Dépouillements

Review of gender differences in core symptomatology in autism spectrum disorders / Tessa T. RIVET in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.957-976 Titre : Review of gender differences in core symptomatology in autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Tessa T. RIVET, Auteur ; Johnny L. MATSON, Auteur Année de publication : 2011 Article en page(s) : p.957-976 Langues : Anglais (eng) Mots-clés : Autism  Gender  Females  Girls  Intellectual disability Index. décimale : PER Périodiques Résumé : A preponderance of males with autism spectrum disorders (ASD) has been evident since the initial writings on the topic. This male predominance has consistently emerged in all ASD research to date in epidemiological as well as clinical populations. Despite this long recognized gender disparity in ASD, surprisingly there is a paucity of research addressing gender as it relates to core ASD symptom presentation. Gender differences may manifest with regard to symptom domains, severity, breadth, and so forth. The present review will discuss background (e.g., history, prevalence), assessment issues, gender differences in typically developing individuals in domains relevant to ASD, an in depth review of the literature base on the nature and etiology of gender differences in ASD, as well as future research directions and implications. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 [article] Review of gender differences in core symptomatology in autism spectrum disorders [Texte imprimé et/ou numérique] / Tessa T. RIVET, Auteur ; Johnny L. MATSON, Auteur . - 2011 . - p.957-976. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.957-976 Mots-clés : Autism  Gender  Females  Girls  Intellectual disability Index. décimale : PER Périodiques Résumé : A preponderance of males with autism spectrum disorders (ASD) has been evident since the initial writings on the topic. This male predominance has consistently emerged in all ASD research to date in epidemiological as well as clinical populations. Despite this long recognized gender disparity in ASD, surprisingly there is a paucity of research addressing gender as it relates to core ASD symptom presentation. Gender differences may manifest with regard to symptom domains, severity, breadth, and so forth. The present review will discuss background (e.g., history, prevalence), assessment issues, gender differences in typically developing individuals in domains relevant to ASD, an in depth review of the literature base on the nature and etiology of gender differences in ASD, as well as future research directions and implications. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118

Spontaneous communication in autism spectrum disorder: A review of topographies and interventions / Cormac DUFFY in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.977-983 Titre : Spontaneous communication in autism spectrum disorder: A review of topographies and interventions Type de document : Texte imprimé et/ou numérique Auteurs : Cormac DUFFY, Auteur ; Olive HEALY, Auteur Année de publication : 2011 Article en page(s) : p.977-983 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Spontaneous communication  Communicative topographies  Behavioral interventions Index. décimale : PER Périodiques Résumé : Lack of spontaneous communicative initiations appears to be a consistent problem in individuals with a diagnosis of autism spectrum disorder (ASD; Fujiki & Brinton, 2009). Spontaneous communication is emitted at a much lower frequency compared to individuals with language impairment and typically developing persons. Deficits of spontaneity in social interaction have been identified explicitly in the diagnostic criteria for autism, regardless of communication level or ability (American Psychiatric Association, 1994). In addition, without intervention 21–66% of children with ASD do not develop communicative speech (Lord & McGee, 2001). Individuals with autism rarely initiate appropriate speech and often fail to engage in typical social interactions such as asking questions, requesting information, expressing affection or requesting interactions (Carr & Kologinsky, 1983). This paper provides a review of the communicative topographies used to ameliorate spontaneous communication functions in individuals with autism and addresses the behavioral interventions that are used to induce such spontaneity. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 [article] Spontaneous communication in autism spectrum disorder: A review of topographies and interventions [Texte imprimé et/ou numérique] / Cormac DUFFY, Auteur ; Olive HEALY, Auteur . - 2011 . - p.977-983. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.977-983 Mots-clés : Autism spectrum disorder  Spontaneous communication  Communicative topographies  Behavioral interventions Index. décimale : PER Périodiques Résumé : Lack of spontaneous communicative initiations appears to be a consistent problem in individuals with a diagnosis of autism spectrum disorder (ASD; Fujiki & Brinton, 2009). Spontaneous communication is emitted at a much lower frequency compared to individuals with language impairment and typically developing persons. Deficits of spontaneity in social interaction have been identified explicitly in the diagnostic criteria for autism, regardless of communication level or ability (American Psychiatric Association, 1994). In addition, without intervention 21–66% of children with ASD do not develop communicative speech (Lord & McGee, 2001). Individuals with autism rarely initiate appropriate speech and often fail to engage in typical social interactions such as asking questions, requesting information, expressing affection or requesting interactions (Carr & Kologinsky, 1983). This paper provides a review of the communicative topographies used to ameliorate spontaneous communication functions in individuals with autism and addresses the behavioral interventions that are used to induce such spontaneity. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118

Brief report: Should Asperger syndrome be excluded from the forthcoming DSM-V? / Nils KALAND in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.984-989 Titre : Brief report: Should Asperger syndrome be excluded from the forthcoming DSM-V? Type de document : Texte imprimé et/ou numérique Auteurs : Nils KALAND, Auteur Année de publication : 2011 Article en page(s) : p.984-989 Langues : Anglais (eng) Mots-clés : Asperger syndrome  High-functioning autism  Diagnosis  Differences  DSM-V Index. décimale : PER Périodiques Résumé : Asperger syndrome (AS) is a pervasive developmental disorder, characterized by social impairments and focused, circumscribed interests and activities in the absence of significant language impairment and cognitive delay. Since its inclusion in the DSM-IV, there has been a dramatic increase in its recognition both in children and adults. Some recent studies suggest that there may be differences between AS and high-functioning autism (HFA) on behavioural, cognitive and neurobiological levels. As the majority of studies so far have generally failed to demonstrate a clear distinction between AS and HFA, some researchers have called for eliminating AS from the forthcoming DSM-V. This paper reports some interesting differences between the conditions on different levels and argues for more experimental studies on AS, modifications of its diagnostic criteria, and for its continued retention in the diagnostic manual. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 [article] Brief report: Should Asperger syndrome be excluded from the forthcoming DSM-V? [Texte imprimé et/ou numérique] / Nils KALAND, Auteur . - 2011 . - p.984-989. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.984-989 Mots-clés : Asperger syndrome  High-functioning autism  Diagnosis  Differences  DSM-V Index. décimale : PER Périodiques Résumé : Asperger syndrome (AS) is a pervasive developmental disorder, characterized by social impairments and focused, circumscribed interests and activities in the absence of significant language impairment and cognitive delay. Since its inclusion in the DSM-IV, there has been a dramatic increase in its recognition both in children and adults. Some recent studies suggest that there may be differences between AS and high-functioning autism (HFA) on behavioural, cognitive and neurobiological levels. As the majority of studies so far have generally failed to demonstrate a clear distinction between AS and HFA, some researchers have called for eliminating AS from the forthcoming DSM-V. This paper reports some interesting differences between the conditions on different levels and argues for more experimental studies on AS, modifications of its diagnostic criteria, and for its continued retention in the diagnostic manual. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118

A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders / Evelyn R. GOULD in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.990-1002 Titre : A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Evelyn R. GOULD, Auteur ; Dennis R. DIXON, Auteur ; Adel NAJDOWSKI, Auteur ; Marlena N. SMITH, Auteur ; Jonathan TARBOX, Auteur Année de publication : 2011 Article en page(s) : p.990-1002 Langues : Anglais (eng) Mots-clés : Autism  Assessment  Curriculum  Early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : A large proportion of national education and treatment centers for persons with autism spectrum disorders (ASD), including those providing applied behavior analysis (ABA)-based services, show a relatively high percentage of agreement among practitioners on the instruments they routinely use for a variety of purposes, including curriculum design and treatment evaluation. In this paper, several assessments are reviewed and evaluated in terms of their utility for designing comprehensive early intensive behavioral intervention (EIBI) curriculum programs for children with ASD. The assessments found to be most useful for this purpose are reported. A general critique regarding the available pool of assessment tools is provided and the need for a comprehensive assessment directly linked to curricula is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 [article] A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders [Texte imprimé et/ou numérique] / Evelyn R. GOULD, Auteur ; Dennis R. DIXON, Auteur ; Adel NAJDOWSKI, Auteur ; Marlena N. SMITH, Auteur ; Jonathan TARBOX, Auteur . - 2011 . - p.990-1002. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.990-1002 Mots-clés : Autism  Assessment  Curriculum  Early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : A large proportion of national education and treatment centers for persons with autism spectrum disorders (ASD), including those providing applied behavior analysis (ABA)-based services, show a relatively high percentage of agreement among practitioners on the instruments they routinely use for a variety of purposes, including curriculum design and treatment evaluation. In this paper, several assessments are reviewed and evaluated in terms of their utility for designing comprehensive early intensive behavioral intervention (EIBI) curriculum programs for children with ASD. The assessments found to be most useful for this purpose are reported. A general critique regarding the available pool of assessment tools is provided and the need for a comprehensive assessment directly linked to curricula is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118

Applications of technology to teach social skills to children with autism / Florence D. DIGENNARO REED in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1003-1010 Titre : Applications of technology to teach social skills to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Florence D. DIGENNARO REED, Auteur ; Sarah R. HYMAN, Auteur ; Jason M. HIRST, Auteur Année de publication : 2011 Article en page(s) : p.1003-1010 Langues : Anglais (eng) Mots-clés : Social skills  Technology  Autism Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder show deficits in social skills such as initiating conversation, responding in social situations, social problem-solving, and others. These deficits are targeted through the use of social skills interventions, some of which use a technology-based approach as a resource-efficient alternative to common forms of instruction. The current literature review aims to (a) determine the number of empirical studies using a technology-based social skills intervention, (b) explore the features of social skills targeted in these studies, and (c) analyze the number of studies reporting reliability of the dependent and independent variables. Results indicate that a majority of the studies relied on a video or DVD to deliver the intervention (modeling or feedback), were conducted in school settings, and targeted more than one social skill. The most common social skill addressed was initiating conversation followed by play skills. All but one study included standardized assessment before treatment; however, none of the studies used a published social skills assessment. Like previous research, reliability of the dependent variables was common; however, reliability of the independent variables was infrequent. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 [article] Applications of technology to teach social skills to children with autism [Texte imprimé et/ou numérique] / Florence D. DIGENNARO REED, Auteur ; Sarah R. HYMAN, Auteur ; Jason M. HIRST, Auteur . - 2011 . - p.1003-1010. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1003-1010 Mots-clés : Social skills  Technology  Autism Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder show deficits in social skills such as initiating conversation, responding in social situations, social problem-solving, and others. These deficits are targeted through the use of social skills interventions, some of which use a technology-based approach as a resource-efficient alternative to common forms of instruction. The current literature review aims to (a) determine the number of empirical studies using a technology-based social skills intervention, (b) explore the features of social skills targeted in these studies, and (c) analyze the number of studies reporting reliability of the dependent and independent variables. Results indicate that a majority of the studies relied on a video or DVD to deliver the intervention (modeling or feedback), were conducted in school settings, and targeted more than one social skill. The most common social skill addressed was initiating conversation followed by play skills. All but one study included standardized assessment before treatment; however, none of the studies used a published social skills assessment. Like previous research, reliability of the dependent variables was common; however, reliability of the independent variables was infrequent. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118

