Dépouillements

Effects of superimposition and background fading on the sight-word reading of a boy with autism / Binyamin BIRKAN in Research in Autism Spectrum Disorders, 1-2 (April/June 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.117-125 Titre : Effects of superimposition and background fading on the sight-word reading of a boy with autism Type de document : Texte imprimé et/ou numérique Auteurs : Binyamin BIRKAN, Auteur ; Lynn E. MCCLANNAHAN, Auteur ; Patricia J. KRANTZ, Auteur Année de publication : 2007 Article en page(s) : p.117-125 Langues : Anglais (eng) Mots-clés : Autism Stimulus-fading Stimulus-superimposition Reading Index. décimale : PER Périodiques Résumé : We used a multiple-baseline design across materials to assess the effects of stimulus superimposition and background fading on the sight-word reading skills of a 6-year-old boy with autism. Before the study began, the boy was taught to make verbal responses when shown 15 photographs of physical education activities and equipment. During baseline and teaching, probes of target words relevant to the photographs (e.g., slide, swing) were conducted in discrete-trial sessions. When teaching began, three sets of target sight words were successively superimposed on photographs of the corresponding activities and backgrounds were then faded by removing portions of the photographs until only the text was visible. After all fading steps were completed, the student correctly read 14–15 of the 15 target words and these skills maintained on a 44-day follow up probe. Further, generalization measures showed that reading skills transferred across text size and color. Superimposition and background fading quickly expanded the sight-word reading repertoire of a youngster with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Effects of superimposition and background fading on the sight-word reading of a boy with autism [Texte imprimé et/ou numérique] / Binyamin BIRKAN, Auteur ; Lynn E. MCCLANNAHAN, Auteur ; Patricia J. KRANTZ, Auteur . - 2007 . - p.117-125. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.117-125 Mots-clés : Autism Stimulus-fading Stimulus-superimposition Reading Index. décimale : PER Périodiques Résumé : We used a multiple-baseline design across materials to assess the effects of stimulus superimposition and background fading on the sight-word reading skills of a 6-year-old boy with autism. Before the study began, the boy was taught to make verbal responses when shown 15 photographs of physical education activities and equipment. During baseline and teaching, probes of target words relevant to the photographs (e.g., slide, swing) were conducted in discrete-trial sessions. When teaching began, three sets of target sight words were successively superimposed on photographs of the corresponding activities and backgrounds were then faded by removing portions of the photographs until only the text was visible. After all fading steps were completed, the student correctly read 14–15 of the 15 target words and these skills maintained on a 44-day follow up probe. Further, generalization measures showed that reading skills transferred across text size and color. Superimposition and background fading quickly expanded the sight-word reading repertoire of a youngster with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Performance of the Social Communication Questionnaire in children receiving preschool special education services / Li-Ching LEE in Research in Autism Spectrum Disorders, 1-2 (April/June 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.126-138 Titre : Performance of the Social Communication Questionnaire in children receiving preschool special education services Type de document : Texte imprimé et/ou numérique Auteurs : Li-Ching LEE, Auteur ; Rebecca LANDA, Auteur ; Angeline B. DAVID, Auteur ; Julie RUSYNIAK, Auteur ; Craig J. NEWSCHAFFER, Auteur Année de publication : 2007 Article en page(s) : p.126-138 Langues : Anglais (eng) Mots-clés : Social-Communication-Questionnaire-(SCQ) Autism-spectrum-disorders-(ASD) Early-childhood-screening Receiver-operating-characteristic-(ROC)-curve Index. décimale : PER Périodiques Résumé : To assess the performance of the Social Communication Questionnaire (SCQ) in identifying children with autism spectrum disorders (ASD), this study screened 268 children identified as receiving preschool special education services. Parent-reported ASD diagnosis, education department recorded autism special education classification, ADI-R autism, and ADOS autism and ASD were considered as alternative criterion measures of ASD diagnosis. The validity of the SCQ in this population was examined, with a special focus on examining alternative cut-points for indicating ASD. The predictive ability of the SCQ in this population was comparable to that reported for other samples. In addition, findings suggested that a cut-point below the recommended threshold would likely be useful for research studies seeking to identify ASD cases from the population of children receiving special education services. The cut-point selected for use in clinical settings may, however, differ. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Performance of the Social Communication Questionnaire in children receiving preschool special education services [Texte imprimé et/ou numérique] / Li-Ching LEE, Auteur ; Rebecca LANDA, Auteur ; Angeline B. DAVID, Auteur ; Julie RUSYNIAK, Auteur ; Craig J. NEWSCHAFFER, Auteur . - 2007 . - p.126-138. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.126-138 Mots-clés : Social-Communication-Questionnaire-(SCQ) Autism-spectrum-disorders-(ASD) Early-childhood-screening Receiver-operating-characteristic-(ROC)-curve Index. décimale : PER Périodiques Résumé : To assess the performance of the Social Communication Questionnaire (SCQ) in identifying children with autism spectrum disorders (ASD), this study screened 268 children identified as receiving preschool special education services. Parent-reported ASD diagnosis, education department recorded autism special education classification, ADI-R autism, and ADOS autism and ASD were considered as alternative criterion measures of ASD diagnosis. The validity of the SCQ in this population was examined, with a special focus on examining alternative cut-points for indicating ASD. The predictive ability of the SCQ in this population was comparable to that reported for other samples. In addition, findings suggested that a cut-point below the recommended threshold would likely be useful for research studies seeking to identify ASD cases from the population of children receiving special education services. The cut-point selected for use in clinical settings may, however, differ. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Effects of synthetic speech output on requesting and natural speech production in children with autism: A preliminary study / Ralf W. SCHLOSSER in Research in Autism Spectrum Disorders, 1-2 (April/June 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.139-163 Titre : Effects of synthetic speech output on requesting and natural speech production in children with autism: A preliminary study Type de document : Texte imprimé et/ou numérique Auteurs : Ralf W. SCHLOSSER, Auteur ; Jeff SIGAFOOS, Auteur ; James K. LUISELLI, Auteur ; Katie ANGERMEIER, Auteur ; Ulana HARASYMOWYZ, Auteur ; Katherine SCHOOLEY, Auteur ; Phil J. BELFIORE, Auteur Année de publication : 2007 Article en page(s) : p.139-163 Langues : Anglais (eng) Mots-clés : Assistive-technology Augmentative-and-alternative-communication Autism Developmental-disabilities Effectiveness Efficiency Natural-speech-production Requesting Speech-output Index. décimale : PER Périodiques Résumé : Requesting is often taught as an initial target during augmentative and alternative communication intervention in children with autism. Speech-generating devices are purported to have advantages over non-electronic systems due to their synthetic speech output. On the other hand, it has been argued that speech output, being in the auditory modality, may not be compatible with the processing preferences of learners with autism. The purpose of this study was to evaluate whether five children with autism and little or no functional speech learn to request more efficiently when provided with speech output during instruction (SPEECH condition) rather than without speech output (NO-SPEECH condition). A secondary purpose was to monitor changes in natural speech production. An adapted alternating treatments design was used to evaluate the relative effectiveness and efficiency of both conditions. The results showed frequent requesting under both conditions. Two students requested more effectively with speech output and one student requested more effectively without speech output while there was no difference for the remaining two students. In terms of elicited vocalizations, only one student showed some improvement. The other children did not show any improvement in natural speech production. These data extend previous research on the effects of speech output on requesting in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Effects of synthetic speech output on requesting and natural speech production in children with autism: A preliminary study [Texte imprimé et/ou numérique] / Ralf W. SCHLOSSER, Auteur ; Jeff SIGAFOOS, Auteur ; James K. LUISELLI, Auteur ; Katie ANGERMEIER, Auteur ; Ulana HARASYMOWYZ, Auteur ; Katherine SCHOOLEY, Auteur ; Phil J. BELFIORE, Auteur . - 2007 . - p.139-163. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.139-163 Mots-clés : Assistive-technology Augmentative-and-alternative-communication Autism Developmental-disabilities Effectiveness Efficiency Natural-speech-production Requesting Speech-output Index. décimale : PER Périodiques Résumé : Requesting is often taught as an initial target during augmentative and alternative communication intervention in children with autism. Speech-generating devices are purported to have advantages over non-electronic systems due to their synthetic speech output. On the other hand, it has been argued that speech output, being in the auditory modality, may not be compatible with the processing preferences of learners with autism. The purpose of this study was to evaluate whether five children with autism and little or no functional speech learn to request more efficiently when provided with speech output during instruction (SPEECH condition) rather than without speech output (NO-SPEECH condition). A secondary purpose was to monitor changes in natural speech production. An adapted alternating treatments design was used to evaluate the relative effectiveness and efficiency of both conditions. The results showed frequent requesting under both conditions. Two students requested more effectively with speech output and one student requested more effectively without speech output while there was no difference for the remaining two students. In terms of elicited vocalizations, only one student showed some improvement. The other children did not show any improvement in natural speech production. These data extend previous research on the effects of speech output on requesting in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Relationship between social competence and sensory processing in children with high functioning autism spectrum disorders / Claudia HILTON in Research in Autism Spectrum Disorders, 1-2 (April/June 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.164-173 Titre : Relationship between social competence and sensory processing in children with high functioning autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Claudia HILTON, Auteur ; Kathleen GRAVER, Auteur ; Patricia LAVESSER, Auteur Année de publication : 2007 Article en page(s) : p.164-173 Langues : Anglais (eng) Mots-clés : Asperger's-disorder Social-responsiveness Pervasive-developmental-disorders Index. décimale : PER Périodiques Résumé : This study examines the relationship between social competence and sensory processing in children with high functioning autism spectrum disorders. Methodology Children, ages 6–10 (N = 36), with high functioning autism spectrum disorders were assessed using the Social Responsiveness Scale (SRS) and the Sensory Profile (SP). A bivariate correlational design was used to compare the scores (Spearman Rank Correlational Coefficient). Results Significant differences were seen between mild to moderate and severe categories of SRS scores, based on Mann–Whitney U test (p < .05). Moderate to strong correlations were found between the SRS scores and all four sensory processing quadrant scores. Conclusions This study adds a clearer understanding of the relationship between sensory processing and social competence for children with high functioning autism spectrum disorders. The degree of correlation indicates that sensory processing is a function of severity within autism spectrum disorders and may be an important factor to consider when addressing the social performance of these children. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Relationship between social competence and sensory processing in children with high functioning autism spectrum disorders [Texte imprimé et/ou numérique] / Claudia HILTON, Auteur ; Kathleen GRAVER, Auteur ; Patricia LAVESSER, Auteur . - 2007 . - p.164-173. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.164-173 Mots-clés : Asperger's-disorder Social-responsiveness Pervasive-developmental-disorders Index. décimale : PER Périodiques Résumé : This study examines the relationship between social competence and sensory processing in children with high functioning autism spectrum disorders. Methodology Children, ages 6–10 (N = 36), with high functioning autism spectrum disorders were assessed using the Social Responsiveness Scale (SRS) and the Sensory Profile (SP). A bivariate correlational design was used to compare the scores (Spearman Rank Correlational Coefficient). Results Significant differences were seen between mild to moderate and severe categories of SRS scores, based on Mann–Whitney U test (p < .05). Moderate to strong correlations were found between the SRS scores and all four sensory processing quadrant scores. Conclusions This study adds a clearer understanding of the relationship between sensory processing and social competence for children with high functioning autism spectrum disorders. The degree of correlation indicates that sensory processing is a function of severity within autism spectrum disorders and may be an important factor to consider when addressing the social performance of these children. