Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Phil REED |
Documents disponibles écrits par cet auteur (40)
Faire une suggestion Affiner la recherche
Relationship Between Self-Reported Health and Stress in Mothers of Children with Autism Spectrum Disorders / Phil REED in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : Relationship Between Self-Reported Health and Stress in Mothers of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Karolina SEJUNAITE, Auteur ; Lisa A. OSBORNE, Auteur Article en page(s) : p.934-941 Langues : Anglais (eng) Mots-clés : Physical health Health-related quality of life Parenting stress Life stress Immune function ASD Index. décimale : PER Périodiques Résumé : The current study explore the relationship between various forms of experienced stress (general stress and parenting stress) and both health-related quality of life (QoL) and reported physical health symptoms. One hundred and twenty-two mothers of children with autism spectrum disorder responded to an online survey included questionnaires on general stress, parenting stress, health-related QoL, and physical symptoms. The results suggested that perceived general stress as associated with both a reduced health-related QoL and more physical symptoms. However, parenting stress was only associated with a reduced health-related QoL, and not with physical health. These results are discussed in relation to the complex impact of prolonged and predictable parenting stress on the cortisol response and immune system. En ligne : http://dx.doi.org/10.1007/s10803-015-2638-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.934-941[article] Relationship Between Self-Reported Health and Stress in Mothers of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Karolina SEJUNAITE, Auteur ; Lisa A. OSBORNE, Auteur . - p.934-941.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.934-941
Mots-clés : Physical health Health-related quality of life Parenting stress Life stress Immune function ASD Index. décimale : PER Périodiques Résumé : The current study explore the relationship between various forms of experienced stress (general stress and parenting stress) and both health-related quality of life (QoL) and reported physical health symptoms. One hundred and twenty-two mothers of children with autism spectrum disorder responded to an online survey included questionnaires on general stress, parenting stress, health-related QoL, and physical symptoms. The results suggested that perceived general stress as associated with both a reduced health-related QoL and more physical symptoms. However, parenting stress was only associated with a reduced health-related QoL, and not with physical health. These results are discussed in relation to the complex impact of prolonged and predictable parenting stress on the cortisol response and immune system. En ligne : http://dx.doi.org/10.1007/s10803-015-2638-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
[article]
Titre : School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. OSBORNE, Auteur ; Phil REED, Auteur Année de publication : 2011 Article en page(s) : p.1253-1263 Langues : Anglais (eng) Mots-clés : School inclusion Mainstream education School characteristics Behavior problems Teacher training School belonging Index. décimale : PER Périodiques Résumé : This research examined the factors promoting inclusion of young people with Autism Spectrum Disorders (ASD) in mainstream secondary schools, and noted high levels of behavioral difficulties in these pupils. The size of the secondary school, and the class size, impacted positively on the pupils with Autism, and the number of other pupils with Special Educational Needs (SEN) statements and the number of support staff per pupil were both positive factors in school progress for children with Autism, but not Asperger's Syndrome. Support teachers and assistants helped to reduce emotional and behavioral difficulties, but also reduced improvements in pro-social behavior. Good staff-training promoted the pupils’ social behaviors and their sense of school belonging. In summary, social–emotional behaviors are better facilitated in mainstream secondary schools with larger numbers of other children with SEN statements, individual support, which helps emotional and behavioral difficulties, but does not facilitate social behaviors, good teacher-training, which facilitates social behaviors, and a sense of school belonging. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1253-1263[article] School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lisa A. OSBORNE, Auteur ; Phil REED, Auteur . - 2011 . - p.1253-1263.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1253-1263
Mots-clés : School inclusion Mainstream education School characteristics Behavior problems Teacher training School belonging Index. décimale : PER Périodiques Résumé : This research examined the factors promoting inclusion of young people with Autism Spectrum Disorders (ASD) in mainstream secondary schools, and noted high levels of behavioral difficulties in these pupils. The size of the secondary school, and the class size, impacted positively on the pupils with Autism, and the number of other pupils with Special Educational Needs (SEN) statements and the number of support staff per pupil were both positive factors in school progress for children with Autism, but not Asperger's Syndrome. Support teachers and assistants helped to reduce emotional and behavioral difficulties, but also reduced improvements in pro-social behavior. Good staff-training promoted the pupils’ social behaviors and their sense of school belonging. In summary, social–emotional behaviors are better facilitated in mainstream secondary schools with larger numbers of other children with SEN statements, individual support, which helps emotional and behavioral difficulties, but does not facilitate social behaviors, good teacher-training, which facilitates social behaviors, and a sense of school belonging. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 Stimulus Over-Selectivity and Extinction-Induced Recovery of Performance as a Product of Intellectual Impairment and Autism Severity / Michelle P. KELLY in Journal of Autism and Developmental Disorders, 45-10 (October 2015)
