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Auteur Silvana MAREVA |
Documents disponibles écrits par cet auteur (2)
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Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys / Gill Althia FRANCIS in Research in Autism Spectrum Disorders, 58 (February 2019)
[article]
Titre : Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys Type de document : Texte imprimé et/ou numérique Auteurs : Gill Althia FRANCIS, Auteur ; William FARR, Auteur ; Silvana MAREVA, Auteur ; Jenny Louise GIBSON, Auteur Article en page(s) : p.68-82 Langues : Anglais (eng) Mots-clés : Autism Tangible user interface Free play Social interaction Index. décimale : PER Périodiques Résumé : Background Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism (ASD) in free play settings. This study draws on Affordance theory and Constructionism to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play. Method The study used a detailed observational and descriptive design. Two groups of children with ASD and two groups of typically developing (TD) children were filmed during a 20-minute play session with either a passive toy, or a digital toy with a TUI. Behaviours were coded according to a scheme based on Parten’s Play States. Data were described in terms of duration, frequency and the likelihood of transition to another state, given the current state. Results For TD children, Parallel and Associative were the most frequently observed Play States across both conditions. For those with ASD, Parallel Play and Non-Play-Related Conversation were the most frequent states in the passive condition, while Parallel and Associative Play were the most common in the TUI condition. This group demonstrated a longer duration of co-operative play with the TUI toy compared to TD children. Both groups showed higher frequencies of social play in the TUI condition. Conclusions Social play states can be effectively mediated by TUIs for both TD and ASD groups. For the ASD group, repetitive behaviour with a TUI may not be inhibitory to social engagement. Practitioners may consider making TUI enabled toys available during free play opportunities. En ligne : https://doi.org/10.1016/j.rasd.2018.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.68-82[article] Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys [Texte imprimé et/ou numérique] / Gill Althia FRANCIS, Auteur ; William FARR, Auteur ; Silvana MAREVA, Auteur ; Jenny Louise GIBSON, Auteur . - p.68-82.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.68-82
Mots-clés : Autism Tangible user interface Free play Social interaction Index. décimale : PER Périodiques Résumé : Background Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism (ASD) in free play settings. This study draws on Affordance theory and Constructionism to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play. Method The study used a detailed observational and descriptive design. Two groups of children with ASD and two groups of typically developing (TD) children were filmed during a 20-minute play session with either a passive toy, or a digital toy with a TUI. Behaviours were coded according to a scheme based on Parten’s Play States. Data were described in terms of duration, frequency and the likelihood of transition to another state, given the current state. Results For TD children, Parallel and Associative were the most frequently observed Play States across both conditions. For those with ASD, Parallel Play and Non-Play-Related Conversation were the most frequent states in the passive condition, while Parallel and Associative Play were the most common in the TUI condition. This group demonstrated a longer duration of co-operative play with the TUI toy compared to TD children. Both groups showed higher frequencies of social play in the TUI condition. Conclusions Social play states can be effectively mediated by TUIs for both TD and ASD groups. For the ASD group, repetitive behaviour with a TUI may not be inhibitory to social engagement. Practitioners may consider making TUI enabled toys available during free play opportunities. En ligne : https://doi.org/10.1016/j.rasd.2018.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 Transdiagnostic profiles of behaviour and communication relate to academic and socioemotional functioning and neural white matter organisation / Silvana MAREVA in Journal of Child Psychology and Psychiatry, 64-2 (February 2023)
[article]
