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 Danielle VARLEY |
Documents disponibles écrits par cet auteur (2)
Faire une suggestion Affiner la recherche
An Autism Spectrum Disorders Forum: A Model for the Effective Use of Multidisciplinary Assessment and Intervention Planning with Limited Clinical Resources / Barry WRIGHT in Autism - Open Access, 6-4 ([01/07/2016])
[article]
Titre : An Autism Spectrum Disorders Forum: A Model for the Effective Use of Multidisciplinary Assessment and Intervention Planning with Limited Clinical Resources Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; Chris WILLIAMS, Auteur ; Robert SMITH, Auteur ; Sally SMITH, Auteur ; Sam BEESON, Auteur ; Catherine PORTER, Auteur ; Penny TAYLOR, Auteur ; Marcella SYKES, Auteur ; Bridget NICHOLAS, Auteur ; Ann MCKELVEY, Auteur ; Lauren BRIDGES, Auteur ; Danielle VARLEY, Auteur Article en page(s) : 7 p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder ASD Mental health Children and young people Intervention planning Index. décimale : PER Périodiques Résumé : Increasing numbers of young people are coming forward for assessment of autism spectrum disorders (ASD). Staff from pediatrics and child health services need to work together closely with Local Authority staff and child and adolescent mental health services (CAMHS). This paper describes the functioning of an ASD Forum, which allows for careful use of resources whilst providing comprehensive assessment and intervention planning services in an integrated way. En ligne : https://dx.doi.org/10.4172/2165-7890.1000186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 6-4 [01/07/2016] . - 7 p.[article] An Autism Spectrum Disorders Forum: A Model for the Effective Use of Multidisciplinary Assessment and Intervention Planning with Limited Clinical Resources [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; Chris WILLIAMS, Auteur ; Robert SMITH, Auteur ; Sally SMITH, Auteur ; Sam BEESON, Auteur ; Catherine PORTER, Auteur ; Penny TAYLOR, Auteur ; Marcella SYKES, Auteur ; Bridget NICHOLAS, Auteur ; Ann MCKELVEY, Auteur ; Lauren BRIDGES, Auteur ; Danielle VARLEY, Auteur . - 7 p.
Langues : Anglais (eng)
in Autism - Open Access > 6-4 [01/07/2016] . - 7 p.
Mots-clés : Autism spectrum disorder ASD Mental health Children and young people Intervention planning Index. décimale : PER Périodiques Résumé : Increasing numbers of young people are coming forward for assessment of autism spectrum disorders (ASD). Staff from pediatrics and child health services need to work together closely with Local Authority staff and child and adolescent mental health services (CAMHS). This paper describes the functioning of an ASD Forum, which allows for careful use of resources whilst providing comprehensive assessment and intervention planning services in an integrated way. En ligne : https://dx.doi.org/10.4172/2165-7890.1000186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments / Barry WRIGHT in Autism, 27-8 (November 2023)
[article]
Titre : I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; Ellen KINGSLEY, Auteur ; Cindy COOPER, Auteur ; Katie BIGGS, Auteur ; Matthew BURSNALL, Auteur ; Han-I- WANG, Auteur ; Tim CHATER, Auteur ; Elizabeth COATES, Auteur ; M Dawn TEARE, Auteur ; Kirsty MCKENDRICK, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; Amy BARR, Auteur ; Kiera SOLAIMAN, Auteur ; Anna PACKHAM, Auteur ; David MARSHALL, Auteur ; Danielle VARLEY, Auteur ; Roshanak NEKOOI, Auteur ; Steve PARROTT, Auteur ; Shehzad ALI, Auteur ; Simon GILBODY, Auteur ; Ann LE COUTEUR, Auteur Article en page(s) : p.2281-2294 Mots-clés : ASD autism child mental health LEGO® based therapy school-based Index. décimale : PER Périodiques Résumé : Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with autistic children aged 7-15 comparing 12?weeks' LEGO® based therapy and usual support to usual support alone in 98 mainstream schools (2017-2019) was carried out. The primary outcome was social skills (Social Skills Improvement System) completed by unblinded teachers (not intervention deliverers) at 20?weeks. Analysis used intention-to-treat. Fifty intervention schools (127 participants) and 48 control schools (123 participants) were allocated. Primary analysis included 45 intervention schools (116 participants) and 42 control schools (101 participants). The between-arms difference was 3.74 (p?=?0.06, 95% confidence interval: ?0.16, 7.63) and 1.68 (p?=?0.43, 95% confidence interval: ?2.51, 5.87) at 20 and 52?weeks (0.18 and 0.08 standardised effect sizes). Twenty-week outcomes for those receiving per protocol intervention were 4.23 (95% confidence interval 0.27, 8.19) with a standardised effect size of 0.21. Sensitivity estimates were between 3.10 and 4.37 (0.15-0.21 standardised effect sizes). Three unrelated serious adverse events were reported. LEGO® based therapy has a small positive non-significant benefit for social skills at 20?weeks but not 52?weeks.Lay abstractAutism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12?weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher?s questionnaire answers about the children and young people?s social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy. En ligne : http://dx.doi.org/10.1177/13623613231159699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513
in Autism > 27-8 (November 2023) . - p.2281-2294[article] I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; Ellen KINGSLEY, Auteur ; Cindy COOPER, Auteur ; Katie BIGGS, Auteur ; Matthew BURSNALL, Auteur ; Han-I- WANG, Auteur ; Tim CHATER, Auteur ; Elizabeth COATES, Auteur ; M Dawn TEARE, Auteur ; Kirsty MCKENDRICK, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; Amy BARR, Auteur ; Kiera SOLAIMAN, Auteur ; Anna PACKHAM, Auteur ; David MARSHALL, Auteur ; Danielle VARLEY, Auteur ; Roshanak NEKOOI, Auteur ; Steve PARROTT, Auteur ; Shehzad ALI, Auteur ; Simon GILBODY, Auteur ; Ann LE COUTEUR, Auteur . - p.2281-2294.
in Autism > 27-8 (November 2023) . - p.2281-2294
Mots-clés : ASD autism child mental health LEGO® based therapy school-based Index. décimale : PER Périodiques Résumé : Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with autistic children aged 7-15 comparing 12?weeks' LEGO® based therapy and usual support to usual support alone in 98 mainstream schools (2017-2019) was carried out. The primary outcome was social skills (Social Skills Improvement System) completed by unblinded teachers (not intervention deliverers) at 20?weeks. Analysis used intention-to-treat. Fifty intervention schools (127 participants) and 48 control schools (123 participants) were allocated. Primary analysis included 45 intervention schools (116 participants) and 42 control schools (101 participants). The between-arms difference was 3.74 (p?=?0.06, 95% confidence interval: ?0.16, 7.63) and 1.68 (p?=?0.43, 95% confidence interval: ?2.51, 5.87) at 20 and 52?weeks (0.18 and 0.08 standardised effect sizes). Twenty-week outcomes for those receiving per protocol intervention were 4.23 (95% confidence interval 0.27, 8.19) with a standardised effect size of 0.21. Sensitivity estimates were between 3.10 and 4.37 (0.15-0.21 standardised effect sizes). Three unrelated serious adverse events were reported. LEGO® based therapy has a small positive non-significant benefit for social skills at 20?weeks but not 52?weeks.Lay abstractAutism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12?weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher?s questionnaire answers about the children and young people?s social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy. En ligne : http://dx.doi.org/10.1177/13623613231159699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513