Autism severity and muscle strength: A correlation analysis / Janet K. KERN in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1011-1015 Titre : Autism severity and muscle strength: A correlation analysis Type de document : Texte imprimé et/ou numérique Auteurs : Janet K. KERN, Auteur ; David A. GEIER, Auteur ; James B. ADAMS, Auteur ; Melissa R. TROUTMAN, Auteur ; Georgia DAVIS, Auteur ; Paul G. KING, Auteur ; John L. YOUNG, Auteur ; Mark R. GEIER, Auteur Année de publication : 2011 Article en page(s) : p.1011-1015 Langues : Anglais (eng) Mots-clés : Autism  Autism severity  Muscle strength  Grip strength Index. décimale : PER Périodiques Résumé : The current study examined the relationship between muscle strength, as measured by hand grip strength, and autism severity, as measured by the Childhood Autism Rating Scale (CARS). Thirty-seven (37) children with a diagnosis of autism spectrum disorder (ASD) were evaluated using the CARS and then tested for hand muscle strength using a hand grip dynamometer. Statistical analysis was then conducted to examine the relationship between autism severity and hand muscle strength. The model generated in the present study showed that the CARS score is a significant predictor of Max Hand Muscle Score after adjustment for age, race, gender, year of birth, and a history of prior chelation therapy. Evidence suggests that hand grip strength in children with ASD is related to the severity of the disorder. Further research is needed to determine the extent and consistency of the muscle weakness and possible treatments. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 [article] Autism severity and muscle strength: A correlation analysis [Texte imprimé et/ou numérique] / Janet K. KERN, Auteur ; David A. GEIER, Auteur ; James B. ADAMS, Auteur ; Melissa R. TROUTMAN, Auteur ; Georgia DAVIS, Auteur ; Paul G. KING, Auteur ; John L. YOUNG, Auteur ; Mark R. GEIER, Auteur . - 2011 . - p.1011-1015. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1011-1015 Mots-clés : Autism  Autism severity  Muscle strength  Grip strength Index. décimale : PER Périodiques Résumé : The current study examined the relationship between muscle strength, as measured by hand grip strength, and autism severity, as measured by the Childhood Autism Rating Scale (CARS). Thirty-seven (37) children with a diagnosis of autism spectrum disorder (ASD) were evaluated using the CARS and then tested for hand muscle strength using a hand grip dynamometer. Statistical analysis was then conducted to examine the relationship between autism severity and hand muscle strength. The model generated in the present study showed that the CARS score is a significant predictor of Max Hand Muscle Score after adjustment for age, race, gender, year of birth, and a history of prior chelation therapy. Evidence suggests that hand grip strength in children with ASD is related to the severity of the disorder. Further research is needed to determine the extent and consistency of the muscle weakness and possible treatments. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118

Patterns of change in children with Autism Spectrum Disorders who received community based comprehensive interventions in their pre-school years: A seven year follow-up study / Iliana MAGIATI in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1016-1027 Titre : Patterns of change in children with Autism Spectrum Disorders who received community based comprehensive interventions in their pre-school years: A seven year follow-up study Type de document : Texte imprimé et/ou numérique Auteurs : Iliana MAGIATI, Auteur ; Joanna MOSS, Auteur ; Tony CHARMAN, Auteur ; Patricia HOWLIN, Auteur Année de publication : 2011 Article en page(s) : p.1016-1027 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Intervention  Longitudinal  Follow-up Index. décimale : PER Périodiques Résumé : There are few long-term follow-up studies of children with Autism Spectrum Disorders (ASD) who attended intensive intervention programmes in their pre-school years. Thirty-six children with ASD enrolled in relatively intensive, specialist pre-school programmes (minimum of 15 h intervention per week for 2 years at a mean age of 3.4 years) were assessed after 2 years (mean age 5.5 years) and again after a further 5 years (mean age 10.3 years). Cognitive, language and adaptive behaviour skills and severity of autism symptoms were assessed at intake (Time 1) and subsequent follow-ups (Times 2 and 3). Children made significant increases in raw and age equivalent scores in most areas of development assessed, although mean standard scores remained stable or decreased over time. Time 1 IQ, language and adaptive behaviour skills were predictive of outcome at Time 3. Although there were marked individual differences in the rate and patterns of change over time, many children continued to show increases in test scores over the course of the study. This study highlights that whilst overall group improvements may be evident, the rate and nature of these improvements is highly variable across individual children. Further investigation of the specific child characteristics that affect treatment effectiveness is required. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 [article] Patterns of change in children with Autism Spectrum Disorders who received community based comprehensive interventions in their pre-school years: A seven year follow-up study [Texte imprimé et/ou numérique] / Iliana MAGIATI, Auteur ; Joanna MOSS, Auteur ; Tony CHARMAN, Auteur ; Patricia HOWLIN, Auteur . - 2011 . - p.1016-1027. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1016-1027 Mots-clés : Autism Spectrum Disorder  Intervention  Longitudinal  Follow-up Index. décimale : PER Périodiques Résumé : There are few long-term follow-up studies of children with Autism Spectrum Disorders (ASD) who attended intensive intervention programmes in their pre-school years. Thirty-six children with ASD enrolled in relatively intensive, specialist pre-school programmes (minimum of 15 h intervention per week for 2 years at a mean age of 3.4 years) were assessed after 2 years (mean age 5.5 years) and again after a further 5 years (mean age 10.3 years). Cognitive, language and adaptive behaviour skills and severity of autism symptoms were assessed at intake (Time 1) and subsequent follow-ups (Times 2 and 3). Children made significant increases in raw and age equivalent scores in most areas of development assessed, although mean standard scores remained stable or decreased over time. Time 1 IQ, language and adaptive behaviour skills were predictive of outcome at Time 3. Although there were marked individual differences in the rate and patterns of change over time, many children continued to show increases in test scores over the course of the study. This study highlights that whilst overall group improvements may be evident, the rate and nature of these improvements is highly variable across individual children. Further investigation of the specific child characteristics that affect treatment effectiveness is required. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118

Symptom severity and challenging behavior in children with ASD / Jina JANG in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1028-1032 Titre : Symptom severity and challenging behavior in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jina JANG, Auteur ; Dennis R. DIXON, Auteur ; Jonathan TARBOX, Auteur ; Doreen GRANPEESHEH, Auteur Année de publication : 2011 Article en page(s) : p.1028-1032 Langues : Anglais (eng) Mots-clés : Challenging behavior  Autism spectrum disorders  Children  Early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : The prevalence of challenging behaviors in the autism spectrum disorders (ASD) population is often assumed to be high but relatively little research has actually been published on it. Furthermore, challenging behaviors are likely to impede progress in evidence-based treatment programs, such as early intensive behavioral intervention (EIBI). Little or no previous research has evaluated the prevalence of various topographies of challenging behavior in a population of children with ASD receiving EIBI services, nor evaluated the relationship between such behaviors and the severity of ASD symptoms. Using data from the ASD–DC and the ASD–BPC in 84 children with autism receiving EIBI services, the current study conducted a regression analysis of relations between endorsement of challenging behaviors and ASD symptom severity. Results indicated that 94% of the sample reported the presence of challenging behavior, stereotypical behaviors were the most commonly reported, and that the presence of challenging behavior was predicted by ASD severity. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 [article] Symptom severity and challenging behavior in children with ASD [Texte imprimé et/ou numérique] / Jina JANG, Auteur ; Dennis R. DIXON, Auteur ; Jonathan TARBOX, Auteur ; Doreen GRANPEESHEH, Auteur . - 2011 . - p.1028-1032. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1028-1032 Mots-clés : Challenging behavior  Autism spectrum disorders  Children  Early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : The prevalence of challenging behaviors in the autism spectrum disorders (ASD) population is often assumed to be high but relatively little research has actually been published on it. Furthermore, challenging behaviors are likely to impede progress in evidence-based treatment programs, such as early intensive behavioral intervention (EIBI). Little or no previous research has evaluated the prevalence of various topographies of challenging behavior in a population of children with ASD receiving EIBI services, nor evaluated the relationship between such behaviors and the severity of ASD symptoms. Using data from the ASD–DC and the ASD–BPC in 84 children with autism receiving EIBI services, the current study conducted a regression analysis of relations between endorsement of challenging behaviors and ASD symptom severity. Results indicated that 94% of the sample reported the presence of challenging behavior, stereotypical behaviors were the most commonly reported, and that the presence of challenging behavior was predicted by ASD severity. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118

Interventions used with an Australian sample of preschool children with autism spectrum disorders / Mark CARTER in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1033-1041 Titre : Interventions used with an Australian sample of preschool children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Mark CARTER, Auteur ; Jacqueline ROBERTS, Auteur ; Katrina WILLIAMS, Auteur ; David EVANS, Auteur ; Trevor R. PARMENTER, Auteur ; Natalie SILOVE, Auteur ; Trevor CLARK, Auteur ; Anthony WARREN, Auteur Année de publication : 2011 Article en page(s) : p.1033-1041 Langues : Anglais (eng) Mots-clés : Autism  Parents  Survey  Treatment  Education  Complementary and alternative medicine Index. décimale : PER Périodiques Résumé : This study examined the previous and current range of educational, therapy, medical and CAM interventions used by a clearly described Australian sample of 84 families of preschool-aged children with autism spectrum disorders who were enrolled in a controlled trial of early intervention services. With regard to educational and therapy interventions, the most frequently used services were speech–language pathology, preschool and childcare, generic early intervention, and occupational therapy. With the exception of preschool and childcare, the access frequency for most of these services indicated they were used at relatively low intensity. Exclusion diets, oils/fatty acids and vitamin and mineral supplements were the primary CAM interventions used by families. There was no clear evidence of a relationship between the number of interventions used by families and developmental status although this may have been due to the relatively recent diagnoses. Implications of these findings and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Interventions used with an Australian sample of preschool children with autism spectrum disorders [Texte imprimé et/ou numérique] / Mark CARTER, Auteur ; Jacqueline ROBERTS, Auteur ; Katrina WILLIAMS, Auteur ; David EVANS, Auteur ; Trevor R. PARMENTER, Auteur ; Natalie SILOVE, Auteur ; Trevor CLARK, Auteur ; Anthony WARREN, Auteur . - 2011 . - p.1033-1041. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1033-1041 Mots-clés : Autism  Parents  Survey  Treatment  Education  Complementary and alternative medicine Index. décimale : PER Périodiques Résumé : This study examined the previous and current range of educational, therapy, medical and CAM interventions used by a clearly described Australian sample of 84 families of preschool-aged children with autism spectrum disorders who were enrolled in a controlled trial of early intervention services. With regard to educational and therapy interventions, the most frequently used services were speech–language pathology, preschool and childcare, generic early intervention, and occupational therapy. With the exception of preschool and childcare, the access frequency for most of these services indicated they were used at relatively low intensity. Exclusion diets, oils/fatty acids and vitamin and mineral supplements were the primary CAM interventions used by families. There was no clear evidence of a relationship between the number of interventions used by families and developmental status although this may have been due to the relatively recent diagnoses. Implications of these findings and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Accelerometer-determined physical activity among elementary school-aged children with autism spectrum disorders in Taiwan / Chien-Yu PAN in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1042-1052 Titre : Accelerometer-determined physical activity among elementary school-aged children with autism spectrum disorders in Taiwan Type de document : Texte imprimé et/ou numérique Auteurs : Chien-Yu PAN, Auteur ; Chia-Liang TSAI, Auteur ; Kai-Wen HSIEH, Auteur ; Chia-Hua CHU, Auteur ; Ya-Lin LI, Auteur ; Shih-Tse HUANG, Auteur Année de publication : 2011 Article en page(s) : p.1042-1052 Langues : Anglais (eng) Mots-clés : Physical activity  Accelerometry  Autism  Children Index. décimale : PER Périodiques Résumé : To examine age-related physical activity (PA) patterns between- and within-day in elementary school-aged children with autism spectrum disorders (ASD). PA was recorded every 5-s by uniaxial accelerometry in 35 children (grades 1–2, n = 13; grades 3–4, n = 13; grades 5–6, n = 9) for up to five weekdays and two weekend days. Younger children were more active during weekend days compared with weekdays, while the opposite was observed in older children. Age variation also exists in children's PA levels within a weekday, with this effect being most evident during recess and after school. Weekend days and free time within school days seem appropriate targets when promoting PA in older children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Accelerometer-determined physical activity among elementary school-aged children with autism spectrum disorders in Taiwan [Texte imprimé et/ou numérique] / Chien-Yu PAN, Auteur ; Chia-Liang TSAI, Auteur ; Kai-Wen HSIEH, Auteur ; Chia-Hua CHU, Auteur ; Ya-Lin LI, Auteur ; Shih-Tse HUANG, Auteur . - 2011 . - p.1042-1052. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1042-1052 Mots-clés : Physical activity  Accelerometry  Autism  Children Index. décimale : PER Périodiques Résumé : To examine age-related physical activity (PA) patterns between- and within-day in elementary school-aged children with autism spectrum disorders (ASD). PA was recorded every 5-s by uniaxial accelerometry in 35 children (grades 1–2, n = 13; grades 3–4, n = 13; grades 5–6, n = 9) for up to five weekdays and two weekend days. Younger children were more active during weekend days compared with weekdays, while the opposite was observed in older children. Age variation also exists in children's PA levels within a weekday, with this effect being most evident during recess and after school. Weekend days and free time within school days seem appropriate targets when promoting PA in older children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

