
- <Centre d'Information et de documentation du CRA Rhône-Alpes
- CRA
- Informations pratiques
-
Adresse
Centre d'information et de documentation
Horaires
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexLundi au Vendredi
Contact
9h00-12h00 13h30-16h00Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Adresse
Mention de date : March 2015
Paru le : 01/03/2015 |
[n° ou bulletin]
[n° ou bulletin]
30-1 - March 2015 [Texte imprimé et/ou numérique] . - 2015. Langues : Anglais (eng)
|
Exemplaires (1)
Code-barres | Cote | Support | Localisation | Section | Disponibilité |
---|---|---|---|---|---|
PER0001343 | PER FOC | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements


Evaluating Change in Social Skills in High-Functioning Adults With Autism Spectrum Disorder Using a Laboratory-Based Observational Measure / Susan W. WHITE in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)
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Titre : Evaluating Change in Social Skills in High-Functioning Adults With Autism Spectrum Disorder Using a Laboratory-Based Observational Measure Type de document : Texte imprimé et/ou numérique Auteurs : Susan W. WHITE, Auteur ; Angela SCARPA, Auteur ; Caitlin M. CONNER, Auteur ; Brenna B. MADDOX, Auteur ; Saray BONETE, Auteur Article en page(s) : p.3-12 Langues : Anglais (eng) Mots-clés : autism adult treatment social assessment Index. décimale : PER Périodiques Résumé : Despite the impact of social disability on the lives of people with Autism Spectrum Disorders (ASDs), we know little about how to assess clinical improvement in this domain. This is a preliminary study of the potential utility and sensitivity of a novel observational rating system, the Contextual Assessment of Social Skills (CASS), as a treatment outcome measure with cognitively unimpaired adults with ASD. Five cognitively unimpaired adults with ASD completed the CASS, before and after a group social skills intervention. Based on ratings made by evaluators masked to assessment (pre-treatment or post-treatment), reliable change indices were computed to assess improvement. Four participants demonstrated significant improvement in conversational involvement, two initiated significantly more topic changes, and one asked more questions. Laboratory-based observational measures, such as the CASS, may be useful in clinical trials for adults with ASD, though further evaluation with larger samples is required. En ligne : http://dx.doi.org/10.1177/1088357614539836 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.3-12[article] Evaluating Change in Social Skills in High-Functioning Adults With Autism Spectrum Disorder Using a Laboratory-Based Observational Measure [Texte imprimé et/ou numérique] / Susan W. WHITE, Auteur ; Angela SCARPA, Auteur ; Caitlin M. CONNER, Auteur ; Brenna B. MADDOX, Auteur ; Saray BONETE, Auteur . - p.3-12.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.3-12
Mots-clés : autism adult treatment social assessment Index. décimale : PER Périodiques Résumé : Despite the impact of social disability on the lives of people with Autism Spectrum Disorders (ASDs), we know little about how to assess clinical improvement in this domain. This is a preliminary study of the potential utility and sensitivity of a novel observational rating system, the Contextual Assessment of Social Skills (CASS), as a treatment outcome measure with cognitively unimpaired adults with ASD. Five cognitively unimpaired adults with ASD completed the CASS, before and after a group social skills intervention. Based on ratings made by evaluators masked to assessment (pre-treatment or post-treatment), reliable change indices were computed to assess improvement. Four participants demonstrated significant improvement in conversational involvement, two initiated significantly more topic changes, and one asked more questions. Laboratory-based observational measures, such as the CASS, may be useful in clinical trials for adults with ASD, though further evaluation with larger samples is required. En ligne : http://dx.doi.org/10.1177/1088357614539836 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 Investigating the Effects of Sensory Integration Therapy in Decreasing Stereotypy / Carolyn J. SNIEZYK in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)
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Titre : Investigating the Effects of Sensory Integration Therapy in Decreasing Stereotypy Type de document : Texte imprimé et/ou numérique Auteurs : Carolyn J. SNIEZYK, Auteur ; Thomas L. ZANE, Auteur Article en page(s) : p.13-22 Langues : Anglais (eng) Mots-clés : autism spectrum disorders sensory integration stereotypy Index. décimale : PER Périodiques Résumé : Sensory Integration Therapy (SIT) is a popular treatment for Pervasive Developmental Disorders that involves therapists using various strategies and manipulanda to provide sensory stimulation to improve behavioral dysfunctions. Although SIT is popular, the research literature demonstrates little experimental proof of effectiveness. Many published studies find little to no causal relationship between SIT and improvements in target behaviors. There are numerous internal and external validity threats that preclude confidence in a functional relationship for those studies that report positive changes. The current study attempted to evaluate the impact of different SIT techniques on the behavioral excesses of children diagnosed with autism, while using research designs that adhered to commonly accepted standards for internal and external validity controls. The results showed that there was no causal relationship between the sensory procedures and improvements in the targeted dependent variables. Thus, SIT remains an unproven treatment for autism. En ligne : http://dx.doi.org/10.1177/1088357614525663 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.13-22[article] Investigating the Effects of Sensory Integration Therapy in Decreasing Stereotypy [Texte imprimé et/ou numérique] / Carolyn J. SNIEZYK, Auteur ; Thomas L. ZANE, Auteur . - p.13-22.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.13-22
