Familial-pattern ERP Index. décimale : PER Périodiques Résumé : Many people with the diagnosis of Asperger syndrome (AS) show poorly developed skills in understanding emotional messages. The present study addressed discrimination of speech prosody in children with AS at neurophysiological level. Detection of affective prosody was investigated in one-word utterances as indexed by the N1 and the mismatch negativity (MMN) of auditory event-related potentials (ERPs). Data from fourteen boys with AS were compared with those for thirteen typically developed boys. These results suggest atypical neural responses to affective prosody in children with AS and their fathers, especially over the RH, and that this impairment can already be seen at low-level information processes. Our results provide evidence for familial patterns of abnormal auditory brain reactions to prosodic features of speech. En ligne : http://dx.doi.org/10.1007/s10803-006-0271-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Processing of Affective Speech Prosody is Impaired in Asperger Syndrome [Texte imprimé et/ou numérique] / Pirjo KORPILAHTI, Auteur ; Sanna KUUSIKKO, Auteur ; Marja-Leena MATTILA, Auteur ; Irma MOILANEN, Auteur ; Eira JANSSON-VERKASALO, Auteur ; Kalervo SUOMINEN, Auteur ; Seppo RYTKY, Auteur ; David L. PAULS, Auteur . - 2007 . - 1539-1549. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - 1539-1549 Mots-clés : Asperger-syndrome Auditory-perception Affective-prosody Familial-pattern ERP Index. décimale : PER Périodiques Résumé : Many people with the diagnosis of Asperger syndrome (AS) show poorly developed skills in understanding emotional messages. The present study addressed discrimination of speech prosody in children with AS at neurophysiological level. Detection of affective prosody was investigated in one-word utterances as indexed by the N1 and the mismatch negativity (MMN) of auditory event-related potentials (ERPs). Data from fourteen boys with AS were compared with those for thirteen typically developed boys. These results suggest atypical neural responses to affective prosody in children with AS and their fathers, especially over the RH, and that this impairment can already be seen at low-level information processes. Our results provide evidence for familial patterns of abnormal auditory brain reactions to prosodic features of speech. En ligne : http://dx.doi.org/10.1007/s10803-006-0271-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Effects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders / Brian A. BOYD in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1550-1561 Titre : Effects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Maureen A. CONROY, Auteur ; G. Richmond MANCIL, Auteur ; Taketo NAKAO, Auteur ; Peter J. ALTER, Auteur Année de publication : 2007 Article en page(s) : p.1550-1561 Langues : Anglais (eng) Mots-clés : Autism Circumscribed-interests Pervasive-developmental-disorders Restricted-interests Repetitive-behaviors Structural-analysis Index. décimale : PER Périodiques Résumé : This study compared the effects of circumscribed interests (CI) to less preferred (LP) tangible stimuli on the social behaviors of three children with autism spectrum disorders (ASD). Based on single subject design methodology, the CI experimental sessions resulted in longer durations of target-child initiated social interactions in comparison to LP sessions. In addition, latency of participant’s initial social bids to peers was decreased when CI were present. The results suggest that embedding CI into dyadic play situations with typical peers can be used to increase the social behavior children with ASD direct toward typical peers. Future research should examine the specific environmental conditions that must be present in naturalistic settings to facilitate generalization of social behavior. En ligne : http://dx.doi.org/10.1007/s10803-006-0286-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Effects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Maureen A. CONROY, Auteur ; G. Richmond MANCIL, Auteur ; Taketo NAKAO, Auteur ; Peter J. ALTER, Auteur . - 2007 . - p.1550-1561. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1550-1561 Mots-clés : Autism Circumscribed-interests Pervasive-developmental-disorders Restricted-interests Repetitive-behaviors Structural-analysis Index. décimale : PER Périodiques Résumé : This study compared the effects of circumscribed interests (CI) to less preferred (LP) tangible stimuli on the social behaviors of three children with autism spectrum disorders (ASD). Based on single subject design methodology, the CI experimental sessions resulted in longer durations of target-child initiated social interactions in comparison to LP sessions. In addition, latency of participant’s initial social bids to peers was decreased when CI were present. The results suggest that embedding CI into dyadic play situations with typical peers can be used to increase the social behavior children with ASD direct toward typical peers. Future research should examine the specific environmental conditions that must be present in naturalistic settings to facilitate generalization of social behavior. En ligne : http://dx.doi.org/10.1007/s10803-006-0286-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Promoting Joint Attention in Toddlers with Autism: A Parent-Mediated Developmental Model / Hannah H. SCHERTZ in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1562-1575 Titre : Promoting Joint Attention in Toddlers with Autism: A Parent-Mediated Developmental Model Type de document : Texte imprimé et/ou numérique Auteurs : Hannah H. SCHERTZ, Auteur ; Samuel L ODOM, Auteur Année de publication : 2007 Article en page(s) : p.1562-1575 Langues : Anglais (eng) Mots-clés : Joint-attention Early-intervention Toddlers Parent-mediation Autism Index. décimale : PER Périodiques Résumé : Joint attention, a foundational nonverbal social-communicative milestone that fails to develop naturally in autism, was promoted for three toddlers with early-identified autism through a parent-mediated, developmentally grounded, researcher-guided intervention model. A multiple baseline design compared child performance across four phases of intervention: focusing on faces, turn-taking, responding to joint attention, and initiating joint attention. All toddlers improved performance and two showed repeated engagement in joint attention, supporting the effectiveness of developmentally appropriate methods that build on the parent–child relationship. A complementary qualitative analysis explored family challenges, parent resilience, and variables that may have influenced outcomes. Intervention models appropriate for toddlers with autism are needed as improved early identification efforts bring younger children into early intervention services. En ligne : http://dx.doi.org/10.1007/s10803-006-0290-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Promoting Joint Attention in Toddlers with Autism: A Parent-Mediated Developmental Model [Texte imprimé et/ou numérique] / Hannah H. SCHERTZ, Auteur ; Samuel L ODOM, Auteur . - 2007 . - p.1562-1575. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1562-1575 Mots-clés : Joint-attention Early-intervention Toddlers Parent-mediation Autism Index. décimale : PER Périodiques Résumé : Joint attention, a foundational nonverbal social-communicative milestone that fails to develop naturally in autism, was promoted for three toddlers with early-identified autism through a parent-mediated, developmentally grounded, researcher-guided intervention model. A multiple baseline design compared child performance across four phases of intervention: focusing on faces, turn-taking, responding to joint attention, and initiating joint attention. All toddlers improved performance and two showed repeated engagement in joint attention, supporting the effectiveness of developmentally appropriate methods that build on the parent–child relationship. A complementary qualitative analysis explored family challenges, parent resilience, and variables that may have influenced outcomes. Intervention models appropriate for toddlers with autism are needed as improved early identification efforts bring younger children into early intervention services. En ligne : http://dx.doi.org/10.1007/s10803-006-0290-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Brief Report: Perception of Body Posture—What Individuals With Autism Spectrum Disorder might be Missing / Catherine L. REED in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1576-1584 Titre : Brief Report: Perception of Body Posture—What Individuals With Autism Spectrum Disorder might be Missing Type de document : Texte imprimé et/ou numérique Auteurs : Catherine L. REED, Auteur ; Susan HEPBURN, Auteur ; Valérie E. STONE, Auteur ; Paula M. BEALL, Auteur ; Lila KOPELIOFF, Auteur ; Danielle J. PULHAM, Auteur Année de publication : 2007 Article en page(s) : p.1576-1584 Langues : Anglais (eng) Mots-clés : Autism Face-inversion-effect Body-inversion-effect Configural-processing Face-recognition Index. décimale : PER Périodiques Résumé : Autism has been associated with atypical face and configural