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Détail de l'auteur
Auteur Tristram SMITH |
Documents disponibles écrits par cet auteur (27)
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The Gluten-Free/Casein-Free Diet: A Double-Blind Challenge Trial in Children with Autism / Susan L. HYMAN in Journal of Autism and Developmental Disorders, 46-1 (January 2016)
[article]
Titre : The Gluten-Free/Casein-Free Diet: A Double-Blind Challenge Trial in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Susan L. HYMAN, Auteur ; Patricia A. STEWART, Auteur ; Jennifer FOLEY, Auteur ; Usa CAIN, Auteur ; Robin PECK, Auteur ; Danielle D. MORRIS, Auteur ; Hongyue WANG, Auteur ; Tristram SMITH, Auteur Année de publication : 2016 Article en page(s) : p.205-220 Langues : Anglais (eng) Mots-clés : Autism Diet therapy Gluten-free Casein-free Treatment outcomes Index. décimale : PER Périodiques Résumé : To obtain information on the safety and efficacy of the gluten-free/casein-free (GFCF) diet, we placed 14 children with autism, age 3–5 years, on the diet for 4–6 weeks and then conducted a double-blind, placebo-controlled challenge study for 12 weeks while continuing the diet, with a 12-week follow-up. Dietary challenges were delivered via weekly snacks that contained gluten, casein, gluten and casein, or placebo. With nutritional counseling, the diet was safe and well-tolerated. However, dietary challenges did not have statistically significant effects on measures of physiologic functioning, behavior problems, or autism symptoms. Although these findings must be interpreted with caution because of the small sample size, the study does not provide evidence to support general use of the GFCF diet. En ligne : http://dx.doi.org/10.1007/s10803-015-2564-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.205-220[article] The Gluten-Free/Casein-Free Diet: A Double-Blind Challenge Trial in Children with Autism [Texte imprimé et/ou numérique] / Susan L. HYMAN, Auteur ; Patricia A. STEWART, Auteur ; Jennifer FOLEY, Auteur ; Usa CAIN, Auteur ; Robin PECK, Auteur ; Danielle D. MORRIS, Auteur ; Hongyue WANG, Auteur ; Tristram SMITH, Auteur . - 2016 . - p.205-220.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.205-220
Mots-clés : Autism Diet therapy Gluten-free Casein-free Treatment outcomes Index. décimale : PER Périodiques Résumé : To obtain information on the safety and efficacy of the gluten-free/casein-free (GFCF) diet, we placed 14 children with autism, age 3–5 years, on the diet for 4–6 weeks and then conducted a double-blind, placebo-controlled challenge study for 12 weeks while continuing the diet, with a 12-week follow-up. Dietary challenges were delivered via weekly snacks that contained gluten, casein, gluten and casein, or placebo. With nutritional counseling, the diet was safe and well-tolerated. However, dietary challenges did not have statistically significant effects on measures of physiologic functioning, behavior problems, or autism symptoms. Although these findings must be interpreted with caution because of the small sample size, the study does not provide evidence to support general use of the GFCF diet. En ligne : http://dx.doi.org/10.1007/s10803-015-2564-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS) / Cynthia M ANDERSON in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
[article]
Titre : Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS) Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia M ANDERSON, Auteur ; Rose IOVANNONE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Ryan MARTIN, Auteur ; Brenna CAVANAUGH, Auteur ; Sam HOCHHEIMER, Auteur ; Hongyue WANG, Auteur ; Suzannah IADAROLA, Auteur Article en page(s) : p.193-211 Langues : Anglais (eng) Mots-clés : Autism Autism spectrum disorder Comprehensive intervention Feasibility study Pilot research Re-aim School Index. décimale : PER Périodiques Résumé : To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. Modular Approach to Autism Programing for Schools (MAAPS) is a framework for implementation of evidence-based interventions in school settings that is designed to address these barriers. The development and initial evaluation of MAAPS was conducted using an implementation-science framework and results indicate that MAAPS is aligned with needs and resources available in schools, that it had excellent social validity, and that there is good evidence that MAAPS is effective for addressing core and associated features of autism in educational settings. En ligne : http://dx.doi.org/10.1007/s10803-020-04532-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.193-211[article] Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS) [Texte imprimé et/ou numérique] / Cynthia M ANDERSON, Auteur ; Rose IOVANNONE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Ryan MARTIN, Auteur ; Brenna CAVANAUGH, Auteur ; Sam HOCHHEIMER, Auteur ; Hongyue WANG, Auteur ; Suzannah IADAROLA, Auteur . - p.193-211.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.193-211
Mots-clés : Autism Autism spectrum disorder Comprehensive intervention Feasibility study Pilot research Re-aim School Index. décimale : PER Périodiques Résumé : To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. Modular Approach to Autism Programing for Schools (MAAPS) is a framework for implementation of evidence-based interventions in school settings that is designed to address these barriers. The development and initial evaluation of MAAPS was conducted using an implementation-science framework and results indicate that MAAPS is aligned with needs and resources available in schools, that it had excellent social validity, and that there is good evidence that MAAPS is effective for addressing core and associated features of autism in educational settings. En ligne : http://dx.doi.org/10.1007/s10803-020-04532-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437