
- <Centre d'Information et de documentation du CRA Rhône-Alpes
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Centre d'information et de documentation
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du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
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95, Bd Pinel
69678 Bron CedexLundi au Vendredi
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9h00-12h00 13h30-16h00Tél: +33(0)4 37 91 54 65
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Mention de date : January 2009
Paru le : 01/01/2009 |
[n° ou bulletin]
[n° ou bulletin]
3-1 - January 2009 [Texte imprimé et/ou numérique] . - 2009. Langues : Anglais (eng)
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Exemplaires (1)
Code-barres | Cote | Support | Localisation | Section | Disponibilité |
---|---|---|---|---|---|
PER0000306 | PER RAS | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements


Anxiety in children and adolescents with Autism Spectrum Disorders / Bonnie M. MACNEIL in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Anxiety in children and adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Bonnie M. MACNEIL, Auteur ; Vicki A. LOPES, Auteur ; Patricia M. MINNES, Auteur Année de publication : 2009 Article en page(s) : p.1-21 Langues : Anglais (eng) Mots-clés : Anxiety ASD Prevalence Assessment Index. décimale : PER Périodiques Résumé : Anxiety symptoms and disorders are highly prevalent in children and adolescents with Autism Spectrum Disorder (ASD), although they are often unrecognized or misdiagnosed. The purpose of the present review is to (1) provide clinicians with practical information on assessment and diagnosis of co-morbid anxiety in children and adolescents with ASD, (2) summarize and critically examine the literature on anxiety in children and adolescents with ASD, and (3) recommend avenues for future research in this area. A review of the literature yielded several recommendations for the assessment of anxiety in youth with ASD. It was concluded that comprehensive assessments of anxiety in ASD populations should use multiple informants, multimodal assessment techniques, and standardized assessment methods that are appropriate for clinical use in ASD samples. Overall, studies suggest that youth with ASD experience greater levels of anxiety than community populations, similar levels of anxiety to clinically anxious groups, and different patterns of anxiety when compared to other clinical groups. Although existing studies are methodologically fair, their correspondence with clinical recommendations for assessment is poor. Recommendations to improve of the quality of empirical studies and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.1-21[article] Anxiety in children and adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Bonnie M. MACNEIL, Auteur ; Vicki A. LOPES, Auteur ; Patricia M. MINNES, Auteur . - 2009 . - p.1-21.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.1-21
Mots-clés : Anxiety ASD Prevalence Assessment Index. décimale : PER Périodiques Résumé : Anxiety symptoms and disorders are highly prevalent in children and adolescents with Autism Spectrum Disorder (ASD), although they are often unrecognized or misdiagnosed. The purpose of the present review is to (1) provide clinicians with practical information on assessment and diagnosis of co-morbid anxiety in children and adolescents with ASD, (2) summarize and critically examine the literature on anxiety in children and adolescents with ASD, and (3) recommend avenues for future research in this area. A review of the literature yielded several recommendations for the assessment of anxiety in youth with ASD. It was concluded that comprehensive assessments of anxiety in ASD populations should use multiple informants, multimodal assessment techniques, and standardized assessment methods that are appropriate for clinical use in ASD samples. Overall, studies suggest that youth with ASD experience greater levels of anxiety than community populations, similar levels of anxiety to clinically anxious groups, and different patterns of anxiety when compared to other clinical groups. Although existing studies are methodologically fair, their correspondence with clinical recommendations for assessment is poor. Recommendations to improve of the quality of empirical studies and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 Age, social engagement, and physical activity in children with autism spectrum disorders / Chien-Yu PAN in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Age, social engagement, and physical activity in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Chien-Yu PAN, Auteur Année de publication : 2009 Article en page(s) : p.22-3 Langues : Anglais (eng) Mots-clés : Age Social-engagement Physical-activity Autism Index. décimale : PER Périodiques Résumé : Although engagement in social interactions is one of the key diagnostic features of autism spectrum disorders (ASDs), few studies have examined if social engagement related to physical activity of children with ASD. Age is another variable of interest to researchers studying behaviors, but has not been explored in physical activity and social engagement in this population. The purpose of this study was to examine the associations of age, social engagement and physical activity in children with ASD. Twenty-five children with ASD participated. Each child's physical activity and social engagement was assessed using a uniaxial accelerometer and the direct observational assessment. Pearson product-moment correlation coefficients and multiple regression analysis were used to evaluate the associations and influences of selected variables. Age had somewhat positive influences on both physical activity and social engagement, and children with frequent social engagement with adults had displayed higher levels of physical activity. No evidence was found to support the notion that children with ASD become more inactive and more isolate as they age; however, limitations and directions for future research in this area are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.22-3[article] Age, social engagement, and physical activity in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Chien-Yu PAN, Auteur . - 2009 . - p.22-3.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.22-3
Mots-clés : Age Social-engagement Physical-activity Autism Index. décimale : PER Périodiques Résumé : Although engagement in social interactions is one of the key diagnostic features of autism spectrum disorders (ASDs), few studies have examined if social engagement related to physical activity of children with ASD. Age is another variable of interest to researchers studying behaviors, but has not been explored in physical activity and social engagement in this population. The purpose of this study was to examine the associations of age, social engagement and physical activity in children with ASD. Twenty-five children with ASD participated. Each child's physical activity and social engagement was assessed using a uniaxial accelerometer and the direct observational assessment. Pearson product-moment correlation coefficients and multiple regression analysis were used to evaluate the associations and influences of selected variables. Age had somewhat positive influences on both physical activity and social engagement, and children with frequent social engagement with adults had displayed higher levels of physical activity. No evidence was found to support the notion that children with ASD become more inactive and more isolate as they age; however, limitations and directions for future research in this area are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Audrey SORRELLS, Auteur ; Russell B. LANG, Auteur ; Jeffrey M. CHAN, Auteur ; Tonya N. DAVIS, Auteur ; Karrie A. SHOGREN, Auteur ; Giulio E. LANCIONI, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Paul LANGTHORNE, Auteur Année de publication : 2009 Article en page(s) : p.32-41 Langues : Anglais (eng) Mots-clés : Videoconferencing Preference assessment Teachers Index. décimale : PER Périodiques Résumé : We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students’ choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. In a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.32-41[article] Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Audrey SORRELLS, Auteur ; Russell B. LANG, Auteur ; Jeffrey M. CHAN, Auteur ; Tonya N. DAVIS, Auteur ; Karrie A. SHOGREN, Auteur ; Giulio E. LANCIONI, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Paul LANGTHORNE, Auteur . - 2009 . - p.32-41.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.32-41
Mots-clés : Videoconferencing Preference assessment Teachers Index. décimale : PER Périodiques Résumé : We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students’ choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. In a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 Teaching discrimination of adult gaze direction to children with autism / Jennifer L. KLEIN in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Teaching discrimination of adult gaze direction to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer L. KLEIN, Auteur ; Rebecca P.F. MACDONALD, Auteur ; Gretchen VAILLANCOURT, Auteur ; William H. AHEARN, Auteur ; William V. DUBE, Auteur Année de publication : 2009 Article en page(s) : p.42-49 Langues : Anglais (eng) Mots-clés : Joint-attention Gaze-shift Gaze-following Autism Children Index. décimale : PER Périodiques Résumé : Three young children diagnosed with autism did not reliably locate objects in the environment on the basis of an adult's gaze shifts. A training program designed to teach gaze following used the activation of remote controlled mechanical toys as both prompts and consequences. Over several training sessions, toy activation was progressively delayed following the adult's gaze-shift cues. All of the children eventually came to anticipate the toy activation and locate the target object on the basis of the adult's gaze-shift cue alone. Discrimination of another person's gaze direction is discussed in relation to joint attention deficits in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.42-49[article] Teaching discrimination of adult gaze direction to children with autism [Texte imprimé et/ou numérique] / Jennifer L. KLEIN, Auteur ; Rebecca P.F. MACDONALD, Auteur ; Gretchen VAILLANCOURT, Auteur ; William H. AHEARN, Auteur ; William V. DUBE, Auteur . - 2009 . - p.42-49.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.42-49