The effects of a brushing procedure on stereotypical behavior / Tonya N. DAVIS in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1053-1058 Titre : The effects of a brushing procedure on stereotypical behavior Type de document : Texte imprimé et/ou numérique Auteurs : Tonya N. DAVIS, Auteur ; Shannon DURAND, Auteur ; Jeffrey M. CHAN, Auteur Année de publication : 2011 Article en page(s) : p.1053-1058 Langues : Anglais (eng) Mots-clés : Stereotypy  Sensory integration  Body brushing  Wilbarger Protocol  Autism  Developmental disabilities Index. décimale : PER Périodiques Résumé : In this study we analyzed the effects of a brushing protocol on stereotyped behavior of a young boy with autism. First, a functional analysis was conducted which showed that the participant's stereotypy was maintained by automatic reinforcement. Next, the Wilbarger Protocol, a brushing intervention, was implemented. An ABA design was implemented in which the participant was observed during four phases: (a) baseline, prior to the administration of the brushing protocol; (b) week 3 of implementation of the brushing protocol; (c) week 5 of implementation; and (d) 6 months after the discontinuation of the brushing protocol. Findings suggest that the brushing protocol had no marked affect on levels of stereotypy. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] The effects of a brushing procedure on stereotypical behavior [Texte imprimé et/ou numérique] / Tonya N. DAVIS, Auteur ; Shannon DURAND, Auteur ; Jeffrey M. CHAN, Auteur . - 2011 . - p.1053-1058. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1053-1058 Mots-clés : Stereotypy  Sensory integration  Body brushing  Wilbarger Protocol  Autism  Developmental disabilities Index. décimale : PER Périodiques Résumé : In this study we analyzed the effects of a brushing protocol on stereotyped behavior of a young boy with autism. First, a functional analysis was conducted which showed that the participant's stereotypy was maintained by automatic reinforcement. Next, the Wilbarger Protocol, a brushing intervention, was implemented. An ABA design was implemented in which the participant was observed during four phases: (a) baseline, prior to the administration of the brushing protocol; (b) week 3 of implementation of the brushing protocol; (c) week 5 of implementation; and (d) 6 months after the discontinuation of the brushing protocol. Findings suggest that the brushing protocol had no marked affect on levels of stereotypy. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Functional assessment of instructional variables: Linking assessment and treatment / Tiffany KODAK in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1059-1077 Titre : Functional assessment of instructional variables: Linking assessment and treatment Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany KODAK, Auteur ; Wayne FISHER, Auteur ; Andrea CLEMENTS, Auteur ; Amber R. PADEN, Auteur ; Nitasha R. DICKES, Auteur Année de publication : 2011 Article en page(s) : p.1059-1077 Langues : Anglais (eng) Mots-clés : Academic interventions  Auditory-visual conditional discrimination  Functional assessment  Instructional variables Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to refine and validate an assessment procedure to identify instructional variables influencing acquisition of conditional discriminations in children diagnosed with autism. An assessment was implemented with eleven individuals to identify the specific instructional variables influencing the individual's responding. A prescribed academic intervention was selected for participants based on the results of the functional assessment. The prescribed intervention was compared to an alternative treatment and control condition. The functional assessment identified several different patterns of responding to instructional variables across participants. The treatment evaluation demonstrated that the prescribed academic intervention was effective in teaching conditional discriminations. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Functional assessment of instructional variables: Linking assessment and treatment [Texte imprimé et/ou numérique] / Tiffany KODAK, Auteur ; Wayne FISHER, Auteur ; Andrea CLEMENTS, Auteur ; Amber R. PADEN, Auteur ; Nitasha R. DICKES, Auteur . - 2011 . - p.1059-1077. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1059-1077 Mots-clés : Academic interventions  Auditory-visual conditional discrimination  Functional assessment  Instructional variables Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to refine and validate an assessment procedure to identify instructional variables influencing acquisition of conditional discriminations in children diagnosed with autism. An assessment was implemented with eleven individuals to identify the specific instructional variables influencing the individual's responding. A prescribed academic intervention was selected for participants based on the results of the functional assessment. The prescribed intervention was compared to an alternative treatment and control condition. The functional assessment identified several different patterns of responding to instructional variables across participants. The treatment evaluation demonstrated that the prescribed academic intervention was effective in teaching conditional discriminations. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Examination of correlates of different imitative functions in young children with autism spectrum disorders / Brooke R. INGERSOLL in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1078-1085 Titre : Examination of correlates of different imitative functions in young children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur ; Katherine MEYER, Auteur Année de publication : 2011 Article en page(s) : p.1078-1085 Langues : Anglais (eng) Mots-clés : Autism  Imitation  Social communication Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) have difficulties with social-communication skills, including imitation, language, joint attention, and play. This study investigated whether imitation performance in two different contexts (structured-elicited vs. social-interactive) was differentially related to attention-following, social reciprocity, language, and play in children with ASD. This study used a concurrent, correlational design to investigate the relationships between these skills in 23, 2–4-year-old children with autism. Participants imitated more actions on the structured-elicited than social-interactive task. After controlling for developmental level, imitation in the structured-elicited condition was correlated with vocabulary size and imitation in the social-interactive condition was correlated with vocabulary size, social reciprocity, and symbolic play. These findings suggest different skills may underlie imitation in different contexts. In addition, while imitation in both contexts appears to be important for vocabulary development at this age, imitation in a social context may be more important in the development of symbolic play skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Examination of correlates of different imitative functions in young children with autism spectrum disorders [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur ; Katherine MEYER, Auteur . - 2011 . - p.1078-1085. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1078-1085 Mots-clés : Autism  Imitation  Social communication Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) have difficulties with social-communication skills, including imitation, language, joint attention, and play. This study investigated whether imitation performance in two different contexts (structured-elicited vs. social-interactive) was differentially related to attention-following, social reciprocity, language, and play in children with ASD. This study used a concurrent, correlational design to investigate the relationships between these skills in 23, 2–4-year-old children with autism. Participants imitated more actions on the structured-elicited than social-interactive task. After controlling for developmental level, imitation in the structured-elicited condition was correlated with vocabulary size and imitation in the social-interactive condition was correlated with vocabulary size, social reciprocity, and symbolic play. These findings suggest different skills may underlie imitation in different contexts. In addition, while imitation in both contexts appears to be important for vocabulary development at this age, imitation in a social context may be more important in the development of symbolic play skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Psychiatric symptoms in children diagnosed with an Autism Spectrum Disorder: An examination of gender differences / Julie A. WORLEY in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1086-1091 Titre : Psychiatric symptoms in children diagnosed with an Autism Spectrum Disorder: An examination of gender differences Type de document : Texte imprimé et/ou numérique Auteurs : Julie A. WORLEY, Auteur ; Johnny L. MATSON, Auteur Année de publication : 2011 Article en page(s) : p.1086-1091 Langues : Anglais (eng) Mots-clés : Autism  Psychopathology  Gender  Autism Spectrum Disorders–Comorbid for Children (ASD-CC) Index. décimale : PER Périodiques Résumé : In addition to the triad of impairments experienced by children and adolescents diagnosed with Autism Spectrum Disorders (ASD), they often present with symptoms of psychiatric disorders. To date, very few studies have examined gender differences in regards to psychiatric symptoms in children and adolescents diagnosed with an ASD. Thus, the current study compared male and female children and adolescents (n = 129) who were diagnosed with an ASD or who were typically developing psychiatric symptoms. The Autism Spectrum Disorders-Comorbid for Children (ASD-CC) was utilized to assess for symptoms of psychopathology. Males and females diagnosed with an ASD did not significantly differ from each other in total psychiatric symptoms or on any of the specific factors of psychiatric symptoms examined (i.e., tantrum behavior, repetitive behavior, worry/depressed, avoidant behavior, under-eating, conduct, and over-eating). Similarly, males and females who were typically developing did not differ from each other on any factors examined. A discussion including future directions of research is included. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Psychiatric symptoms in children diagnosed with an Autism Spectrum Disorder: An examination of gender differences [Texte imprimé et/ou numérique] / Julie A. WORLEY, Auteur ; Johnny L. MATSON, Auteur . - 2011 . - p.1086-1091. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1086-1091 Mots-clés : Autism  Psychopathology  Gender  Autism Spectrum Disorders–Comorbid for Children (ASD-CC) Index. décimale : PER Périodiques Résumé : In addition to the triad of impairments experienced by children and adolescents diagnosed with Autism Spectrum Disorders (ASD), they often present with symptoms of psychiatric disorders. To date, very few studies have examined gender differences in regards to psychiatric symptoms in children and adolescents diagnosed with an ASD. Thus, the current study compared male and female children and adolescents (n = 129) who were diagnosed with an ASD or who were typically developing psychiatric symptoms. The Autism Spectrum Disorders-Comorbid for Children (ASD-CC) was utilized to assess for symptoms of psychopathology. Males and females diagnosed with an ASD did not significantly differ from each other in total psychiatric symptoms or on any of the specific factors of psychiatric symptoms examined (i.e., tantrum behavior, repetitive behavior, worry/depressed, avoidant behavior, under-eating, conduct, and over-eating). Similarly, males and females who were typically developing did not differ from each other on any factors examined. A discussion including future directions of research is included. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

