
- <Centre d'Information et de documentation du CRA Rhône-Alpes
- CRA
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Centre d'information et de documentation
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du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexLundi au Vendredi
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9h00-12h00 13h30-16h00Tél: +33(0)4 37 91 54 65
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Fax: +33(0)4 37 91 54 37
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Adresse
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[n° ou bulletin]
[n° ou bulletin]
15-5 - September 2011 [Texte imprimé et/ou numérique] . - 2011. Langues : Anglais (eng)
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Exemplaires (1)
Code-barres | Cote | Support | Localisation | Section | Disponibilité |
---|---|---|---|---|---|
PER0000646 | PER AUT | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements


Validity of DSM-IV syndromes in preschoolers with autism spectrum disorders / Luc LECAVALIER in Autism, 15-5 (September 2011)
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Titre : Validity of DSM-IV syndromes in preschoolers with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Luc LECAVALIER, Auteur ; Kenneth D. GADOW, Auteur ; Carla DEVINCENT, Auteur ; Carrie HOUTS, Auteur ; Michael C. EDWARDS, Auteur Année de publication : 2011 Article en page(s) : p.527-543 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorder factor analysis nosology psychiatric disorder preschoolers validity Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361310391115 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144
in Autism > 15-5 (September 2011) . - p.527-543[article] Validity of DSM-IV syndromes in preschoolers with autism spectrum disorders [Texte imprimé et/ou numérique] / Luc LECAVALIER, Auteur ; Kenneth D. GADOW, Auteur ; Carla DEVINCENT, Auteur ; Carrie HOUTS, Auteur ; Michael C. EDWARDS, Auteur . - 2011 . - p.527-543.
Langues : Anglais (eng)
in Autism > 15-5 (September 2011) . - p.527-543
Mots-clés : autism autism spectrum disorder factor analysis nosology psychiatric disorder preschoolers validity Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361310391115 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 Longitudinal changes in Scores on the Autism Diagnostic Interview-Revised (ADI-R) in pre-school children with autism: Implications for diagnostic classification and symptom stability / Gnakub Norbert SOKE in Autism, 15-5 (September 2011)
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[article]
Titre : Longitudinal changes in Scores on the Autism Diagnostic Interview-Revised (ADI-R) in pre-school children with autism: Implications for diagnostic classification and symptom stability Type de document : Texte imprimé et/ou numérique Auteurs : Gnakub Norbert SOKE, Auteur Année de publication : 2011 Article en page(s) : p.545-562 Langues : Anglais (eng) Mots-clés : autism Autism Diagnostic Interview-Revised assessment stability diagnostic classification Index. décimale : PER Périodiques Résumé : We prospectively examined mean changes in Autism Diagnostic Interview–Revised (ADI-R) Total and Domains scores and stability of the ADI-R diagnostic classification in 28 children with autism initially assessed at age 2–4 years and reassessed 2 years later. Mean Total, Social Interaction, and Communication scores decreased significantly from Time 1 to Time 2 Restricted/repetitive Domain mean scores did not change over time. The ADI-R diagnostic classification was stable in 67% of children using the current published criteria. The stability increased to 78% when a modified criterion was used in the Restricted/repetitive Domain and to 88% when the broader ASD criteria were used. Among pre-schoolers with autism, parent-reported symptoms decreased significantly at two-year follow-up in Social and Communication Domains but not in the Restricted/repetitive Domain. However, ADI-R diagnostic classification remained relatively stable over time. Revising ADI-R diagnostic criteria in the Restricted/repetitive Domain or including the broader ASD criteria may improve its sensitivity and diagnostic stability in younger children. En ligne : http://dx.doi.org/10.1177/1362361309358332 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144
in Autism > 15-5 (September 2011) . - p.545-562[article] Longitudinal changes in Scores on the Autism Diagnostic Interview-Revised (ADI-R) in pre-school children with autism: Implications for diagnostic classification and symptom stability [Texte imprimé et/ou numérique] / Gnakub Norbert SOKE, Auteur . - 2011 . - p.545-562.
