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 Esther BEN-ITZCHAK |
Documents disponibles écrits par cet auteur (28)
Faire une suggestion Affiner la recherche
Understanding One’s Own Emotions in Cognitively-Able Preadolescents with Autism Spectrum Disorder / Esther BEN-ITZCHAK in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
[article]
Titre : Understanding One’s Own Emotions in Cognitively-Able Preadolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Esther BEN-ITZCHAK, Auteur ; Shira ABUTBUL, Auteur ; Hadas BELA, Auteur ; Tom SHAI, Auteur ; Ditza A. ZACHOR, Auteur Article en page(s) : p.2363-2371 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Understanding one’s own emotions Coherence Autism symptoms severity Index. décimale : PER Périodiques Résumé : There are still no straightforward answers as to whether understanding one’s own emotions is impaired in autism spectrum disorder (ASD). This study evaluated the perception of one’s own different emotions, based on the relevant section of the Autism Diagnostic Observation Schedule Module 3 test. Forty boys, aged 8–11 years, 20 diagnosed with ASD (IQ ? 85) and 20 typically developing children were included. Description of events that elicited specific emotions in ASD was characterized by more ‘odd’ statements and ‘no responses’ and less use of content related to ‘social situations’, ‘interpersonal’ and ‘self-awareness’. More ‘no responses’ and odd statements were associated with the severity of ASD symptoms. Clinicians should be aware of these differentiating factors during the diagnostic process of ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2769-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2363-2371[article] Understanding One’s Own Emotions in Cognitively-Able Preadolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Esther BEN-ITZCHAK, Auteur ; Shira ABUTBUL, Auteur ; Hadas BELA, Auteur ; Tom SHAI, Auteur ; Ditza A. ZACHOR, Auteur . - p.2363-2371.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2363-2371
Mots-clés : Autism spectrum disorder Understanding one’s own emotions Coherence Autism symptoms severity Index. décimale : PER Périodiques Résumé : There are still no straightforward answers as to whether understanding one’s own emotions is impaired in autism spectrum disorder (ASD). This study evaluated the perception of one’s own different emotions, based on the relevant section of the Autism Diagnostic Observation Schedule Module 3 test. Forty boys, aged 8–11 years, 20 diagnosed with ASD (IQ ? 85) and 20 typically developing children were included. Description of events that elicited specific emotions in ASD was characterized by more ‘odd’ statements and ‘no responses’ and less use of content related to ‘social situations’, ‘interpersonal’ and ‘self-awareness’. More ‘no responses’ and odd statements were associated with the severity of ASD symptoms. Clinicians should be aware of these differentiating factors during the diagnostic process of ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2769-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Who benefits from early intervention in autism spectrum disorders? / Esther BEN-ITZCHAK in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
[article]
Titre : Who benefits from early intervention in autism spectrum disorders? Type de document : Texte imprimé et/ou numérique Auteurs : Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur Année de publication : 2011 Article en page(s) : p.345-350 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Early-intervention Predictors Outcome Adaptive-skills Cognitive-abilities Maternal-age Maternal-education Index. décimale : PER Périodiques Résumé : Research in autism spectrum disorders (ASD) described individual differences in response to intervention. This study explored child and parental characteristics at baseline that predict outcomes in adaptive skills and acquisition of cognitive gains. Seventy-eight children aged 15–35 months diagnosed with ASD by standardized diagnostic tools were included. Evaluations of verbal and non-verbal abilities, adaptive skills and autism severity were obtained at pre-intervention (T1) and after one year of intervention (T2). At T2, children improved significantly in their verbal ability and the severity of autism symptoms was reduced. Outcome in adaptive skills was best predicted by baseline verbal ability and maternal age. Better verbal ability especially in those with severe autism symptoms, and older maternal age predicted better adaptive skills outcome. T1 autism severity, child's age and maternal age and educational attainment best predicted cognitive gains. Less severe autism symptoms, younger child's age at start of intervention, older maternal age and higher maternal education predicted greater cognitive gains with intervention. The study suggests biological factors including age, language abilities and autism severity and environmental factors including maternal age and education, impact the ability to benefit from early intervention in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.345-350[article] Who benefits from early intervention in autism spectrum disorders? [Texte imprimé et/ou numérique] / Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur . - 2011 . - p.345-350.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.345-350
