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Détail de l'auteur
Auteur Georgina POWELL |
Documents disponibles écrits par cet auteur (2)
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First evidence of the feasibility of gaze-contingent attention training for school children with autism / Georgina POWELL in Autism, 20-8 (November 2016)
[article]
Titre : First evidence of the feasibility of gaze-contingent attention training for school children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Georgina POWELL, Auteur ; Sam V WASS, Auteur ; Jonathan T ERICHSEN, Auteur ; Susan R LEEKAM, Auteur Article en page(s) : p.927-937 Langues : Anglais (eng) Mots-clés : attention autism cognitive training eye movements Index. décimale : PER Périodiques Résumé : A number of authors have suggested that attention control may be a suitable target for cognitive training in children with autism spectrum disorder. This study provided the first evidence of the feasibility of such training using a battery of tasks intended to target visual attentional control in children with autism spectrum disorder within school-based settings. Twenty-seven children were recruited and randomly assigned to either training or an active control group. Of these, 19 completed the initial assessment, and 17 (9 trained and 8 control) completed all subsequent training sessions. Training of 120?min was administered per participant, spread over six sessions (on average). Compliance with the training tasks was generally high, and evidence of within-task training improvements was found. A number of untrained tasks to assess transfer of training effects were administered pre- and post-training. Changes in the trained group were assessed relative to an active control group. Following training, significant and selective changes in visual sustained attention were observed. Trend training effects were also noted on disengaging visual attention, but no convincing evidence of transfer was found to non-trained assessments of saccadic reaction time and anticipatory looking. Directions for future development and refinement of these new training techniques are discussed. En ligne : http://dx.doi.org/10.1177/1362361315617880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294
in Autism > 20-8 (November 2016) . - p.927-937[article] First evidence of the feasibility of gaze-contingent attention training for school children with autism [Texte imprimé et/ou numérique] / Georgina POWELL, Auteur ; Sam V WASS, Auteur ; Jonathan T ERICHSEN, Auteur ; Susan R LEEKAM, Auteur . - p.927-937.
Langues : Anglais (eng)
in Autism > 20-8 (November 2016) . - p.927-937
Mots-clés : attention autism cognitive training eye movements Index. décimale : PER Périodiques Résumé : A number of authors have suggested that attention control may be a suitable target for cognitive training in children with autism spectrum disorder. This study provided the first evidence of the feasibility of such training using a battery of tasks intended to target visual attentional control in children with autism spectrum disorder within school-based settings. Twenty-seven children were recruited and randomly assigned to either training or an active control group. Of these, 19 completed the initial assessment, and 17 (9 trained and 8 control) completed all subsequent training sessions. Training of 120?min was administered per participant, spread over six sessions (on average). Compliance with the training tasks was generally high, and evidence of within-task training improvements was found. A number of untrained tasks to assess transfer of training effects were administered pre- and post-training. Changes in the trained group were assessed relative to an active control group. Following training, significant and selective changes in visual sustained attention were observed. Trend training effects were also noted on disengaging visual attention, but no convincing evidence of transfer was found to non-trained assessments of saccadic reaction time and anticipatory looking. Directions for future development and refinement of these new training techniques are discussed. En ligne : http://dx.doi.org/10.1177/1362361315617880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 Patterns of equipment use for autistic children in multi-sensory environments: Time spent with sensory equipment varies by sensory profile and intellectual ability / Katy L. UNWIN in Autism, 28-3 (March 2024)
[article]
Titre : Patterns of equipment use for autistic children in multi-sensory environments: Time spent with sensory equipment varies by sensory profile and intellectual ability Type de document : Texte imprimé et/ou numérique Auteurs : Katy L. UNWIN, Auteur ; Georgina POWELL, Auteur ; Alice PRICE, Auteur ; Catherine RG JONES, Auteur Article en page(s) : p.644-655 Langues : Anglais (eng) Mots-clés : autism motivation multi-sensory environment preference sensory profile and sensory behaviours sensory room Index. décimale : PER Périodiques Résumé : Multi-sensory environments are widely used with autistic children. However, there are no data on how autistic children choose to spend time in the room and how this relates to their sensory, behavioural and intellectual profiles. We observed the frequency and duration of visits to multi-sensory environment equipment of 41 autistic children during 5?min of free play. At a group level, the bubble tube and touch, sound and light board were both highly popular, with the fibre optics and tactile board receiving less attention. Sensory seeking behaviours were more commonly observed in the multi-sensory environment than sensory-defensive