Langues : Anglais (eng)
in Autism > 15-5 (September 2011) . - p.545-562
Mots-clés : autism Autism Diagnostic Interview-Revised assessment stability diagnostic classification Index. décimale : PER Périodiques Résumé : We prospectively examined mean changes in Autism Diagnostic Interview–Revised (ADI-R) Total and Domains scores and stability of the ADI-R diagnostic classification in 28 children with autism initially assessed at age 2–4 years and reassessed 2 years later. Mean Total, Social Interaction, and Communication scores decreased significantly from Time 1 to Time 2 Restricted/repetitive Domain mean scores did not change over time. The ADI-R diagnostic classification was stable in 67% of children using the current published criteria. The stability increased to 78% when a modified criterion was used in the Restricted/repetitive Domain and to 88% when the broader ASD criteria were used. Among pre-schoolers with autism, parent-reported symptoms decreased significantly at two-year follow-up in Social and Communication Domains but not in the Restricted/repetitive Domain. However, ADI-R diagnostic classification remained relatively stable over time. Revising ADI-R diagnostic criteria in the Restricted/repetitive Domain or including the broader ASD criteria may improve its sensitivity and diagnostic stability in younger children. En ligne : http://dx.doi.org/10.1177/1362361309358332 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 A pilot randomized controlled trial of DIR/Floortime parent training intervention for pre-school children with autistic spectrum disorders / Kingkaew PAJAREYA in Autism, 15-5 (September 2011)
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Titre : A pilot randomized controlled trial of DIR/Floortime parent training intervention for pre-school children with autistic spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kingkaew PAJAREYA, Auteur ; Kaewta NOPMANEEJUMRUSLERS, Auteur Année de publication : 2011 Article en page(s) : p.563-577 Langues : Anglais (eng) Mots-clés : autistic spectrum disorders DIR/Floortime home-based intervention parent training Index. décimale : PER Périodiques Résumé : This pilot study was designed to test the efficacy of adding home-based Developmental, Individual-Difference, Relationship-Based (DIR)/FloortimeTM intervention to the routine care of preschool children with autistic spectrum disorder. Measures of functional emotional development and symptom severity were taken. It was found that after the parents added home-based DIR/FloortimTM intervention at an average of 15.2 hours/week for three months, the intervention group made significantly greater gains in all three measures employed in the study: Functional Emotional Assessment Scale (FEAS) (F = 5.1, p = .031), Childhood Autism Rating Scale (F = 2.1, p = .002), and the Functional Emotional Questionnaires (F = 6.8, p = .006). This study confirms the positive results obtained by a previous DIR pilot study (Solomon et al., 2007). En ligne : http://dx.doi.org/10.1177/1362361310386502 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144
in Autism > 15-5 (September 2011) . - p.563-577[article] A pilot randomized controlled trial of DIR/Floortime parent training intervention for pre-school children with autistic spectrum disorders [Texte imprimé et/ou numérique] / Kingkaew PAJAREYA, Auteur ; Kaewta NOPMANEEJUMRUSLERS, Auteur . - 2011 . - p.563-577.
Langues : Anglais (eng)
in Autism > 15-5 (September 2011) . - p.563-577
Mots-clés : autistic spectrum disorders DIR/Floortime home-based intervention parent training Index. décimale : PER Périodiques Résumé : This pilot study was designed to test the efficacy of adding home-based Developmental, Individual-Difference, Relationship-Based (DIR)/FloortimeTM intervention to the routine care of preschool children with autistic spectrum disorder. Measures of functional emotional development and symptom severity were taken. It was found that after the parents added home-based DIR/FloortimTM intervention at an average of 15.2 hours/week for three months, the intervention group made significantly greater gains in all three measures employed in the study: Functional Emotional Assessment Scale (FEAS) (F = 5.1, p = .031), Childhood Autism Rating Scale (F = 2.1, p = .002), and the Functional Emotional Questionnaires (F = 6.8, p = .006). This study confirms the positive results obtained by a previous DIR pilot study (Solomon et al., 2007). En ligne : http://dx.doi.org/10.1177/1362361310386502 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 The daily lives of adolescents with an autism spectrum disorder: Discretionary time use and activity partners / Gael I. ORSMOND in Autism, 15-5 (September 2011)
