Dépouillements

Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting / Phil REED in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638 Titre : Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Maria K. MAKRYGIANNI, Auteur ; Emma M. WADDINGTON, Auteur ; Annie ETHERINGTON, Auteur ; Judith GAINSBOROUGH, Auteur Article en page(s) : p.631-638 Langues : Anglais (eng) Mots-clés : Early intervention  Adaptive behaviour  Behavioural problems  Parenting stress Index. décimale : PER Périodiques Résumé : The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents’ perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Maria K. MAKRYGIANNI, Auteur ; Emma M. WADDINGTON, Auteur ; Annie ETHERINGTON, Auteur ; Judith GAINSBOROUGH, Auteur . - p.631-638. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638 Mots-clés : Early intervention  Adaptive behaviour  Behavioural problems  Parenting stress Index. décimale : PER Périodiques Résumé : The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents’ perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Effects of fluency instruction on selection-based and topography-based comprehension measures / Clarissa S. BARNES in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.639-647 Titre : Effects of fluency instruction on selection-based and topography-based comprehension measures Type de document : Texte imprimé et/ou numérique Auteurs : Clarissa S. BARNES, Auteur ; Ruth Anne REHFELDT, Auteur Article en page(s) : p.639-647 Langues : Anglais (eng) Mots-clés : Reading fluency  Reading comprehension  Topography-based verbal behavior  Selection-based verbal behavior Index. décimale : PER Périodiques Résumé : A multiple probe across participants design was used to assess the effects of an intervention package on reading fluency and section-based and topography-based comprehension tasks. Participants were three adolescents diagnosed with high functioning pervasive developmental disorders. The intervention package consisted of listen passage preview, phrase drill error correction, and performance feedback. Reading fluency for all three participants improved following fluency instruction. Topography-based reading comprehension improved over the course of the study for all three participants. Enhanced fluency performance did not generalize to novel passages. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Effects of fluency instruction on selection-based and topography-based comprehension measures [Texte imprimé et/ou numérique] / Clarissa S. BARNES, Auteur ; Ruth Anne REHFELDT, Auteur . - p.639-647. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.639-647 Mots-clés : Reading fluency  Reading comprehension  Topography-based verbal behavior  Selection-based verbal behavior Index. décimale : PER Périodiques Résumé : A multiple probe across participants design was used to assess the effects of an intervention package on reading fluency and section-based and topography-based comprehension tasks. Participants were three adolescents diagnosed with high functioning pervasive developmental disorders. The intervention package consisted of listen passage preview, phrase drill error correction, and performance feedback. Reading fluency for all three participants improved following fluency instruction. Topography-based reading comprehension improved over the course of the study for all three participants. Enhanced fluency performance did not generalize to novel passages. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

The use of instructive feedback for teaching language skills to children with autism / Lara DELMOLINO in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.648-661 Titre : The use of instructive feedback for teaching language skills to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lara DELMOLINO, Auteur ; Amy P. HANSFORD, Auteur ; Meredith J. BAMOND, Auteur ; Kate E. FISKE, Auteur ; Robert H. LARUE, Auteur Article en page(s) : p.648-661 Langues : Anglais (eng) Mots-clés : Autism  Discrete trial teaching  Instructive feedback Index. décimale : PER Périodiques Résumé : Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] The use of instructive feedback for teaching language skills to children with autism [Texte imprimé et/ou numérique] / Lara DELMOLINO, Auteur ; Amy P. HANSFORD, Auteur ; Meredith J. BAMOND, Auteur ; Kate E. FISKE, Auteur ; Robert H. LARUE, Auteur . - p.648-661. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.648-661 Mots-clés : Autism  Discrete trial teaching  Instructive feedback Index. décimale : PER Périodiques Résumé : Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Altered immune function associated with disordered neural connectivity and executive dysfunctions: A neurophysiological study on children with autism spectrum disorders / Yvonne M.Y. HAN in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.662-674 Titre : Altered immune function associated with disordered neural connectivity and executive dysfunctions: A neurophysiological study on children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yvonne M.Y. HAN, Auteur ; Agnes S. CHAN, Auteur ; Sophia L. SZE, Auteur ; Mei-chun CHEUNG, Auteur ; Chun Kwok WONG, Auteur ; Joseph M. K. LAM, Auteur ; Priscilla M. K. POON, Auteur Article en page(s) : p.662-674 Langues : Anglais (eng) Mots-clés : EEG coherence  Immunologic function  Executive dysfunction  Autism  Children Index. décimale : PER Périodiques Résumé : Previous studies have shown that children with autism spectrum disorders (ASDs) have impaired executive function, disordered neural connectivity, and abnormal immunologic function. The present study examined whether these abnormalities were associated. Seventeen high-functioning (HFA) and 17 low-functioning (LFA) children with ASD, aged 8–17 years, participated voluntarily in the study. The two groups of children were compared on their general intelligence in terms of IQ; executive function as measured by the Hong Kong List Learning Test, D2 Test of Concentration, Five Point Test, Children's Color Trail Test, Tower of California Test, and Go/No-Go task; a non-executive task as measured by the Picture Completion Task; neural connectivity as measured by theta coherence in the anterior and posterior regions; and immunologic function as measured by the level of circulating CD3+ CD8+ suppressor/cytotoxic T lymphocytes in a blood sample. Results on executive function showed that LFA children performed significantly poorer than HFA children as shown on their lower Executive Composite as well as individual executive function scores. However, there was no group difference on the Picture Completion Task. Results on neural connectivity showed that LFA children demonstrated a different pattern of electroencephalography (EEG) coherence from HFA children as shown in the significantly elevated theta coherence in the anterior network, as well as at the left intra-hemispheric (LA-LP) and right-to-left inter-hemisphere (RA-LP) connections of LFA children. In immunologic function, results showed that LFA children had significantly elevated level of suppressor/cytotoxic T lymphocytes (CD3+ CD8+) (p lt; 0.05). In addition, the executive dysfunction, disordered neural connectivity, and abnormal immunologic function were found to be associated. These results provided some initial evidence to support the notion that immunologic factors are associated with neuronal damage, measureable by EEG coherence and manifested as executive dysfunctions. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Altered immune function associated with disordered neural connectivity and executive dysfunctions: A neurophysiological study on children with autism spectrum disorders [Texte imprimé et/ou numérique] / Yvonne M.Y. HAN, Auteur ; Agnes S. CHAN, Auteur ; Sophia L. SZE, Auteur ; Mei-chun CHEUNG, Auteur ; Chun Kwok WONG, Auteur ; Joseph M. K. LAM, Auteur ; Priscilla M. K. POON, Auteur . - p.662-674. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.662-674 Mots-clés : EEG coherence  Immunologic function  Executive dysfunction  Autism  Children Index. décimale : PER Périodiques Résumé : Previous studies have shown that children with autism spectrum disorders (ASDs) have impaired executive function, disordered neural connectivity, and abnormal immunologic function. The present study examined whether these abnormalities were associated. Seventeen high-functioning (HFA) and 17 low-functioning (LFA) children with ASD, aged 8–17 years, participated voluntarily in the study. The two groups of children were compared on their general intelligence in terms of IQ; executive function as measured by the Hong Kong List Learning Test, D2 Test of Concentration, Five Point Test, Children's Color Trail Test, Tower of California Test, and Go/No-Go task; a non-executive task as measured by the Picture Completion Task; neural connectivity as measured by theta coherence in the anterior and posterior regions; and immunologic function as measured by the level of circulating CD3+ CD8+ suppressor/cytotoxic T lymphocytes in a blood sample. Results on executive function showed that LFA children performed significantly poorer than HFA children as shown on their lower Executive Composite as well as individual executive function scores. However, there was no group difference on the Picture Completion Task. Results on neural connectivity showed that LFA children demonstrated a different pattern of electroencephalography (EEG) coherence from HFA children as shown in the significantly elevated theta coherence in the anterior network, as well as at the left intra-hemispheric (LA-LP) and right-to-left inter-hemisphere (RA-LP) connections of LFA children. In immunologic function, results showed that LFA children had significantly elevated level of suppressor/cytotoxic T lymphocytes (CD3+ CD8+) (p lt; 0.05). In addition, the executive dysfunction, disordered neural connectivity, and abnormal immunologic function were found to be associated. These results provided some initial evidence to support the notion that immunologic factors are associated with neuronal damage, measureable by EEG coherence and manifested as executive dysfunctions. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Opinion: Sex, gender and the diagnosis of autism—A biosocial view of the male preponderance / Sylvie GOLDMAN in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.675-679 Titre : Opinion: Sex, gender and the diagnosis of autism—A biosocial view of the male preponderance Type de document : Texte imprimé et/ou numérique Auteurs : Sylvie GOLDMAN, Auteur Article en page(s) : p.675-679 Langues : Anglais (eng) Mots-clés : Gender  Sex  Diagnosis  Instruments  Socialization Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorders (ASD) are behaviorally defined neurodevelopmental disorders. The best known yet less understood characteristic of autism is its unexplained male preponderance. Using a biosocial perspective, the goal of this article is to draw attention to the role of gender-based socialization practices and behavioral expectations during the clinical evaluation. Together with gender-biased standardized instruments used to support the diagnosis of ASD, these factors may contribute to the higher prevalence of males with ASD. The assumption is that both biological sex and gender identity contribute, in distinct ways, to the male preponderance. While sex is genetically defined, gender is a psycho-social construct expressed through specific behaviors consistent with socio-cultural expectations based on individuals’ genetic sex. As such, clinicians are influenced by the expected behaviors based on the prominent gender socialization attribute. Concurrently, most standardized clinical instruments used for the diagnosis of ASD do not include gendered-norms. The first question raised here pertains to the role of a child's biological sex and the effect of hormones, be it protective versus increase vulnerability for ASD. The second question focuses on the function of gendered socialization practices, especially in regard to externalizing and internalizing behaviors and how these practices may bias the diagnosis and thus the sex ratio. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Opinion: Sex, gender and the diagnosis of autism—A biosocial view of the male preponderance [Texte imprimé et/ou numérique] / Sylvie GOLDMAN, Auteur . - p.675-679. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.675-679 Mots-clés : Gender  Sex  Diagnosis  Instruments  Socialization Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorders (ASD) are behaviorally defined neurodevelopmental disorders. The best known yet less understood characteristic of autism is its unexplained male preponderance. Using a biosocial perspective, the goal of this article is to draw attention to the role of gender-based socialization practices and behavioral expectations during the clinical evaluation. Together with gender-biased standardized instruments used to support the diagnosis of ASD, these factors may contribute to the higher prevalence of males with ASD. The assumption is that both biological sex and gender identity contribute, in distinct ways, to the male preponderance. While sex is genetically defined, gender is a psycho-social construct expressed through specific behaviors consistent with socio-cultural expectations based on individuals’ genetic sex. As such, clinicians are influenced by the expected behaviors based on the prominent gender socialization attribute. Concurrently, most standardized clinical instruments used for the diagnosis of ASD do not include gendered-norms. The first question raised here pertains to the role of a child's biological sex and the effect of hormones, be it protective versus increase vulnerability for ASD. The second question focuses on the function of gendered socialization practices, especially in regard to externalizing and internalizing behaviors and how these practices may bias the diagnosis and thus the sex ratio. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Using stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism / Michele R. BISHOP in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.680-686 Titre : Using stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Michele R. BISHOP, Auteur ; Amy KENZER, Auteur ; Christine M. COFFMAN, Auteur ; Courtney M. TARBOX, Auteur ; Jonathan TARBOX, Auteur ; Taira M. LANAGAN, Auteur Article en page(s) : p.680-686 Langues : Anglais (eng) Mots-clés : Toothbrushing  Daily living skill  Autism  Stimulus fading  Dental compliance Index. décimale : PER Périodiques Résumé : Routine toothbrushing is an essential part of good oral hygiene. This study investigated the use of stimulus fading without escape extinction to increase compliance with toothbrushing with three children with autism spectrum disorder (ASD). A 30-step stimulus fading hierarchy was implemented; gradually increasing the proximity of the toothbrush to the child's mouth, the duration of exposure to the toothbrush, and finally the duration of toothbrushing. Results demonstrated increased compliance with clinician implemented toothbrushing and generalization to caregivers for all participants. Systematic probes, conducted throughout the intervention, eliminated approximately 50% of the stimulus fading steps for each participant, with the specific steps omitted varying across participants. This study extends the generality of stimulus fading without escape extinction to oral hygiene practices for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Using stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism [Texte imprimé et/ou numérique] / Michele R. BISHOP, Auteur ; Amy KENZER, Auteur ; Christine M. COFFMAN, Auteur ; Courtney M. TARBOX, Auteur ; Jonathan TARBOX, Auteur ; Taira M. LANAGAN, Auteur . - p.680-686. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.680-686 Mots-clés : Toothbrushing  Daily living skill  Autism  Stimulus fading  Dental compliance Index. décimale : PER Périodiques Résumé : Routine toothbrushing is an essential part of good oral hygiene. This study investigated the use of stimulus fading without escape extinction to increase compliance with toothbrushing with three children with autism spectrum disorder (ASD). A 30-step stimulus fading hierarchy was implemented; gradually increasing the proximity of the toothbrush to the child's mouth, the duration of exposure to the toothbrush, and finally the duration of toothbrushing. Results demonstrated increased compliance with clinician implemented toothbrushing and generalization to caregivers for all participants. Systematic probes, conducted throughout the intervention, eliminated approximately 50% of the stimulus fading steps for each participant, with the specific steps omitted varying across participants. This study extends the generality of stimulus fading without escape extinction to oral hygiene practices for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues / Katherine M. WALTON in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.687-698 Titre : Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.687-698 Langues : Anglais (eng) Mots-clés : Fast-mapping  Joint attention  Vocabulary Index. décimale : PER Périodiques Résumé : Typically developing toddlers accurately follow an adult's gaze learn object labels. However, children with autism spectrum disorders (ASD) mis-map new words to their own focus of attention. Children with ASD and typical development participated in three word learning conditions. In the follow-in condition, the adult labeled an object which was the focus of the child's attention. In the redirecting condition, the adult labeled an object which was the focus of their own attention. In the orienting cue condition, the adult used a verbal cue to attract the child's attention, then labeled an object which was the focus of their own attention. Typically developing children learned receptive labels in all conditions. Children with ASD mis-mapped words to their own focus of attention during redirecting trials, but showed a trend toward correct receptive mapping during orienting cue trials. During expressive trials, both groups were most likely to map successfully during follow-in trials and least likely to map successfully during redirecting trials. Using a verbal orienting cue may help children with ASD learn new words. Following a child's focus of attention may confer vocabulary learning benefits for both children with ASD and children with typical development during expressive vocabulary learning tasks. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues [Texte imprimé et/ou numérique] / Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur . - p.687-698. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.687-698 Mots-clés : Fast-mapping  Joint attention  Vocabulary Index. décimale : PER Périodiques Résumé : Typically developing toddlers accurately follow an adult's gaze learn object labels. However, children with autism spectrum disorders (ASD) mis-map new words to their own focus of attention. Children with ASD and typical development participated in three word learning conditions. In the follow-in condition, the adult labeled an object which was the focus of the child's attention. In the redirecting condition, the adult labeled an object which was the focus of their own attention. In the orienting cue condition, the adult used a verbal cue to attract the child's attention, then labeled an object which was the focus of their own attention. Typically developing children learned receptive labels in all conditions. Children with ASD mis-mapped words to their own focus of attention during redirecting trials, but showed a trend toward correct receptive mapping during orienting cue trials. During expressive trials, both groups were most likely to map successfully during follow-in trials and least likely to map successfully during redirecting trials. Using a verbal orienting cue may help children with ASD learn new words. Following a child's focus of attention may confer vocabulary learning benefits for both children with ASD and children with typical development during expressive vocabulary learning tasks. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Behavioral flexibility in children with autism spectrum disorder and intellectual disability / Nienke PETERS-SCHEFFER in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.699-709 Titre : Behavioral flexibility in children with autism spectrum disorder and intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur ; Jeff SIGAFOOS, Auteur ; Vanessa A. GREEN, Auteur ; Hubert KORZILIUS, Auteur Article en page(s) : p.699-709 Langues : Anglais (eng) Mots-clés : Behavioral flexibility  Autism spectrum disorder  Intellectual disability  BFRS-R Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have particular difficulty with behavioral flexibility, but the knowledge base on behavioral flexibility in children with a diagnosis of ASD plus intellectual disability (ID) compared to children with ID only is still scarce. The aim of the present study was to assess behavioral flexibility in 111 children (84 boys) with ASD (87 autistic disorder; 24 PDD-NOS) plus ID (IQ range 10.59–72.67) and compare their scores to those of a control group consisting of 65 children with ID only (42 boys). Their age range was between 2:7 and 9:11 years/months. Behavior flexibility was measured using a Dutch version of the Behavioral Flexibility Rating Scale – Revised (Green et al., 2006; Peters-Scheffer et al., 2008). Results showed that behavioral flexibility in children with ASD plus ID was predicted by autism severity, developmental age, and initiating social interaction. A lack of behavioral flexibility seems to influence emotional and behavioral problems and maternal stress, but not adaptive behavior. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Behavioral flexibility in children with autism spectrum disorder and intellectual disability [Texte imprimé et/ou numérique] / Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur ; Jeff SIGAFOOS, Auteur ; Vanessa A. GREEN, Auteur ; Hubert KORZILIUS, Auteur . - p.699-709. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.699-709 Mots-clés : Behavioral flexibility  Autism spectrum disorder  Intellectual disability  BFRS-R Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have particular difficulty with behavioral flexibility, but the knowledge base on behavioral flexibility in children with a diagnosis of ASD plus intellectual disability (ID) compared to children with ID only is still scarce. The aim of the present study was to assess behavioral flexibility in 111 children (84 boys) with ASD (87 autistic disorder; 24 PDD-NOS) plus ID (IQ range 10.59–72.67) and compare their scores to those of a control group consisting of 65 children with ID only (42 boys). Their age range was between 2:7 and 9:11 years/months. Behavior flexibility was measured using a Dutch version of the Behavioral Flexibility Rating Scale – Revised (Green et al., 2006; Peters-Scheffer et al., 2008). Results showed that behavioral flexibility in children with ASD plus ID was predicted by autism severity, developmental age, and initiating social interaction. A lack of behavioral flexibility seems to influence emotional and behavioral problems and maternal stress, but not adaptive behavior. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Altered automatic face processing in individuals with high-functioning autism spectrum disorders: Evidence from visual evoked potentials / Takako FUJITA in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.710-720 Titre : Altered automatic face processing in individuals with high-functioning autism spectrum disorders: Evidence from visual evoked potentials Type de document : Texte imprimé et/ou numérique Auteurs : Takako FUJITA, Auteur ; Yoko KAMIO, Auteur ; Takao YAMASAKI, Auteur ; Sawa YASUMOTO, Auteur ; Shinichi HIROSE, Auteur ; Shozo TOBIMATSU, Auteur Article en page(s) : p.710-720 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Visual evoked potentials (VEPs)  Automatic face processing  Subliminal perception  Fearful face Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASDs) have different automatic responses to faces than typically developing (TD) individuals. We recorded visual evoked potentials (VEPs) in 10 individuals with high-functioning ASD (HFASD) and 10 TD individuals. Visual stimuli consisted of upright and inverted faces (fearful and neutral) and objects presented subliminally in a backward-masking paradigm. In all participants, the occipital N1 (about 100 ms) and P1 (about 120 ms) peaks were major components of the evoked response. We calculated “subliminal face effect (SFE)” scores by subtracting the N1/P1 amplitudes and latencies of the object stimuli from those of the face stimuli. In the TD group, the SFE score for the N1 amplitude was significantly higher for upright fearful faces but not neutral faces, and this score was insignificant when the stimuli were inverted. In contrast, the N1 amplitude of the HFASD subjects did not show this SFE in the upright orientation. There were no significant group differences in SFE scores for P1 amplitude, latency, or N1 latency. Our findings suggest that individuals with HFASD have altered automatic visual processing for emotional faces within the lower level of the visual cortex. This impairment could be a neural component of the disrupted social cognition observed in individuals with HFASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Altered automatic face processing in individuals with high-functioning autism spectrum disorders: Evidence from visual evoked potentials [Texte imprimé et/ou numérique] / Takako FUJITA, Auteur ; Yoko KAMIO, Auteur ; Takao YAMASAKI, Auteur ; Sawa YASUMOTO, Auteur ; Shinichi HIROSE, Auteur ; Shozo TOBIMATSU, Auteur . - p.710-720. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.710-720 Mots-clés : Autism spectrum disorder (ASD)  Visual evoked potentials (VEPs)  Automatic face processing  Subliminal perception  Fearful face Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASDs) have different automatic responses to faces than typically developing (TD) individuals. We recorded visual evoked potentials (VEPs) in 10 individuals with high-functioning ASD (HFASD) and 10 TD individuals. Visual stimuli consisted of upright and inverted faces (fearful and neutral) and objects presented subliminally in a backward-masking paradigm. In all participants, the occipital N1 (about 100 ms) and P1 (about 120 ms) peaks were major components of the evoked response. We calculated “subliminal face effect (SFE)” scores by subtracting the N1/P1 amplitudes and latencies of the object stimuli from those of the face stimuli. In the TD group, the SFE score for the N1 amplitude was significantly higher for upright fearful faces but not neutral faces, and this score was insignificant when the stimuli were inverted. In contrast, the N1 amplitude of the HFASD subjects did not show this SFE in the upright orientation. There were no significant group differences in SFE scores for P1 amplitude, latency, or N1 latency. Our findings suggest that individuals with HFASD have altered automatic visual processing for emotional faces within the lower level of the visual cortex. This impairment could be a neural component of the disrupted social cognition observed in individuals with HFASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