An event-related potential and behavioral study of impaired inhibitory control in children with autism spectrum disorder / Chia-Liang TSAI in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1092-1102 Titre : An event-related potential and behavioral study of impaired inhibitory control in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Chia-Liang TSAI, Auteur ; Chien-Yu PAN, Auteur ; Chun-Hao WANG, Auteur ; Yu-Ting TSENG, Auteur ; Kai-Wen HSIEH, Auteur Année de publication : 2011 Article en page(s) : p.1092-1102 Langues : Anglais (eng) Mots-clés : Inhibitory control  Endogenous Posner paradigm  Autism  Event-related potentials  Visuospatial attention Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are characterized by a deficit of dorsal visual stream processing as well as the impairment of inhibitory control capability. However, the cognitive processing mechanisms of executive dysfunction have not been addressed. In the present study, the endogenous Posner paradigm task was administered to 15 children with ASD and 16 typically developing (TD) children to simultaneously investigate and compare the behavioral performance and event-related potentials (ERPs) measures. Children with ASD showed slower reaction time in the incongruent condition but did not significantly differ in the overall conditions and in response accuracy as compared to TD children. The ASD group also exhibited significant impairment on measures of inhibitory control. In terms of ERPs regarding early and late inhibition, there were no significant differences found with regard to N2 latency, N2 amplitude, and P3 amplitude in children with ASD relative to TD children, but the ASD group manifested prolonged latency on the P3 component to target stimuli, especially in the incongruent condition, which is indicative of slow and inefficient stimulus classification speed as compared to TD children. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] An event-related potential and behavioral study of impaired inhibitory control in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Chia-Liang TSAI, Auteur ; Chien-Yu PAN, Auteur ; Chun-Hao WANG, Auteur ; Yu-Ting TSENG, Auteur ; Kai-Wen HSIEH, Auteur . - 2011 . - p.1092-1102. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1092-1102 Mots-clés : Inhibitory control  Endogenous Posner paradigm  Autism  Event-related potentials  Visuospatial attention Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are characterized by a deficit of dorsal visual stream processing as well as the impairment of inhibitory control capability. However, the cognitive processing mechanisms of executive dysfunction have not been addressed. In the present study, the endogenous Posner paradigm task was administered to 15 children with ASD and 16 typically developing (TD) children to simultaneously investigate and compare the behavioral performance and event-related potentials (ERPs) measures. Children with ASD showed slower reaction time in the incongruent condition but did not significantly differ in the overall conditions and in response accuracy as compared to TD children. The ASD group also exhibited significant impairment on measures of inhibitory control. In terms of ERPs regarding early and late inhibition, there were no significant differences found with regard to N2 latency, N2 amplitude, and P3 amplitude in children with ASD relative to TD children, but the ASD group manifested prolonged latency on the P3 component to target stimuli, especially in the incongruent condition, which is indicative of slow and inefficient stimulus classification speed as compared to TD children. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Adolescents with Asperger syndrome can use a mindfulness-based strategy to control their aggressive behavior / Nirbhay N. SINGH in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1103-1109 Titre : Adolescents with Asperger syndrome can use a mindfulness-based strategy to control their aggressive behavior Type de document : Texte imprimé et/ou numérique Auteurs : Nirbhay N. SINGH, Auteur ; Giulio E. LANCIONI, Auteur ; Angela D.A. SINGH, Auteur ; Alan S.W. WINTON, Auteur ; Ashvind N.A. SINGH, Auteur ; Judy SINGH, Auteur Année de publication : 2011 Article en page(s) : p.1103-1109 Langues : Anglais (eng) Mots-clés : Asperger syndrome  Aggressive behavior  Meditation on the Soles of the Feet  Mindfulness Index. décimale : PER Périodiques Résumé : Children and adolescents with Asperger syndrome occasionally exhibit aggressive behavior against peers and parents. In a multiple baseline design across subjects, three adolescents with Asperger syndrome were taught to use a mindfulness-based procedure called Meditation on the Soles of the Feet to control their physical aggression in the family home and during outings in the community. They were taught to shift the focus of their attention from the negative emotions that triggered their aggressive behavior to a neutral stimulus, the soles of their feet. Prior to training in the mindfulness-based procedure the adolescents had moderate rates of aggression. During mindfulness practice, which lasted between 17 and 24 weeks, their mean rates of aggression per week decreased from 2.7, 2.5 and 3.2 to 0.9, 1.1, and 0.9, respectively, with no instances observed during the last 3 weeks of mindfulness practice. No episodes of physical aggression occurred during a 4-year follow-up. This study suggests that adolescents with Asperger syndrome may successfully use a mindfulness-based procedure to control their aggressive behavior. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Adolescents with Asperger syndrome can use a mindfulness-based strategy to control their aggressive behavior [Texte imprimé et/ou numérique] / Nirbhay N. SINGH, Auteur ; Giulio E. LANCIONI, Auteur ; Angela D.A. SINGH, Auteur ; Alan S.W. WINTON, Auteur ; Ashvind N.A. SINGH, Auteur ; Judy SINGH, Auteur . - 2011 . - p.1103-1109. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1103-1109 Mots-clés : Asperger syndrome  Aggressive behavior  Meditation on the Soles of the Feet  Mindfulness Index. décimale : PER Périodiques Résumé : Children and adolescents with Asperger syndrome occasionally exhibit aggressive behavior against peers and parents. In a multiple baseline design across subjects, three adolescents with Asperger syndrome were taught to use a mindfulness-based procedure called Meditation on the Soles of the Feet to control their physical aggression in the family home and during outings in the community. They were taught to shift the focus of their attention from the negative emotions that triggered their aggressive behavior to a neutral stimulus, the soles of their feet. Prior to training in the mindfulness-based procedure the adolescents had moderate rates of aggression. During mindfulness practice, which lasted between 17 and 24 weeks, their mean rates of aggression per week decreased from 2.7, 2.5 and 3.2 to 0.9, 1.1, and 0.9, respectively, with no instances observed during the last 3 weeks of mindfulness practice. No episodes of physical aggression occurred during a 4-year follow-up. This study suggests that adolescents with Asperger syndrome may successfully use a mindfulness-based procedure to control their aggressive behavior. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Analysis of heart rate and self-injury with and without restraint in an individual with autism / Heather K. JENNETT in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1110-1118 Titre : Analysis of heart rate and self-injury with and without restraint in an individual with autism Type de document : Texte imprimé et/ou numérique Auteurs : Heather K. JENNETT, Auteur ; Louis P. HAGOPIAN, Auteur ; Lauren BEAULIEU, Auteur Année de publication : 2011 Article en page(s) : p.1110-1118 Langues : Anglais (eng) Mots-clés : Self-injury  Heart rate  Physiological measurement  Restraint  Anxiety Index. décimale : PER Périodiques Résumé : The relation between self-injury and heart rate was analyzed for an individual who appeared anxious while engaging in self-injury. The analysis involved manipulating the presence or absence of restraint while simultaneously measuring heart rate. The following findings were obtained and replicated: (a) when some form of restraint was applied, heart rate was typically within or close to the range of resting heart rate; (b) when restraint was removed or signaled to be removed, heart rate increased dramatically within a short time period; and (c) when restraint was re-applied, heart rate decreased and eventually returned to resting range within a couple of minutes. Recommendations for the assessment of anxiety in individuals with limited verbal skills are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Analysis of heart rate and self-injury with and without restraint in an individual with autism [Texte imprimé et/ou numérique] / Heather K. JENNETT, Auteur ; Louis P. HAGOPIAN, Auteur ; Lauren BEAULIEU, Auteur . - 2011 . - p.1110-1118. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1110-1118 Mots-clés : Self-injury  Heart rate  Physiological measurement  Restraint  Anxiety Index. décimale : PER Périodiques Résumé : The relation between self-injury and heart rate was analyzed for an individual who appeared anxious while engaging in self-injury. The analysis involved manipulating the presence or absence of restraint while simultaneously measuring heart rate. The following findings were obtained and replicated: (a) when some form of restraint was applied, heart rate was typically within or close to the range of resting heart rate; (b) when restraint was removed or signaled to be removed, heart rate increased dramatically within a short time period; and (c) when restraint was re-applied, heart rate decreased and eventually returned to resting range within a couple of minutes. Recommendations for the assessment of anxiety in individuals with limited verbal skills are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