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Titre : The daily lives of adolescents with an autism spectrum disorder: Discretionary time use and activity partners Type de document : Texte imprimé et/ou numérique Auteurs : Gael I. ORSMOND, Auteur ; Hsin-Yu KUO, Auteur Année de publication : 2011 Article en page(s) : p.579-599 Langues : Anglais (eng) Mots-clés : adolescents autism discretionary time social time use Index. décimale : PER Périodiques Résumé : Deficits in social functioning are a core feature of autistic spectrum disorders (ASD), being linked to various cognitive and developmental factors, but there has been little attempt to draw on normative models of social cognition to understand social behaviour in ASD. The current study explored the utility of Crick and Dodge’s (1994) information processing model to studying social cognition in ASD, and examined associations between social information processing patterns, theory of mind skills and social functioning. A matched-group design compared young people with Asperger syndrome with typically developing peers, using a social information processing interview previously designed for this purpose. The Asperger syndrome group showed significantly different patterns of information processing at the intent attribution, response generation and response evaluation stages of the information processing model. Theory of mind skills were found to be significantly associated with parental ratings of peer problems in the Asperger syndrome group but not with parental ratings of pro-social behaviour, with only limited evidence of an association between social information processing and measures of theory of mind and social functioning. Overall, the study supports the use of normative social information processing approaches to understanding social functioning in ASD. En ligne : http://dx.doi.org/10.1177/1362361310386503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144
in Autism > 15-5 (September 2011) . - p.579-599[article] The daily lives of adolescents with an autism spectrum disorder: Discretionary time use and activity partners [Texte imprimé et/ou numérique] / Gael I. ORSMOND, Auteur ; Hsin-Yu KUO, Auteur . - 2011 . - p.579-599.
Langues : Anglais (eng)
in Autism > 15-5 (September 2011) . - p.579-599
Mots-clés : adolescents autism discretionary time social time use Index. décimale : PER Périodiques Résumé : Deficits in social functioning are a core feature of autistic spectrum disorders (ASD), being linked to various cognitive and developmental factors, but there has been little attempt to draw on normative models of social cognition to understand social behaviour in ASD. The current study explored the utility of Crick and Dodge’s (1994) information processing model to studying social cognition in ASD, and examined associations between social information processing patterns, theory of mind skills and social functioning. A matched-group design compared young people with Asperger syndrome with typically developing peers, using a social information processing interview previously designed for this purpose. The Asperger syndrome group showed significantly different patterns of information processing at the intent attribution, response generation and response evaluation stages of the information processing model. Theory of mind skills were found to be significantly associated with parental ratings of peer problems in the Asperger syndrome group but not with parental ratings of pro-social behaviour, with only limited evidence of an association between social information processing and measures of theory of mind and social functioning. Overall, the study supports the use of normative social information processing approaches to understanding social functioning in ASD. En ligne : http://dx.doi.org/10.1177/1362361310386503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 An investigation into social information processing in young people with Asperger syndrome / Andrea Mary FLOOD in Autism, 15-5 (September 2011)
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Titre : An investigation into social information processing in young people with Asperger syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Andrea Mary FLOOD, Auteur ; Dougal Julian HARE, Auteur ; Paul WALLIS, Auteur Année de publication : 2011 Article en page(s) : p.601-624 Langues : Anglais (eng) Mots-clés : Asperger Syndrome social cognition social skills social functioning Index. décimale : PER Périodiques Résumé : Deficits in social functioning are a core feature of autistic spectrum disorders (ASD), being linked to various cognitive and developmental factors, but there has been little attempt to draw on normative models of social cognition to understand social behaviour in ASD. The current study explored the utility of Crick and Dodge’s (1994) information processing model to studying social cognition in ASD, and examined associations between social information processing patterns, theory of mind skills and social functioning. A matched-group design compared young people with Asperger syndrome with typically developing peers, using a social information processing interview previously designed for this purpose. The Asperger syndrome group showed significantly different patterns of information processing at the intent attribution, response generation and response evaluation stages of the information processing model. Theory of mind skills were found to be significantly associated with parental ratings of peer problems in the Asperger syndrome group but not with parental ratings of pro-social behaviour, with only limited evidence of an association between social information processing and measures of theory of mind and social functioning. Overall, the study supports the use of normative social information processing approaches to understanding social functioning in ASD. En ligne : http://dx.doi.org/10.1177/1362361310387803 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144
in Autism > 15-5 (September 2011) . - p.601-624[article] An investigation into social information processing in young people with Asperger syndrome [Texte imprimé et/ou numérique] / Andrea Mary FLOOD, Auteur ; Dougal Julian HARE, Auteur ; Paul WALLIS, Auteur . - 2011 . - p.601-624.