Mots-clés : Autism-spectrum-disorders Early-intervention Predictors Outcome Adaptive-skills Cognitive-abilities Maternal-age Maternal-education Index. décimale : PER Périodiques Résumé : Research in autism spectrum disorders (ASD) described individual differences in response to intervention. This study explored child and parental characteristics at baseline that predict outcomes in adaptive skills and acquisition of cognitive gains. Seventy-eight children aged 15–35 months diagnosed with ASD by standardized diagnostic tools were included. Evaluations of verbal and non-verbal abilities, adaptive skills and autism severity were obtained at pre-intervention (T1) and after one year of intervention (T2). At T2, children improved significantly in their verbal ability and the severity of autism symptoms was reduced. Outcome in adaptive skills was best predicted by baseline verbal ability and maternal age. Better verbal ability especially in those with severe autism symptoms, and older maternal age predicted better adaptive skills outcome. T1 autism severity, child's age and maternal age and educational attainment best predicted cognitive gains. Less severe autism symptoms, younger child's age at start of intervention, older maternal age and higher maternal education predicted greater cognitive gains with intervention. The study suggests biological factors including age, language abilities and autism severity and environmental factors including maternal age and education, impact the ability to benefit from early intervention in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes / Ronit SABAN-BEZALEL in Research in Autism Spectrum Disorders, 113 (May 2024)
[article]
Titre : Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes Type de document : Texte imprimé et/ou numérique Auteurs : Ronit SABAN-BEZALEL, Auteur ; Ditza A. ZACHOR, Auteur ; Einat AVNI, Auteur ; Esther BEN-ITZCHAK, Auteur Article en page(s) : p.102350 Langues : Anglais (eng) Mots-clés : Autism Age Outcomes Language Adaptive skills Symptom severity Special education classes Index. décimale : PER Périodiques Résumé : A well-accepted hypothesis in the field of autism spectrum disorder (ASD) is that early intervention is crucial for better outcomes. However, research has noted significant variability in early intervention outcomes. This study examined the role of age in relation to outcomes in comprehensive developmental domains following one year of school in community special education classes for ASD. We compared two groups: a younger group (n = 35) aged 34-59 months and an older group (n = 38) aged 60-91 months. The groups did not differ in cognitive ability, autism severity or adaptive behavioral skills at the start of the school year. After one year, the entire study population showed significant progress in all developmental domains. However, changes in effect size were much more robust in the younger ASD group. Only younger children showed a significant decrease in the severity of communication, awareness and restricted interests and repetitive behavior subdomains and a significant increase in motor adaptive skills. Younger children also showed more remarkable improvement in the naming and expressive subdomains. Respectively, older age predicted more severe ASD symptoms at the end of the educational year. Corresponding to brain plasticity theories, our findings point to an association between age and outcomes. The findings should serve as a benchmark for policymakers regarding early intervention in young children with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102350 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102350[article] Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes [Texte imprimé et/ou numérique] / Ronit SABAN-BEZALEL, Auteur ; Ditza A. ZACHOR, Auteur ; Einat AVNI, Auteur ; Esther BEN-ITZCHAK, Auteur . - p.102350.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102350
Mots-clés : Autism Age Outcomes Language Adaptive skills Symptom severity Special education classes Index. décimale : PER Périodiques Résumé : A well-accepted hypothesis in the field of autism spectrum disorder (ASD) is that early intervention is crucial for better outcomes. However, research has noted significant variability in early intervention outcomes. This study examined the role of age in relation to outcomes in comprehensive developmental domains following one year of school in community special education classes for ASD. We compared two groups: a younger group (n = 35) aged 34-59 months and an older group (n = 38) aged 60-91 months. The groups did not differ in cognitive ability, autism severity or adaptive behavioral skills at the start of the school year. After one year, the entire study population showed significant progress in all developmental domains. However, changes in effect size were much more robust in the younger ASD group. Only younger children showed a significant decrease in the severity of communication, awareness and restricted interests and repetitive behavior subdomains and a significant increase in motor adaptive skills. Younger children also showed more remarkable improvement in the naming and expressive subdomains. Respectively, older age predicted more severe ASD symptoms at the end of the educational year. Corresponding to brain plasticity theories, our findings point to an association between age and outcomes. The findings should serve as a benchmark for policymakers regarding early intervention in young children with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102350 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524