[article]
Titre : Stimulus Over-Selectivity and Extinction-Induced Recovery of Performance as a Product of Intellectual Impairment and Autism Severity Type de document : Texte imprimé et/ou numérique Auteurs : Michelle P. KELLY, Auteur ; Geraldine LEADER, Auteur ; Phil REED, Auteur Article en page(s) : p.3098-3106 Langues : Anglais (eng) Mots-clés : Over-selectivity Extinction Comparator deficit Intellectual impairment Autism severity Index. décimale : PER Périodiques Résumé : The current experiment investigated the extent to which three variables (autism severity, nonverbal intellectual functioning, and verbal intellectual functioning) are associated with over-selective responding in a group of children with Autism Spectrum Disorder. This paper also analyzed the association of these three variables with the recovery of responding to a previously under-selected stimulus following extinction of the previously over-selected stimulus. The results demonstrated that participants showed over-selectivity, and demonstrated that extinction of the over-selected stimulus led to recovery of responding to the previously under-selected stimulus. For both over-selectivity, and recovery from over-selectivity, verbal functioning appeared to predict the effects most strongly, with greater over-selectivity in the lower functioning individuals, and greater recovery in the higher functioning individuals. En ligne : http://dx.doi.org/10.1007/s10803-015-2466-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267
in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3098-3106[article] Stimulus Over-Selectivity and Extinction-Induced Recovery of Performance as a Product of Intellectual Impairment and Autism Severity [Texte imprimé et/ou numérique] / Michelle P. KELLY, Auteur ; Geraldine LEADER, Auteur ; Phil REED, Auteur . - p.3098-3106.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3098-3106
Mots-clés : Over-selectivity Extinction Comparator deficit Intellectual impairment Autism severity Index. décimale : PER Périodiques Résumé : The current experiment investigated the extent to which three variables (autism severity, nonverbal intellectual functioning, and verbal intellectual functioning) are associated with over-selective responding in a group of children with Autism Spectrum Disorder. This paper also analyzed the association of these three variables with the recovery of responding to a previously under-selected stimulus following extinction of the previously over-selected stimulus. The results demonstrated that participants showed over-selectivity, and demonstrated that extinction of the over-selected stimulus led to recovery of responding to the previously under-selected stimulus. For both over-selectivity, and recovery from over-selectivity, verbal functioning appeared to predict the effects most strongly, with greater over-selectivity in the lower functioning individuals, and greater recovery in the higher functioning individuals. En ligne : http://dx.doi.org/10.1007/s10803-015-2466-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 Stress and self-perceived parenting behaviors of parents of children with autistic spectrum conditions / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)
[article]
Titre : Stress and self-perceived parenting behaviors of parents of children with autistic spectrum conditions Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. OSBORNE, Auteur ; Phil REED, Auteur Année de publication : 2010 Article en page(s) : p.405-414 Langues : Anglais (eng) Mots-clés : Parenting-stress Self-perceived-parenting-behaviors Child-behavior-problems Index. décimale : PER Périodiques Résumé : The relationships between parenting stress and self-perceived parenting behaviors in 138 parents of children with autistic spectrum conditions were studied over 9–10 months. Apart from perceived communication being attenuated, there were no major areas of self-perceived parenting weakness. Parenting stress closely interacted with self-perceived involvement, communication, and limit setting over time. In parents of young children (below 4), high initial levels of parenting stress resulted in less subsequent self-perceived involvement, and poorer communication, with the child. Good self-perceived initial skills for limit setting resulted in lower levels of parenting stress. These relationships help to explain the impact of parenting stress on child behavior problems, and may be consistent with development of parental adaptive behavioral strategies to deal with extreme stress levels. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.10.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100
in Research in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.405-414[article] Stress and self-perceived parenting behaviors of parents of children with autistic spectrum conditions [Texte imprimé et/ou numérique] / Lisa A. OSBORNE, Auteur ; Phil REED, Auteur . - 2010 . - p.405-414.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.405-414
