Assessment of Pretend Play in Prader–Willi Syndrome: A Direct Comparison to Autism Spectrum Disorder / Olena ZYGA in Journal of Autism and Developmental Disorders, 45-4 (April 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.975-987 Titre : Assessment of Pretend Play in Prader–Willi Syndrome: A Direct Comparison to Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Olena ZYGA, Auteur ; Sandra RUSS, Auteur ; Carolyn E. IEVERS-LANDIS, Auteur ; Anastasia DIMITROPOULOS, Auteur Article en page(s) : p.975-987 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Prader–Willi syndrome  Pretend play  Social skills Index. décimale : PER Périodiques Résumé : Children with Prader–Willi syndrome (PWS) are at risk for autism spectrum disorder (ASD), including pervasive social deficits. While play impairments in ASD are well documented, play abilities in PWS have not been evaluated. Fourteen children with PWS and ten children with ASD were administered the Autism Diagnostic Observation Schedule (ADOS) (Lord et al. in Autism Diagnostic Observation Schedule manual. Western Psychological Services, Los Angeles, 2006) as part of a larger project. A modified Affect in Play Scale (APS; Russ in Play in child development and psychotherapy: toward empirically supported practice. Lawrence Erlbaum Associates Publishers, Mahwah, 2004; Pretend play in childhood: foundation of adult creativity. APA Books, Washington, 2014) was used to score ADOS play activities. Results indicate both groups scored below normative data on measures of imagination, organization, and affective expression during individual play. In addition, the inclusion of a play partner in both groups increased all scaled scores on the APS. These findings suggest children with PWS show impaired pretend play abilities similar to ASD. Further research is warranted and should focus on constructing and validating programs aimed at improving symbolic and functional play abilities within these populations. En ligne : http://dx.doi.org/10.1007/s10803-014-2252-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Assessment of Pretend Play in Prader–Willi Syndrome: A Direct Comparison to Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Olena ZYGA, Auteur ; Sandra RUSS, Auteur ; Carolyn E. IEVERS-LANDIS, Auteur ; Anastasia DIMITROPOULOS, Auteur . - p.975-987. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.975-987 Mots-clés : Autism spectrum disorder  Prader–Willi syndrome  Pretend play  Social skills Index. décimale : PER Périodiques Résumé : Children with Prader–Willi syndrome (PWS) are at risk for autism spectrum disorder (ASD), including pervasive social deficits. While play impairments in ASD are well documented, play abilities in PWS have not been evaluated. Fourteen children with PWS and ten children with ASD were administered the Autism Diagnostic Observation Schedule (ADOS) (Lord et al. in Autism Diagnostic Observation Schedule manual. Western Psychological Services, Los Angeles, 2006) as part of a larger project. A modified Affect in Play Scale (APS; Russ in Play in child development and psychotherapy: toward empirically supported practice. Lawrence Erlbaum Associates Publishers, Mahwah, 2004; Pretend play in childhood: foundation of adult creativity. APA Books, Washington, 2014) was used to score ADOS play activities. Results indicate both groups scored below normative data on measures of imagination, organization, and affective expression during individual play. In addition, the inclusion of a play partner in both groups increased all scaled scores on the APS. These findings suggest children with PWS show impaired pretend play abilities similar to ASD. Further research is warranted and should focus on constructing and validating programs aimed at improving symbolic and functional play abilities within these populations. En ligne : http://dx.doi.org/10.1007/s10803-014-2252-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder / Ellen A. DOERNBERG in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.576-588 Titre : Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ellen A. DOERNBERG, Auteur ; Sandra W. RUSS, Auteur ; Anastasia DIMITROPOULOS, Auteur Article en page(s) : p.576-588 Langues : Anglais (eng) Mots-clés : Affective  Autism  Cognitive  Emotion  High-functioning  Intervention  Pretend play  School-aged Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder marked by socio-emotional deficits, and difficulties with pretend play skills. Play skills are related to processes of adaptive functioning and emotion understanding. The present pilot study implemented an in-person pretend play intervention to school-aged children (ages 6 to 9 years, intervention group?=?18, control group?=?7) diagnosed with high-functioning ASD (HF-ASD), to increase children's cognitive and affective play skills, and emotional understanding abilities. The intervention consisted of 5 weekly sessions, 15-20 minutes each. The intervention group significantly increased in imagination and cognitive play skills, which generalized to increased skills in emotional understanding. Findings demonstrate the positive impact of a short, easily facilitated, accessible play intervention for school-aged children with HF-ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04547-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ellen A. DOERNBERG, Auteur ; Sandra W. RUSS, Auteur ; Anastasia DIMITROPOULOS, Auteur . - p.576-588. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.576-588 Mots-clés : Affective  Autism  Cognitive  Emotion  High-functioning  Intervention  Pretend play  School-aged Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder marked by socio-emotional deficits, and difficulties with pretend play skills. Play skills are related to processes of adaptive functioning and emotion understanding. The present pilot study implemented an in-person pretend play intervention to school-aged children (ages 6 to 9 years, intervention group?=?18, control group?=?7) diagnosed with high-functioning ASD (HF-ASD), to increase children's cognitive and affective play skills, and emotional understanding abilities. The intervention consisted of 5 weekly sessions, 15-20 minutes each. The intervention group significantly increased in imagination and cognitive play skills, which generalized to increased skills in emotional understanding. Findings demonstrate the positive impact of a short, easily facilitated, accessible play intervention for school-aged children with HF-ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04547-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Evaluating the Feasibility of a Play-Based Telehealth Intervention Program for Children with Prader–Willi Syndrome / Anastasia DIMITROPOULOS in Journal of Autism and Developmental Disorders, 47-9 (September 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2814-2825 Titre : Evaluating the Feasibility of a Play-Based Telehealth Intervention Program for Children with Prader–Willi Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia DIMITROPOULOS, Auteur ; Olena ZYGA, Auteur ; Sandra RUSS, Auteur Article en page(s) : p.2814-2825 Langues : Anglais (eng) Mots-clés : Prader–Willi syndrome  Telehealth  Play-based intervention  Video conferencing Index. décimale : PER Périodiques Résumé : Here we report the feasibility and acceptability of telehealth for direct intervention in children with Prader–Willi syndrome (PWS). Children with PWS have social-cognitive challenges that are similar to children with ASD. However, developing behavioral interventions for individuals with PWS is faced with the significant challenge of enrolling enough participants for local studies where multiple visits per week are indicated for effective intervention. This study delivered a 6-week play-based intervention via telehealth directly to eight children with PWS (6–12 years). Participants completed the program with minimal behavioral or technological difficulty (#sessions M?=?11.875/12). Behavioral Intervention Rating Scale results indicate good acceptability (M?=?5.54/6.00). These findings support using telehealth in rare disorders and delivering intervention directly to children with developmental delays through this modality. En ligne : https://doi.org/10.1007/s10803-017-3196-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315 [article] Evaluating the Feasibility of a Play-Based Telehealth Intervention Program for Children with Prader–Willi Syndrome [Texte imprimé et/ou numérique] / Anastasia DIMITROPOULOS, Auteur ; Olena ZYGA, Auteur ; Sandra RUSS, Auteur . - p.2814-2825. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2814-2825 Mots-clés : Prader–Willi syndrome  Telehealth  Play-based intervention  Video conferencing Index. décimale : PER Périodiques Résumé : Here we report the feasibility and acceptability of telehealth for direct intervention in children with Prader–Willi syndrome (PWS). Children with PWS have social-cognitive challenges that are similar to children with ASD. However, developing behavioral interventions for individuals with PWS is faced with the significant challenge of enrolling enough participants for local studies where multiple visits per week are indicated for effective intervention. This study delivered a 6-week play-based intervention via telehealth directly to eight children with PWS (6–12 years). Participants completed the program with minimal behavioral or technological difficulty (#sessions M?=?11.875/12). Behavioral Intervention Rating Scale results indicate good acceptability (M?=?5.54/6.00). These findings support using telehealth in rare disorders and delivering intervention directly to children with developmental delays through this modality. En ligne : https://doi.org/10.1007/s10803-017-3196-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315

Food-related Neural Circuitry in Prader-Willi Syndrome: Response to High- Versus Low-calorie Foods / Anastasia DIMITROPOULOS in Journal of Autism and Developmental Disorders, 38-9 (October 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-9 (October 2008) . - p.1642-1653 Titre : Food-related Neural Circuitry in Prader-Willi Syndrome: Response to High- Versus Low-calorie Foods Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia DIMITROPOULOS, Auteur ; Robert T. SCHULTZ, Auteur Année de publication : 2008 Article en page(s) : p.1642-1653 Langues : Anglais (eng) Mots-clés : Prader-Willi-syndrome fMRI Hypothalamus Food-related Genetic Index. décimale : PER Périodiques Résumé : Prader-Willi syndrome (PWS) is a neurodevelopmental disorder characterized by hyperphagia and food preoccupations. Although dysfunction of the hypothalamus likely has a critical role in hyperphagia, it is only one of several regions involved in the regulation of eating. The purpose of this research was to examine food-related neural circuitry using functional magnetic resonance imaging in individuals with PWS and matched controls. Individuals with PWS showed increased activation in neural circuitry known to mediate hunger and motivation (hypothalamus, OFC) in response to high- versus low-calorie foods and in comparison to controls. This suggests neural circuitry for PWS is abnormally activated during hunger, particularly for high-calorie foods, and may mediate abnormally strong hunger states, therefore playing a significant role in PWS-induced hyperphagia. En ligne : http://dx.doi.org/10.1007/s10803-008-0546-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=604 [article] Food-related Neural Circuitry in Prader-Willi Syndrome: Response to High- Versus Low-calorie Foods [Texte imprimé et/ou numérique] / Anastasia DIMITROPOULOS, Auteur ; Robert T. SCHULTZ, Auteur . - 2008 . - p.1642-1653. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-9 (October 2008) . - p.1642-1653 Mots-clés : Prader-Willi-syndrome fMRI Hypothalamus Food-related Genetic Index. décimale : PER Périodiques Résumé : Prader-Willi syndrome (PWS) is a neurodevelopmental disorder characterized by hyperphagia and food preoccupations. Although dysfunction of the hypothalamus likely has a critical role in hyperphagia, it is only one of several regions involved in the regulation of eating. The purpose of this research was to examine food-related neural circuitry using functional magnetic resonance imaging in individuals with PWS and matched controls. Individuals with PWS showed increased activation in neural circuitry known to mediate hunger and motivation (hypothalamus, OFC) in response to high- versus low-calorie foods and in comparison to controls. This suggests neural circuitry for PWS is abnormally activated during hunger, particularly for high-calorie foods, and may mediate abnormally strong hunger states, therefore playing a significant role in PWS-induced hyperphagia. En ligne : http://dx.doi.org/10.1007/s10803-008-0546-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=604

Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training / Anastasia DIMITROPOULOS in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5191-5206 Titre : Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia DIMITROPOULOS, Auteur ; Ellen A. DOERNBERG, Auteur ; Sandra W. RUSS, Auteur ; Olena ZYGA, Auteur Année de publication : 2022 Article en page(s) : p.5191-5206 Langues : Anglais (eng) Mots-clés : Child  Child, Preschool  Humans  Prader-Willi Syndrome/psychology  Autism Spectrum Disorder  Social Skills  Schools  Parents  Parent-training  Prader-Willi Syndrome  Pretend play  Social Cognition  Telehealth Index. décimale : PER Périodiques Résumé : Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder associated with social cognitive challenges, and pretend play has been demonstrated as a tool to achieve developmental goals. Following previous report on feasibility and acceptability of a remote, play-based parent-training program (Zyga, Russ, & Dimitropoulos, 2018), we now report on preliminary efficacy of this program to enhance pretend play skills and social cognitive skills in preschoolers with PWS. Results across two studies demonstrated efficacy when live-coaching play sessions incorporated children into the intervention. Increases in play skills were observed for children with the mUPD subtype of PWS who underwent intervention, compared with children with mUPD who were waitlisted. Children with DEL subtype were less likely to respond to intervention. Implications for results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-022-05695-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training [Texte imprimé et/ou numérique] / Anastasia DIMITROPOULOS, Auteur ; Ellen A. DOERNBERG, Auteur ; Sandra W. RUSS, Auteur ; Olena ZYGA, Auteur . - 2022 . - p.5191-5206. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5191-5206 Mots-clés : Child  Child, Preschool  Humans  Prader-Willi Syndrome/psychology  Autism Spectrum Disorder  Social Skills  Schools  Parents  Parent-training  Prader-Willi Syndrome  Pretend play  Social Cognition  Telehealth Index. décimale : PER Périodiques Résumé : Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder associated with social cognitive challenges, and pretend play has been demonstrated as a tool to achieve developmental goals. Following previous report on feasibility and acceptability of a remote, play-based parent-training program (Zyga, Russ, & Dimitropoulos, 2018), we now report on preliminary efficacy of this program to enhance pretend play skills and social cognitive skills in preschoolers with PWS. Results across two studies demonstrated efficacy when live-coaching play sessions incorporated children into the intervention. Increases in play skills were observed for children with the mUPD subtype of PWS who underwent intervention, compared with children with mUPD who were waitlisted. Children with DEL subtype were less likely to respond to intervention. Implications for results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-022-05695-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Sensitivity of the modified Children’s Yale–Brown Obsessive Compulsive Scale to detect change: Results from two multi-site trials / Lawrence SCAHILL in Autism, 20-2 (February 2016)  

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Social Responsiveness and Competence in Prader-Willi Syndrome: Direct Comparison to Autism Spectrum Disorder / Anastasia DIMITROPOULOS in Journal of Autism and Developmental Disorders, 43-1 (January 2013)  

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