Mots-clés : Joint-attention Gaze-shift Gaze-following Autism Children Index. décimale : PER Périodiques Résumé : Three young children diagnosed with autism did not reliably locate objects in the environment on the basis of an adult's gaze shifts. A training program designed to teach gaze following used the activation of remote controlled mechanical toys as both prompts and consequences. Over several training sessions, toy activation was progressively delayed following the adult's gaze-shift cues. All of the children eventually came to anticipate the toy activation and locate the target object on the basis of the adult's gaze-shift cue alone. Discrimination of another person's gaze direction is discussed in relation to joint attention deficits in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 Can children with autistic spectrum disorders extract emotions out of contextual cues? / David DA FONSECA in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Can children with autistic spectrum disorders extract emotions out of contextual cues? Type de document : Texte imprimé et/ou numérique Auteurs : David DA FONSECA, Auteur ; François POINSO, Auteur ; Christine DERUELLE, Auteur ; Delphine BASTARD-ROSSET, Auteur ; Cecilie RONDAN, Auteur ; Andreia SANTOS, Auteur Année de publication : 2009 Article en page(s) : p.50-56 Langues : Anglais (eng) Mots-clés : Autistic-spectrum-disorders Autism Visual-processing Emotion Context Development Index. décimale : PER Périodiques Résumé : The aim of the present study was to determine whether children with autism spectrum disorders (ASD) are able to recognize facial expressions of emotion and objects missing on the basis of contextual cues. While most of these studies focused on facial emotion recognition, here we examined the ability to extract emotional information on the basis contextual cues. Nineteen children and adolescents with ASD were asked to recognize emotions and objects (control condition) masked within visual scenes and their performance was compared to that of 19 typically developing controls matched on chronological age and gender. Results revealed that children with ASD were able to use contextual cues to recognize objects but not emotions. Findings of this study are discussed within the framework of specific emotional processing deficits in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.50-56[article] Can children with autistic spectrum disorders extract emotions out of contextual cues? [Texte imprimé et/ou numérique] / David DA FONSECA, Auteur ; François POINSO, Auteur ; Christine DERUELLE, Auteur ; Delphine BASTARD-ROSSET, Auteur ; Cecilie RONDAN, Auteur ; Andreia SANTOS, Auteur . - 2009 . - p.50-56.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.50-56
Mots-clés : Autistic-spectrum-disorders Autism Visual-processing Emotion Context Development Index. décimale : PER Périodiques Résumé : The aim of the present study was to determine whether children with autism spectrum disorders (ASD) are able to recognize facial expressions of emotion and objects missing on the basis of contextual cues. While most of these studies focused on facial emotion recognition, here we examined the ability to extract emotional information on the basis contextual cues. Nineteen children and adolescents with ASD were asked to recognize emotions and objects (control condition) masked within visual scenes and their performance was compared to that of 19 typically developing controls matched on chronological age and gender. Results revealed that children with ASD were able to use contextual cues to recognize objects but not emotions. Findings of this study are discussed within the framework of specific emotional processing deficits in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 Instructing university students to conduct discrete-trials teaching with children with autism / Daniela FAZZIO in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Instructing university students to conduct discrete-trials teaching with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Daniela FAZZIO, Auteur ; Garry L. MARTIN, Auteur ; Lindsay ARNAL, Auteur ; Dickie C.T. YU, Auteur Année de publication : 2009 Article en page(s) : p.57-66 Langues : Anglais (eng) Mots-clés : Autism Discrete-trials-teaching Teaching-university-students-to-apply-discrete-trials-teaching Index. décimale : PER Périodiques Résumé : Although the demand for training individuals to implement discrete-trials teaching (DTT) is high, published studies on strategies to do so are few. We used a modified multiple-baseline design across participants to evaluate a training package for teaching university students to implement a 19-component DTT procedure to teach three tasks to a confederate role-playing a child with autism. Also, in an AB within-subject design with each participant, we compared the two components of the training package, a self-instructional manual and feedback plus demonstration. After an average of 2.6 h to master the training manual, participants’ DTT accuracy while teaching a confederate improved from 34% in baseline to 66%. After one to three sessions of feedback plus demonstration of teaching one task, DTT performance averaged 92% on that task. Participants’ DTT performance generalized to the other two tasks (mean accuracy of 94%) and to teaching the tasks to a child with autism (mean accuracy of 91%) En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.57-66[article] Instructing university students to conduct discrete-trials teaching with children with autism [Texte imprimé et/ou numérique] / Daniela FAZZIO, Auteur ; Garry L. MARTIN, Auteur ; Lindsay ARNAL, Auteur ; Dickie C.T. YU, Auteur . - 2009 . - p.57-66.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.57-66
Mots-clés : Autism Discrete-trials-teaching Teaching-university-students-to-apply-discrete-trials-teaching Index. décimale : PER Périodiques Résumé : Although the demand for training individuals to implement discrete-trials teaching (DTT) is high, published studies on strategies to do so are few. We used a modified multiple-baseline design across participants to evaluate a training package for teaching university students to implement a 19-component DTT procedure to teach three tasks to a confederate role-playing a child with autism. Also, in an AB within-subject design with each participant, we compared the two components of the training package, a self-instructional manual and feedback plus demonstration. After an average of 2.6 h to master the training manual, participants’ DTT accuracy while teaching a confederate improved from 34% in baseline to 66%. After one to three sessions of feedback plus demonstration of teaching one task, DTT performance averaged 92% on that task. Participants’ DTT performance generalized to the other two tasks (mean accuracy of 94%) and to teaching the tasks to a child with autism (mean accuracy of 91%) En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 Intensity of supervision and outcome for preschool aged children receiving early and intensive behavioral interventions: A preliminary study / Svein EIKESETH in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Intensity of supervision and outcome for preschool aged children receiving early and intensive behavioral interventions: A preliminary study Type de document : Texte imprimé et/ou numérique Auteurs : Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur ; Diane HAYWARD, Auteur ; Catherine GALE, Auteur ; Jens-Petter GITLESEN, Auteur Année de publication : 2009 Article en page(s) : p.67-73 Langues : Anglais (eng) Mots-clés : Autism Supervision Behavioral-treatment ABA Index. décimale : PER Périodiques Résumé : We asked whether intensity of supervision is associated with outcome in preschool aged children with autism (N = 20) who received intensive and early behavioral intervention. Intensity of supervision ranged from 2.9 to 7.8 h per month per child. A significant correlation was found between intensity of supervision and improvement scores in IQ. Thus, intensity of supervision was reliably associated with amount of IQ change between intake and follow-up. These findings add to the existing literature by suggesting that intensity of supervision together with intensity of treatment, treatment method, and pretreatment functioning are variables that may affect outcome for children with autism who receive early and intensive behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.67-73[article] Intensity of supervision and outcome for preschool aged children receiving early and intensive behavioral interventions: A preliminary study [Texte imprimé et/ou numérique] / Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur ; Diane HAYWARD, Auteur ; Catherine GALE, Auteur ; Jens-Petter GITLESEN, Auteur . - 2009 . - p.67-73.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.67-73