behaviours. We found that observed sensory seeking behaviours, along with parent-reported sensory behaviours and non-verbal intelligence quotient, were associated with specific patterns of multi-sensory environment equipment use, but broader autistic behaviours were not. These data suggest that the multi-sensory environment equipment preferences of autistic children are related to individual differences in sensory behaviour and non-verbal intelligence quotient. This information has the potential to inform the development of best-practice multi-sensory environment guidelines that focus on individual needs. Lay abstract Multi-sensory environments, often called sensory rooms, are widely used with autistic children. However, we know very little about how autistic children choose to spend their time in multi-sensory environments. We also do not know how their equipment preferences relate to their individual characteristics such as their sensory differences, level of ability or general autistic behaviours. We measured the frequency and duration of visits to multi-sensory environment equipment of 41 autistic children during 5?min of free play. The bubble tube and touch, sound and light board were both highly popular, with the fibre optics and tactile board receiving less attention. The children displayed significantly more sensory seeking behaviours in the multi-sensory environment than sensory-defensive behaviours. These sensory seeking behaviours, as well as the sensory behaviours that their parents reported they showed in daily life, were associated with specific patterns of multi-sensory environment equipment use. Non-verbal ability was also associated with multi-sensory environment equipment use, but broader autistic behaviours were not. Our findings show that the multi-sensory environment equipment preferences of autistic children are related to individual differences in sensory behaviours and non-verbal ability. This information could be useful for teachers and other practitioners who want to know how best to use multi-sensory environments with autistic children. En ligne : https://dx.doi.org/10.1177/13623613231180266 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523
in Autism > 28-3 (March 2024) . - p.644-655[article] Patterns of equipment use for autistic children in multi-sensory environments: Time spent with sensory equipment varies by sensory profile and intellectual ability [Texte imprimé et/ou numérique] / Katy L. UNWIN, Auteur ; Georgina POWELL, Auteur ; Alice PRICE, Auteur ; Catherine RG JONES, Auteur . - p.644-655.
Langues : Anglais (eng)
in Autism > 28-3 (March 2024) . - p.644-655
Mots-clés : autism motivation multi-sensory environment preference sensory profile and sensory behaviours sensory room Index. décimale : PER Périodiques Résumé : Multi-sensory environments are widely used with autistic children. However, there are no data on how autistic children choose to spend time in the room and how this relates to their sensory, behavioural and intellectual profiles. We observed the frequency and duration of visits to multi-sensory environment equipment of 41 autistic children during 5?min of free play. At a group level, the bubble tube and touch, sound and light board were both highly popular, with the fibre optics and tactile board receiving less attention. Sensory seeking behaviours were more commonly observed in the multi-sensory environment than sensory-defensive behaviours. We found that observed sensory seeking behaviours, along with parent-reported sensory behaviours and non-verbal intelligence quotient, were associated with specific patterns of multi-sensory environment equipment use, but broader autistic behaviours were not. These data suggest that the multi-sensory environment equipment preferences of autistic children are related to individual differences in sensory behaviour and non-verbal intelligence quotient. This information has the potential to inform the development of best-practice multi-sensory environment guidelines that focus on individual needs. Lay abstract Multi-sensory environments, often called sensory rooms, are widely used with autistic children. However, we know very little about how autistic children choose to spend their time in multi-sensory environments. We also do not know how their equipment preferences relate to their individual characteristics such as their sensory differences, level of ability or general autistic behaviours. We measured the frequency and duration of visits to multi-sensory environment equipment of 41 autistic children during 5?min of free play. The bubble tube and touch, sound and light board were both highly popular, with the fibre optics and tactile board receiving less attention. The children displayed significantly more sensory seeking behaviours in the multi-sensory environment than sensory-defensive behaviours. These sensory seeking behaviours, as well as the sensory behaviours that their parents reported they showed in daily life, were associated with specific patterns of multi-sensory environment equipment use. Non-verbal ability was also associated with multi-sensory environment equipment use, but broader autistic behaviours were not. Our findings show that the multi-sensory environment equipment preferences of autistic children are related to individual differences in sensory behaviours and non-verbal ability. This information could be useful for teachers and other practitioners who want to know how best to use multi-sensory environments with autistic children. En ligne : https://dx.doi.org/10.1177/13623613231180266 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523