Mots-clés : autism spectrum disorders sensory integration stereotypy Index. décimale : PER Périodiques Résumé : Sensory Integration Therapy (SIT) is a popular treatment for Pervasive Developmental Disorders that involves therapists using various strategies and manipulanda to provide sensory stimulation to improve behavioral dysfunctions. Although SIT is popular, the research literature demonstrates little experimental proof of effectiveness. Many published studies find little to no causal relationship between SIT and improvements in target behaviors. There are numerous internal and external validity threats that preclude confidence in a functional relationship for those studies that report positive changes. The current study attempted to evaluate the impact of different SIT techniques on the behavioral excesses of children diagnosed with autism, while using research designs that adhered to commonly accepted standards for internal and external validity controls. The results showed that there was no causal relationship between the sensory procedures and improvements in the targeted dependent variables. Thus, SIT remains an unproven treatment for autism. En ligne : http://dx.doi.org/10.1177/1088357614525663 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 The Relation Between Parental Expressed Emotion and Externalizing Behaviors in Children and Adolescents With an Autism Spectrum Disorder / Stephanie H. BADER in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)
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Titre : The Relation Between Parental Expressed Emotion and Externalizing Behaviors in Children and Adolescents With an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie H. BADER, Auteur ; Tammy D. BARRY, Auteur ; Jill A. H. HANN, Auteur Article en page(s) : p.23-34 Langues : Anglais (eng) Mots-clés : autism spectrum disorder expressed emotion criticism overinvolvement externalizing behaviors parenting Index. décimale : PER Périodiques Résumé : The current study examined the relation between parental expressed emotion, a construct of the quality and amount of emotion expressed within the family environment that is a well-established predictor of symptom relapse in various psychological disorders, with externalizing behaviors in children and adolescents with an autism spectrum disorder (ASD). Participants were 111 parents of 6- to 18-year-old children and adolescents with an ASD who completed questionnaires measuring family environment variables (including parental expressed emotion, parental distress, and parenting practices), as well as assessing their child’s autism symptoms and emotional and behavioral functioning. Results of regression analyses indicated that parental expressed emotion, specifically criticism/hostility, accounted for 18.7% of the variance in child externalizing behaviors beyond that accounted for by demographic control variables, overinvolvement, parental distress, and parenting practices. Findings highlight a possible point of intervention for parents of children and adolescents with an ASD with concomitant externalizing behaviors. En ligne : http://dx.doi.org/10.1177/1088357614523065 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.23-34[article] The Relation Between Parental Expressed Emotion and Externalizing Behaviors in Children and Adolescents With an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Stephanie H. BADER, Auteur ; Tammy D. BARRY, Auteur ; Jill A. H. HANN, Auteur . - p.23-34.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.23-34
Mots-clés : autism spectrum disorder expressed emotion criticism overinvolvement externalizing behaviors parenting Index. décimale : PER Périodiques Résumé : The current study examined the relation between parental expressed emotion, a construct of the quality and amount of emotion expressed within the family environment that is a well-established predictor of symptom relapse in various psychological disorders, with externalizing behaviors in children and adolescents with an autism spectrum disorder (ASD). Participants were 111 parents of 6- to 18-year-old children and adolescents with an ASD who completed questionnaires measuring family environment variables (including parental expressed emotion, parental distress, and parenting practices), as well as assessing their child’s autism symptoms and emotional and behavioral functioning. Results of regression analyses indicated that parental expressed emotion, specifically criticism/hostility, accounted for 18.7% of the variance in child externalizing behaviors beyond that accounted for by demographic control variables, overinvolvement, parental distress, and parenting practices. Findings highlight a possible point of intervention for parents of children and adolescents with an ASD with concomitant externalizing behaviors. En ligne : http://dx.doi.org/10.1177/1088357614523065 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders / Jillian M. PIERUCCI in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)