Titre : Transdiagnostic profiles of behaviour and communication relate to academic and socioemotional functioning and neural white matter organisation Type de document : Texte imprimé et/ou numérique Auteurs : Silvana MAREVA, Auteur ; Danyal AKARCA, Auteur ; The CALM TEAM, Auteur ; Joni HOLMES, Auteur Article en page(s) : p.217-233 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Behavioural and language difficulties co-occur in multiple neurodevelopmental conditions. Our understanding of these problems has arguably been slowed by an overreliance on study designs that compare diagnostic groups and fail to capture the overlap across different neurodevelopmental disorders and the heterogeneity within them. Methods We recruited a large transdiagnostic cohort of children with complex needs (N=805) to identify distinct subgroups of children with common profiles of behavioural and language strengths and difficulties. We then investigated whether and how these data-driven groupings could be distinguished from a comparison sample (N=158) on measures of academic and socioemotional functioning and patterns of global and local white matter connectome organisation. Academic skills were assessed via standardised measures of reading and maths. Socioemotional functioning was captured by the parent-rated version of the Strengths and Difficulties Questionnaire. Results We identified three distinct subgroups of children, each with different levels of difficulties in structural language, pragmatic communication, and hot and cool executive functions. All three subgroups struggled with academic and socioemotional skills relative to the comparison sample, potentially representing three alternative but related developmental pathways to difficulties in these areas. The children with the weakest language skills had the most widespread difficulties with learning, whereas those with more pronounced difficulties with hot executive skills experienced the most severe difficulties in the socioemotional domain. Each data-driven subgroup could be distinguished from the comparison sample based on both shared and subgroup-unique patterns of neural white matter organisation. Children with the most pronounced deficits in language, cool executive, or hot executive function were differentiated from the comparison sample by altered connectivity in predominantly thalamocortical, temporal-parietal-occipital, and frontostriatal circuits, respectively. Conclusions These findings advance our understanding of commonly co-morbid behavioural and language problems and their relationship to behavioural outcomes and neurobiological substrates. En ligne : https://doi.org/10.1111/jcpp.13685 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492
in Journal of Child Psychology and Psychiatry > 64-2 (February 2023) . - p.217-233[article] Transdiagnostic profiles of behaviour and communication relate to academic and socioemotional functioning and neural white matter organisation [Texte imprimé et/ou numérique] / Silvana MAREVA, Auteur ; Danyal AKARCA, Auteur ; The CALM TEAM, Auteur ; Joni HOLMES, Auteur . - p.217-233.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 64-2 (February 2023) . - p.217-233
Index. décimale : PER Périodiques Résumé : Background Behavioural and language difficulties co-occur in multiple neurodevelopmental conditions. Our understanding of these problems has arguably been slowed by an overreliance on study designs that compare diagnostic groups and fail to capture the overlap across different neurodevelopmental disorders and the heterogeneity within them. Methods We recruited a large transdiagnostic cohort of children with complex needs (N=805) to identify distinct subgroups of children with common profiles of behavioural and language strengths and difficulties. We then investigated whether and how these data-driven groupings could be distinguished from a comparison sample (N=158) on measures of academic and socioemotional functioning and patterns of global and local white matter connectome organisation. Academic skills were assessed via standardised measures of reading and maths. Socioemotional functioning was captured by the parent-rated version of the Strengths and Difficulties Questionnaire. Results We identified three distinct subgroups of children, each with different levels of difficulties in structural language, pragmatic communication, and hot and cool executive functions. All three subgroups struggled with academic and socioemotional skills relative to the comparison sample, potentially representing three alternative but related developmental pathways to difficulties in these areas. The children with the weakest language skills had the most widespread difficulties with learning, whereas those with more pronounced difficulties with hot executive skills experienced the most severe difficulties in the socioemotional domain. Each data-driven subgroup could be distinguished from the comparison sample based on both shared and subgroup-unique patterns of neural white matter organisation. Children with the most pronounced deficits in language, cool executive, or hot executive function were differentiated from the comparison sample by altered connectivity in predominantly thalamocortical, temporal-parietal-occipital, and frontostriatal circuits, respectively. Conclusions These findings advance our understanding of commonly co-morbid behavioural and language problems and their relationship to behavioural outcomes and neurobiological substrates. En ligne : https://doi.org/10.1111/jcpp.13685 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492