Mots-clés : Autism Supervision Behavioral-treatment ABA Index. décimale : PER Périodiques Résumé : We asked whether intensity of supervision is associated with outcome in preschool aged children with autism (N = 20) who received intensive and early behavioral intervention. Intensity of supervision ranged from 2.9 to 7.8 h per month per child. A significant correlation was found between intensity of supervision and improvement scores in IQ. Thus, intensity of supervision was reliably associated with amount of IQ change between intake and follow-up. These findings add to the existing literature by suggesting that intensity of supervision together with intensity of treatment, treatment method, and pretreatment functioning are variables that may affect outcome for children with autism who receive early and intensive behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 Agent familiarity and emotional context influence the everyday empathic responding of young children with autism / Kristelle HUDRY in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Agent familiarity and emotional context influence the everyday empathic responding of young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Kristelle HUDRY, Auteur ; Virginia P. SLAUGHTER, Auteur Année de publication : 2009 Article en page(s) : p.74-85 Langues : Anglais (eng) Mots-clés : Autism Children Empathy Emotion Parent-report Moderators Familiarity Index. décimale : PER Périodiques Résumé : Whereas research addressing empathy in autism spectrum disorders (ASD) tends to employ pencil-and-paper and laboratory-based behavioural methods, the current study is novel in eliciting parent-report data regarding everyday empathy, sampling various emotional situations regularly encountered by children. Parents of typically-developing children and children diagnosed with ASD and DS completed the newly-developed Day-to-Day Child Empathy Questionnaire. Analysis of descriptions of their children's responses to the various empathy-inducing situations supports the notion of an empathy deficit in ASD, confirming previous laboratory-based findings. However, important moderation effects were also demonstrated, for both control and clinical groups. In particular, parents reported children in all groups to be more likely to respond empathically to a familiar agent. The nature of children's responses also varied according to the specific emotional context. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.74-85[article] Agent familiarity and emotional context influence the everyday empathic responding of young children with autism [Texte imprimé et/ou numérique] / Kristelle HUDRY, Auteur ; Virginia P. SLAUGHTER, Auteur . - 2009 . - p.74-85.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.74-85
Mots-clés : Autism Children Empathy Emotion Parent-report Moderators Familiarity Index. décimale : PER Périodiques Résumé : Whereas research addressing empathy in autism spectrum disorders (ASD) tends to employ pencil-and-paper and laboratory-based behavioural methods, the current study is novel in eliciting parent-report data regarding everyday empathy, sampling various emotional situations regularly encountered by children. Parents of typically-developing children and children diagnosed with ASD and DS completed the newly-developed Day-to-Day Child Empathy Questionnaire. Analysis of descriptions of their children's responses to the various empathy-inducing situations supports the notion of an empathy deficit in ASD, confirming previous laboratory-based findings. However, important moderation effects were also demonstrated, for both control and clinical groups. In particular, parents reported children in all groups to be more likely to respond empathically to a familiar agent. The nature of children's responses also varied according to the specific emotional context. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 Caregiver burden after receiving a diagnosis of an autism spectrum disorder / Melissa STUART in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Caregiver burden after receiving a diagnosis of an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Melissa STUART, Auteur ; John H. MCGREW, Auteur Année de publication : 2009 Article en page(s) : p.86-97 Langues : Anglais (eng) Mots-clés : Caregiver Family-stress Burden Diagnosis Double-ABCX-model Index. décimale : PER Périodiques Résumé : The study examined factors impacting caregiver burden following diagnosis of an autism spectrum disorder (ASD). Primary caregivers of children diagnosed with an ASD within the past 6 months (n = 78) were assessed on variables thought to influence outcomes associated with family stress as proposed within the double ABCX model of family adaptation, i.e., severity of autistic symptoms, additional life demands, social support, appraisal, and coping strategies. Burden was measured across three domains: individual caregiver, marital relationship, and the family as a whole. Most families reported high levels of burden following their child's diagnosis. Symptom severity, additional pile-up demands, social support, and the use of passive avoidant coping strategies were strong and consistent predictors of increased burden. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.86-97[article] Caregiver burden after receiving a diagnosis of an autism spectrum disorder [Texte imprimé et/ou numérique] / Melissa STUART, Auteur ; John H. MCGREW, Auteur . - 2009 . - p.86-97.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.86-97
Mots-clés : Caregiver Family-stress Burden Diagnosis Double-ABCX-model Index. décimale : PER Périodiques Résumé : The study examined factors impacting caregiver burden following diagnosis of an autism spectrum disorder (ASD). Primary caregivers of children diagnosed with an ASD within the past 6 months (n = 78) were assessed on variables thought to influence outcomes associated with family stress as proposed within the double ABCX model of family adaptation, i.e., severity of autistic symptoms, additional life demands, social support, appraisal, and coping strategies. Burden was measured across three domains: individual caregiver, marital relationship, and the family as a whole. Most families reported high levels of burden following their child's diagnosis. Symptom severity, additional pile-up demands, social support, and the use of passive avoidant coping strategies were strong and consistent predictors of increased burden. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 Developmental changes of expressive language and interactive competences in children with autism / René PRY in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Developmental changes of expressive language and interactive competences in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : René PRY, Auteur ; Amaria BAGHDADLI, Auteur ; Arne F. PETERSEN, Auteur Année de publication : 2009 Article en page(s) : p.98-112 Langues : Anglais (eng) Mots-clés : Autism Expressive-language Interactive-competences Developmental-change Developmental-pathways Index. décimale : PER Périodiques Résumé : It is well established that language development in children with autism is disturbed in a number of ways, and evidence is accumulating that their emerging linguistic skills may be related to interactive competences such as joint attention, imitation and certain aspects of play as has been found in normally developing children. The present study examined developmental changes in expressive language in relation to these variables in 132 children of the autistic spectrum aged 5–8 years using standardized tools for language measurement and psychological assessment. The results corroborated reports on relationships between expressive language level and joint attention, interpersonal communication with and without the use of objects, and play but contradicted data on the importance of imitation. Play and language level were found to be firmly related suggesting that children with autism draw more on “conceptual understanding” than “symbolizing ability”—a possible contributing factor to their language deficits. An evaluation of expressive language and interactive abilities of the entire sample corroborated evidence on developmental pathways and developmental psychopathology. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.98-112[article] Developmental changes of expressive language and interactive competences in children with autism [Texte imprimé et/ou numérique] / René PRY, Auteur ; Amaria BAGHDADLI, Auteur ; Arne F. PETERSEN, Auteur . - 2009 . - p.98-112.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.98-112
Mots-clés : Autism Expressive-language Interactive-competences Developmental-change Developmental-pathways Index. décimale : PER Périodiques Résumé : It is well established that language development in children with autism is disturbed in a number of ways, and evidence is accumulating that their emerging linguistic skills may be related to interactive competences such as joint attention, imitation and certain aspects of play as has been found in normally developing children. The present study examined developmental changes in expressive language in relation to these variables in 132 children of the autistic spectrum aged 5–8 years using standardized tools for language measurement and psychological assessment. The results corroborated reports on relationships between expressive language level and joint attention, interpersonal communication with and without the use of objects, and play but contradicted data on the importance of imitation. Play and language level were found to be firmly related suggesting that children with autism draw more on “conceptual understanding” than “symbolizing ability”—a possible contributing factor to their language deficits. An evaluation of expressive language and interactive abilities of the entire sample corroborated evidence on developmental pathways and developmental psychopathology. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 Evaluating pictorial preference assessment: The effect of differential outcomes on preference assessment results / Mark P. GROSKREUTZ in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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[article]
