Dépouillements

Asperger Syndrome and Medication Treatment / Luke Y. TSAI in Focus on Autism and Other Developmental Disabilities, 22-3 (Fall 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.138-148 Titre : Asperger Syndrome and Medication Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Luke Y. TSAI, Auteur Année de publication : 2007 Article en page(s) : p.138-148 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Asperger syndrome (AS) is a neurobiological disorder whose core clinical symptoms include impairment in social interaction, impairments in verbal and nonverbal communication, and restricted, repetitive, and stereotyped patterns of behavior, interests, and activities. AS is often accompanied by coexisting neuropsychiatric disorders, including anxiety disorder, affective disorder, obsessive-compulsive disorder, Tourette syndrome, attention-deficit/hyperactivity disorder, and sleep disorders. These clinical features provide the rationale for the use of psychotropic medications (psychopharmacotherapy) in individuals with AS. This article describes the clinical indications for psychopharmacotherapy and provides guidelines for monitoring the effectiveness of medication treatment and for preventing and monitoring the development of side effects and/or adverse effects of psychotropic medications. En ligne : http://dx.doi.org/10.1177/10883576070220030101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Asperger Syndrome and Medication Treatment [Texte imprimé et/ou numérique] / Luke Y. TSAI, Auteur . - 2007 . - p.138-148. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.138-148 Index. décimale : PER Périodiques Résumé : Asperger syndrome (AS) is a neurobiological disorder whose core clinical symptoms include impairment in social interaction, impairments in verbal and nonverbal communication, and restricted, repetitive, and stereotyped patterns of behavior, interests, and activities. AS is often accompanied by coexisting neuropsychiatric disorders, including anxiety disorder, affective disorder, obsessive-compulsive disorder, Tourette syndrome, attention-deficit/hyperactivity disorder, and sleep disorders. These clinical features provide the rationale for the use of psychotropic medications (psychopharmacotherapy) in individuals with AS. This article describes the clinical indications for psychopharmacotherapy and provides guidelines for monitoring the effectiveness of medication treatment and for preventing and monitoring the development of side effects and/or adverse effects of psychotropic medications. En ligne : http://dx.doi.org/10.1177/10883576070220030101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