processing, as indicated by the lack of a face inversion effect (better recognition of upright than inverted faces). We investigated whether such atypical processing was restricted to the face or extended to social information found in body postures. An inversion paradigm compared recognition of upright and inverted faces, body postures, and houses. Typical adults demonstrated inversion effects for both faces and body postures, but adults with autism demonstrated only a face inversion effect. Adults with autism may not have a configural processing deficit per se, but instead may have strategies for recognizing faces not used for body postures. Results have implications for therapies employing training in imitation and body posture perception. En ligne : http://dx.doi.org/10.1007/s10803-006-0220-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Brief Report: Perception of Body Posture—What Individuals With Autism Spectrum Disorder might be Missing [Texte imprimé et/ou numérique] / Catherine L. REED, Auteur ; Susan HEPBURN, Auteur ; Valérie E. STONE, Auteur ; Paula M. BEALL, Auteur ; Lila KOPELIOFF, Auteur ; Danielle J. PULHAM, Auteur . - 2007 . - p.1576-1584. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1576-1584 Mots-clés : Autism Face-inversion-effect Body-inversion-effect Configural-processing Face-recognition Index. décimale : PER Périodiques Résumé : Autism has been associated with atypical face and configural processing, as indicated by the lack of a face inversion effect (better recognition of upright than inverted faces). We investigated whether such atypical processing was restricted to the face or extended to social information found in body postures. An inversion paradigm compared recognition of upright and inverted faces, body postures, and houses. Typical adults demonstrated inversion effects for both faces and body postures, but adults with autism demonstrated only a face inversion effect. Adults with autism may not have a configural processing deficit per se, but instead may have strategies for recognizing faces not used for body postures. Results have implications for therapies employing training in imitation and body posture perception. En ligne : http://dx.doi.org/10.1007/s10803-006-0220-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Brief Report: Visual-Spatial Deficit in a 16-year-old Girl with Maternally Derived Duplication of Proximal 15q / David COHEN in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1585-1591 Titre : Brief Report: Visual-Spatial Deficit in a 16-year-old Girl with Maternally Derived Duplication of Proximal 15q Type de document : Texte imprimé et/ou numérique Auteurs : David COHEN, Auteur ; Delphine HERON, Auteur ; Laurent COHEN, Auteur ; Hélène CAVE, Auteur ; Brigitte BENZACKEN, Auteur ; Eva PIPIRAS, Auteur ; Jean-Marc GUILE, Auteur ; Ludovic DUVERGER, Auteur ; Céline AMY, Auteur ; Nicole DECHAMBRE, Auteur ; Anna WILSON, Auteur ; Claire MARTEL, Auteur ; Monique PLAZA, Auteur Année de publication : 2007 Article en page(s) : p.1585-1591 Note générale : An erratum to this article can be found at http://dx.doi.org/10.1007/s10803-006-0304-x Langues : Anglais (eng) Mots-clés : Chromosome-15 Prader-Willi/Angelman-Syndrome-critical-region Maternally-derived-interstitial-duplication Pervasive-developmental-disorder Visual-spatial-deficit Index. décimale : PER Périodiques Résumé : Duplications of chromosome 15 may be one of the most common single genetic causes of autism spectrum disorders (ASD), aside from fragile X. Most of the cases are associated with maternally derived interstitial duplication involving 15q11-13. This case report describes a female proband with a maternally derived interstitial duplication of proximal 15q. She did not exhibit any symptoms of ASD apart from some developmental delay. By adolescence, she showed mild dysmorphism, a discrepant profile on the Wechsler Intelligence Scale for Children (Verbal IQ = 87; Performance IQ = 65) and a major deficit in visual-spatial abilities affecting fine motor skills, mathematical reasoning, visual memory and some global reading tasks. This is one of the first reports of a child with a maternal duplication who exhibits a visual-spatial deficit without ASD. En ligne : http://dx.doi.org/10.1007/s10803-006-0228-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Brief Report: Visual-Spatial Deficit in a 16-year-old Girl with Maternally Derived Duplication of Proximal 15q [Texte imprimé et/ou numérique] / David COHEN, Auteur ; Delphine HERON, Auteur ; Laurent COHEN, Auteur ; Hélène CAVE, Auteur ; Brigitte BENZACKEN, Auteur ; Eva PIPIRAS, Auteur ; Jean-Marc GUILE, Auteur ; Ludovic DUVERGER, Auteur ; Céline AMY, Auteur ; Nicole DECHAMBRE, Auteur ; Anna WILSON, Auteur ; Claire MARTEL, Auteur ; Monique PLAZA, Auteur . - 2007 . - p.1585-1591. An erratum to this article can be found at http://dx.doi.org/10.1007/s10803-006-0304-x Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1585-1591 Mots-clés : Chromosome-15 Prader-Willi/Angelman-Syndrome-critical-region Maternally-derived-interstitial-duplication Pervasive-developmental-disorder Visual-spatial-deficit Index. décimale : PER Périodiques Résumé : Duplications of chromosome 15 may be one of the most common single genetic causes of autism spectrum disorders (ASD), aside from fragile X. Most of the cases are associated with maternally derived interstitial duplication involving 15q11-13. This case report describes a female proband with a maternally derived interstitial duplication of proximal 15q. She did not exhibit any symptoms of ASD apart from some developmental delay. By adolescence, she showed mild dysmorphism, a discrepant profile on the Wechsler Intelligence Scale for Children (Verbal IQ = 87; Performance IQ = 65) and a major deficit in visual-spatial abilities affecting fine motor skills, mathematical reasoning, visual memory and some global reading tasks. This is one of the first reports of a child with a maternal duplication who exhibits a visual-spatial deficit without ASD. En ligne : http://dx.doi.org/10.1007/s10803-006-0228-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Erratum : Brief Report: Visual–Spatial Deficit in a 16-year-old Girl with Maternally derived Duplication of Proximal 15q / David COHEN in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1592 Titre : Erratum : Brief Report: Visual–Spatial Deficit in a 16-year-old Girl with Maternally derived Duplication of Proximal 15q Type de document : Texte imprimé et/ou numérique Auteurs : David COHEN, Auteur ; Delphine HERON, Auteur ; Laurent COHEN, Auteur ; Hélène CAVE, Auteur ; Brigitte BENZACKEN, Auteur ; Eva PIPIRAS, Auteur ; Jean-Marc GUILE, Auteur ; Ludovic DUVERGER, Auteur ; Céline AMY, Auteur ; Nicole DECHAMBRE, Auteur ; Anna WILSON, Auteur ; Claire MARTEL, Auteur ; Monique PLAZA, Auteur Année de publication : 2007 Article en page(s) : p.1592 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-006-0304-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Erratum : Brief Report: Visual–Spatial Deficit in a 16-year-old Girl with Maternally derived Duplication of Proximal 15q [Texte imprimé et/ou numérique] / David COHEN, Auteur ; Delphine HERON, Auteur ; Laurent COHEN, Auteur ; Hélène CAVE, Auteur ; Brigitte BENZACKEN, Auteur ; Eva PIPIRAS, Auteur ; Jean-Marc GUILE, Auteur ; Ludovic DUVERGER, Auteur ; Céline AMY, Auteur ; Nicole DECHAMBRE, Auteur ; Anna WILSON, Auteur ; Claire MARTEL, Auteur ; Monique PLAZA, Auteur . - 2007 . - p.1592. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1592 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-006-0304-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Brief Report: Individual Social-Multi-Modal Intervention for HFASD / Nirit BAUMINGER in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1593-1604 Titre : Brief Report: Individual Social-Multi-Modal Intervention for HFASD Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER, Auteur Année de publication : 2007 Article en page(s) : p.1593-1604 Langues : Anglais (eng) Mots-clés : High-functioning-children-with-autism asperger-syndrome social-skill-intervention cognitive-behavioral-therapy Index. décimale : PER Périodiques Résumé : This research is the first part of a 2-year cognitive-behavioral-ecological (CB-E) social skills training for high-functioning children with autism spectrum disorder (HFASD). Current study examined efficacy of an individual CB-E intervention in facilitating children’s dyadic interactions (immediately after treatment and 4 months later) and their social cognition capabilities (e.g., emotion understanding and recognition, social problem solving). Participants were 19 HFASD children aged 7 years and 7 months to 11 years and 6 months. Results demonstrated improvement in children’s social cognition and positive dyadic interaction and decrease in children’s low-level social interaction behavior. Long-term evaluation revealed maintenance of improvement. Progress in children’s cooperation, self-control, and assertiveness was reported by their teachers. Discussion focused on CB-E intervention efficacy in promoting integral social functioning for HF children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-006-0245-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Brief Report: Individual Social-Multi-Modal Intervention for HFASD [Texte imprimé et/ou numérique] / Nirit BAUMINGER, Auteur . - 2007 . - p.1593-1604. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1593-1604 Mots-clés : High-functioning-children-with-autism asperger-syndrome social-skill-intervention cognitive-behavioral-therapy Index. décimale : PER Périodiques Résumé : This research is the first part of a 2-year cognitive-behavioral-ecological (CB-E) social skills training for high-functioning children with autism spectrum disorder (HFASD). Current study examined efficacy of an individual CB-E intervention in facilitating children’s dyadic interactions (immediately after treatment and 4 months later) and their social cognition capabilities (e.g., emotion understanding and recognition, social problem solving). Participants were 19 HFASD children aged 7 years and 7 months to 11 years and 6 months. Results demonstrated improvement in children’s social cognition and positive dyadic interaction and decrease in children’s low-level social interaction behavior. Long-term evaluation revealed maintenance of improvement. Progress in children’s cooperation, self-control, and assertiveness was reported by their teachers. Discussion focused on CB-E intervention efficacy in promoting integral social functioning for HF children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-006-0245-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Brief Report: Group Social-Multimodal Intervention for HFASD / Nirit BAUMINGER in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1605-1615 Titre : Brief Report: Group Social-Multimodal Intervention for HFASD Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER, Auteur Année de publication : 2007 Article en page(s) : p.1605-1615 Langues : Anglais (eng) Mots-clés : High-functioning-children-with-autism Asperger-syndrome Social-skill-intervention Cognitive-behavior-therapy Group-intervention Index. décimale : PER Périodiques Résumé : Current study is the second part of a 2-year cognitive-behavioral-ecological (CB-E) intervention for high-functioning (HF) children with autism spectrum disorder (ASD). We examined the utility of a group-centered intervention on children’s ability to interact cooperatively with peers during structured and non-structured social situations. Direct (e.g., social problem solving) and indirect (theory of mind; executive function) treatment effects on social cognitive capabilities were also examined. Participants were 26 preadolescent HF children with ASD. Study results demonstrated direct and indirect treatment effects on social cognition and mixed results regarding children’s social interaction capabilities. Although children’s cooperative capabilities within the intervention group improved, dyadic, and group social interactions during school recess did not. Discussion focused on the utility of such group-intervention in increasing social functioning. En ligne : http://dx.doi.org/10.1007/s10803-006-0246-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Brief Report: Group Social-Multimodal Intervention for HFASD [Texte imprimé et/ou numérique] / Nirit BAUMINGER, Auteur . - 2007 . - p.1605-1615. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1605-1615 Mots-clés : High-functioning-children-with-autism Asperger-syndrome Social-skill-intervention Cognitive-behavior-therapy Group-intervention Index. décimale : PER Périodiques Résumé : Current study is the second part of a 2-year cognitive-behavioral-ecological (CB-E) intervention for high-functioning (HF) children with autism spectrum disorder (ASD). We examined the utility of a group-centered intervention on children’s ability to interact cooperatively with peers during structured and non-structured social situations. Direct (e.g., social problem solving) and indirect (theory of mind; executive function) treatment effects on social cognitive capabilities were also examined. Participants were 26 preadolescent HF children with ASD. Study results demonstrated direct and indirect treatment effects on social cognition and mixed results regarding children’s social interaction capabilities. Although children’s cooperative capabilities within the intervention group improved, dyadic, and group social interactions during school recess did not. Discussion focused on the utility of such group-intervention in increasing social functioning. En ligne : http://dx.doi.org/10.1007/s10803-006-0246-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166