The Emperor's new clothes: Eclecticism in autism treatment / Karola DILLENBURGER in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1119-1128 Titre : The Emperor's new clothes: Eclecticism in autism treatment Type de document : Texte imprimé et/ou numérique Auteurs : Karola DILLENBURGER, Auteur Année de publication : 2011 Article en page(s) : p.1119-1128 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorders  Eclectic  ABA  Applied Behaviour Analysis  Government reports Index. décimale : PER Périodiques Résumé : Increasingly, Applied Behaviour Analysis (ABA) is internationally recognised as the scientific basis for teaching and treatment in Autism Spectrum Disorders. Yet, many governments and professionals across Europe promote an eclectic model as more child-centred and pragmatic. This paper addresses the issues of eclecticism and ABA by exploring how misinformation stands in the way of evidence-based procedures that are truly unified, practical, and child-centred. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] The Emperor's new clothes: Eclecticism in autism treatment [Texte imprimé et/ou numérique] / Karola DILLENBURGER, Auteur . - 2011 . - p.1119-1128. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1119-1128 Mots-clés : Autism Spectrum Disorders  Eclectic  ABA  Applied Behaviour Analysis  Government reports Index. décimale : PER Périodiques Résumé : Increasingly, Applied Behaviour Analysis (ABA) is internationally recognised as the scientific basis for teaching and treatment in Autism Spectrum Disorders. Yet, many governments and professionals across Europe promote an eclectic model as more child-centred and pragmatic. This paper addresses the issues of eclecticism and ABA by exploring how misinformation stands in the way of evidence-based procedures that are truly unified, practical, and child-centred. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Social communication impairments in children and adolescents with Asperger syndrome: Slow response time and the impact of prompting / Nils KALAND in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1129-1137 Titre : Social communication impairments in children and adolescents with Asperger syndrome: Slow response time and the impact of prompting Type de document : Texte imprimé et/ou numérique Auteurs : Nils KALAND, Auteur ; Erik Lykke MORTENSEN, Auteur ; Lars SMITH, Auteur Année de publication : 2011 Article en page(s) : p.1129-1137 Langues : Anglais (eng) Mots-clés : Asperger syndrome  Stories from Everyday Life  Communication impairments  Response times  Prompt questions Index. décimale : PER Périodiques Résumé : In the present study children and adolescents with Asperger syndrome (N = 13) and a matched control group of typically developing children and adolescents were presented with 26 vignettes of daily life situations, including irony, metaphors, contrary emotions, jealousy, social blunders, and understanding intentions. The participants in the AS group showed significant impairments in social communication. They needed significantly longer response times to solve the tasks and required significantly more prompt questions than the control persons. When analyzing the AS participants’ performances before any prompt questions had been given, their task performances were significantly poorer than after the prompts had been given indicating that without any prompt questions their task performance would have fallen markedly. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Social communication impairments in children and adolescents with Asperger syndrome: Slow response time and the impact of prompting [Texte imprimé et/ou numérique] / Nils KALAND, Auteur ; Erik Lykke MORTENSEN, Auteur ; Lars SMITH, Auteur . - 2011 . - p.1129-1137. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1129-1137 Mots-clés : Asperger syndrome  Stories from Everyday Life  Communication impairments  Response times  Prompt questions Index. décimale : PER Périodiques Résumé : In the present study children and adolescents with Asperger syndrome (N = 13) and a matched control group of typically developing children and adolescents were presented with 26 vignettes of daily life situations, including irony, metaphors, contrary emotions, jealousy, social blunders, and understanding intentions. The participants in the AS group showed significant impairments in social communication. They needed significantly longer response times to solve the tasks and required significantly more prompt questions than the control persons. When analyzing the AS participants’ performances before any prompt questions had been given, their task performances were significantly poorer than after the prompts had been given indicating that without any prompt questions their task performance would have fallen markedly. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Utilization and expenditure of hospital admission in patients with autism spectrum disorder: National Health Insurance claims database analysis / Jin-Ding LIN in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1138-1142 Titre : Utilization and expenditure of hospital admission in patients with autism spectrum disorder: National Health Insurance claims database analysis Type de document : Texte imprimé et/ou numérique Auteurs : Jin-Ding LIN, Auteur ; Wen-Jiu HUNG, Auteur ; Lan-Ping LIN, Auteur ; Chia-Im LAI, Auteur Année de publication : 2011 Article en page(s) : p.1138-1142 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Hospital admission  Medical expenditure Index. décimale : PER Périodiques Résumé : There were not many studies to provide information on health access and health utilization of people with autism spectrum disorders (ASD). The present study describes a general profile of hospital admission and the medical cost among people with ASD, and to analyze the determinants of medical cost. A retrospective study was employed to analyze medical fee of 397 individuals with ASD based on population-based National Health Insurance (NHI) claims data in Taiwan. The average frequency of hospital admission in the respondents was 3.5 annually, mean of hospital stay was 111.9 days, and the mean medical expenditure was 94,293 NTD in the year of 2005. Those autistic individuals with characteristics of younger age (OR = 31.085, 95% CI = 12.772–75.659), hold a serious illness card (OR = 4.980, 95% CI = 1.690–14.673), more frequent in inpatient care (OR = 7.636, 95% CI = 2.643–22.066), longer days in acute ward (OR = 3.840, 95% CI = 1.989–7.416), and days in acute + chronic wards (OR = 3.804, 95% CI = 1.334–10.846) were more likely to consume more medical expenditure than their counterparts. The present study provides valuable medical care utilization information to health care decision makers to initiate a supportive healing environment for people with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Utilization and expenditure of hospital admission in patients with autism spectrum disorder: National Health Insurance claims database analysis [Texte imprimé et/ou numérique] / Jin-Ding LIN, Auteur ; Wen-Jiu HUNG, Auteur ; Lan-Ping LIN, Auteur ; Chia-Im LAI, Auteur . - 2011 . - p.1138-1142. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1138-1142 Mots-clés : Autism spectrum disorder  Hospital admission  Medical expenditure Index. décimale : PER Périodiques Résumé : There were not many studies to provide information on health access and health utilization of people with autism spectrum disorders (ASD). The present study describes a general profile of hospital admission and the medical cost among people with ASD, and to analyze the determinants of medical cost. A retrospective study was employed to analyze medical fee of 397 individuals with ASD based on population-based National Health Insurance (NHI) claims data in Taiwan. The average frequency of hospital admission in the respondents was 3.5 annually, mean of hospital stay was 111.9 days, and the mean medical expenditure was 94,293 NTD in the year of 2005. Those autistic individuals with characteristics of younger age (OR = 31.085, 95% CI = 12.772–75.659), hold a serious illness card (OR = 4.980, 95% CI = 1.690–14.673), more frequent in inpatient care (OR = 7.636, 95% CI = 2.643–22.066), longer days in acute ward (OR = 3.840, 95% CI = 1.989–7.416), and days in acute + chronic wards (OR = 3.804, 95% CI = 1.334–10.846) were more likely to consume more medical expenditure than their counterparts. The present study provides valuable medical care utilization information to health care decision makers to initiate a supportive healing environment for people with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Parenting behaviour among parents of children with autism spectrum disorder / Greet LAMBRECHTS in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1143-1152 Titre : Parenting behaviour among parents of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Greet LAMBRECHTS, Auteur ; Karla VAN LEEWEN, Auteur ; Hannah BOONEN, Auteur ; Bea MAES, Auteur ; Ilse L.J. NOENS, Auteur Année de publication : 2011 Article en page(s) : p.1143-1152 Langues : Anglais (eng) Mots-clés : Parenting behaviour  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Contrary to the extensive amount of empirical findings about parental perceptions, parenting cognitions, and coping in families with a child with autism spectrum disorder (ASD), research about parenting itself is very scarce. A first goal of this study was to examine the factor structure and internal consistency of two scales to measure parenting behaviour: the Parental Behaviour Scale-short version (PBS, [Van Leeuwen, 2002], [Van Leeuwen and Vermulst, 2004] and [Van Leeuwen and Vermulst, 2010]) and a new scale to measure parenting behaviours more specifically relevant to children with ASD. A second goal was to compare general and more specific parenting behaviour among parents of children with and without ASD. The participants were 305 parents of a child with ASD between 8 and 18 years old and 325 parents of a typically developing child between 8 and 18 years old. Parents completed both scales. Exploratory factor analysis of the new scale resulted in two factors: Stimulating the Development and Adapting the Environment. Multisample confirmatory factor analyses showed good fit indices for the noninvariant model of both the PBS and the new scale. Mean level analyses revealed significant main effects of group with higher mean scores for the control group in comparison with the experimental group for the subscale Harsh Punishment and the reversed effect for the subscale Stimulating the Development. We concluded that it is possible to use the parenting constructs of the PBS-short version to investigate parenting behaviour of parents with and without children with ASD. Furthermore, the new scale showed a relatively stable two factor structure for the control group as well as for the experimental group. The two factors ‘Stimulating the child's Development’ and ‘Adapting the child's Environment’ were also convincing as regards content. A first indication was found that parents of children with ASD indeed use more specifically relevant parenting behaviours. It is self-evident that more research is needed to gain further insight into the nature of these behaviours. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Parenting behaviour among parents of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Greet LAMBRECHTS, Auteur ; Karla VAN LEEWEN, Auteur ; Hannah BOONEN, Auteur ; Bea MAES, Auteur ; Ilse L.J. NOENS, Auteur . - 2011 . - p.1143-1152. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1143-1152 Mots-clés : Parenting behaviour  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Contrary to the extensive amount of empirical findings about parental perceptions, parenting cognitions, and coping in families with a child with autism spectrum disorder (ASD), research about parenting itself is very scarce. A first goal of this study was to examine the factor structure and internal consistency of two scales to measure parenting behaviour: the Parental Behaviour Scale-short version (PBS, [Van Leeuwen, 2002], [Van Leeuwen and Vermulst, 2004] and [Van Leeuwen and Vermulst, 2010]) and a new scale to measure parenting behaviours more specifically relevant to children with ASD. A second goal was to compare general and more specific parenting behaviour among parents of children with and without ASD. The participants were 305 parents of a child with ASD between 8 and 18 years old and 325 parents of a typically developing child between 8 and 18 years old. Parents completed both scales. Exploratory factor analysis of the new scale resulted in two factors: Stimulating the Development and Adapting the Environment. Multisample confirmatory factor analyses showed good fit indices for the noninvariant model of both the PBS and the new scale. Mean level analyses revealed significant main effects of group with higher mean scores for the control group in comparison with the experimental group for the subscale Harsh Punishment and the reversed effect for the subscale Stimulating the Development. We concluded that it is possible to use the parenting constructs of the PBS-short version to investigate parenting behaviour of parents with and without children with ASD. Furthermore, the new scale showed a relatively stable two factor structure for the control group as well as for the experimental group. The two factors ‘Stimulating the child's Development’ and ‘Adapting the child's Environment’ were also convincing as regards content. A first indication was found that parents of children with ASD indeed use more specifically relevant parenting behaviours. It is self-evident that more research is needed to gain further insight into the nature of these behaviours. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

A mindfulness-based strategy for self-management of aggressive behavior in adolescents with autism / Nirbhay N. SINGH in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1153-1158 Titre : A mindfulness-based strategy for self-management of aggressive behavior in adolescents with autism Type de document : Texte imprimé et/ou numérique Auteurs : Nirbhay N. SINGH, Auteur ; Giulio E. LANCIONI, Auteur ; Ramasamy MANIKAM, Auteur ; Alan S.W. WINTON, Auteur ; Ashvind N.A. SINGH, Auteur ; Judy SINGH, Auteur ; Angela D.A. SINGH, Auteur Année de publication : 2011 Article en page(s) : p.1153-1158 Langues : Anglais (eng) Mots-clés : Autism  Aggression  Meditation on the Soles of the Feet  Treatment for aggression Index. décimale : PER Périodiques Résumé : Some individuals with autism engage in physical aggression to an extent that interferes with not only their quality of life, but also that of their parents and siblings. Behavioral and psychopharmacological treatments have been the mainstay of treatments for aggression in children and adolescents with autism. We evaluated the effectiveness of a mindfulness-based procedure, Meditation on the Soles of the Feet, in helping three adolescents to manage their physical aggression. This procedure required the adolescents to rapidly shift the focus of their attention from the aggression-triggering event to a neutral place on their body, the soles of their feet. Incidents of aggression across the three adolescents ranged from a mean of 14–20 per week during baseline, 4–6 per week during mindfulness training, including zero rates during the last 4 weeks of intervention. Aggression occurred a rate of about 1 per year during a 3-year follow-up. Our results suggest adolescents with autism can learn, and effectively use, a mindfulness-based procedure to self-manage their physical aggression over several years. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] A mindfulness-based strategy for self-management of aggressive behavior in adolescents with autism [Texte imprimé et/ou numérique] / Nirbhay N. SINGH, Auteur ; Giulio E. LANCIONI, Auteur ; Ramasamy MANIKAM, Auteur ; Alan S.W. WINTON, Auteur ; Ashvind N.A. SINGH, Auteur ; Judy SINGH, Auteur ; Angela D.A. SINGH, Auteur . - 2011 . - p.1153-1158. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1153-1158 Mots-clés : Autism  Aggression  Meditation on the Soles of the Feet  Treatment for aggression Index. décimale : PER Périodiques Résumé : Some individuals with autism engage in physical aggression to an extent that interferes with not only their quality of life, but also that of their parents and siblings. Behavioral and psychopharmacological treatments have been the mainstay of treatments for aggression in children and adolescents with autism. We evaluated the effectiveness of a mindfulness-based procedure, Meditation on the Soles of the Feet, in helping three adolescents to manage their physical aggression. This procedure required the adolescents to rapidly shift the focus of their attention from the aggression-triggering event to a neutral place on their body, the soles of their feet. Incidents of aggression across the three adolescents ranged from a mean of 14–20 per week during baseline, 4–6 per week during mindfulness training, including zero rates during the last 4 weeks of intervention. Aggression occurred a rate of about 1 per year during a 3-year follow-up. Our results suggest adolescents with autism can learn, and effectively use, a mindfulness-based procedure to self-manage their physical aggression over several years. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Vocal stereotypy in children with autism: Structural characteristics, variability, and effects of auditory stimulation / Marc J. LANOVAZ in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1159-1168 Titre : Vocal stereotypy in children with autism: Structural characteristics, variability, and effects of auditory stimulation Type de document : Texte imprimé et/ou numérique Auteurs : Marc J. LANOVAZ, Auteur ; Ingrid E. SLADECZEK, Auteur Année de publication : 2011 Article en page(s) : p.1159-1168 Langues : Anglais (eng) Mots-clés : Autism  Matched stimulation  Music  Structural characteristics  Variability  Vocal stereotypy Index. décimale : PER Périodiques Résumé : Two experiments were conducted to examine (a) the relationship between the structural characteristics (i.e., bout duration, inter-response time [IRT], pitch, and energy) and overall duration of vocal stereotypy, and (b) the effects of auditory stimulation on the duration and temporal structure of the behavior. In the first experiment, we measured the structural characteristics of vocal stereotypy in five children with autism during five 30-min free-operant sessions. The results suggested that the structure of vocal stereotypy varied considerably within and across participants. Furthermore, the overall duration of vocal stereotypy was positively correlated with bout duration and negatively correlated with IRT. In the second experiment, reversal designs were used to examine the effects of noncontingent access to auditory stimulation (i.e., music) on the vocal stereotypy of three participants. Music decreased engagement in vocal stereotypy for two of the participants. The reductions were mostly associated with a considerable increase in IRT. The implications of the results are discussed in terms of measuring the structural characteristics of vocal stereotypy to identify more effective matched stimuli and using music to facilitate the implementation of other interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Vocal stereotypy in children with autism: Structural characteristics, variability, and effects of auditory stimulation [Texte imprimé et/ou numérique] / Marc J. LANOVAZ, Auteur ; Ingrid E. SLADECZEK, Auteur . - 2011 . - p.1159-1168. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1159-1168 Mots-clés : Autism  Matched stimulation  Music  Structural characteristics  Variability  Vocal stereotypy Index. décimale : PER Périodiques Résumé : Two experiments were conducted to examine (a) the relationship between the structural characteristics (i.e., bout duration, inter-response time [IRT], pitch, and energy) and overall duration of vocal stereotypy, and (b) the effects of auditory stimulation on the duration and temporal structure of the behavior. In the first experiment, we measured the structural characteristics of vocal stereotypy in five children with autism during five 30-min free-operant sessions. The results suggested that the structure of vocal stereotypy varied considerably within and across participants. Furthermore, the overall duration of vocal stereotypy was positively correlated with bout duration and negatively correlated with IRT. In the second experiment, reversal designs were used to examine the effects of noncontingent access to auditory stimulation (i.e., music) on the vocal stereotypy of three participants. Music decreased engagement in vocal stereotypy for two of the participants. The reductions were mostly associated with a considerable increase in IRT. The implications of the results are discussed in terms of measuring the structural characteristics of vocal stereotypy to identify more effective matched stimuli and using music to facilitate the implementation of other interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