Titre : Evaluating pictorial preference assessment: The effect of differential outcomes on preference assessment results Type de document : Texte imprimé et/ou numérique Auteurs : Mark P. GROSKREUTZ, Auteur ; Richard B. GRAFF, Auteur Année de publication : 2009 Article en page(s) : p.113-128 Langues : Anglais (eng) Mots-clés : Preference-assessment Pictorial-preference-assessment Reinforcer-assessment Index. décimale : PER Périodiques Résumé : Three formats for assessing preferences were examined, tangible, pictorial with access, and pictorial without access. Reinforcer assessments were conducted to verify reinforcer effects. Phase 1 examined the assessment formats in alternating blocks of trials. Phase 2 examined results of the entire pictorial without access condition administered first followed by the other formats. Results of Phase 1 indicate similar preference hierarchies for 4 out of 5 participants regardless of format. Phase 2 reinforcer assessment results indicate pictorial without access assessments may be accurate for some but not all participants when assessments are completed in their entirety. Results further indicate that pictorial without access assessments take the least amount of time to administer. Extension and application of these results are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.113-128[article] Evaluating pictorial preference assessment: The effect of differential outcomes on preference assessment results [Texte imprimé et/ou numérique] / Mark P. GROSKREUTZ, Auteur ; Richard B. GRAFF, Auteur . - 2009 . - p.113-128.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.113-128
Mots-clés : Preference-assessment Pictorial-preference-assessment Reinforcer-assessment Index. décimale : PER Périodiques Résumé : Three formats for assessing preferences were examined, tangible, pictorial with access, and pictorial without access. Reinforcer assessments were conducted to verify reinforcer effects. Phase 1 examined the assessment formats in alternating blocks of trials. Phase 2 examined results of the entire pictorial without access condition administered first followed by the other formats. Results of Phase 1 indicate similar preference hierarchies for 4 out of 5 participants regardless of format. Phase 2 reinforcer assessment results indicate pictorial without access assessments may be accurate for some but not all participants when assessments are completed in their entirety. Results further indicate that pictorial without access assessments take the least amount of time to administer. Extension and application of these results are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 Do parental attributions affect treatment outcome in a parenting program? An exploration of the effects of parental attributions in an RCT of Stepping Stones Triple P for the ASD population / Koa WHITTINGHAM in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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[article]
Titre : Do parental attributions affect treatment outcome in a parenting program? An exploration of the effects of parental attributions in an RCT of Stepping Stones Triple P for the ASD population Type de document : Texte imprimé et/ou numérique Auteurs : Koa WHITTINGHAM, Auteur ; Kate SOFRONOFF, Auteur ; Matthew R. SANDERS, Auteur ; Jeanie SHEFFIELD, Auteur Année de publication : 2009 Article en page(s) : p.129-144 Langues : Anglais (eng) Mots-clés : Parental-attributions Autism-spectrum-disorders Stepping-Stones-Triple-P Parent-training Behavioural-family-intervention Index. décimale : PER Périodiques Résumé : This study was conducted in conjunction with a randomised controlled trial of the parenting program Stepping Stones Triple P for parents of children with autism spectrum disorders (ASDs). Fifty-nine families with a child with ASD participated. This study focussed upon the role of parental attributions in predicting treatment outcome. Stepping Stones altered parental attributions such that following participation in Stepping Stones parents were significantly less likely to believe that their child's misbehaviour was caused by factors intrinsic to their child and more likely to believe that their child's ASD-related behaviour may change in the future. Parental attributions before the intervention significantly predicted change in the dysfunctional parenting styles over-reactivity and verbosity throughout the intervention. The implications of these findings are discussed in the context of developing a model for the role of parental attributions in predicting treatment outcome. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.129-144[article] Do parental attributions affect treatment outcome in a parenting program? An exploration of the effects of parental attributions in an RCT of Stepping Stones Triple P for the ASD population [Texte imprimé et/ou numérique] / Koa WHITTINGHAM, Auteur ; Kate SOFRONOFF, Auteur ; Matthew R. SANDERS, Auteur ; Jeanie SHEFFIELD, Auteur . - 2009 . - p.129-144.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.129-144
Mots-clés : Parental-attributions Autism-spectrum-disorders Stepping-Stones-Triple-P Parent-training Behavioural-family-intervention Index. décimale : PER Périodiques Résumé : This study was conducted in conjunction with a randomised controlled trial of the parenting program Stepping Stones Triple P for parents of children with autism spectrum disorders (ASDs). Fifty-nine families with a child with ASD participated. This study focussed upon the role of parental attributions in predicting treatment outcome. Stepping Stones altered parental attributions such that following participation in Stepping Stones parents were significantly less likely to believe that their child's misbehaviour was caused by factors intrinsic to their child and more likely to believe that their child's ASD-related behaviour may change in the future. Parental attributions before the intervention significantly predicted change in the dysfunctional parenting styles over-reactivity and verbosity throughout the intervention. The implications of these findings are discussed in the context of developing a model for the role of parental attributions in predicting treatment outcome. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 Neurofeedback improves executive functioning in children with autism spectrum disorders / Mirjam E.J. KOUIJZER in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Neurofeedback improves executive functioning in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Mirjam E.J. KOUIJZER, Auteur ; Jan M.H. DE MOOR, Auteur ; Berrie J.L. GERRITS, Auteur ; Marco CONGEDO, Auteur ; Hein T. VAN SCHIE, Auteur Année de publication : 2009 Article en page(s) : p.145-162 Langues : Anglais (eng) Mots-clés : Neurofeedback Autism-spectrum-disorder Executive-function Theta/beta-ratio Anterior-cingulate-cortex Index. décimale : PER Périodiques Résumé : Seven autistic children diagnosed with autism spectrum disorders (ASD) received a neurofeedback treatment that aimed to improve their level of executive control. Neurofeedback successfully reduced children's heightened theta/beta ratio by inhibiting theta activation and enhancing beta activation over sessions. Following treatment, children's executive capacities were found to have improved greatly relative to pre-treatment assessment on a range of executive function tasks. Additional improvements were found in children's social, communicative and typical behavior, relative to a waiting list control group. These findings suggest a basic executive function impairment in ASD that can be alleviated through specific neurofeedback treatment. Possible neural mechanisms that may underlie neurofeedback mediated improvement in executive functioning in autistic children are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.145-162[article] Neurofeedback improves executive functioning in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Mirjam E.J. KOUIJZER, Auteur ; Jan M.H. DE MOOR, Auteur ; Berrie J.L. GERRITS, Auteur ; Marco CONGEDO, Auteur ; Hein T. VAN SCHIE, Auteur . - 2009 . - p.145-162.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.145-162
Mots-clés : Neurofeedback Autism-spectrum-disorder Executive-function Theta/beta-ratio Anterior-cingulate-cortex Index. décimale : PER Périodiques Résumé : Seven autistic children diagnosed with autism spectrum disorders (ASD) received a neurofeedback treatment that aimed to improve their level of executive control. Neurofeedback successfully reduced children's heightened theta/beta ratio by inhibiting theta activation and enhancing beta activation over sessions. Following treatment, children's executive capacities were found to have improved greatly relative to pre-treatment assessment on a range of executive function tasks. Additional improvements were found in children's social, communicative and typical behavior, relative to a waiting list control group. These findings suggest a basic executive function impairment in ASD that can be alleviated through specific neurofeedback treatment. Possible neural mechanisms that may underlie neurofeedback mediated improvement in executive functioning in autistic children are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 Brief report: Toward refinement of a predictive behavioral profile for treatment outcome in children with autism / Laura SCHREIBMAN in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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[article]
