Dépouillements

Exploring the anxiety and depression profile in individuals diagnosed with an autism spectrum disorder in adulthood / Caitlin MURRAY in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.1-8 Titre : Exploring the anxiety and depression profile in individuals diagnosed with an autism spectrum disorder in adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Caitlin MURRAY, Auteur ; Hanna KOVSHOFF, Auteur ; Anthony BROWN, Auteur ; Patricia ABBOTT, Auteur ; Julie A. HADWIN, Auteur Article en page(s) : p.1-8 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Adults  Anxiety  Depression  Autism severity  Age  Gender Index. décimale : PER Périodiques Résumé : Symptoms of anxiety and depression are commonly reported by adults diagnosed with an autism spectrum disorder (ASD), and their presence can exacerbate core autism symptoms and lower quality of life. This study investigated the symptom profile of anxiety and depression, and its correlates (i.e., age at diagnosis, gender, and ASD severity) in a group of adults who were referred to a specialist diagnostic centre for autism and whose diagnosis was confirmed. It explored whether this profile was different in adults who were referred to the same clinic and where the diagnosis was not confirmed. The results showed that 37% and 46% of adults who received a diagnosis of ASD in adulthood reported symptoms that reflected moderate or severe anxiety or depression. In addition, (lower) age, female gender and autism severity contributed independently to individual differences in self-reported anxiety symptoms. Autism severity and the number of adults who reported severe (vs. minimal) anxiety symptoms were increased in the diagnosed (versus the non-diagnosed) adult group. We discuss the implications for prevention and treatment and directions for future research. En ligne : https://doi.org/10.1016/j.rasd.2018.11.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Exploring the anxiety and depression profile in individuals diagnosed with an autism spectrum disorder in adulthood [Texte imprimé et/ou numérique] / Caitlin MURRAY, Auteur ; Hanna KOVSHOFF, Auteur ; Anthony BROWN, Auteur ; Patricia ABBOTT, Auteur ; Julie A. HADWIN, Auteur . - p.1-8. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.1-8 Mots-clés : Autism spectrum disorder  Adults  Anxiety  Depression  Autism severity  Age  Gender Index. décimale : PER Périodiques Résumé : Symptoms of anxiety and depression are commonly reported by adults diagnosed with an autism spectrum disorder (ASD), and their presence can exacerbate core autism symptoms and lower quality of life. This study investigated the symptom profile of anxiety and depression, and its correlates (i.e., age at diagnosis, gender, and ASD severity) in a group of adults who were referred to a specialist diagnostic centre for autism and whose diagnosis was confirmed. It explored whether this profile was different in adults who were referred to the same clinic and where the diagnosis was not confirmed. The results showed that 37% and 46% of adults who received a diagnosis of ASD in adulthood reported symptoms that reflected moderate or severe anxiety or depression. In addition, (lower) age, female gender and autism severity contributed independently to individual differences in self-reported anxiety symptoms. Autism severity and the number of adults who reported severe (vs. minimal) anxiety symptoms were increased in the diagnosed (versus the non-diagnosed) adult group. We discuss the implications for prevention and treatment and directions for future research. En ligne : https://doi.org/10.1016/j.rasd.2018.11.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace / Howard P. WILLS in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.9-18 Titre : Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace Type de document : Texte imprimé et/ou numérique Auteurs : Howard P. WILLS, Auteur ; Rose MASON, Auteur ; Jonathan M. HUFFMAN, Auteur ; Linda HEITZMAN-POWELL, Auteur Article en page(s) : p.9-18 Langues : Anglais (eng) Mots-clés : Self-monitoring  Employment  Autism spectrum disorder  Webbased application  Vocalizations Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are capable of competitive employment and can work successfully in community businesses. However, it is common for individuals with ASD to be unemployed or underemployed at higher rates than other groups with disabilities and the population at large. ASD encompasses a range of behaviors with the potential to interfere with productivity within the workplace. Research has supported management of these behaviors, through methods such as self-monitoring, may improve community access and employment. A singlesubject withdrawal design was utilized to evaluate the functional relationship between implementation of the I-Connect self-monitoring intervention and inappropriate vocalizations, with secondary measurement of work engagement and hair pulling behaviors. An adult female with ASD received training on the use of the I-Connect self-monitoring application in her work place medical records setting. Introduction of the I-Connect self-monitoring application resulted in an immediate decrease in inappropriate vocalizations. Social validity measures suggest the application was easy to utilize and may be beneficial in increasing a person's perceived ability to regulate inappropriate vocalizations in a work environment. En ligne : https://doi.org/10.1016/j.rasd.2018.