The use of the Autism-spectrum Quotient in differentiating high-functioning adults with autism, adults with schizophrenia and a neurotypical adult control group / Saskia G.M. WOUTERS in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1169-1175 Titre : The use of the Autism-spectrum Quotient in differentiating high-functioning adults with autism, adults with schizophrenia and a neurotypical adult control group Type de document : Texte imprimé et/ou numérique Auteurs : Saskia G.M. WOUTERS, Auteur ; Annelies A. SPEK, Auteur Année de publication : 2011 Article en page(s) : p.1169-1175 Langues : Anglais (eng) Mots-clés : Autism  Schizophrenia  Autism-spectrum Quotient Index. décimale : PER Périodiques Résumé : The present study compared 21 high functioning individuals with autism, 21 individuals with schizophrenia and 21 healthy individuals in self-reported features of autism, as measured by the Autism-spectrum Quotient (AQ). The individuals with autism reported impairment on all AQ subscales, compared to the neurotypical group. The schizophrenia group reported deficits on all subscales except Attention to Detail, compared to the neurotypical group. The autism group reported more impairment than the individuals with schizophrenia in Social skill, Communication and Attention switching. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] The use of the Autism-spectrum Quotient in differentiating high-functioning adults with autism, adults with schizophrenia and a neurotypical adult control group [Texte imprimé et/ou numérique] / Saskia G.M. WOUTERS, Auteur ; Annelies A. SPEK, Auteur . - 2011 . - p.1169-1175. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1169-1175 Mots-clés : Autism  Schizophrenia  Autism-spectrum Quotient Index. décimale : PER Périodiques Résumé : The present study compared 21 high functioning individuals with autism, 21 individuals with schizophrenia and 21 healthy individuals in self-reported features of autism, as measured by the Autism-spectrum Quotient (AQ). The individuals with autism reported impairment on all AQ subscales, compared to the neurotypical group. The schizophrenia group reported deficits on all subscales except Attention to Detail, compared to the neurotypical group. The autism group reported more impairment than the individuals with schizophrenia in Social skill, Communication and Attention switching. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Repetitive behaviour and obsessive–compulsive features in Asperger syndrome: Parental and self-reports / Petra DEWRANG in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1176-1186 Titre : Repetitive behaviour and obsessive–compulsive features in Asperger syndrome: Parental and self-reports Type de document : Texte imprimé et/ou numérique Auteurs : Petra DEWRANG, Auteur ; Annika DAHLGREN SANDBERG, Auteur Année de publication : 2011 Article en page(s) : p.1176-1186 Langues : Anglais (eng) Mots-clés : Asperger syndrome  Ritualistic behaviour  Obsessive–compulsive features  Self-evaluation  Parental evaluation Index. décimale : PER Périodiques Résumé : Symptoms of repetitive, obsessive and compulsive behaviour were explored in a group of adolescents and young adults with Asperger syndrome and compared to a typically developing group. By means of self-evaluations and an interview regarding such symptoms with the adolescents and young adults and parental evaluations, the parents retrospectively assessed the behaviour of their children from preschool years to middle teens, and the young participants assessed their own behaviour from school years until present time. An anxiety scale was also used. The results revealed no significant differences between the groups on the interview and the anxiety scale. There were, however, significant differences on both the parental and the self-evaluations. Thus, the parents reported that their children had difficulties with repetitive, obsessive–compulsive behaviour, and social interaction from preschool years, and both the parents and the adolescents and young adults reported considerable difficulties in those areas during school years. When comparing the evaluations from the parents and the young participants it was shown that the parents in the Asperger group reported significantly more problems than their children while in the comparison group the parents reported less problems than their children. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Repetitive behaviour and obsessive–compulsive features in Asperger syndrome: Parental and self-reports [Texte imprimé et/ou numérique] / Petra DEWRANG, Auteur ; Annika DAHLGREN SANDBERG, Auteur . - 2011 . - p.1176-1186. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1176-1186 Mots-clés : Asperger syndrome  Ritualistic behaviour  Obsessive–compulsive features  Self-evaluation  Parental evaluation Index. décimale : PER Périodiques Résumé : Symptoms of repetitive, obsessive and compulsive behaviour were explored in a group of adolescents and young adults with Asperger syndrome and compared to a typically developing group. By means of self-evaluations and an interview regarding such symptoms with the adolescents and young adults and parental evaluations, the parents retrospectively assessed the behaviour of their children from preschool years to middle teens, and the young participants assessed their own behaviour from school years until present time. An anxiety scale was also used. The results revealed no significant differences between the groups on the interview and the anxiety scale. There were, however, significant differences on both the parental and the self-evaluations. Thus, the parents reported that their children had difficulties with repetitive, obsessive–compulsive behaviour, and social interaction from preschool years, and both the parents and the adolescents and young adults reported considerable difficulties in those areas during school years. When comparing the evaluations from the parents and the young participants it was shown that the parents in the Asperger group reported significantly more problems than their children while in the comparison group the parents reported less problems than their children. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Task dependent prefrontal dysfunction in persons with Asperger's disorder investigated with multi-channel near-infrared spectroscopy / Akira IWANAMI in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1187-1193 Titre : Task dependent prefrontal dysfunction in persons with Asperger's disorder investigated with multi-channel near-infrared spectroscopy Type de document : Texte imprimé et/ou numérique Auteurs : Akira IWANAMI, Auteur ; Yuka OKAJIMA, Auteur ; Haruhisa OTA, Auteur ; Masayuki TANI, Auteur ; Takashi YAMADA, Auteur ; Ryuichiro HASHIMORO, Auteur ; Chieko KANAI, Auteur ; Hiromi WATANABE, Auteur ; Hidenori YAMASUE, Auteur ; Yuki KAWAKUBO, Auteur ; Nobumasa KATO, Auteur Année de publication : 2011 Article en page(s) : p.1187-1193 Langues : Anglais (eng) Mots-clés : Asperger's disorder  PDD  NIRS  Prefrontal dysfunction  Verbal fluency task Index. décimale : PER Périodiques Résumé : Dysfunction of the prefrontal cortex has been previously reported in individuals with Asperger's disorder. In the present study, we used multi-channel near-infrared spectroscopy (NIRS) to detect changes in the oxygenated hemoglobin concentration ([oxy-Hb]) during two verbal fluency tasks. The subjects were 20 individuals with Asperger's disorder and 18 age- and IQ-matched healthy controls. The relative [oxy-Hb] in the prefrontal cortex was measured during the category and letter fluency tasks. The mean total [oxy-Hb] during the category fluency task did not differ significantly between the groups; however, during the letter fluency task, the mean [oxy-Hb] in persons with Asperger's disorder was significantly lower than that in controls. These results suggested task-relevant or task-specific prefrontal dysfunction in persons with Asperger's disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Task dependent prefrontal dysfunction in persons with Asperger's disorder investigated with multi-channel near-infrared spectroscopy [Texte imprimé et/ou numérique] / Akira IWANAMI, Auteur ; Yuka OKAJIMA, Auteur ; Haruhisa OTA, Auteur ; Masayuki TANI, Auteur ; Takashi YAMADA, Auteur ; Ryuichiro HASHIMORO, Auteur ; Chieko KANAI, Auteur ; Hiromi WATANABE, Auteur ; Hidenori YAMASUE, Auteur ; Yuki KAWAKUBO, Auteur ; Nobumasa KATO, Auteur . - 2011 . - p.1187-1193. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1187-1193 Mots-clés : Asperger's disorder  PDD  NIRS  Prefrontal dysfunction  Verbal fluency task Index. décimale : PER Périodiques Résumé : Dysfunction of the prefrontal cortex has been previously reported in individuals with Asperger's disorder. In the present study, we used multi-channel near-infrared spectroscopy (NIRS) to detect changes in the oxygenated hemoglobin concentration ([oxy-Hb]) during two verbal fluency tasks. The subjects were 20 individuals with Asperger's disorder and 18 age- and IQ-matched healthy controls. The relative [oxy-Hb] in the prefrontal cortex was measured during the category and letter fluency tasks. The mean total [oxy-Hb] during the category fluency task did not differ significantly between the groups; however, during the letter fluency task, the mean [oxy-Hb] in persons with Asperger's disorder was significantly lower than that in controls. These results suggested task-relevant or task-specific prefrontal dysfunction in persons with Asperger's disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Children's responses to the image of self, peer, and adult: Autism and typical development / Wakako SANEFUJI in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1194-1200 Titre : Children's responses to the image of self, peer, and adult: Autism and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Wakako SANEFUJI, Auteur ; Hidehiro OHGAMI, Auteur Année de publication : 2011 Article en page(s) : p.1194-1200 Langues : Anglais (eng) Mots-clés : Self-other understanding  Preference  Similarity  Autism Index. décimale : PER Périodiques Résumé : The typical development (TD) of social cognition could be rooted in the implicit notion that others are like the self. Although many studies show their impairment of social orienting, such a primary notion in children with autistic disorder (AD) has not been known. The present paper examined the responses of children with AD to stimuli such as others with similar features as the self. The preferential looking paradigm was used to assess the responses of children with AD to others of the same or different age (i.e., peer or adult), and compare these responses to those of children with TD. Subsequently, the same participants’ responses to the self and peer were also examined. The results revealed that children with AD did not show preferential responses to peer nor adult, but showed a looking preference for their own images; on the other hand, children with TD preferred to look at both peer and the self. It could be interpreted that children with AD might not be able to generalize their understanding of the self to that of others at least at the visual level, whereas children with TD should, on the basis of self-recognition, detect similarity and perceive familiarity with others of the same age as themselves. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Children's responses to the image of self, peer, and adult: Autism and typical development [Texte imprimé et/ou numérique] / Wakako SANEFUJI, Auteur ; Hidehiro OHGAMI, Auteur . - 2011 . - p.1194-1200. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1194-1200 Mots-clés : Self-other understanding  Preference  Similarity  Autism Index. décimale : PER Périodiques Résumé : The typical development (TD) of social cognition could be rooted in the implicit notion that others are like the self. Although many studies show their impairment of social orienting, such a primary notion in children with autistic disorder (AD) has not been known. The present paper examined the responses of children with AD to stimuli such as others with similar features as the self. The preferential looking paradigm was used to assess the responses of children with AD to others of the same or different age (i.e., peer or adult), and compare these responses to those of children with TD. Subsequently, the same participants’ responses to the self and peer were also examined. The results revealed that children with AD did not show preferential responses to peer nor adult, but showed a looking preference for their own images; on the other hand, children with TD preferred to look at both peer and the self. It could be interpreted that children with AD might not be able to generalize their understanding of the self to that of others at least at the visual level, whereas children with TD should, on the basis of self-recognition, detect similarity and perceive familiarity with others of the same age as themselves. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Cyber bullying in ADHD and Asperger Syndrome populations / Robin M. KOWALSKI in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1201-1208 Titre : Cyber bullying in ADHD and Asperger Syndrome populations Type de document : Texte imprimé et/ou numérique Auteurs : Robin M. KOWALSKI, Auteur ; Cristin FEDINA, Auteur Année de publication : 2011 Article en page(s) : p.1201-1208 Langues : Anglais (eng) Mots-clés : Bullying  Cyber bullying  Asperger's Syndrome  Attention deficit hyperactivity disorder (ADHD)  Peer victimization Index. décimale : PER Périodiques Résumé : Cyber bullying or electronic bullying refers to bullying that occurs through the Internet or cellular phones. With the rise of technology, researchers have shown a keen interest in the topic of cyber bullying. However, that interest has not extended to individuals with special needs. To address this gap in the literature, the current study examined the prevalence of both “traditional” bullying and cyber bullying in youth with ADHD and/or Asperger's Syndrome, and assessed the social, psychological, and health effects of bullying on participants. In addition, the study addressed the disconnect between parents’ understanding of their child's online experiences and their child's actual experiences in the virtual world. Forty-two children and youth reported high rates of bullying victimization through both traditional and electronic means. Individuals not involved with bullying showed greater levels of physical and psychological health relative to those involved with bullying. Parents and children disagreed on a number of issues related to use of the Internet, indicating the need for more clear communication between parents and their children. The results are discussed in terms of theory of mind, both for self and for others. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Cyber bullying in ADHD and Asperger Syndrome populations [Texte imprimé et/ou numérique] / Robin M. KOWALSKI, Auteur ; Cristin FEDINA, Auteur . - 2011 . - p.1201-1208. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1201-1208 Mots-clés : Bullying  Cyber bullying  Asperger's Syndrome  Attention deficit hyperactivity disorder (ADHD)  Peer victimization Index. décimale : PER Périodiques Résumé : Cyber bullying or electronic bullying refers to bullying that occurs through the Internet or cellular phones. With the rise of technology, researchers have shown a keen interest in the topic of cyber bullying. However, that interest has not extended to individuals with special needs. To address this gap in the literature, the current study examined the prevalence of both “traditional” bullying and cyber bullying in youth with ADHD and/or Asperger's Syndrome, and assessed the social, psychological, and health effects of bullying on participants. In addition, the study addressed the disconnect between parents’ understanding of their child's online experiences and their child's actual experiences in the virtual world. Forty-two children and youth reported high rates of bullying victimization through both traditional and electronic means. Individuals not involved with bullying showed greater levels of physical and psychological health relative to those involved with bullying. Parents and children disagreed on a number of issues related to use of the Internet, indicating the need for more clear communication between parents and their children. The results are discussed in terms of theory of mind, both for self and for others. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