Mots-clés : Parenting-stress Self-perceived-parenting-behaviors Child-behavior-problems Index. décimale : PER Périodiques Résumé : The relationships between parenting stress and self-perceived parenting behaviors in 138 parents of children with autistic spectrum conditions were studied over 9–10 months. Apart from perceived communication being attenuated, there were no major areas of self-perceived parenting weakness. Parenting stress closely interacted with self-perceived involvement, communication, and limit setting over time. In parents of young children (below 4), high initial levels of parenting stress resulted in less subsequent self-perceived involvement, and poorer communication, with the child. Good self-perceived initial skills for limit setting resulted in lower levels of parenting stress. These relationships help to explain the impact of parenting stress on child behavior problems, and may be consistent with development of parental adaptive behavioral strategies to deal with extreme stress levels. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.10.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100 A teaching procedure to help children with autistic spectrum disorder to label emotions / Kevin CONALLEN in Research in Autism Spectrum Disorders, 23 (March 2016)
[article]
Titre : A teaching procedure to help children with autistic spectrum disorder to label emotions Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CONALLEN, Auteur ; Phil REED, Auteur Article en page(s) : p.63-72 Langues : Anglais (eng) Mots-clés : Emotions Tacting Private events ASD Index. décimale : PER Périodiques Résumé : Abstract This study explored a teaching procedure designed to enable children with autistic spectrum disorder Autism Spectrum Disorder (ASD) to label (tact) the emotions of others. Ten children, aged between 6.1 and 9.6 years, were taught the relevant vocabulary to label a set of emotions (e.g., happy, sad, angry), to match these tacts to illustrated situations, to generalize these tacts to novel situations, and to tact their own emotions. At baseline, participants showed no ability to match emotion cards to situations in which those emotions would occur. Participants were taught to tact these emotions by first matching-to-sample the facial expressions of happy, sad and angry to illustrations of situations which reflected each emotion. This was followed by a tacting phase, during which participants were taught to match emotion cards to particular situation cards. In the first of two generalization probes, participants were able to tact happy, sad, or angry when shown untrained situation cards (probe 1), and could choose those things that made them happy, sad or angry from an additional set of untrained illustrations (probe 2), showing an improved understanding of their own emotions and those of other, than was found during baseline. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282
in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.63-72[article] A teaching procedure to help children with autistic spectrum disorder to label emotions [Texte imprimé et/ou numérique] / Kevin CONALLEN, Auteur ; Phil REED, Auteur . - p.63-72.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.63-72
Mots-clés : Emotions Tacting Private events ASD Index. décimale : PER Périodiques Résumé : Abstract This study explored a teaching procedure designed to enable children with autistic spectrum disorder Autism Spectrum Disorder (ASD) to label (tact) the emotions of others. Ten children, aged between 6.1 and 9.6 years, were taught the relevant vocabulary to label a set of emotions (e.g., happy, sad, angry), to match these tacts to illustrated situations, to generalize these tacts to novel situations, and to tact their own emotions. At baseline, participants showed no ability to match emotion cards to situations in which those emotions would occur. Participants were taught to tact these emotions by first matching-to-sample the facial expressions of happy, sad and angry to illustrations of situations which reflected each emotion. This was followed by a tacting phase, during which participants were taught to match emotion cards to particular situation cards. In the first of two generalization probes, participants were able to tact happy, sad, or angry when shown untrained situation cards (probe 1), and could choose those things that made them happy, sad or angry from an additional set of untrained illustrations (probe 2), showing an improved understanding of their own emotions and those of other, than was found during baseline. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 The analysis and treatment of problem behavior evoked by auditory stimulation / Sarah DEVLIN in Research in Autism Spectrum Disorders, 2-4 (October 2008)
PermalinkThe effect of parenting behaviors on subsequent child behavior problems in Autistic Spectrum Conditions / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 2-2 (April-June 2008)
PermalinkThe Effect of Stimulus Salience on Over-selectivity / Geraldine LEADER in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
PermalinkThe effects of a conversation prompt procedure on independent play / Kevin CONALLEN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
PermalinkThe impact of using the “Preschool Inventory of Repertoires for Kindergarten” (PIRK®) on school outcomes of children with Autistic Spectrum Disorders / Emma M. WADDINGTON in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)
PermalinkThe relationship between autism quotient, anxiety, and internet addiction / Michela ROMANO in Research in Autism Spectrum Disorders, 8-11 (November 2014)
PermalinkThe Return of the Reflex: Considerations of the Contribution of the Early Behaviorism to Understanding, Diagnosing, and Preventing Autism / Phil REED
PermalinkThe Role of Parenting Stress in Discrepancies Between Parent and Teacher Ratings of Behavior Problems in Young Children with Autism Spectrum Disorder / Phil REED in Journal of Autism and Developmental Disorders, 43-2 (February 2013)
PermalinkThe Study to Explore Early Development (SEED): A Multisite Epidemiologic Study of Autism by the Centers for Autism and Developmental Disabilities Research and Epidemiology (CADDRE) Network / Diana SCHENDEL in Journal of Autism and Developmental Disorders, 42-10 (October 2012)
PermalinkUnpredictability reduces over-selective responding of individuals with ASD who have language impairments / Phil REED in Research in Autism Spectrum Disorders, 57 (January 2019)
Permalink