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace [Texte imprimé et/ou numérique] / Howard P. WILLS, Auteur ; Rose MASON, Auteur ; Jonathan M. HUFFMAN, Auteur ; Linda HEITZMAN-POWELL, Auteur . - p.9-18. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.9-18 Mots-clés : Self-monitoring  Employment  Autism spectrum disorder  Webbased application  Vocalizations Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are capable of competitive employment and can work successfully in community businesses. However, it is common for individuals with ASD to be unemployed or underemployed at higher rates than other groups with disabilities and the population at large. ASD encompasses a range of behaviors with the potential to interfere with productivity within the workplace. Research has supported management of these behaviors, through methods such as self-monitoring, may improve community access and employment. A singlesubject withdrawal design was utilized to evaluate the functional relationship between implementation of the I-Connect self-monitoring intervention and inappropriate vocalizations, with secondary measurement of work engagement and hair pulling behaviors. An adult female with ASD received training on the use of the I-Connect self-monitoring application in her work place medical records setting. Introduction of the I-Connect self-monitoring application resulted in an immediate decrease in inappropriate vocalizations. Social validity measures suggest the application was easy to utilize and may be beneficial in increasing a person's perceived ability to regulate inappropriate vocalizations in a work environment. En ligne : https://doi.org/10.1016/j.rasd.2018.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Measurement invariance of the child behavior checklist in children with autism spectrum disorder with and without intellectual disability: Follow-up study / Kristen DOVGAN in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.19-29 Titre : Measurement invariance of the child behavior checklist in children with autism spectrum disorder with and without intellectual disability: Follow-up study Type de document : Texte imprimé et/ou numérique Auteurs : Kristen DOVGAN, Auteur ; Micah O. MAZUREK, Auteur ; John HANSEN, Auteur Article en page(s) : p.19-29 Langues : Anglais (eng) Mots-clés : Child behavior checklist  Autism spectrum disorder  Measurement invariance  Intellectual disability Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) have high rates of co-occurring emotional and behavioral problems. The Child Behavior Checklist (CBCL) has been used to assess emotional and behavioral functioning in many large-scale studies of children with ASD. However, the previously established factor model may account for symptom patterns differently in children with concurrent intellectual disability (ID). Method In a sample of children with ASD, a multi-group nested confirmatory factor analysis was used to compare participant groups with and without concurrent ID on each of the subscales of the CBCL. Results In almost all of the subscales, children with ASD and concurrent ID exhibit different baseline levels, measurement error, and overall predictive ability on the behavioral and emotional problems of the CBCL than children with ASD alone. In younger children with ASD, configural invariance was present in Emotional Reactivity, Anxious/Depressed, and Somatic Complaints, metric invariance was present in Sleep Problems, residual invariance was present in Withdrawn Behavior, and structural invariance was present in Attention Problems and Aggressive Behavior. In older children with ASD, configural invariance was present in Anxious/Depressed, Somatic Complaints, Social Problems, Thought Problems, Attention Problems, and Rule-Breaking; whereas, metric invariance was present in Withdrawn/Depressed and Aggressive Behavior. Conclusions In conclusion, when dealing with intellectually heterogeneous ASD samples, the item-level data of the CBCL should be used, rather than broad subscale-level data. These findings underscore a continued need for development and validation of measures that are appropriate for use in individuals with ASD across ages and intellectual functioning. En ligne : https://doi.org/10.1016/j.rasd.2018.11.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Measurement invariance of the child behavior checklist in children with autism spectrum disorder with and without intellectual disability: Follow-up study [Texte imprimé et/ou numérique] / Kristen DOVGAN, Auteur ; Micah O. MAZUREK, Auteur ; John HANSEN, Auteur . - p.19-29. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.19-29 Mots-clés : Child behavior checklist  Autism spectrum disorder  Measurement invariance  Intellectual disability Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) have high rates of co-occurring emotional and behavioral problems. The Child Behavior Checklist (CBCL) has been used to assess emotional and behavioral functioning in many large-scale studies of children with ASD. However, the previously established factor model may account for symptom patterns differently in children with concurrent intellectual disability (ID). Method In a sample of children with ASD, a multi-group nested confirmatory factor analysis was used to compare participant groups with and without concurrent ID on each of the subscales of the CBCL. Results In almost all of the subscales, children with ASD and concurrent ID exhibit different baseline levels, measurement error, and overall predictive ability on the behavioral and emotional problems of the CBCL than children with ASD alone. In younger children with ASD, configural invariance was present in Emotional Reactivity, Anxious/Depressed, and Somatic Complaints, metric invariance was present in Sleep Problems, residual invariance was present in Withdrawn Behavior, and structural invariance was present in Attention Problems and Aggressive Behavior. In older children with ASD, configural invariance was present in Anxious/Depressed, Somatic Complaints, Social Problems, Thought Problems, Attention Problems, and Rule-Breaking; whereas, metric invariance was present in Withdrawn/Depressed and Aggressive Behavior. Conclusions In conclusion, when dealing with intellectually heterogeneous ASD samples, the item-level data of the CBCL should be used, rather than broad subscale-level data. These findings underscore a continued need for development and validation of measures that are appropriate for use in individuals with ASD across ages and intellectual functioning. En ligne : https://doi.org/10.1016/j.rasd.2018.11.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Irony comprehension and mentalizing ability in children with and without Autism Spectrum Disorder / Ronit SABAN-BEZALEL in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.30-38 Titre : Irony comprehension and mentalizing ability in children with and without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ronit SABAN-BEZALEL, Auteur ; Dror DOLFIN, Auteur ; Nathaniel LAOR, Auteur ; Nira MASHAL, Auteur Article en page(s) : p.30-38 Langues : Anglais (eng) Mots-clés : ASD  Irony  ToM  Hinting test Index. décimale : PER Périodiques Résumé : Background Despite evidence suggesting that individuals with Autism Spectrum Disorder (ASD) may have difficulties in comprehension of figurative language, and irony in particular, previous studies examining this ability among individuals with (ASD) have reported inconsistent findings, resulting in different suggested etiologies of this difficulty. In view of the inconclusive findings, the current study assesses the contribution of various factors to irony comprehension, with specific focus on the association between mentalizing ability and irony comprehension. Method Irony comprehension was examined in 20 individuals with ASD (age range 10–15) as compared to 20 typically developing (TD) peers (age range 10–15) through a task of reading ten ironic comics. Participants were matched by age, gender, vocabulary, executive function abilities, and their results on a second-order false-belief task. Their mentalizing abilities were examined by the Hinting Test for the ability to understand intentions. Results A significant difference in irony comprehension was observed between the groups. Re-adjusting the group matching according to the Hinting Test scores eliminated the group difference in irony comprehension. Multilevel regression with logit link analysis showed that hinting and mental flexibility contributed to irony comprehension. Conclusions The study's findings demonstrated that individuals with ASD showed adequate ability to comprehend irony but nonetheless were outperformed by TD peers (matched on age, language, ToM, and executive functioning abilities). A comparison of the two groups by their mentalizing abilities (through understanding intentions) revealed similar comprehension abilities. These findings highlight the importance of using several tools that each focus on different aspects of mentalizing when assessing this skill in studies of figurative language in ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Irony comprehension and mentalizing ability in children with and without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ronit SABAN-BEZALEL, Auteur ; Dror DOLFIN, Auteur ; Nathaniel LAOR, Auteur ; Nira MASHAL, Auteur . - p.30-38. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.30-38 Mots-clés : ASD  Irony  ToM  Hinting test Index. décimale : PER Périodiques Résumé : Background Despite evidence suggesting that individuals with Autism Spectrum Disorder (ASD) may have difficulties in comprehension of figurative language, and irony in particular, previous studies examining this ability among individuals with (ASD) have reported inconsistent findings, resulting in different suggested etiologies of this difficulty. In view of the inconclusive findings, the current study assesses the contribution of various factors to irony comprehension, with specific focus on the association between mentalizing ability and irony comprehension. Method Irony comprehension was examined in 20 individuals with ASD (age range 10–15) as compared to 20 typically developing (TD) peers (age range 10–15) through a task of reading ten ironic comics. Participants were matched by age, gender, vocabulary, executive function