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Titre : Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jillian M. PIERUCCI, Auteur ; Angela B. BARBER, Auteur ; Ansley T. GILPIN, Auteur ; Megan E. CRISLER, Auteur ; Laura G. KLINGER, Auteur Article en page(s) : p.35-43 Langues : Anglais (eng) Mots-clés : autism ASD play assessment intervention Index. décimale : PER Périodiques Résumé : Appropriate play behaviors facilitate language skills, increase cognitive skills, and provide opportunity for social interaction. However, play skills often present differently in children with Autism Spectrum Disorders (ASD). Currently, there are several global standardized ASD measures used during diagnostic evaluations that include, but are not limited to, assessment of play. However, it is unclear whether these measures examine similar aspects of play. This uncertainty is important to explore to better understand the whole profile of children’s play competencies to implement developmentally appropriate interventions and create fitting goals. The current study explored the relations of children’s play measured by clinicians’ observations (Autism Diagnostic Observation Schedule [ADOS], Childhood Autism Rating Scale–Second Edition [CARS2-ST]) and parents’ reports (Adaptive Behavior Assessment System–Second Edition [ABAS-II], Communication and Symbolic Behavior Scales Developmental Profile–Infant/Toddler Checklist [CSBS DP-ITC]). Participants (n = 34) were toddlers and preschool-aged children with ASD. A play composite was created for each aforementioned measure, which included extracted items that specifically examined play skills. Initial results suggested minimal similarities in play composites across measures. Play composites were also compared with children’s developmental skills (Mullen Scales of Early Learning [MSEL]) to explore the reciprocal relationship between play/developmental skills. Results revealed that expressive and receptive language skills, fine motor skills, and visual reception skills (from MSEL) were significantly correlated with specific play composites. This study’s innovative identification of play composites from standardized ASD diagnostic measures highlights the importance of (a) using multiple methodologies to gain a whole profile of children’s play/developmental skills, and (b) selecting interventions matched on children’s current play/developmental skills. En ligne : http://dx.doi.org/10.1177/1088357614539837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.35-43[article] Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jillian M. PIERUCCI, Auteur ; Angela B. BARBER, Auteur ; Ansley T. GILPIN, Auteur ; Megan E. CRISLER, Auteur ; Laura G. KLINGER, Auteur . - p.35-43.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.35-43
Mots-clés : autism ASD play assessment intervention Index. décimale : PER Périodiques Résumé : Appropriate play behaviors facilitate language skills, increase cognitive skills, and provide opportunity for social interaction. However, play skills often present differently in children with Autism Spectrum Disorders (ASD). Currently, there are several global standardized ASD measures used during diagnostic evaluations that include, but are not limited to, assessment of play. However, it is unclear whether these measures examine similar aspects of play. This uncertainty is important to explore to better understand the whole profile of children’s play competencies to implement developmentally appropriate interventions and create fitting goals. The current study explored the relations of children’s play measured by clinicians’ observations (Autism Diagnostic Observation Schedule [ADOS], Childhood Autism Rating Scale–Second Edition [CARS2-ST]) and parents’ reports (Adaptive Behavior Assessment System–Second Edition [ABAS-II], Communication and Symbolic Behavior Scales Developmental Profile–Infant/Toddler Checklist [CSBS DP-ITC]). Participants (n = 34) were toddlers and preschool-aged children with ASD. A play composite was created for each aforementioned measure, which included extracted items that specifically examined play skills. Initial results suggested minimal similarities in play composites across measures. Play composites were also compared with children’s developmental skills (Mullen Scales of Early Learning [MSEL]) to explore the reciprocal relationship between play/developmental skills. Results revealed that expressive and receptive language skills, fine motor skills, and visual reception skills (from MSEL) were significantly correlated with specific play composites. This study’s innovative identification of play composites from standardized ASD diagnostic measures highlights the importance of (a) using multiple methodologies to gain a whole profile of children’s play/developmental skills, and (b) selecting interventions matched on children’s current play/developmental skills. En ligne : http://dx.doi.org/10.1177/1088357614539837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder / M. Alice SHILLINGSBURG in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)
