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 Iris VAN DEN BERK-SMEEKENS |
Documents disponibles écrits par cet auteur (2)
Faire une suggestion Affiner la recherche
Pivotal Response Treatment for School-Aged Children and Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial / M. W. P. DE KORTE in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
[article]
Titre : Pivotal Response Treatment for School-Aged Children and Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : M. W. P. DE KORTE, Auteur ; Iris VAN DEN BERK-SMEEKENS, Auteur ; Jan K. BUITELAAR, Auteur ; W. G. STAAL, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur Article en page(s) : p.4506-4519 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/therapy Child Communication Humans Parents Schools Social Skills Adolescents Autism spectrum disorder (ASD) Pivotal response treatment (PRT) Randomized controlled trial School-age Index. décimale : PER Périodiques Résumé : Pivotal Response Treatment (PRT) is promising for children with Autism Spectrum Disorder (ASD), but more methodologically robust designed studies are needed. In this randomized controlled trial, forty-four children with ASD, aged 9-15 years, were randomly allocated to PRT (n?=?22) or treatment-as-usual (TAU; n?=?22). Measurements were obtained after 12- and 20-weeks treatment, and 2-month follow-up. PRT resulted in significant greater improvements on parent-rated social-communicative skills after 12 weeks treatment (p?=?.004, partial ?(2)?=?0.22), compared to TAU. Furthermore, larger gains in PRT compared to TAU were observed on blindly rated global functioning, and parent-rated adaptive socialization skills and attention problems. Implications for clinical practice and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04886-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4506-4519[article] Pivotal Response Treatment for School-Aged Children and Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial [Texte imprimé et/ou numérique] / M. W. P. DE KORTE, Auteur ; Iris VAN DEN BERK-SMEEKENS, Auteur ; Jan K. BUITELAAR, Auteur ; W. G. STAAL, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur . - p.4506-4519.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4506-4519
Mots-clés : Adolescent Autism Spectrum Disorder/therapy Child Communication Humans Parents Schools Social Skills Adolescents Autism spectrum disorder (ASD) Pivotal response treatment (PRT) Randomized controlled trial School-age Index. décimale : PER Périodiques Résumé : Pivotal Response Treatment (PRT) is promising for children with Autism Spectrum Disorder (ASD), but more methodologically robust designed studies are needed. In this randomized controlled trial, forty-four children with ASD, aged 9-15 years, were randomly allocated to PRT (n?=?22) or treatment-as-usual (TAU; n?=?22). Measurements were obtained after 12- and 20-weeks treatment, and 2-month follow-up. PRT resulted in significant greater improvements on parent-rated social-communicative skills after 12 weeks treatment (p?=?.004, partial ?(2)?=?0.22), compared to TAU. Furthermore, larger gains in PRT compared to TAU were observed on blindly rated global functioning, and parent-rated adaptive socialization skills and attention problems. Implications for clinical practice and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04886-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance / Manon DE KORTE in Autism, 24-8 (November 2020)
[article]
Titre : Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance Type de document : Texte imprimé et/ou numérique Auteurs : Manon DE KORTE, Auteur ; Iris VAN DEN BERK-SMEEKENS, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur ; Iris J OOSTERLING, Auteur ; Jenny C. DEN BOER, Auteur ; Emilia I. BARAKOVA, Auteur ; Tino LOURENS, Auteur ; Jan K. BUITELAAR, Auteur ; Jeffrey C. GLENNON, Auteur ; Wouter G. STAAL, Auteur Article en page(s) : p.2117-2128 Langues : Anglais (eng) Mots-clés : *Pivotal Response Treatment *autism spectrum disorders *robot-assisted intervention *self-initiations Index. décimale : PER Périodiques Résumé : The initiation of social interaction is often defined as a core deficit of autism spectrum disorder. Optimizing these self-initiations is therefore a key component of Pivotal Response Treatment, an established intervention for children with autism spectrum disorder. However, little is known about the development of self-initiations during intervention and whether this development can be facilitated by robot assistance within Pivotal Response Treatment. The aim of this study was to (1) investigate the effect of Pivotal Response Treatment and robot-assisted Pivotal Response Treatment on self-initiations (functional and social) of young children with autism spectrum disorder over the course of intervention and (2) explore the relation between development in self-initiations and additional gains in general social-communicative skills. Forty-four children with autism spectrum disorder (aged 3-8?years) were included in this study. Self-initiations were assessed during parent-child interaction videos of therapy sessions and coded by raters who did not know which treatment (Pivotal Response Treatment or robot-assisted Pivotal Response Treatment) the child received. General social-communicative skills were assessed before start of the treatment, after 10 and 20?weeks of intervention and 3?months after the treatment was finalized. Results showed that self-initiations increased in both treatment groups, with the largest improvements in functional self-initiations in the group that received robot-assisted Pivotal Response Treatment. Increased self-initiations were related to higher parent-rated social awareness 3?months after finalizing the treatment. En ligne : http://dx.doi.org/10.1177/1362361320935006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2117-2128[article] Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance [Texte imprimé et/ou numérique] / Manon DE KORTE, Auteur ; Iris VAN DEN BERK-SMEEKENS, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur ; Iris J OOSTERLING, Auteur ; Jenny C. DEN BOER, Auteur ; Emilia I. BARAKOVA, Auteur ; Tino LOURENS, Auteur ; Jan K. BUITELAAR, Auteur ; Jeffrey C. GLENNON, Auteur ; Wouter G. STAAL, Auteur . - p.2117-2128.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2117-2128
Mots-clés : *Pivotal Response Treatment *autism spectrum disorders *robot-assisted intervention *self-initiations Index. décimale : PER Périodiques Résumé : The initiation of social interaction is often defined as a core deficit of autism spectrum disorder. Optimizing these self-initiations is therefore a key component of Pivotal Response Treatment, an established intervention for children with autism spectrum disorder. However, little is known about the development of self-initiations during intervention and whether this development can be facilitated by robot assistance within Pivotal Response Treatment. The aim of this study was to (1) investigate the effect of Pivotal Response Treatment and robot-assisted Pivotal Response Treatment on self-initiations (functional and social) of young children with autism spectrum disorder over the course of intervention and (2) explore the relation between development in self-initiations and additional gains in general social-communicative skills. Forty-four children with autism spectrum disorder (aged 3-8?years) were included in this study. Self-initiations were assessed during parent-child interaction videos of therapy sessions and coded by raters who did not know which treatment (Pivotal Response Treatment or robot-assisted Pivotal Response Treatment) the child received. General social-communicative skills were assessed before start of the treatment, after 10 and 20?weeks of intervention and 3?months after the treatment was finalized. Results showed that self-initiations increased in both treatment groups, with the largest improvements in functional self-initiations in the group that received robot-assisted Pivotal Response Treatment. Increased self-initiations were related to higher parent-rated social awareness 3?months after finalizing the treatment. En ligne : http://dx.doi.org/10.1177/1362361320935006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431