abilities, and their results on a second-order false-belief task. Their mentalizing abilities were examined by the Hinting Test for the ability to understand intentions. Results A significant difference in irony comprehension was observed between the groups. Re-adjusting the group matching according to the Hinting Test scores eliminated the group difference in irony comprehension. Multilevel regression with logit link analysis showed that hinting and mental flexibility contributed to irony comprehension. Conclusions The study's findings demonstrated that individuals with ASD showed adequate ability to comprehend irony but nonetheless were outperformed by TD peers (matched on age, language, ToM, and executive functioning abilities). A comparison of the two groups by their mentalizing abilities (through understanding intentions) revealed similar comprehension abilities. These findings highlight the importance of using several tools that each focus on different aspects of mentalizing when assessing this skill in studies of figurative language in ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

“We are in this together”: Experiences of relationship satisfaction in couples raising a child with autism spectrum disorder / Angela SIM in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.39-51 Titre : “We are in this together”: Experiences of relationship satisfaction in couples raising a child with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Angela SIM, Auteur ; Reinie CORDIER, Auteur ; Sharmila VAZ, Auteur ; Torbjörn FALKMER, Auteur Article en page(s) : p.39-51 Langues : Anglais (eng) Mots-clés : Acceptance  Communication  Dyadic coping  Positivity  Resilience  Teamwork Index. décimale : PER Périodiques Résumé : Background Couple relationships play an integral role in family adjustment when a child has autism spectrum disorder (ASD), yet, it is unclear what factors contribute to the maintenance of relationship satisfaction in these couples. Method Using phenomenology, data from eleven couple interviews were analysed to gain an understanding of the lived experiences of relationship satisfaction when raising a child with ASD. Results The overall essence of “We are in this together” reflected the attitude that a strong partnership was beneficial in maintaining relationship satisfaction. This essence was captured in three main themes: 1) Shared beliefs, 2) Teamwork and 3) Shared experiences which closely paralleled the Walsh family resilience framework. Conclusions Couples can be supported in these key areas to strengthen their relationship to serve as a source of resilience for families with a child with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] “We are in this together”: Experiences of relationship satisfaction in couples raising a child with autism spectrum disorder [Texte imprimé et/ou numérique] / Angela SIM, Auteur ; Reinie CORDIER, Auteur ; Sharmila VAZ, Auteur ; Torbjörn FALKMER, Auteur . - p.39-51. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.39-51 Mots-clés : Acceptance  Communication  Dyadic coping  Positivity  Resilience  Teamwork Index. décimale : PER Périodiques Résumé : Background Couple relationships play an integral role in family adjustment when a child has autism spectrum disorder (ASD), yet, it is unclear what factors contribute to the maintenance of relationship satisfaction in these couples. Method Using phenomenology, data from eleven couple interviews were analysed to gain an understanding of the lived experiences of relationship satisfaction when raising a child with ASD. Results The overall essence of “We are in this together” reflected the attitude that a strong partnership was beneficial in maintaining relationship satisfaction. This essence was captured in three main themes: 1) Shared beliefs, 2) Teamwork and 3) Shared experiences which closely paralleled the Walsh family resilience framework. Conclusions Couples can be supported in these key areas to strengthen their relationship to serve as a source of resilience for families with a child with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Look up! Digital technologies for autistic people to support interaction and embodiment in the real world / Mark BROSNAN in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.52-53 Titre : Look up! Digital technologies for autistic people to support interaction and embodiment in the real world Type de document : Texte imprimé et/ou numérique Auteurs : Mark BROSNAN, Auteur ; Judith GOOD, Auteur ; Sarah PARSONS, Auteur ; Nicola YUILL, Auteur Article en page(s) : p.52-53 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.rasd.2018.11.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Look up! Digital technologies for autistic people to support interaction and embodiment in the real world [Texte imprimé et/ou numérique] / Mark BROSNAN, Auteur ; Judith GOOD, Auteur ; Sarah PARSONS, Auteur ; Nicola YUILL, Auteur . - p.52-53. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.52-53 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.rasd.2018.11.