Titre : Brief report: Toward refinement of a predictive behavioral profile for treatment outcome in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; Valerie CESTONE BARLETT, Auteur ; Sarah DUFEK, Auteur Année de publication : 2009 Article en page(s) : p.163-172 Langues : Anglais (eng) Mots-clés : Autism Behavioral-intervention Behavioral-profile Early-intervention Pivotal-Response-Training Index. décimale : PER Périodiques Résumé : Previously researchers identified a behavioral profile that predicted treatment response of children with autism to a specific behavioral intervention, Pivotal Response Training (PRT). This preliminary investigation sought to refine this profile by obtaining six participants matching the original nonresponder profile on all but one of the profile behaviors (toy contact or avoidance) and then assessing their response to PRT. In addition, participants received a course of Discrete Trial Training (DTT) to determine whether the profile predicted child response to this intervention. Altering the original profile behavior of toy contact led to improved response to PRT while, altering the profile behavior of high avoidance had little impact on treatment response, and the profile was not predictive of response to DTT. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.163-172[article] Brief report: Toward refinement of a predictive behavioral profile for treatment outcome in children with autism [Texte imprimé et/ou numérique] / Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; Valerie CESTONE BARLETT, Auteur ; Sarah DUFEK, Auteur . - 2009 . - p.163-172.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.163-172
Mots-clés : Autism Behavioral-intervention Behavioral-profile Early-intervention Pivotal-Response-Training Index. décimale : PER Périodiques Résumé : Previously researchers identified a behavioral profile that predicted treatment response of children with autism to a specific behavioral intervention, Pivotal Response Training (PRT). This preliminary investigation sought to refine this profile by obtaining six participants matching the original nonresponder profile on all but one of the profile behaviors (toy contact or avoidance) and then assessing their response to PRT. In addition, participants received a course of Discrete Trial Training (DTT) to determine whether the profile predicted child response to this intervention. Altering the original profile behavior of toy contact led to improved response to PRT while, altering the profile behavior of high avoidance had little impact on treatment response, and the profile was not predictive of response to DTT. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 Social validity of behavioral practices in the treatment of autism—A review of the Super Nanny / Melissa J. KING in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Social validity of behavioral practices in the treatment of autism—A review of the Super Nanny Type de document : Texte imprimé et/ou numérique Auteurs : Melissa J. KING, Auteur ; Maria G. VALDOVINOS, Auteur Année de publication : 2009 Article en page(s) : p.173-178 Langues : Anglais (eng) Mots-clés : Social-validity Autism Pivotal-response-treatment Index. décimale : PER Périodiques Résumé : This study assessed the social validity of behavioral techniques (i.e., pivotal response treatment) used with a child diagnosed with autism as viewed on an episode of the Super Nanny [Frost, J. (Host). (2005). Facente family [television series episode]. In N. Powell (Producer), Super Nanny. New York: American Broadcasting Companies, Inc.]. Social validity refers to the social importance and acceptability of a given intervention. The participants watched an edited version of the Super Nanny in which the presentation of the order of segments (prior to intervention and receipt of intervention) was counterbalanced between two groups of undergraduate students enrolled in an introduction to psychology course. On a 20-item questionnaire, the students rated the acceptability of the family's interactions with the child before and after behavioral techniques were applied as well as the desirability and severity of the child's behavior. The acceptability and desirability of the child's behavior increased after the treatment was implemented. Further research should be conducted evaluating the social acceptability of popular treatments for autism spectrum disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.173-178[article] Social validity of behavioral practices in the treatment of autism—A review of the Super Nanny [Texte imprimé et/ou numérique] / Melissa J. KING, Auteur ; Maria G. VALDOVINOS, Auteur . - 2009 . - p.173-178.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.173-178
Mots-clés : Social-validity Autism Pivotal-response-treatment Index. décimale : PER Périodiques Résumé : This study assessed the social validity of behavioral techniques (i.e., pivotal response treatment) used with a child diagnosed with autism as viewed on an episode of the Super Nanny [Frost, J. (Host). (2005). Facente family [television series episode]. In N. Powell (Producer), Super Nanny. New York: American Broadcasting Companies, Inc.]. Social validity refers to the social importance and acceptability of a given intervention. The participants watched an edited version of the Super Nanny in which the presentation of the order of segments (prior to intervention and receipt of intervention) was counterbalanced between two groups of undergraduate students enrolled in an introduction to psychology course. On a 20-item questionnaire, the students rated the acceptability of the family's interactions with the child before and after behavioral techniques were applied as well as the desirability and severity of the child's behavior. The acceptability and desirability of the child's behavior increased after the treatment was implemented. Further research should be conducted evaluating the social acceptability of popular treatments for autism spectrum disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 The Psychopathology in Autism Checklist (PAC): A pilot study / Sissel Berge HELVERSCHOU in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : The Psychopathology in Autism Checklist (PAC): A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Sissel Berge HELVERSCHOU, Auteur ; Trine Lise BAKKEN, Auteur ; Harald MARTINSEN, Auteur Année de publication : 2009 Article en page(s) : p.179-195 Langues : Anglais (eng) Mots-clés : Assessment Autism Co-morbidity Intellectual-disability Psychopathology Index. décimale : PER Périodiques Résumé : Adults with autism and intellectual disability (ID) are assumed to have high vulnerability for developing psychiatric disorders, but instruments or criteria for identifying those who may be in need of psychiatric services have been lacking. This study presents a new carer-completed screening checklist designed for this purpose.
Differentiation between symptoms related to autism and to psychiatric disorders is indicated in order to identify psychiatric disorders in persons with autism. The Psychopathology in Autism Checklist (PAC) contains 30 items representing symptoms previously evaluated as specific to one of four major psychiatric disorders (psychosis, depression, anxiety and OCD) and not related to autism. Twelve items evaluated as indicators of general adjustment problems are also included. All 42 items are based on ICD-10 and DSM-IV criteria.
The PAC was piloted on a sample of 35 adults with autism and ID. The score of participants previously identified with co-occurring psychiatric disorders (i.e. psychosis, depression, anxiety disorder, or OCD) were compared with the score of participants without psychiatric disorders.
The results indicate acceptable psychometric properties, and that the PAC discriminates between adults with autism and ID with and without psychiatric disorders, and partially between individuals diagnosed with different psychiatric disordersEn ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.179-195[article] The Psychopathology in Autism Checklist (PAC): A pilot study [Texte imprimé et/ou numérique] / Sissel Berge HELVERSCHOU, Auteur ; Trine Lise BAKKEN, Auteur ; Harald MARTINSEN, Auteur . - 2009 . - p.179-195.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.179-195
Mots-clés : Assessment Autism Co-morbidity Intellectual-disability Psychopathology Index. décimale : PER Périodiques Résumé : Adults with autism and intellectual disability (ID) are assumed to have high vulnerability for developing psychiatric disorders, but instruments or criteria for identifying those who may be in need of psychiatric services have been lacking. This study presents a new carer-completed screening checklist designed for this purpose.
Differentiation between symptoms related to autism and to psychiatric disorders is indicated in order to identify psychiatric disorders in persons with autism. The Psychopathology in Autism Checklist (PAC) contains 30 items representing symptoms previously evaluated as specific to one of four major psychiatric disorders (psychosis, depression, anxiety and OCD) and not related to autism. Twelve items evaluated as indicators of general adjustment problems are also included. All 42 items are based on ICD-10 and DSM-IV criteria.