The Extreme Male Brain theory and gender role behaviour in persons with an autism spectrum condition / Johannes E.A. STAUDER in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1209-1214 Titre : The Extreme Male Brain theory and gender role behaviour in persons with an autism spectrum condition Type de document : Texte imprimé et/ou numérique Auteurs : Johannes E.A. STAUDER, Auteur ; L.J.M. CORNET, Auteur ; R.W.H.M. PONDS, Auteur Année de publication : 2011 Article en page(s) : p.1209-1214 Langues : Anglais (eng) Mots-clés : Autism  Extreme Male Brain theory  Gender role behaviour  Psychosexual behaviour Index. décimale : PER Périodiques Résumé : According to the Extreme Male Brain theory persons with autism possess masculinised cognitive traits. In this study masculinisation of gender role behaviour is evaluated in 25 persons with an autism spectrum condition (ASC) and matched controls with gender role behaviour as part of a shortened version of the Minnesota Multiphasic Personality Inventory-2 and the Empathizing Quotient and Systemizing Quotient. Both males and females with an ASC showed minimum male role behaviour. It is suggested that the minimum male gender role could be related to an underdeveloped Theory of Mind, a well-known feature of autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] The Extreme Male Brain theory and gender role behaviour in persons with an autism spectrum condition [Texte imprimé et/ou numérique] / Johannes E.A. STAUDER, Auteur ; L.J.M. CORNET, Auteur ; R.W.H.M. PONDS, Auteur . - 2011 . - p.1209-1214. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1209-1214 Mots-clés : Autism  Extreme Male Brain theory  Gender role behaviour  Psychosexual behaviour Index. décimale : PER Périodiques Résumé : According to the Extreme Male Brain theory persons with autism possess masculinised cognitive traits. In this study masculinisation of gender role behaviour is evaluated in 25 persons with an autism spectrum condition (ASC) and matched controls with gender role behaviour as part of a shortened version of the Minnesota Multiphasic Personality Inventory-2 and the Empathizing Quotient and Systemizing Quotient. Both males and females with an ASC showed minimum male role behaviour. It is suggested that the minimum male gender role could be related to an underdeveloped Theory of Mind, a well-known feature of autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Analysis of risk factors and early predictors of challenging behavior for children with autism spectrum disorder / Aoife MCTIERNAN in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1215-1222 Titre : Analysis of risk factors and early predictors of challenging behavior for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Aoife MCTIERNAN, Auteur ; Geraldine LEADER, Auteur ; Olive HEALY, Auteur ; Arlene MANNION, Auteur Année de publication : 2011 Article en page(s) : p.1215-1222 Langues : Anglais (eng) Mots-clés : Autism  Challenging behavior  Risk factors  IQ  Stereotyped behavior  Aggression  Self-injurious behavior Index. décimale : PER Périodiques Résumé : The current study evaluated risk factors for the occurrence, frequency and severity of challenging behavior among a sample of individuals with a diagnosis of autism, under the age of eighteen, in Ireland. Age, gender, hours of intervention received, age at diagnosis, presence of challenging behavior at diagnosis and treatment type at diagnosis were not found to be significant predictors for the frequency or severity of challenging behavior. The participants’ IQ was found to be a significant predictor of the frequency and severity of the behaviors measured. Lower IQ predicted greater frequencies of stereotyped behavior, aggression and self-injurious behavior along with increased severity of stereotyped behavior and self-injurious behavior. The intervention participants were currently receiving was not significant in predicting the frequency of challenging behavior, nor the severity of aggressive or self-injurious behaviors. However, this variable was a significant predictor of severity of stereotyped behaviors with individuals currently in Applied Behavior Analysis interventions presenting with more severe stereotyped behavior than those currently in “eclectic” interventions. Additional findings and implications in relation to these variables are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Analysis of risk factors and early predictors of challenging behavior for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Aoife MCTIERNAN, Auteur ; Geraldine LEADER, Auteur ; Olive HEALY, Auteur ; Arlene MANNION, Auteur . - 2011 . - p.1215-1222. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1215-1222 Mots-clés : Autism  Challenging behavior  Risk factors  IQ  Stereotyped behavior  Aggression  Self-injurious behavior Index. décimale : PER Périodiques Résumé : The current study evaluated risk factors for the occurrence, frequency and severity of challenging behavior among a sample of individuals with a diagnosis of autism, under the age of eighteen, in Ireland. Age, gender, hours of intervention received, age at diagnosis, presence of challenging behavior at diagnosis and treatment type at diagnosis were not found to be significant predictors for the frequency or severity of challenging behavior. The participants’ IQ was found to be a significant predictor of the frequency and severity of the behaviors measured. Lower IQ predicted greater frequencies of stereotyped behavior, aggression and self-injurious behavior along with increased severity of stereotyped behavior and self-injurious behavior. The intervention participants were currently receiving was not significant in predicting the frequency of challenging behavior, nor the severity of aggressive or self-injurious behaviors. However, this variable was a significant predictor of severity of stereotyped behaviors with individuals currently in Applied Behavior Analysis interventions presenting with more severe stereotyped behavior than those currently in “eclectic” interventions. Additional findings and implications in relation to these variables are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Sleep is associated with problem behaviors in children and adolescents with Autism Spectrum Disorders / Suzanne E. GOLDMAN in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1223-1229 Titre : Sleep is associated with problem behaviors in children and adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Suzanne E. GOLDMAN, Auteur ; Susan G. MCGREW, Auteur ; Kyle P. JOHNSON, Auteur ; Amanda L. RICHDALE, Auteur ; Traci E. CLEMONS, Auteur ; Beth A. MALOW, Auteur Année de publication : 2011 Article en page(s) : p.1223-1229 Langues : Anglais (eng) Mots-clés : Sleep problems  Behavior problems  Parental Concerns Checklist  Children's Sleep Habits Questionnaire  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Multiple sleep problems have been reported in children with Autism Spectrum Disorder (ASD). The association of poor sleep with problematic daytime behaviors has been shown in small studies of younger children. We assessed the relationship between sleep and behavior in 1784 children, ages 2–18, with confirmed diagnosis of ASD participating in the Autism Treatment Network. Sleep problems were identified using the Children's Sleep Habits Questionnaire (CSHQ). The Parental Concerns Questionnaire (PCQ) was used to evaluate behavioral concerns and to define good or poor sleepers. Poor sleepers had a higher percentage of behavioral problems on all PCQ scales than good sleepers. Over three-fourths had problems with attention span and social interactions. Further delineation of this phenotype will help guide future interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Sleep is associated with problem behaviors in children and adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Suzanne E. GOLDMAN, Auteur ; Susan G. MCGREW, Auteur ; Kyle P. JOHNSON, Auteur ; Amanda L. RICHDALE, Auteur ; Traci E. CLEMONS, Auteur ; Beth A. MALOW, Auteur . - 2011 . - p.1223-1229. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1223-1229 Mots-clés : Sleep problems  Behavior problems  Parental Concerns Checklist  Children's Sleep Habits Questionnaire  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Multiple sleep problems have been reported in children with Autism Spectrum Disorder (ASD). The association of poor sleep with problematic daytime behaviors has been shown in small studies of younger children. We assessed the relationship between sleep and behavior in 1784 children, ages 2–18, with confirmed diagnosis of ASD participating in the Autism Treatment Network. Sleep problems were identified using the Children's Sleep Habits Questionnaire (CSHQ). The Parental Concerns Questionnaire (PCQ) was used to evaluate behavioral concerns and to define good or poor sleepers. Poor sleepers had a higher percentage of behavioral problems on all PCQ scales than good sleepers. Over three-fourths had problems with attention span and social interactions. Further delineation of this phenotype will help guide future interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Do children with ASD use referential gaze to learn the name of an object? An eye-tracking study / Hironori AKECHI in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1230-1242 Titre : Do children with ASD use referential gaze to learn the name of an object? An eye-tracking study Type de document : Texte imprimé et/ou numérique Auteurs : Hironori AKECHI, Auteur ; Atsushi SENJU, Auteur ; Yukiko KIKUCHI, Auteur ; Yoshikuni TOJO, Auteur ; Hiroo OSANAI, Auteur ; Toshikazu HASEGAWA, Auteur Année de publication : 2011 Article en page(s) : p.1230-1242 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Gaze reference  Word learning  Eye tracking  Children  Social cognition Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are reported to have difficulty in learning novel word–object associations in case of discrepancy between objects in the speaker's focus and their focus (the discrepant condition). Two eye-tracking experiments investigated this difficulty by controlling and recording children's gaze fixation. In Experiment 1's discrepant condition, typically developing (TD) children (age: 6–11 years) mapped the novel word to the novel object in the speaker's focus more frequently than children with ASD (age: 6–11 years). Additionally, the former looked at the object in the speaker's focus longer than the object in their own focus, while the latter looked at these objects for the same duration. In Experiment 2, the saliency of the object in the speaker's focus was enhanced and children with ASD (age: 6–12 years) mapped the word to the object in the speaker's focus as well as TD children (age: 6–12 years). Moreover, they looked at the object in the speaker's focus longer than the object in their focus. Comparison between experiments also confirmed improvement in performance, suggesting that the duration of gaze at an object in the speaker's focus is related to difficulty in referential word learning in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Do children with ASD use referential gaze to learn the name of an object? An eye-tracking study [Texte imprimé et/ou numérique] / Hironori AKECHI, Auteur ; Atsushi SENJU, Auteur ; Yukiko KIKUCHI, Auteur ; Yoshikuni TOJO, Auteur ; Hiroo OSANAI, Auteur ; Toshikazu HASEGAWA, Auteur . - 2011 . - p.1230-1242. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1230-1242 Mots-clés : Autism spectrum disorder  Gaze reference  Word learning  Eye tracking  Children  Social cognition Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are reported to have difficulty in learning novel word–object associations in case of discrepancy between objects in the speaker's focus and their focus (the discrepant condition). Two eye-tracking experiments investigated this difficulty by controlling and recording children's gaze fixation. In Experiment 1's discrepant condition, typically developing (TD) children (age: 6–11 years) mapped the novel word to the novel object in the speaker's focus more frequently than children with ASD (age: 6–11 years). Additionally, the former looked at the object in the speaker's focus longer than the object in their own focus, while the latter looked at these objects for the same duration. In Experiment 2, the saliency of the object in the speaker's focus was enhanced and children with ASD (age: 6–12 years) mapped the word to the object in the speaker's focus as well as TD children (age: 6–12 years). Moreover, they looked at the object in the speaker's focus longer than the object in their focus. Comparison between experiments also confirmed improvement in performance, suggesting that the duration of gaze at an object in the speaker's focus is related to difficulty in referential word learning in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