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention / Patricia PÉREZ-FUSTER in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.54-67 Titre : Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention Type de document : Texte imprimé et/ou numérique Auteurs : Patricia PÉREZ-FUSTER, Auteur ; Javier SEVILLA, Auteur ; Gerardo HERRERA, Auteur Article en page(s) : p.54-67 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Intellectual disability  Embodied digital technology  Intervention  Daily living skills  Picture-prompting Index. décimale : PER Périodiques Résumé : Background The acquisition of daily living skills is fundamental in the education of people with Autism Spectrum Disorder (ASD), especially of those with Intellectual Disability (ID), because this can significantly contribute to their autonomy, self-confidence and overall life satisfaction. The purpose of this study was to assess the impact of an embodied Digital Technology (DT)-mediated intervention, compared to a Treatment-As-Usual (TAU) intervention, for enhancing two daily living skills: washing dishes and doing laundry. Method Four males of between 25 and 37 years old with ASD and ID participated in the study. The two interventions were based on audio and picture prompting instructional techniques aimed at helping participants to off-load cognitive work onto the environment. The DT-mediated intervention consisted of the use of a tablet connected to a lighting system. The TAU intervention consisted of the use of paper-based pictures and task strips. A reversal single-subject experimental design across participants was conducted in a day centre. Results Data showed that the DT-mediated intervention was more effective than the TAU intervention in reducing the number of educator prompts given to three of the four participants, and for diminishing the number of off-task behaviours showed by all participants during the performance of the activities. Conclusions A novel DT-mediated intervention effectively enhanced participants’ daily living skills. The major novel contribution of this work is to show that the use of a handheld device connected to a lighting system can be an effective method for the interaction and embodiment of people with ASD and ID in a real-world setting. En ligne : https://doi.org/10.1016/j.rasd.2018.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention [Texte imprimé et/ou numérique] / Patricia PÉREZ-FUSTER, Auteur ; Javier SEVILLA, Auteur ; Gerardo HERRERA, Auteur . - p.54-67. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.54-67 Mots-clés : Autism spectrum disorder  Intellectual disability  Embodied digital technology  Intervention  Daily living skills  Picture-prompting Index. décimale : PER Périodiques Résumé : Background The acquisition of daily living skills is fundamental in the education of people with Autism Spectrum Disorder (ASD), especially of those with Intellectual Disability (ID), because this can significantly contribute to their autonomy, self-confidence and overall life satisfaction. The purpose of this study was to assess the impact of an embodied Digital Technology (DT)-mediated intervention, compared to a Treatment-As-Usual (TAU) intervention, for enhancing two daily living skills: washing dishes and doing laundry. Method Four males of between 25 and 37 years old with ASD and ID participated in the study. The two interventions were based on audio and picture prompting instructional techniques aimed at helping participants to off-load cognitive work onto the environment. The DT-mediated intervention consisted of the use of a tablet connected to a lighting system. The TAU intervention consisted of the use of paper-based pictures and task strips. A reversal single-subject experimental design across participants was conducted in a day centre. Results Data showed that the DT-mediated intervention was more effective than the TAU intervention in reducing the number of educator prompts given to three of the four participants, and for diminishing the number of off-task behaviours showed by all participants during the performance of the activities. Conclusions A novel DT-mediated intervention effectively enhanced participants’ daily living skills. The major novel contribution of this work is to show that the use of a handheld device connected to a lighting system can be an effective method for the interaction and embodiment of people with ASD and ID in a real-world setting. En ligne : https://doi.org/10.1016/j.rasd.2018.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys / Gill Althia FRANCIS in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.68-82 Titre : Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys Type de document : Texte imprimé et/ou numérique Auteurs : Gill Althia FRANCIS, Auteur ; William FARR, Auteur ; Silvana MAREVA, Auteur ; Jenny Louise GIBSON, Auteur Article en page(s) : p.68-82 Langues : Anglais (eng) Mots-clés : Autism  Tangible user interface  Free play  Social interaction Index. décimale : PER Périodiques Résumé : Background Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism (ASD) in free play settings. This study draws on Affordance theory and Constructionism to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play. Method The study used a detailed observational and descriptive design. Two groups of children with ASD and two groups of typically developing (TD) children were filmed during a 20-minute play session with either a passive toy, or a digital