The PAC was piloted on a sample of 35 adults with autism and ID. The score of participants previously identified with co-occurring psychiatric disorders (i.e. psychosis, depression, anxiety disorder, or OCD) were compared with the score of participants without psychiatric disorders.
The results indicate acceptable psychometric properties, and that the PAC discriminates between adults with autism and ID with and without psychiatric disorders, and partially between individuals diagnosed with different psychiatric disordersEn ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 Validity study of the Autism Spectrum Disorders-Diagnostic for Children (ASD-DC) / Johnny L. MATSON in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Validity study of the Autism Spectrum Disorders-Diagnostic for Children (ASD-DC) Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Jonathan WILKINS, Auteur ; Melissa L. GONZALEZ, Auteur Année de publication : 2009 Article en page(s) : p.196-206 Langues : Anglais (eng) Mots-clés : Autism PDD-NOS Asperger's-syndrome ASD-DC Assessment Diagnosis Validity Index. décimale : PER Périodiques Résumé : The Autism Spectrum Disorders-Diagnostic for Children (ASD-DC) is a 40-item Likert format scale designed to serve in the diagnosis of children and adolescents from 2 to 16 years of age. The reliability and factor structure of the scale have been established in previous research. Studies 1 and 2 were designed to evaluate the validity of the measure by establishing cut-off scores for 161 participants falling into the categories of typical development, atypical development/psychopathology, and ASD (i.e., autism, PDD-NOS, and Asperger's syndrome), as assessed by a licensed psychologist using ICD-10 and DSM-IV-TR criteria and in conjunction with standardized measures of autism (ADI-R, CARS, or CHAT) and Asperger's syndrome (CAST, GADS, or KADI). In study 3, the accuracy of ASD scores was compared with ICD-10 and DSM-IV-TR criteria for autism, PDD-NOS, and Asperger's syndrome in 219 children. The ASD-DC, which can be administered in 10–15 min proved to be a relatively accurate and valid diagnostic instrument when compared to the diagnostic methods described above. The implications of these data for further development of this scale are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.196-206[article] Validity study of the Autism Spectrum Disorders-Diagnostic for Children (ASD-DC) [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Jonathan WILKINS, Auteur ; Melissa L. GONZALEZ, Auteur . - 2009 . - p.196-206.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.196-206
Mots-clés : Autism PDD-NOS Asperger's-syndrome ASD-DC Assessment Diagnosis Validity Index. décimale : PER Périodiques Résumé : The Autism Spectrum Disorders-Diagnostic for Children (ASD-DC) is a 40-item Likert format scale designed to serve in the diagnosis of children and adolescents from 2 to 16 years of age. The reliability and factor structure of the scale have been established in previous research. Studies 1 and 2 were designed to evaluate the validity of the measure by establishing cut-off scores for 161 participants falling into the categories of typical development, atypical development/psychopathology, and ASD (i.e., autism, PDD-NOS, and Asperger's syndrome), as assessed by a licensed psychologist using ICD-10 and DSM-IV-TR criteria and in conjunction with standardized measures of autism (ADI-R, CARS, or CHAT) and Asperger's syndrome (CAST, GADS, or KADI). In study 3, the accuracy of ASD scores was compared with ICD-10 and DSM-IV-TR criteria for autism, PDD-NOS, and Asperger's syndrome in 219 children. The ASD-DC, which can be administered in 10–15 min proved to be a relatively accurate and valid diagnostic instrument when compared to the diagnostic methods described above. The implications of these data for further development of this scale are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 Characteristics of social skills for adults with intellectual disability, autism and PDD-NOS / Johnny L. MATSON in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Characteristics of social skills for adults with intellectual disability, autism and PDD-NOS Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Timothy DEMPSEY, Auteur ; Santino V. LOVULLO, Auteur Année de publication : 2009 Article en page(s) : p.207-213 Langues : Anglais (eng) Mots-clés : MESSIER Social-skills Intellectual-disability Adults ASD Index. décimale : PER Périodiques Résumé : Social skills deficits and excesses are defining characteristics of intellectual disability (ID). Despite this, there is an unfortunate lack of research on the patterns and profiles of social behavior, particularly with adults who are severely intellectually disabled. This paper provides an analysis of social skill patterns for adults living in residential programs in the southeastern United States using the Matson Evaluation of Social Skills for Individuals with sEvere Retardation (MESSIER) as the dependent variable. A diagnosis of an autism spectrum disorder (ASD) was associated with more serious social disability. Items that were most commonly noted as problematic for individuals with ASD included preferring to be alone, avoiding eye contact, and exhibiting peculiar or odd mannerisms. Additionally, the presence of blindness and motoric impairment was associated with a higher degree of social skills impairment. The implications of these data for assessment, treatment, and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.207-213[article] Characteristics of social skills for adults with intellectual disability, autism and PDD-NOS [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Timothy DEMPSEY, Auteur ; Santino V. LOVULLO, Auteur . - 2009 . - p.207-213.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.207-213
Mots-clés : MESSIER Social-skills Intellectual-disability Adults ASD Index. décimale : PER Périodiques Résumé : Social skills deficits and excesses are defining characteristics of intellectual disability (ID). Despite this, there is an unfortunate lack of research on the patterns and profiles of social behavior, particularly with adults who are severely intellectually disabled. This paper provides an analysis of social skill patterns for adults living in residential programs in the southeastern United States using the Matson Evaluation of Social Skills for Individuals with sEvere Retardation (MESSIER) as the dependent variable. A diagnosis of an autism spectrum disorder (ASD) was associated with more serious social disability. Items that were most commonly noted as problematic for individuals with ASD included preferring to be alone, avoiding eye contact, and exhibiting peculiar or odd mannerisms. Additionally, the presence of blindness and motoric impairment was associated with a higher degree of social skills impairment. The implications of these data for assessment, treatment, and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649 Differences between spontaneous and elicited expressive communication in children with autism / Hsu-Min CHIANG in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Differences between spontaneous and elicited expressive communication in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur Année de publication : 2009 Article en page(s) : p.214-222 Langues : Anglais (eng) Mots-clés : Autism Spontaneous-communication Elicited-communication Expressive-communication Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the differences between spontaneous and elicited expressive communication in Australian and Taiwanese children with autism who were nonverbal or had limited speech. Thirty-four children with autism (17 Australian and 17 Taiwanese children) participated in this study. Each participant was observed for 2 h in naturalistic settings (i.e., school and home). Results indicated that children with autism with limited speech produced more spontaneous communication than elicited communication. These children were more likely to use unaided augmentative and alternative communication (AAC) and communicate for requesting purpose during spontaneous communication. Acknowledge was the most common communication partner's response during spontaneous and elicited communication. Spontaneous communication was more likely than elicited communication to occur during academic activities. Taiwanese children with autism produced more spontaneous communication than did Australian children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.214-222[article] Differences between spontaneous and elicited expressive communication in children with autism [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur . - 2009 . - p.214-222.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.214-222
Mots-clés : Autism Spontaneous-communication Elicited-communication Expressive-communication Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the differences between spontaneous and elicited expressive communication in Australian and Taiwanese children with autism who were nonverbal or had limited speech. Thirty-four children with autism (17 Australian and 17 Taiwanese children) participated in this study. Each participant was observed for 2 h in naturalistic settings (i.e., school and home). Results indicated that children with autism with limited speech produced more spontaneous communication than elicited communication. These children were more likely to use unaided augmentative and alternative communication (AAC) and communicate for requesting purpose during spontaneous communication. Acknowledge was the most common communication partner's response during spontaneous and elicited communication. Spontaneous communication was more likely than elicited communication to occur during academic activities. Taiwanese children with autism produced more spontaneous communication than did Australian children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649 Comparison of behavioral intervention and sensory-integration therapy in the treatment of self-injurious behavior / Sarah DEVLIN in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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[article]