Langues : Anglais (eng)
in Autism > 15-5 (September 2011) . - p.601-624
Mots-clés : Asperger Syndrome social cognition social skills social functioning Index. décimale : PER Périodiques Résumé : Deficits in social functioning are a core feature of autistic spectrum disorders (ASD), being linked to various cognitive and developmental factors, but there has been little attempt to draw on normative models of social cognition to understand social behaviour in ASD. The current study explored the utility of Crick and Dodge’s (1994) information processing model to studying social cognition in ASD, and examined associations between social information processing patterns, theory of mind skills and social functioning. A matched-group design compared young people with Asperger syndrome with typically developing peers, using a social information processing interview previously designed for this purpose. The Asperger syndrome group showed significantly different patterns of information processing at the intent attribution, response generation and response evaluation stages of the information processing model. Theory of mind skills were found to be significantly associated with parental ratings of peer problems in the Asperger syndrome group but not with parental ratings of pro-social behaviour, with only limited evidence of an association between social information processing and measures of theory of mind and social functioning. Overall, the study supports the use of normative social information processing approaches to understanding social functioning in ASD. En ligne : http://dx.doi.org/10.1177/1362361310387803 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program / Aubyn C. STAHMER in Autism, 15-5 (September 2011)
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Titre : Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Natacha AKSHOOMOFF, Auteur ; Allison B. CUNNINGHAM, Auteur Année de publication : 2011 Article en page(s) : p.625-641 Langues : Anglais (eng) Mots-clés : autism spectrum disorders community program early intervention Index. décimale : PER Périodiques Résumé : The present quasi-experimental study examines the outcomes for a group of 102 children diagnosed with an autism spectrum disorder at age 2 who attended an inclusive toddler program (described by Stahmer and Ingersoll, 2004) until age 3. Outcomes on standardized developmental assessments indicate significant improvement, with large effect sizes, in developmental level, adaptive behavior and communication. Thirty-one of the children (31%) were functioning in the typically developing range when they exited the program at age 3, after an average of 8 months of intervention. Predictors of positive outcomes included length of time in the program, level of words and gestures use at entry and higher externalizing and lower internalizing behavior CBCL scores at entry. Implications for serving toddlers with autism in inclusive settings and suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1362361310392253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144
in Autism > 15-5 (September 2011) . - p.625-641[article] Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Natacha AKSHOOMOFF, Auteur ; Allison B. CUNNINGHAM, Auteur . - 2011 . - p.625-641.
Langues : Anglais (eng)
in Autism > 15-5 (September 2011) . - p.625-641
Mots-clés : autism spectrum disorders community program early intervention Index. décimale : PER Périodiques Résumé : The present quasi-experimental study examines the outcomes for a group of 102 children diagnosed with an autism spectrum disorder at age 2 who attended an inclusive toddler program (described by Stahmer and Ingersoll, 2004) until age 3. Outcomes on standardized developmental assessments indicate significant improvement, with large effect sizes, in developmental level, adaptive behavior and communication. Thirty-one of the children (31%) were functioning in the typically developing range when they exited the program at age 3, after an average of 8 months of intervention. Predictors of positive outcomes included length of time in the program, level of words and gestures use at entry and higher externalizing and lower internalizing behavior CBCL scores at entry. Implications for serving toddlers with autism in inclusive settings and suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1362361310392253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144
[article]
Titre : Lay Abstracts Type de document : Texte imprimé et/ou numérique Année de publication : 2011 Article en page(s) : p.643-648 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361311420205 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144
in Autism > 15-5 (September 2011) . - p.643-648[article] Lay Abstracts [Texte imprimé et/ou numérique] . - 2011 . - p.643-648.
Langues : Anglais (eng)
in Autism > 15-5 (September 2011) . - p.643-648
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361311420205 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144