toy with a TUI. Behaviours were coded according to a scheme based on Parten’s Play States. Data were described in terms of duration, frequency and the likelihood of transition to another state, given the current state. Results For TD children, Parallel and Associative were the most frequently observed Play States across both conditions. For those with ASD, Parallel Play and Non-Play-Related Conversation were the most frequent states in the passive condition, while Parallel and Associative Play were the most common in the TUI condition. This group demonstrated a longer duration of co-operative play with the TUI toy compared to TD children. Both groups showed higher frequencies of social play in the TUI condition. Conclusions Social play states can be effectively mediated by TUIs for both TD and ASD groups. For the ASD group, repetitive behaviour with a TUI may not be inhibitory to social engagement. Practitioners may consider making TUI enabled toys available during free play opportunities. En ligne : https://doi.org/10.1016/j.rasd.2018.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys [Texte imprimé et/ou numérique] / Gill Althia FRANCIS, Auteur ; William FARR, Auteur ; Silvana MAREVA, Auteur ; Jenny Louise GIBSON, Auteur . - p.68-82. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.68-82 Mots-clés : Autism  Tangible user interface  Free play  Social interaction Index. décimale : PER Périodiques Résumé : Background Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism (ASD) in free play settings. This study draws on Affordance theory and Constructionism to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play. Method The study used a detailed observational and descriptive design. Two groups of children with ASD and two groups of typically developing (TD) children were filmed during a 20-minute play session with either a passive toy, or a digital toy with a TUI. Behaviours were coded according to a scheme based on Parten’s Play States. Data were described in terms of duration, frequency and the likelihood of transition to another state, given the current state. Results For TD children, Parallel and Associative were the most frequently observed Play States across both conditions. For those with ASD, Parallel Play and Non-Play-Related Conversation were the most frequent states in the passive condition, while Parallel and Associative Play were the most common in the TUI condition. This group demonstrated a longer duration of co-operative play with the TUI toy compared to TD children. Both groups showed higher frequencies of social play in the TUI condition. Conclusions Social play states can be effectively mediated by TUIs for both TD and ASD groups. For the ASD group, repetitive behaviour with a TUI may not be inhibitory to social engagement. Practitioners may consider making TUI enabled toys available during free play opportunities. En ligne : https://doi.org/10.1016/j.rasd.2018.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder / Tuan Q. HO in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.83-95 Titre : The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tuan Q. HO, Auteur ; Daniel L. GADKE, Auteur ; Carlen HENINGTON, Auteur ; Tawny N. EVANS-MCCLEON, Auteur ; Cheryl A. JUSTICE, Auteur Article en page(s) : p.83-95 Langues : Anglais (eng) Mots-clés : Video modeling  Autism  Joint attention  Social expressiveness Index. décimale : PER Périodiques Résumé : Background The purpose of this study was to examine the efficacy of animated video modeling (VM) in promoting the acquisition and generalization of joint attention and social engagement in children autism spectrum disorder. Method Participants include six children ranging in age from 7 to 11 years old, each with Autism Spectrum Disorder. A multiple baseline design across participants was used to evaluate the relationship between the independent and dependent variables. Results Visual analysis of the results suggest rapid acquisition of both target skills and generalizing across settings and persons. Additionally, caregivers reported animated VM was a socially valid treatment. Conclusions Findings have several important implications regarding the use of animated VM as an intervention. Most importantly, animated video modeling may contribute to the rapid acquisition of joint attention and social engagement. Limitations and recommendations for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2018.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Tuan Q. HO, Auteur ; Daniel L. GADKE, Auteur ; Carlen HENINGTON, Auteur ; Tawny N. EVANS-MCCLEON, Auteur ; Cheryl A. JUSTICE, Auteur . - p.83-95. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.83-95 Mots-clés : Video modeling  Autism  Joint attention  Social expressiveness Index. décimale : PER Périodiques Résumé : Background The purpose of this study was to examine the efficacy of animated video modeling (VM) in promoting the acquisition and generalization of joint attention and social engagement in children autism spectrum disorder. Method Participants include six children ranging in age from 7 to 11 years old, each with Autism Spectrum Disorder. A multiple baseline design across participants was used to evaluate the relationship between the independent and dependent variables. Results Visual analysis of the results suggest rapid acquisition of both target skills and generalizing across settings and persons. Additionally, caregivers reported animated VM was a socially valid treatment. Conclusions Findings have several important implications regarding the use of animated VM as an intervention. Most importantly, animated video modeling may contribute to the rapid acquisition of joint attention and social engagement. Limitations and recommendations for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2018.