Titre : Comparison of behavioral intervention and sensory-integration therapy in the treatment of self-injurious behavior Type de document : Texte imprimé et/ou numérique Auteurs : Sarah DEVLIN, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur Année de publication : 2009 Article en page(s) : p.223-231 Langues : Anglais (eng) Mots-clés : Autism Negative-reinforcement Sensory-integration-therapy Behavioral-intervention Index. décimale : PER Périodiques Résumé : The current study investigates the comparative effects of sensory-integration therapy and behavioral interventions on rates of self-injurious behavior (SIB) in a 9-year-old boy with diagnosis of autism. A functional analysis was conducted to identify the variables maintaining the self-injurious behavior. This analysis demonstrated that SIB was maintained by negative reinforcement as a result of escaping or avoiding demand situations. A sensory-integration therapy and a behavioral intervention were compared within an alternating treatments design. Results from this study clearly demonstrate that the behavioral intervention was more effective in reducing SIB than the sensory-integration therapy. Finally, in the best treatment phase, the behavioral intervention only was implemented and further reduction was observed in the frequency of SIB. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.223-231[article] Comparison of behavioral intervention and sensory-integration therapy in the treatment of self-injurious behavior [Texte imprimé et/ou numérique] / Sarah DEVLIN, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur . - 2009 . - p.223-231.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.223-231
Mots-clés : Autism Negative-reinforcement Sensory-integration-therapy Behavioral-intervention Index. décimale : PER Périodiques Résumé : The current study investigates the comparative effects of sensory-integration therapy and behavioral interventions on rates of self-injurious behavior (SIB) in a 9-year-old boy with diagnosis of autism. A functional analysis was conducted to identify the variables maintaining the self-injurious behavior. This analysis demonstrated that SIB was maintained by negative reinforcement as a result of escaping or avoiding demand situations. A sensory-integration therapy and a behavioral intervention were compared within an alternating treatments design. Results from this study clearly demonstrate that the behavioral intervention was more effective in reducing SIB than the sensory-integration therapy. Finally, in the best treatment phase, the behavioral intervention only was implemented and further reduction was observed in the frequency of SIB. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649 The use of Social Stories by teachers and their perceived efficacy / Georgina REYNHOUT in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : The use of Social Stories by teachers and their perceived efficacy Type de document : Texte imprimé et/ou numérique Auteurs : Georgina REYNHOUT, Auteur ; Mark CARTER, Auteur Année de publication : 2009 Article en page(s) : p.232-251 Langues : Anglais (eng) Mots-clés : Social-Stories Autism-spectrum-disorders Behavioral-interventions Index. décimale : PER Périodiques Résumé : Teachers working with children with autism spectrum disorders were surveyed to determine the characteristics of children with whom Social Stories are used, how extensively they are employed and the types of behaviors targeted by teachers; how and why teachers use Social Stories (including the extent to which Social Stories conform to recommended construction); teacher's perceived acceptability, applicability and efficacy of Social Stories and how perceived efficacy varies across student characteristics, story construction and implementation. Social Stories were widely used to target a diversity of behaviors, with children of different ages who demonstrated varying degrees of autism, a range of cognitive ability and varying expressive and receptive language skills. The teachers surveyed use Social Stories as an intervention because they find them easy to construct and implement, and believe them to be effective, although there are perceived issues with maintenance and generalization. Cognitive ability and expressive language skills appeared to affect the perceived efficacy of the intervention; receptive language skills and level of autism did not. Sample Social Stories provided by teachers often deviated from the recommended guidelines. Social Stories that deviated from recommended construction were rated more efficacious than those that did not. Several directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.232-251[article] The use of Social Stories by teachers and their perceived efficacy [Texte imprimé et/ou numérique] / Georgina REYNHOUT, Auteur ; Mark CARTER, Auteur . - 2009 . - p.232-251.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.232-251
Mots-clés : Social-Stories Autism-spectrum-disorders Behavioral-interventions Index. décimale : PER Périodiques Résumé : Teachers working with children with autism spectrum disorders were surveyed to determine the characteristics of children with whom Social Stories are used, how extensively they are employed and the types of behaviors targeted by teachers; how and why teachers use Social Stories (including the extent to which Social Stories conform to recommended construction); teacher's perceived acceptability, applicability and efficacy of Social Stories and how perceived efficacy varies across student characteristics, story construction and implementation. Social Stories were widely used to target a diversity of behaviors, with children of different ages who demonstrated varying degrees of autism, a range of cognitive ability and varying expressive and receptive language skills. The teachers surveyed use Social Stories as an intervention because they find them easy to construct and implement, and believe them to be effective, although there are perceived issues with maintenance and generalization. Cognitive ability and expressive language skills appeared to affect the perceived efficacy of the intervention; receptive language skills and level of autism did not. Sample Social Stories provided by teachers often deviated from the recommended guidelines. Social Stories that deviated from recommended construction were rated more efficacious than those that did not. Several directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649 Trends and topics in autism spectrum disorders research / Johnny L. MATSON in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : Trends and topics in autism spectrum disorders research Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Santino V. LOVULLO, Auteur Année de publication : 2009 Article en page(s) : p.252-257 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Research-trends Functional-assessment Genetics Physiology Applied-behavior-analysis Parenting Index. décimale : PER Périodiques Résumé : The field of autism spectrum disorders (ASDs) is expanding at an exponential rate. New topics for study are forming and journals are emerging rapidly to handle the ever-increasing volume of publications. This study was undertaken to provide an overview of past and current research trends. Representative studies were evaluated for type of content for each study, frequency of publications on given topics, journals that publish ASD research, and trends in publications over time. Autism was by far the most frequently studied of the ASD, followed by Rett and Asperger's Syndromes. The number of studies published on ASD continues to increase and the most frequently studied topics include genetics, perception and cognition, neurobiology, physiology and nosology. Some observations relative to the status of the field are presented and implications for the future are described. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.252-257[article] Trends and topics in autism spectrum disorders research [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Santino V. LOVULLO, Auteur . - 2009 . - p.252-257.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.252-257