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Titre : Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : M. Alice SHILLINGSBURG, Auteur ; Crystal N. BOWEN, Auteur ; Richard K. PETERMAN, Auteur ; Mathew D. GAYMAN, Auteur Article en page(s) : p.44-56 Langues : Anglais (eng) Mots-clés : autism Direct Instruction language acquisition Index. décimale : PER Périodiques Résumé : Many children diagnosed with autism spectrum disorder (ASD) exhibit difficulties with complex language and social communication. Direct Instruction (DI) is an empirically supported curriculum designed to teach complex language skills to children with and at risk of learning disabilities. Only recently, the effectiveness of DI has been evaluated among children with autism. The present study evaluated the effectiveness of the DI Language for Learning curriculum among 18 children diagnosed with ASD. Immediate post-intervention language scores on curriculum post-tests were significantly higher than pre-intervention scores and remained significantly higher than pre-intervention scores up to 6 to 8 months following the intervention. Comparing language skills across groups, children already exposed to the intervention exhibited significantly higher language skills than their non-exposed waitlist counterparts. En ligne : http://dx.doi.org/10.1177/1088357614532498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.44-56[article] Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / M. Alice SHILLINGSBURG, Auteur ; Crystal N. BOWEN, Auteur ; Richard K. PETERMAN, Auteur ; Mathew D. GAYMAN, Auteur . - p.44-56.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.44-56
Mots-clés : autism Direct Instruction language acquisition Index. décimale : PER Périodiques Résumé : Many children diagnosed with autism spectrum disorder (ASD) exhibit difficulties with complex language and social communication. Direct Instruction (DI) is an empirically supported curriculum designed to teach complex language skills to children with and at risk of learning disabilities. Only recently, the effectiveness of DI has been evaluated among children with autism. The present study evaluated the effectiveness of the DI Language for Learning curriculum among 18 children diagnosed with ASD. Immediate post-intervention language scores on curriculum post-tests were significantly higher than pre-intervention scores and remained significantly higher than pre-intervention scores up to 6 to 8 months following the intervention. Comparing language skills across groups, children already exposed to the intervention exhibited significantly higher language skills than their non-exposed waitlist counterparts. En ligne : http://dx.doi.org/10.1177/1088357614532498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 Youth With Autism Spectrum Disorders: Self- and Proxy-Reported Quality of Life and Adaptive Functioning / Brenda G. CLARK in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)
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Titre : Youth With Autism Spectrum Disorders: Self- and Proxy-Reported Quality of Life and Adaptive Functioning Type de document : Texte imprimé et/ou numérique Auteurs : Brenda G. CLARK, Auteur ; Joyce MAGILL-EVANS, Auteur ; Cyndie J. KONING, Auteur Article en page(s) : p.57-64 Langues : Anglais (eng) Mots-clés : quality of life adaptive skills self-report Index. décimale : PER Périodiques Résumé : Quality of life (QoL) for persons with Autism Spectrum Disorders (ASD) and factors associated with QoL are not well understood. Prior literature has relied on parent-report though this is changing. It may be important to consider both parent-reported QoL and self-report. This study explored QoL in 22 Canadian adolescents (3 girls, 19 boys) ages 13 to 18 years (M = 15.2 years). Adolescents completed the 10 subscales of the KIDSCREEN-52, a standardized questionnaire, while their parents completed the proxy form of the measure and the Adaptive Behavior Assessment System–II. Both parents and adolescents reported mean QoL scores in the lower average range. Intra-class correlation coefficients between parent and self-report were similar to adolescents without special needs except for four subscales. Correlations between QoL and the General Adaptive Composite score were remarkably low. Adolescents with ASD respond differently from their parents in some areas and both reports should be considered. En ligne : http://dx.doi.org/10.1177/1088357614522289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.57-64[article] Youth With Autism Spectrum Disorders: Self- and Proxy-Reported Quality of Life and Adaptive Functioning [Texte imprimé et/ou numérique] / Brenda G. CLARK, Auteur ; Joyce MAGILL-EVANS, Auteur ; Cyndie J. KONING, Auteur . - p.57-64.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.57-64
Mots-clés : quality of life adaptive skills self-report Index. décimale : PER Périodiques Résumé : Quality of life (QoL) for persons with Autism Spectrum Disorders (ASD) and factors associated with QoL are not well understood. Prior literature has relied on parent-report though this is changing. It may be important to consider both parent-reported QoL and self-report. This study explored QoL in 22 Canadian adolescents (3 girls, 19 boys) ages 13 to 18 years (M = 15.2 years). Adolescents completed the 10 subscales of the KIDSCREEN-52, a standardized questionnaire, while their parents completed the proxy form of the measure and the Adaptive Behavior Assessment System–II. Both parents and adolescents reported mean QoL scores in the lower average range. Intra-class correlation coefficients between parent and self-report were similar to adolescents without special needs except for four subscales. Correlations between QoL and the General Adaptive Composite score were remarkably low. Adolescents with ASD respond differently from their parents in some areas and both reports should be considered. En ligne : http://dx.doi.org/10.1177/1088357614522289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257