An experimental analysis of the effects of therapeutic horseback riding on the behavior of children with autism / Sarah R. JENKINS in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.721-740 Titre : An experimental analysis of the effects of therapeutic horseback riding on the behavior of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. JENKINS, Auteur ; Florence D. DIGENNARO REED, Auteur Article en page(s) : p.721-740 Langues : Anglais (eng) Mots-clés : Therapeutic horseback riding  Single-case design  Alternative treatments Index. décimale : PER Périodiques Résumé : The current study experimentally evaluated the effects of therapeutic horseback riding on the behavior of children with autism using a multiple baseline across participants design and a waitlist control group for comparison purposes. Participants were observed weekly in an after-school program during four center-based activities and during therapeutic horseback riding lessons. We also conducted intermittent probes of behavior at home. Therapeutic horseback riding did not produce systematic changes in affect, responding to others’ initiations, spontaneous initiations, off-task behavior, compliance, problem behavior, or performance on two standardized measures. Three of four participants’ posture improved during therapeutic horseback riding. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] An experimental analysis of the effects of therapeutic horseback riding on the behavior of children with autism [Texte imprimé et/ou numérique] / Sarah R. JENKINS, Auteur ; Florence D. DIGENNARO REED, Auteur . - p.721-740. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.721-740 Mots-clés : Therapeutic horseback riding  Single-case design  Alternative treatments Index. décimale : PER Périodiques Résumé : The current study experimentally evaluated the effects of therapeutic horseback riding on the behavior of children with autism using a multiple baseline across participants design and a waitlist control group for comparison purposes. Participants were observed weekly in an after-school program during four center-based activities and during therapeutic horseback riding lessons. We also conducted intermittent probes of behavior at home. Therapeutic horseback riding did not produce systematic changes in affect, responding to others’ initiations, spontaneous initiations, off-task behavior, compliance, problem behavior, or performance on two standardized measures. Three of four participants’ posture improved during therapeutic horseback riding. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Assessment of the communicative and coordination skills of children with Autism Spectrum Disorders and typically developing children using social signal processing / Emilie DELAHERCHE in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.741-756 Titre : Assessment of the communicative and coordination skills of children with Autism Spectrum Disorders and typically developing children using social signal processing Type de document : Texte imprimé et/ou numérique Auteurs : Emilie DELAHERCHE, Auteur ; Mohamed CHETOUANI, Auteur ; Fabienne BIGOURET, Auteur ; Jean XAVIER, Auteur ; Monique PLAZA, Auteur ; David COHEN, Auteur Article en page(s) : p.741-756 Langues : Anglais (eng) Mots-clés : Social signal processing  Coordination  Imitation  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : To cooperate with a partner, it is essential to communicate by sharing information through all available avenues, including hand gestures, gazes, head gestures and naturally, speech. In this paper, we compare the communicative and coordination skills of children with typical development to those of children with Autism Spectrum Disorders (ASDs) in cooperative joint action tasks. Communicative skills were assessed using a pragmatic annotation grid. Coordination skills were assessed based on automatically extracted features that characterize interactive behavior (turn-taking, synchronized gestures). First, we tested the performance of the interactive features when discriminating between the two groups of children (typical vs. ASD). Features characterizing the gestural rhythms of the therapist and the duration of his gestural pauses were particularly accurate at discriminating between the two groups. Second, we tested the ability of these features for the continuous classification problem of predicting the developmental age of the child. The duration of the verbal interventions of the therapist were predictive of the age of the child in all tasks. Furthermore, more features were predictive of the age of the child when the child had to lead the task. We conclude that social signal processing is a promising tool for the study of communication and interaction in children with ASD because we showed that therapists adapt differentially in three different tasks according to age and clinical status. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Assessment of the communicative and coordination skills of children with Autism Spectrum Disorders and typically developing children using social signal processing [Texte imprimé et/ou numérique] / Emilie DELAHERCHE, Auteur ; Mohamed CHETOUANI, Auteur ; Fabienne BIGOURET, Auteur ; Jean XAVIER, Auteur ; Monique PLAZA, Auteur ; David COHEN, Auteur . - p.741-756. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.741-756 Mots-clés : Social signal processing  Coordination  Imitation  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : To cooperate with a partner, it is essential to communicate by sharing information through all available avenues, including hand gestures, gazes, head gestures and naturally, speech. In this paper, we compare the communicative and coordination skills of children with typical development to those of children with Autism Spectrum Disorders (ASDs) in cooperative joint action tasks. Communicative skills were assessed using a pragmatic annotation grid. Coordination skills were assessed based on automatically extracted features that characterize interactive behavior (turn-taking, synchronized gestures). First, we tested the performance of the interactive features when discriminating between the two groups of children (typical vs. ASD). Features characterizing the gestural rhythms of the therapist and the duration of his gestural pauses were particularly accurate at discriminating between the two groups. Second, we tested the ability of these features for the continuous classification problem of predicting the developmental age of the child. The duration of the verbal interventions of the therapist were predictive of the age of the child in all tasks. Furthermore, more features were predictive of the age of the child when the child had to lead the task. We conclude that social signal processing is a promising tool for the study of communication and interaction in children with ASD because we showed that therapists adapt differentially in three different tasks according to age and clinical status. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Restricted and repetitive behaviors and psychiatric symptoms in youth with autism spectrum disorders / Elizabeth A. STRATIS in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.757-766 Titre : Restricted and repetitive behaviors and psychiatric symptoms in youth with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. STRATIS, Auteur ; Luc LECAVALIER, Auteur Article en page(s) : p.757-766 Langues : Anglais (eng) Mots-clés : Autism  Restricted and repetitive behaviors  Psychopathology  Psychiatric symptoms  Predictor Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) are at high risk for co-occurring psychiatric disorders. Previous research has suggested that restricted and repetitive behaviors (RRB) are associated with symptoms of co-occurring psychiatric disorders in individuals with ASD, but this relationship is not well understood. The current study investigated the relationship between RRB and co-occurring psychiatric symptoms, including depressive, anxiety, attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms, while considering the role of level of functioning. Participants were 72 parents of youth diagnosed with an ASD (ages 5–17). They completed the Social Communication Questionnaire (SCQ), the Repetitive Behavior Scale-Revised (RBS-R), an abridged version of the Child Symptom Inventory-4 (CSI-4) and the Conceptual domain of the Adaptive Behavior Assessment System, 2nd Edition (ABAS-II). Results indicated that RRB do predict psychopathology. Ritualistic and sameness behavior is predictive of anxiety, depression and ODD while stereotypy is predictive of ADHD. Restricted interests were a negative predictor of depression. Level of functioning moderated the relationship between self-injurious behavior (SIB) and both anxiety and depressive symptoms as well as the relationship between ritualistic and sameness behavior and depressive symptoms. Understanding the relationship between RRB and psychiatric symptoms could help clarify the presentation of ASD phenotypes as well as etiological variables. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Restricted and repetitive behaviors and psychiatric symptoms in youth with autism spectrum disorders [Texte imprimé et/ou numérique] / Elizabeth A. STRATIS, Auteur ; Luc LECAVALIER, Auteur . - p.757-766. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.757-766 Mots-clés : Autism  Restricted and repetitive behaviors  Psychopathology  Psychiatric symptoms  Predictor Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) are at high risk for co-occurring psychiatric disorders. Previous research has suggested that restricted and repetitive behaviors (RRB) are associated with symptoms of co-occurring psychiatric disorders in individuals with ASD, but this relationship is not well understood. The current study investigated the relationship between RRB and co-occurring psychiatric symptoms, including depressive, anxiety, attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms, while considering the role of level of functioning. Participants were 72 parents of youth diagnosed with an ASD (ages 5–17). They completed the Social Communication Questionnaire (SCQ), the Repetitive Behavior Scale-Revised (RBS-R), an abridged version of the Child Symptom Inventory-4 (CSI-4) and the Conceptual domain of the Adaptive Behavior Assessment System, 2nd Edition (ABAS-II). Results indicated that RRB do predict psychopathology. Ritualistic and sameness behavior is predictive of anxiety, depression and ODD while stereotypy is predictive of ADHD. Restricted interests were a negative predictor of depression. Level of functioning moderated the relationship between self-injurious behavior (SIB) and both anxiety and depressive symptoms as well as the relationship between ritualistic and sameness behavior and depressive symptoms. Understanding the relationship between RRB and psychiatric symptoms could help clarify the presentation of ASD phenotypes as well as etiological variables. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Autism and externalizing behaviors: Buffering effects of parental emotion coaching / Beverly J. WILSON in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.767-776 Titre : Autism and externalizing behaviors: Buffering effects of parental emotion coaching Type de document : Texte imprimé et/ou numérique Auteurs : Beverly J. WILSON, Auteur ; Jessica L. BERG, Auteur ; Megan E. ZURAWSKI, Auteur ; Kathleen A. KING, Auteur Article en page(s) : p.767-776 Langues : Anglais (eng) Mots-clés : Emotion coaching  Autism spectrum disorders  Externalizing behaviors Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the relation between parental emotion coaching and externalizing behaviors in children with autism spectrum disorders (ASD). Children with ASD often exhibit externalizing behaviors, particularly emotionally driven externalizing behaviors, at a higher rate than their typically developing peers. An examination of parental emotion coaching as a possible protective factor may inform future interventions. Participants included 66 children (44 typically developing and 22 with ASD), ages 3:0 to 6:11, who were matched on verbal mental age, and their parents. Parental emotion coaching and emotionally driven externalizing behaviors were coded individually based on audiotaped responses from parents who completed the Meta-Emotion Interview. Parents also reported on child externalizing behaviors using the Behavioral Assessment System for Children, Second Edition (BASC-2). ASD status predicted more parent-reported total externalizing behaviors on the BASC-2. Hierarchical multiple regression analyses indicated that parental emotion coaching moderated the relation between ASD status and emotionally driven externalizing behaviors, such that children with ASD whose parents provided high emotion coaching reported significantly fewer emotionally driven externalizing behaviors than children with ASD whose parents provided low emotion coaching. These findings suggest parental emotion coaching buffers the effects of ASD status on externalizing behaviors, and thus may be a potential area for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Autism and externalizing behaviors: Buffering effects of parental emotion coaching [Texte imprimé et/ou numérique] / Beverly J. WILSON, Auteur ; Jessica L. BERG, Auteur ; Megan E. ZURAWSKI, Auteur ; Kathleen A. KING, Auteur . - p.767-776. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.767-776 Mots-clés : Emotion coaching  Autism spectrum disorders  Externalizing behaviors Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the relation between parental emotion coaching and externalizing behaviors in children with autism spectrum disorders (ASD). Children with ASD often exhibit externalizing behaviors, particularly emotionally driven externalizing behaviors, at a higher rate than their typically developing peers. An examination of parental emotion coaching as a possible protective factor may inform future interventions. Participants included 66 children (44 typically developing and 22 with ASD), ages 3:0 to 6:11, who were matched on verbal mental age, and their parents. Parental emotion coaching and emotionally driven externalizing behaviors were coded individually based on audiotaped responses from parents who completed the Meta-Emotion Interview. Parents also reported on child externalizing behaviors using the Behavioral Assessment System for Children, Second Edition (BASC-2). ASD status predicted more parent-reported total externalizing behaviors on the BASC-2. Hierarchical multiple regression analyses indicated that parental emotion coaching moderated the relation between ASD status and emotionally driven externalizing behaviors, such that children with ASD whose parents provided high emotion coaching reported significantly fewer emotionally driven externalizing behaviors than children with ASD whose parents provided low emotion coaching. These findings suggest parental emotion coaching buffers the effects of ASD status on externalizing behaviors, and thus may be a potential area for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Job burnout amongst the institutional caregivers working with individuals with intellectual and developmental disabilities: Utilization of the Chinese version of the Copenhagen Burnout Inventory survey / Lan-Ping LIN in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.777-784 Titre : Job burnout amongst the institutional caregivers working with individuals with intellectual and developmental disabilities: Utilization of the Chinese version of the Copenhagen Burnout Inventory survey Type de document : Texte imprimé et/ou numérique Auteurs : Lan-Ping LIN, Auteur ; Jin-Ding LIN, Auteur Article en page(s) : p.777-784 Langues : Anglais (eng) Mots-clés : Burnout  Caregiver  Copenhagen Burnout Inventory  Intellectual disability  Developmental disability Index. décimale : PER Périodiques Résumé : Burnout has been considered important to understand the well-being of people who work with individuals with intellectual disabilities (ID) and developmental disabilities (DD). To identify personal and workplace characteristics associated with burnout, this study aimed to utilize the Chinese version of the Copenhagen Burnout Inventory to provide a burnout profile of caregivers who served individuals with ID/DD and evaluate the potential factors associated with burnout in this group. A purposive sampling method and a self-administered structured questionnaire were employed to recruit 276 caregivers from 4 different disability institutions for study participation. The results revealed that the average personal burnout score (PBS) and work-related burnout score (WBS) were 44.0 (SD = 16.8) and 34.2 (SD = 15.9). These burnout scores were higher compared with general full time employees in Taiwan. The results showed that that 17.8% of the staff were moderately burnt out (PBS score: 50–70), and 7.6% of the staff were in the highest exhausted level (PBS score ? 70) of PBS. With regard to the WBS score, 20.7% were moderately burnt out (PBS score: 50–70), and 5.1% of the staff were in the highest exhausted level (WBS score ? 70). Finally, a multiple regression analysis reported that the factors of self-report health status and WBS significantly predicted higher respondent PBS (R2 = 0.642). The study highlights the need to improve the psychological health and well-being of the caregivers who work with individuals with ID/DD and the need for the institutions to strengthen supportive healthy working environments to decrease staff burnout. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Job burnout amongst the institutional caregivers working with individuals with intellectual and developmental disabilities: Utilization of the Chinese version of the Copenhagen Burnout Inventory survey [Texte imprimé et/ou numérique] / Lan-Ping LIN, Auteur ; Jin-Ding LIN, Auteur . - p.777-784. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.777-784 Mots-clés : Burnout  Caregiver  Copenhagen Burnout Inventory  Intellectual disability  Developmental disability Index. décimale : PER Périodiques Résumé : Burnout has been considered important to understand the well-being of people who work with individuals with intellectual disabilities (ID) and developmental disabilities (DD). To identify personal and workplace characteristics associated with burnout, this study aimed to utilize the Chinese version of the Copenhagen Burnout Inventory to provide a burnout profile of caregivers who served individuals with ID/DD and evaluate the potential factors associated with burnout in this group. A purposive sampling method and a self-administered structured questionnaire were employed to recruit 276 caregivers from 4 different disability institutions for study participation. The results revealed that the average personal burnout score (PBS) and work-related burnout score (WBS) were 44.0 (SD = 16.8) and 34.2 (SD = 15.9). These burnout scores were higher compared with general full time employees in Taiwan. The results showed that that 17.8% of the staff were moderately burnt out (PBS score: 50–70), and 7.6% of the staff were in the highest exhausted level (PBS score ? 70) of PBS. With regard to the WBS score, 20.7% were moderately burnt out (PBS score: 50–70), and 5.1% of the staff were in the highest exhausted level (WBS score ? 70). Finally, a multiple regression analysis reported that the factors of self-report health status and WBS significantly predicted higher respondent PBS (R2 = 0.642). The study highlights the need to improve the psychological health and well-being of the caregivers who work with individuals with ID/DD and the need for the institutions to strengthen supportive healthy working environments to decrease staff burnout. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Removal of negative feedback enhances WCST performance for individuals with ASD / Jaclyn BROADBENT in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.785-792 Titre : Removal of negative feedback enhances WCST performance for individuals with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn BROADBENT, Auteur ; Mark A. STOKES, Auteur Article en page(s) : p.785-792 Langues : Anglais (eng) Mots-clés : Autism  Asperger's syndrome  Learning  Perseveration  WCST  Feedback Index. décimale : PER Périodiques Résumé : Negative feedback was explored as a potential mechanism that may exacerbate perseverative behaviours in individuals with Asperger's syndrome (AS). The current study compared 50 individuals with AS and 50 typically developing (TD) individuals for their abilities to successfully complete the Wisconsin Card Sorting Task (WCST) in the presence or absence of negative feedback. The results revealed that negative feedback led to perseveration in individuals with AS. When negative feedback was removed from the WCST, performance by individuals with AS was enhanced, and was no different to that of the TD individuals under the same conditions. These results suggest negative feedback may impair learning in persons with AS, and prevent the development of more effective strategies in many life domains. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Removal of negative feedback enhances WCST performance for individuals with ASD [Texte imprimé et/ou numérique] / Jaclyn BROADBENT, Auteur ; Mark A. STOKES, Auteur . - p.785-792. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.785-792 Mots-clés : Autism  Asperger's syndrome  Learning  Perseveration  WCST  Feedback Index. décimale : PER Périodiques Résumé : Negative feedback was explored as a potential mechanism that may exacerbate perseverative behaviours in individuals with Asperger's syndrome (AS). The current study compared 50 individuals with AS and 50 typically developing (TD) individuals for their abilities to successfully complete the Wisconsin Card Sorting Task (WCST) in the presence or absence of negative feedback. The results revealed that negative feedback led to perseveration in individuals with AS. When negative feedback was removed from the WCST, performance by individuals with AS was enhanced, and was no different to that of the TD individuals under the same conditions. These results suggest negative feedback may impair learning in persons with AS, and prevent the development of more effective strategies in many life domains. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Self-face and self-body recognition in autism / Erica GESSAROLI in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.793-800 Titre : Self-face and self-body recognition in autism Type de document : Texte imprimé et/ou numérique Auteurs : Erica GESSAROLI, Auteur ; Veronica ANDREINI, Auteur ; Elena PELLEGRI, Auteur ; Francesca FRASSINETTI, Auteur Article en page(s) : p.793-800 Langues : Anglais (eng) Mots-clés : Body  Face  Self  Autism  Ownership Index. décimale : PER Périodiques Résumé : The advantage in responding to self vs. others’ body and face-parts (the so called self-advantage) is considered to reflect the implicit access to the bodily self representation and has been studied in healthy and brain-damaged adults in previous studies. If the distinction of the self from others is a key aspect of social behaviour and is a precursory ability of later conceptual self development, it is interesting to investigate these functions in children with autism spectrum disorder (ASD). Here we investigate the implicit access to self representation in children with autism spectrum disorder (ASD) and in children with typical development (TD). Children with ASD were submitted to a visual matching-to-sample task with stimuli depicting their own or other people's body or face-parts. Participants were required to decide which of the two vertically aligned images matched the central target stimulus. The performance of children with ASD was compared to the performance of children with typical development (TD). Children with ASD were less accurate compared to children with typical development. Interestingly, children with ASD performed the task better when they visually matched their own, compared to others’ stimuli showing the self-advantage effect, as well as children with TD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Self-face and self-body recognition in autism [Texte imprimé et/ou numérique] / Erica GESSAROLI, Auteur ; Veronica ANDREINI, Auteur ; Elena PELLEGRI, Auteur ; Francesca FRASSINETTI, Auteur . - p.793-800. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.793-800 Mots-clés : Body  Face  Self  Autism  Ownership Index. décimale : PER Périodiques Résumé : The advantage in responding to self vs. others’ body and face-parts (the so called self-advantage) is considered to reflect the implicit access to the bodily self representation and has been studied in healthy and brain-damaged adults in previous studies. If the distinction of the self from others is a key aspect of social behaviour and is a precursory ability of later conceptual self development, it is interesting to investigate these functions in children with autism spectrum disorder (ASD). Here we investigate the implicit access to self representation in children with autism spectrum disorder (ASD) and in children with typical development (TD). Children with ASD were submitted to a visual matching-to-sample task with stimuli depicting their own or other people's body or face-parts. Participants were required to decide which of the two vertically aligned images matched the central target stimulus. The performance of children with ASD was compared to the performance of children with typical development (TD). Children with ASD were less accurate compared to children with typical development. Interestingly, children with ASD performed the task better when they visually matched their own, compared to others’ stimuli showing the self-advantage effect, as well as children with TD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism / Tiffany KODAK in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.801-807 Titre : A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany KODAK, Auteur ; Andrea CLEMENTS, Auteur ; Brittany LEBLANC, Auteur Article en page(s) : p.801-807 Langues : Anglais (eng) Mots-clés : Autism  Academic interventions  Brief experimental analysis  Conditional discrimination  Skills assessment Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, amp; Kuhn, 2004) by evaluating the effects of reinforcement and prompting on the acquisition of auditory-visual conditional discriminations. The results showed that our assessment procedure identified at least one effective instructional strategy for each participant. In addition, our experimental design allowed us to identify the most efficient instructional strategy for all three participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism [Texte imprimé et/ou numérique] / Tiffany KODAK, Auteur ; Andrea CLEMENTS, Auteur ; Brittany LEBLANC, Auteur . - p.801-807. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.801-807 Mots-clés : Autism  Academic interventions  Brief experimental analysis  Conditional discrimination  Skills assessment Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, amp; Kuhn, 2004) by evaluating the effects of reinforcement and prompting on the acquisition of auditory-visual conditional discriminations. The results showed that our assessment procedure identified at least one effective instructional strategy for each participant. In addition, our experimental design allowed us to identify the most efficient instructional strategy for all three participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199