On general and specific markers of lexical development in children with autism from 5 to 8 years of age / René PRY in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1243-1252 Titre : On general and specific markers of lexical development in children with autism from 5 to 8 years of age Type de document : Texte imprimé et/ou numérique Auteurs : René PRY, Auteur ; Arne F. PETERSEN, Auteur ; Amaria BAGHDADLI, Auteur Année de publication : 2011 Article en page(s) : p.1243-1252 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Prediction of language production  Phonological and lexical development  Developmental trajectories Index. décimale : PER Périodiques Résumé : Delays in language production in children with autism (ASD) are now well known. For parents and clinicians, the possibility of using the first vocal productions as prognostic indications has been tempting. However, such an approach implies questions of predictability and the development of language. To describe and analyze certain relationships between phonological and lexical development with the aim of determining a simple prognostic indicator, 60 children were observed twice, at 5 years of age (T1) and three years later (T2). Linguistic data were obtained in a semi-standardized situation (ADOS-G) and from parents (ADI-R, Item 19), and analyzed with CHILDES. At T1, the sample was distributed into a ‘verbal’ and a ‘non-verbal’ group. From T1 to T2, the sample replicated the four trajectories known from pathological development characterized by stability, progression and regression. A multiple regression analysis for predicting morpheme production at T2 showed that two general markers (CARS and DLS, being ‘risk factors’) and one specific marker (phoneme production, a ‘protection’ factor) were significantly related to lexical development. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] On general and specific markers of lexical development in children with autism from 5 to 8 years of age [Texte imprimé et/ou numérique] / René PRY, Auteur ; Arne F. PETERSEN, Auteur ; Amaria BAGHDADLI, Auteur . - 2011 . - p.1243-1252. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1243-1252 Mots-clés : Autism spectrum disorder  Prediction of language production  Phonological and lexical development  Developmental trajectories Index. décimale : PER Périodiques Résumé : Delays in language production in children with autism (ASD) are now well known. For parents and clinicians, the possibility of using the first vocal productions as prognostic indications has been tempting. However, such an approach implies questions of predictability and the development of language. To describe and analyze certain relationships between phonological and lexical development with the aim of determining a simple prognostic indicator, 60 children were observed twice, at 5 years of age (T1) and three years later (T2). Linguistic data were obtained in a semi-standardized situation (ADOS-G) and from parents (ADI-R, Item 19), and analyzed with CHILDES. At T1, the sample was distributed into a ‘verbal’ and a ‘non-verbal’ group. From T1 to T2, the sample replicated the four trajectories known from pathological development characterized by stability, progression and regression. A multiple regression analysis for predicting morpheme production at T2 showed that two general markers (CARS and DLS, being ‘risk factors’) and one specific marker (phoneme production, a ‘protection’ factor) were significantly related to lexical development. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1253-1263 Titre : School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. OSBORNE, Auteur ; Phil REED, Auteur Année de publication : 2011 Article en page(s) : p.1253-1263 Langues : Anglais (eng) Mots-clés : School inclusion  Mainstream education  School characteristics  Behavior problems  Teacher training  School belonging Index. décimale : PER Périodiques Résumé : This research examined the factors promoting inclusion of young people with Autism Spectrum Disorders (ASD) in mainstream secondary schools, and noted high levels of behavioral difficulties in these pupils. The size of the secondary school, and the class size, impacted positively on the pupils with Autism, and the number of other pupils with Special Educational Needs (SEN) statements and the number of support staff per pupil were both positive factors in school progress for children with Autism, but not Asperger's Syndrome. Support teachers and assistants helped to reduce emotional and behavioral difficulties, but also reduced improvements in pro-social behavior. Good staff-training promoted the pupils’ social behaviors and their sense of school belonging. In summary, social–emotional behaviors are better facilitated in mainstream secondary schools with larger numbers of other children with SEN statements, individual support, which helps emotional and behavioral difficulties, but does not facilitate social behaviors, good teacher-training, which facilitates social behaviors, and a sense of school belonging. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lisa A. OSBORNE, Auteur ; Phil REED, Auteur . - 2011 . - p.1253-1263. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1253-1263 Mots-clés : School inclusion  Mainstream education  School characteristics  Behavior problems  Teacher training  School belonging Index. décimale : PER Périodiques Résumé : This research examined the factors promoting inclusion of young people with Autism Spectrum Disorders (ASD) in mainstream secondary schools, and noted high levels of behavioral difficulties in these pupils. The size of the secondary school, and the class size, impacted positively on the pupils with Autism, and the number of other pupils with Special Educational Needs (SEN) statements and the number of support staff per pupil were both positive factors in school progress for children with Autism, but not Asperger's Syndrome. Support teachers and assistants helped to reduce emotional and behavioral difficulties, but also reduced improvements in pro-social behavior. Good staff-training promoted the pupils’ social behaviors and their sense of school belonging. In summary, social–emotional behaviors are better facilitated in mainstream secondary schools with larger numbers of other children with SEN statements, individual support, which helps emotional and behavioral difficulties, but does not facilitate social behaviors, good teacher-training, which facilitates social behaviors, and a sense of school belonging. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Atypical modulation of face-elicited saccades in autism spectrum disorder in a double-step saccade paradigm / Atsushi SENJU in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1264-1269 Titre : Atypical modulation of face-elicited saccades in autism spectrum disorder in a double-step saccade paradigm Type de document : Texte imprimé et/ou numérique Auteurs : Atsushi SENJU, Auteur ; Yukiko KIKUCHI, Auteur ; Hironori AKECHI, Auteur ; Toshikazu HASEGAWA, Auteur ; Yoshikuni TOJO, Auteur ; Hiroo OSANAI, Auteur ; Mark H. JOHNSON, Auteur Année de publication : 2011 Article en page(s) : p.1264-1269 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Face processing  Subcortical route  Superior colliculus  Double saccade  Eye tracking Index. décimale : PER Périodiques Résumé : Atypical development of face processing is a major characteristic in autism spectrum disorder (ASD), which could be due to atypical interactions between subcortical and cortical face processing. The current study investigated the saccade planning towards faces in ASD. Seventeen children with ASD and 17 typically developing (TD) children observed a pair of upright or inverted face configurations flashed sequentially in two different spatial positions. The reactive saccades of participants were recorded by eye-tracking. The results did not provide evidence of overall impairment of subcortical route in ASD, However, the upright, but not the inverted, face configuration modulated the frequency of vector sum saccades (an index of subcortical control) in TD, but not in ASD. The current results suggest that children with ASD do not have overall impairment of the subcortical route, but the subcortical route may not be specialized to face processing. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Atypical modulation of face-elicited saccades in autism spectrum disorder in a double-step saccade paradigm [Texte imprimé et/ou numérique] / Atsushi SENJU, Auteur ; Yukiko KIKUCHI, Auteur ; Hironori AKECHI, Auteur ; Toshikazu HASEGAWA, Auteur ; Yoshikuni TOJO, Auteur ; Hiroo OSANAI, Auteur ; Mark H. JOHNSON, Auteur . - 2011 . - p.1264-1269. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1264-1269 Mots-clés : Autism spectrum disorder  Face processing  Subcortical route  Superior colliculus  Double saccade  Eye tracking Index. décimale : PER Périodiques Résumé : Atypical development of face processing is a major characteristic in autism spectrum disorder (ASD), which could be due to atypical interactions between subcortical and cortical face processing. The current study investigated the saccade planning towards faces in ASD. Seventeen children with ASD and 17 typically developing (TD) children observed a pair of upright or inverted face configurations flashed sequentially in two different spatial positions. The reactive saccades of participants were recorded by eye-tracking. The results did not provide evidence of overall impairment of subcortical route in ASD, However, the upright, but not the inverted, face configuration modulated the frequency of vector sum saccades (an index of subcortical control) in TD, but not in ASD. The current results suggest that children with ASD do not have overall impairment of the subcortical route, but the subcortical route may not be specialized to face processing. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Contents continued... in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.I-III Titre : Contents continued... Type de document : Texte imprimé et/ou numérique Année de publication : 2011 Article en page(s) : p.I-III Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1016/S1750-9467(11)00054-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Contents continued... [Texte imprimé et/ou numérique] . - 2011 . - p.I-III. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.I-III Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1016/S1750-9467(11)00054-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119