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Structuring collaboration: Multi-user full-body interaction environments for children with Autism Spectrum Disorder / Ciera CROWELL in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.96-110 Titre : Structuring collaboration: Multi-user full-body interaction environments for children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ciera CROWELL, Auteur ; Joan MORA-GUIARD, Auteur ; Narcis PARES, Auteur Article en page(s) : p.96-110 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  ASD  Full-body interaction  Collaboration  Digital technologies Index. décimale : PER Périodiques Résumé : Background Collaboration is an interpersonal process which builds upon social skills and mutual understanding. Due to characteristic social challenges, children with Autism Spectrum Disorders may benefit from structured collaborative virtual environments that offer adequate conditions to practice communication and social behaviors with other users. This paper provides an overview of methods to structure collaboration in multi-user technologies for autism. Methods Outcomes are highlighted from two full-body interaction collaborative systems which were tested to foster social behaviors in children with ASD while playing with peers. The first system, which presented an enforced collaboration paradigm, was tested with 15 users, aged from 4 to 6, who played 4 sessions of 30 minutes each. The second system presented an encouraged collaboration paradigm tested with 10 users, aged from 10 to 14, who played 3 sessions of 15 minutes each. Results In both settings we observed a significant increase in social and collaborative behaviors. Controlled mechanisms may have contributed to differences in game experiences between the two paradigms, including specialized game mechanics, shared goals, narrative formation, user roles, and clear visibility of others actions. Conclusions Our application of this classification framework is novel in the field of interactive technologies for autism, as we identify the nature of various methods which are used to structure collaboration, and how those affect user behavior. In formalizing these methodologies within the field of full-body interaction, we draw out knowledge that could be useful to designers of technologies for autism based on observations of related projects and our work. En ligne : https://doi.org/10.1016/j.rasd.2018.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Structuring collaboration: Multi-user full-body interaction environments for children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ciera CROWELL, Auteur ; Joan MORA-GUIARD, Auteur ; Narcis PARES, Auteur . - p.96-110. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.96-110 Mots-clés : Autism spectrum disorders  ASD  Full-body interaction  Collaboration  Digital technologies Index. décimale : PER Périodiques Résumé : Background Collaboration is an interpersonal process which builds upon social skills and mutual understanding. Due to characteristic social challenges, children with Autism Spectrum Disorders may benefit from structured collaborative virtual environments that offer adequate conditions to practice communication and social behaviors with other users. This paper provides an overview of methods to structure collaboration in multi-user technologies for autism. Methods Outcomes are highlighted from two full-body interaction collaborative systems which were tested to foster social behaviors in children with ASD while playing with peers. The first system, which presented an enforced collaboration paradigm, was tested with 15 users, aged from 4 to 6, who played 4 sessions of 30 minutes each. The second system presented an encouraged collaboration paradigm tested with 10 users, aged from 10 to 14, who played 3 sessions of 15 minutes each. Results In both settings we observed a significant increase in social and collaborative behaviors. Controlled mechanisms may have contributed to differences in game experiences between the two paradigms, including specialized game mechanics, shared goals, narrative formation, user roles, and clear visibility of others actions. Conclusions Our application of this classification framework is novel in the field of interactive technologies for autism, as we identify the nature of various methods which are used to structure collaboration, and how those affect user behavior. In formalizing these methodologies within the field of full-body interaction, we draw out knowledge that could be useful to designers of technologies for autism based on observations of related projects and our work. En ligne : https://doi.org/10.1016/j.rasd.2018.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379