School-Based Screening to Determine Overreliance on Paraprofessionals / Michael F. GIANGRECO in Focus on Autism and Other Developmental Disabilities, 22-3 (Fall 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.149-158 Titre : School-Based Screening to Determine Overreliance on Paraprofessionals Type de document : Texte imprimé et/ou numérique Auteurs : Michael F. GIANGRECO, Auteur ; Stephen M. BROER, Auteur Année de publication : 2007 Article en page(s) : p.149-158 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article describes the development of and directions for using a 16-item screening tool designed to assist cross-stakeholder school teams in determining the extent to which they may be over reliant on special education paraprofessionals or using them inappropriately. The content of the tool is based on contemporary, descriptive research regarding paraprofessionals in inclusive schools. Additionally, the article describes the field-testing of the screening tool in 27 schools (Grades K-12) in six states. Findings suggest that all 16 screening items represent substantial concerns that interfere with the delivery of high-quality inclusive schooling. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220030201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] School-Based Screening to Determine Overreliance on Paraprofessionals [Texte imprimé et/ou numérique] / Michael F. GIANGRECO, Auteur ; Stephen M. BROER, Auteur . - 2007 . - p.149-158. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.149-158 Index. décimale : PER Périodiques Résumé : This article describes the development of and directions for using a 16-item screening tool designed to assist cross-stakeholder school teams in determining the extent to which they may be over reliant on special education paraprofessionals or using them inappropriately. The content of the tool is based on contemporary, descriptive research regarding paraprofessionals in inclusive schools. Additionally, the article describes the field-testing of the screening tool in 27 schools (Grades K-12) in six states. Findings suggest that all 16 screening items represent substantial concerns that interfere with the delivery of high-quality inclusive schooling. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220030201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Measurement of Social Communication Skills of Children With Autism Spectrum Disorders During Interactions With Typical Peers / Linda C. MURDOCK in Focus on Autism and Other Developmental Disabilities, 22-3 (Fall 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.160-172 Titre : Measurement of Social Communication Skills of Children With Autism Spectrum Disorders During Interactions With Typical Peers Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MURDOCK, Auteur ; Hollie C. COST, Auteur ; Carol TIESO, Auteur Année de publication : 2007 Article en page(s) : p.160-172 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Social-Communication Assessment Tool (S-CAT) was created as a direct observation instrument to quantify specific social and communication deficits of children with autism spectrum disorders (ASD) within educational settings. In this pilot study, the instrument's content validity and interrater reliability were investigated to determine the degree to which the S-CAT categorically discriminated between children with ASD and those without ASD. S-CAT ratings of 16 children with ASD were compared to the ratings of 16 children without ASD using a one-factor analysis of variance (ANOVA). Differences in verbal initiations, verbal responses, joint attention, and total interactions were significant at the .01 level. Differences in nonverbal communication attempts were not significant. The results suggest that the S-CAT is valid for discriminating between children with and without ASD. En ligne : http://dx.doi.org/10.1177/10883576070220030301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Measurement of Social Communication Skills of Children With Autism Spectrum Disorders During Interactions With Typical Peers [Texte imprimé et/ou numérique] / Linda C. MURDOCK, Auteur ; Hollie C. COST, Auteur ; Carol TIESO, Auteur . - 2007 . - p.160-172. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.160-172 Index. décimale : PER Périodiques Résumé : The Social-Communication Assessment Tool (S-CAT) was created as a direct observation instrument to quantify specific social and communication deficits of children with autism spectrum disorders (ASD) within educational settings. In this pilot study, the instrument's content validity and interrater reliability were investigated to determine the degree to which the S-CAT categorically discriminated between children with ASD and those without ASD. S-CAT ratings of 16 children with ASD were compared to the ratings of 16 children without ASD using a one-factor analysis of variance (ANOVA). Differences in verbal initiations, verbal responses, joint attention, and total interactions were significant at the .01 level. Differences in nonverbal communication attempts were not significant. The results suggest that the S-CAT is valid for discriminating between children with and without ASD. En ligne : http://dx.doi.org/10.1177/10883576070220030301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Social Story™ Efficacy With a Child With Autism Spectrum Disorder and Moderate Intellectual Disability / Georgina REYNHOUT in Focus on Autism and Other Developmental Disabilities, 22-3 (Fall 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.173-182 Titre : Social Story™ Efficacy With a Child With Autism Spectrum Disorder and Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Georgina REYNHOUT, Auteur ; Mark CARTER, Auteur Année de publication : 2007 Article en page(s) : p.173-182 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social Stories™ have gained wide acceptance as an intervention for children with autism spectrum disorders (ASD), yet extant research provides little empirical evidence in support of their efficacy. This study examines the use of Social Stories to target repetitive tapping behavior displayed by a child with ASD, moderate intellectual disability, and associated language impairment. Over an extended period there was evidence of a decrease in the target behavior. Further, this decrease was associated with increased comprehension of the Social Story. The findings suggest that it is appropriate to consider language skills when evaluating the suitability of this intervention for students with moderate intellectual disabilities and to monitor comprehension. En ligne : http://dx.doi.org/10.1177/10883576070220030401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Social Story™ Efficacy With a Child With Autism Spectrum Disorder and Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Georgina REYNHOUT, Auteur ; Mark CARTER, Auteur . - 2007 . - p.173-182. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.173-182 Index. décimale : PER Périodiques Résumé : Social Stories™ have gained wide acceptance as an intervention for children with autism spectrum disorders (ASD), yet extant research provides little empirical evidence in support of their efficacy. This study examines the use of Social Stories to target repetitive tapping behavior displayed by a child with ASD, moderate intellectual disability, and associated language impairment. Over an extended period there was evidence of a decrease in the target behavior. Further, this decrease was associated with increased comprehension of the Social Story. The findings suggest that it is appropriate to consider language skills when evaluating the suitability of this intervention for students with moderate intellectual disabilities and to monitor comprehension. En ligne : http://dx.doi.org/10.1177/10883576070220030401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Validating the Stress Survey Schedule for Persons With Autism and Other Developmental Disabilities / Matthew GOODWIN in Focus on Autism and Other Developmental Disabilities, 22-3 (Fall 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.183-189 Titre : Validating the Stress Survey Schedule for Persons With Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Matthew GOODWIN, Auteur ; June GRODEN, Auteur ; Wayne F. VELICER, Auteur ; Amy DILLER, Auteur Année de publication : 2007 Article en page(s) : p.183-189 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : It has been suggested that individuals with autism are more vulnerable to, and less able to cope with, the effects of stressors than the general population. However, very little work has been done to develop tools such as surveys or questionnaires that assess reactions to stressors in individuals with developmental disabilities. In the present investigation, the Stress Survey Schedule for Persons with Autism and Other Developmental Disabilities (SSS; Groden et al., 2001) was completed for 180 individuals with autism, varying in gender, verbal ability, and age. The results demonstrate that the SSS is a valid tool for identifying which dimensions of stress are perceived to be the most and least stressful for subgroups of persons with autism. En ligne : http://dx.doi.org/10.1177/10883576070220030501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] Validating the Stress Survey Schedule for Persons With Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] / Matthew GOODWIN, Auteur ; June GRODEN, Auteur ; Wayne F. VELICER, Auteur ; Amy DILLER, Auteur . - 2007 . - p.183-189. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.183-189 Index. décimale : PER Périodiques Résumé : It has been suggested that individuals with autism are more vulnerable to, and less able to cope with, the effects of stressors than the general population. However, very little work has been done to develop tools such as surveys or questionnaires that assess reactions to stressors in individuals with developmental disabilities. In the present investigation, the Stress Survey Schedule for Persons with Autism and Other Developmental Disabilities (SSS; Groden et al., 2001) was completed for 180 individuals with autism, varying in gender, verbal ability, and age. The results demonstrate that the SSS is a valid tool for identifying which dimensions of stress are perceived to be the most and least stressful for subgroups of persons with autism. En ligne : http://dx.doi.org/10.1177/10883576070220030501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180

What Makes Communication Intervention Successful With Children With Autism Spectrum Disorders? / Billy T. OGLETREE in Focus on Autism and Other Developmental Disabilities, 22-3 (Fall 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.190-192 Titre : What Makes Communication Intervention Successful With Children With Autism Spectrum Disorders? Type de document : Texte imprimé et/ou numérique Auteurs : Billy T. OGLETREE, Auteur Année de publication : 2007 Article en page(s) : p.190-192 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220030601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] What Makes Communication Intervention Successful With Children With Autism Spectrum Disorders? [Texte imprimé et/ou numérique] / Billy T. OGLETREE, Auteur . - 2007 . - p.190-192. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.190-192 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220030601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180

Book Review in Focus on Autism and Other Developmental Disabilities, 22-3 (Fall 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.193-195 Titre : Book Review Type de document : Texte imprimé et/ou numérique Année de publication : 2007 Article en page(s) : p.193-195 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220030701 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] Book Review [Texte imprimé et/ou numérique] . - 2007 . - p.193-195. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.193-195 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220030701 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180