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Intervention for tact as reporting in children with autism / Nozomi NAOI in Research in Autism Spectrum Disorders, 1-2 (April/June 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.174-184 Titre : Intervention for tact as reporting in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Nozomi NAOI, Auteur ; Kumiko YOKOYAMA, Auteur ; Jun-ichi YAMAMOTO, Auteur Année de publication : 2007 Article en page(s) : p.174-184 Langues : Anglais (eng) Mots-clés : Tact Reporting Verbal-behavior Children-with-autism Index. décimale : PER Périodiques Résumé : Many children with autism have severe difficulty in ‘reporting’ on events at schools to mothers at home despite their ability to tact some objects and actions in discrete trial setting. Many studies have attempted to establish tact as labeling in children with autism. Few studies, however, have attempted to establish tact as a functional communication skill. The conditions under which children with autism acquired tact regarding objects and events that are remote in time and space from the listener was investigated in three children with autism. A multiple-baseline design was implemented to evaluate intervention effects. Animated cartoons or still pictures were used as stimuli and the children were required to walk to see a stimulus, observe it, walk back to an adult listener, and tact what they had seen. In the baseline condition, no participants were able to sufficiently tact after moving 1-m from the stimulus. Then tacting was trained using vocal prompts. Through this procedure, all children acquired tact for untrained events that were remote in time and space from their mothers. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Intervention for tact as reporting in children with autism [Texte imprimé et/ou numérique] / Nozomi NAOI, Auteur ; Kumiko YOKOYAMA, Auteur ; Jun-ichi YAMAMOTO, Auteur . - 2007 . - p.174-184. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.174-184 Mots-clés : Tact Reporting Verbal-behavior Children-with-autism Index. décimale : PER Périodiques Résumé : Many children with autism have severe difficulty in ‘reporting’ on events at schools to mothers at home despite their ability to tact some objects and actions in discrete trial setting. Many studies have attempted to establish tact as labeling in children with autism. Few studies, however, have attempted to establish tact as a functional communication skill. The conditions under which children with autism acquired tact regarding objects and events that are remote in time and space from the listener was investigated in three children with autism. A multiple-baseline design was implemented to evaluate intervention effects. Animated cartoons or still pictures were used as stimuli and the children were required to walk to see a stimulus, observe it, walk back to an adult listener, and tact what they had seen. In the baseline condition, no participants were able to sufficiently tact after moving 1-m from the stimulus. Then tacting was trained using vocal prompts. Through this procedure, all children acquired tact for untrained events that were remote in time and space from their mothers. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Examining sensory quadrants in autism / Janet K. KERN in Research in Autism Spectrum Disorders, 1-2 (April/June 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.185-193 Titre : Examining sensory quadrants in autism Type de document : Texte imprimé et/ou numérique Auteurs : Janet K. KERN, Auteur ; Madhukar H. TRIVEDI, Auteur ; Carolyn R. GARVER, Auteur ; Alonzo A. ANDREWS, Auteur ; Jyutika A. MEHTA, Auteur ; Thomas CARMODY, Auteur Année de publication : 2007 Article en page(s) : p.185-193 Langues : Anglais (eng) Mots-clés : Autism Sensory-quadrants Sensory-Profile Low-Registration Sensation-Seeking Sensation-Sensitivity Sensation-Avoidance Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine sensory quadrants in autism based on Dunn's Theory of Sensory Processing. The data for this study was collected as part of a cross-sectional study that examined sensory processing (using the Sensory Profile) in 103 persons with autism, 3–43 years of age, compared to 103 age- and gender-matched community controls. Sensory quadrants (Low Registration, Sensation Seeking, Sensation Sensitivity, and Sensation Avoidance) on the Sensory Profile are different in persons with autism as compared to community controls, with persons with autism engaging in the behaviors more frequently than the controls. This study provides further evidence of sensory differences in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Examining sensory quadrants in autism [Texte imprimé et/ou numérique] / Janet K. KERN, Auteur ; Madhukar H. TRIVEDI, Auteur ; Carolyn R. GARVER, Auteur ; Alonzo A. ANDREWS, Auteur ; Jyutika A. MEHTA, Auteur ; Thomas CARMODY, Auteur . - 2007 . - p.185-193. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.185-193 Mots-clés : Autism Sensory-quadrants Sensory-Profile Low-Registration Sensation-Seeking Sensation-Sensitivity Sensation-Avoidance Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine sensory quadrants in autism based on Dunn's Theory of Sensory Processing. The data for this study was collected as part of a cross-sectional study that examined sensory processing (using the Sensory Profile) in 103 persons with autism, 3–43 years of age, compared to 103 age- and gender-matched community controls. Sensory quadrants (Low Registration, Sensation Seeking, Sensation Sensitivity, and Sensation Avoidance) on the Sensory Profile are different in persons with autism as compared to community controls, with persons with autism engaging in the behaviors more frequently than the controls. This study provides further evidence of sensory differences in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147