Mots-clés : Autism-spectrum-disorders Research-trends Functional-assessment Genetics Physiology Applied-behavior-analysis Parenting Index. décimale : PER Périodiques Résumé : The field of autism spectrum disorders (ASDs) is expanding at an exponential rate. New topics for study are forming and journals are emerging rapidly to handle the ever-increasing volume of publications. This study was undertaken to provide an overview of past and current research trends. Representative studies were evaluated for type of content for each study, frequency of publications on given topics, journals that publish ASD research, and trends in publications over time. Autism was by far the most frequently studied of the ASD, followed by Rett and Asperger's Syndromes. The number of studies published on ASD continues to increase and the most frequently studied topics include genetics, perception and cognition, neurobiology, physiology and nosology. Some observations relative to the status of the field are presented and implications for the future are described. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649 The relationship of social skills and problem behaviors in adults with intellectual disability and autism or PDD-NOS / Johnny L. MATSON in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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Titre : The relationship of social skills and problem behaviors in adults with intellectual disability and autism or PDD-NOS Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Tessa T. RIVET, Auteur ; Jill C. FODSTAD, Auteur Année de publication : 2009 Article en page(s) : p.258-268 Langues : Anglais (eng) Mots-clés : Autism PDD-NOS Intellectual-disability Adults Social-skills Challenging-behaviors Index. décimale : PER Périodiques Résumé : The relationship between social deficits and challenging behaviors were studied in adults with severe intellectual disability (ID) and autism spectrum disorders (ASD). These issues are of paramount importance because they are core features for persons with these disabilities, and markedly effect normal adjustment and community integration. To date, little has been done to explore the interrelationship between social skills and challenging behaviors in ASD adults with severe ID. Participants were 257 adults with severe ID and/or ASD. Comorbid ID and ASD resulted in the greatest deficits compared to ID alone. Furthermore, the presence of negative behaviors, as opposed to the absence of positive behaviors, was more predictive of stereotypies, property destruction, and aggression. The implication of these data is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.258-268[article] The relationship of social skills and problem behaviors in adults with intellectual disability and autism or PDD-NOS [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Tessa T. RIVET, Auteur ; Jill C. FODSTAD, Auteur . - 2009 . - p.258-268.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.258-268
Mots-clés : Autism PDD-NOS Intellectual-disability Adults Social-skills Challenging-behaviors Index. décimale : PER Périodiques Résumé : The relationship between social deficits and challenging behaviors were studied in adults with severe intellectual disability (ID) and autism spectrum disorders (ASD). These issues are of paramount importance because they are core features for persons with these disabilities, and markedly effect normal adjustment and community integration. To date, little has been done to explore the interrelationship between social skills and challenging behaviors in ASD adults with severe ID. Participants were 257 adults with severe ID and/or ASD. Comorbid ID and ASD resulted in the greatest deficits compared to ID alone. Furthermore, the presence of negative behaviors, as opposed to the absence of positive behaviors, was more predictive of stereotypies, property destruction, and aggression. The implication of these data is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649 Administrative Prevalence of autism spectrum disorders based on national disability registers in Taiwan / Jin-Ding LIN in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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[article]
Titre : Administrative Prevalence of autism spectrum disorders based on national disability registers in Taiwan Type de document : Texte imprimé et/ou numérique Auteurs : Jin-Ding LIN, Auteur ; Lan-Ping LIN, Auteur ; Jia-Ling WU, Auteur Année de publication : 2009 Article en page(s) : p.269-274 Langues : Anglais (eng) Mots-clés : Autism Autism-spectrum-disorders Autism-prevalence Disability-register Index. décimale : PER Périodiques Résumé : The aim of this paper was to describe the over time prevalence of autism from 2000 to 2007 in Taiwan, with particular focus on the age, gender, prevalence and causes. We analyzed data from the public web-access information collected by the Department of Statistics, Ministry of the Interiors, Taipei, Taiwan. The data included: (1) the physically and mentally disabled population by age and severity level; (2) the physically and mentally disabled population by cause; and (3) the Taiwan general population by age. The registered number of people with autism drastically increased from 2062 to 7207 (increase rate = 249.5%), and the male/female ratio of autism was 6.0–6.6 from 2000 to 2007. The autistic cases increased significantly, particularly in children between 6 and 11 years of age, occupying about 43.9–49.5% of the autistic population. The reported prevalence of each age group, aged 0–5 years was 2.4–7.8/10,000, aged 6–11 was 5.0–17.3/10,000, and aged 12–17 years was 2.1–10.4/10,000 from year 2000 to 2007. The main cause of autism was congenital (48.5–58.0%), followed by disease (9.5–31.1%) or other (20.0–32.7%). An increase in prevalence would suggest the need for more attention and funding of services for children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.269-274[article] Administrative Prevalence of autism spectrum disorders based on national disability registers in Taiwan [Texte imprimé et/ou numérique] / Jin-Ding LIN, Auteur ; Lan-Ping LIN, Auteur ; Jia-Ling WU, Auteur . - 2009 . - p.269-274.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.269-274
Mots-clés : Autism Autism-spectrum-disorders Autism-prevalence Disability-register Index. décimale : PER Périodiques Résumé : The aim of this paper was to describe the over time prevalence of autism from 2000 to 2007 in Taiwan, with particular focus on the age, gender, prevalence and causes. We analyzed data from the public web-access information collected by the Department of Statistics, Ministry of the Interiors, Taipei, Taiwan. The data included: (1) the physically and mentally disabled population by age and severity level; (2) the physically and mentally disabled population by cause; and (3) the Taiwan general population by age. The registered number of people with autism drastically increased from 2062 to 7207 (increase rate = 249.5%), and the male/female ratio of autism was 6.0–6.6 from 2000 to 2007. The autistic cases increased significantly, particularly in children between 6 and 11 years of age, occupying about 43.9–49.5% of the autistic population. The reported prevalence of each age group, aged 0–5 years was 2.4–7.8/10,000, aged 6–11 was 5.0–17.3/10,000, and aged 12–17 years was 2.1–10.4/10,000 from year 2000 to 2007. The main cause of autism was congenital (48.5–58.0%), followed by disease (9.5–31.1%) or other (20.0–32.7%). An increase in prevalence would suggest the need for more attention and funding of services for children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649 Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package / Justin B. LEAF in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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[article]
Titre : Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur ; Mitchell TAUBMAN, Auteur ; Stephanie BLOOMFIELD, Auteur ; Leticia PALOS-RAFUSE, Auteur ; Misty L. OPPENHEIM, Auteur Année de publication : 2009 Article en page(s) : p.275-289 Langues : Anglais (eng) Mots-clés : Autism Social-skills Teaching-interaction Behavior-therapy Behavioral-skills-training Early-intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of a Teaching Interaction procedure for four social skills across three participants diagnosed with autism. All social skills fell into four broad domains (i.e., social-communication, play, emotion skills, and choice/selection skills). In addition, a teaching package was used to increase communication between the three participants and three selected target peers. The teaching package consisted of the Teaching Interaction procedure, reinforcement, and priming of participants to demonstrate social skills and to engage with their target peers. Prior to intervention, participants displayed near zero levels of the four social skills that were targeted; after intervention, all three participants were able to demonstrate these skills. Prior to intervention, participants did not communicate or play with their selected target peer; after intervention, participants were able to increase the amount of play and communication. A multiple baseline design showed that the teaching package was effective in teaching both the targeted social skills and in increasing the development of initial associations that could lead to friendships for three children diagnosed with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.275-289[article] Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur ; Mitchell TAUBMAN, Auteur ; Stephanie BLOOMFIELD, Auteur ; Leticia PALOS-RAFUSE, Auteur ; Misty L. OPPENHEIM, Auteur . - 2009 . - p.275-289.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.275-289
Mots-clés : Autism Social-skills Teaching-interaction Behavior-therapy Behavioral-skills-training Early-intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of a Teaching Interaction procedure for four social skills across three participants diagnosed with autism. All social skills fell into four broad domains (i.e., social-communication, play, emotion skills, and choice/selection skills). In addition, a teaching package was used to increase communication between the three participants and three selected target peers. The teaching package consisted of the Teaching Interaction procedure, reinforcement, and priming of participants to demonstrate social skills and to engage with their target peers. Prior to intervention, participants displayed near zero levels of the four social skills that were targeted; after intervention, all three participants were able to demonstrate these skills. Prior to intervention, participants did not communicate or play with their selected target peer; after intervention, participants were able to increase the amount of play and communication. A multiple baseline design showed that the teaching package was effective in teaching both the targeted social skills and in increasing the development of initial associations that could lead to friendships for three children diagnosed with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649