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The Effect of Robot-Child Interactions on Social Attention and Verbalization Patterns of Typically Developing Children and Children With Autism Between 4 and 8 Years / Sudha SRINIVASAN in Autism - Open Access, 3-2 (September 2013)
[article]
Titre : The Effect of Robot-Child Interactions on Social Attention and Verbalization Patterns of Typically Developing Children and Children With Autism Between 4 and 8 Years Type de document : Texte imprimé et/ou numérique Auteurs : Sudha SRINIVASAN, Auteur ; Anjana N. BHAT, Auteur Année de publication : 2013 Article en page(s) : 7 p. Langues : Anglais (eng) Mots-clés : Robots Social Attention Imitation Verbalization Communication Autism Children Index. décimale : PER Périodiques Résumé : 1.1 Background: There is anecdotal evidence for the use of robots to facilitate prosocial behaviors such as joint attention and verbalization in children with Autism Spectrum Disorders (ASDs). However, there have been no normative data in typically developing children to evaluate the effects of robot-child interactions on social and communication skills.
1.2 Objectives: The aim of our study was to evaluate the changes in social attention and verbalization skills of 15 typically developing (TD) children using a structured 8-session imitation protocol within a robot-adult-child context. We further extended this imitation protocol to two children with ASDs.
1.3 Methods: Pretest, session1, session 4, session 8, and posttest sessions were coded for attention patterns and the duration of verbalization of the children.
1.4 Results: TD children directed maximum attention towards the robot during training; however, they were bored with the limited repertoire of the robot over time. The training context also facilitated spontaneous verbalization between the child and the trainer. The context of robot-child interactions also afforded social attention and spontaneous verbalization in both children with ASDs.
1.5 Conclusions: Our findings suggest that robot-child interactions may be an enjoyable context for TD children as well as children with ASDs. Our future studies will rigorously examine the use of engaging, robot-child interaction contexts for facilitating social communication skills in children with ASDs.En ligne : http://dx.doi.org/10.4172/2165-7890.1000111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Autism - Open Access > 3-2 (September 2013) . - 7 p.[article] The Effect of Robot-Child Interactions on Social Attention and Verbalization Patterns of Typically Developing Children and Children With Autism Between 4 and 8 Years [Texte imprimé et/ou numérique] / Sudha SRINIVASAN, Auteur ; Anjana N. BHAT, Auteur . - 2013 . - 7 p.
Langues : Anglais (eng)
in Autism - Open Access > 3-2 (September 2013) . - 7 p.
Mots-clés : Robots Social Attention Imitation Verbalization Communication Autism Children Index. décimale : PER Périodiques Résumé : 1.1 Background: There is anecdotal evidence for the use of robots to facilitate prosocial behaviors such as joint attention and verbalization in children with Autism Spectrum Disorders (ASDs). However, there have been no normative data in typically developing children to evaluate the effects of robot-child interactions on social and communication skills.
1.2 Objectives: The aim of our study was to evaluate the changes in social attention and verbalization skills of 15 typically developing (TD) children using a structured 8-session imitation protocol within a robot-adult-child context. We further extended this imitation protocol to two children with ASDs.
1.3 Methods: Pretest, session1, session 4, session 8, and posttest sessions were coded for attention patterns and the duration of verbalization of the children.
1.4 Results: TD children directed maximum attention towards the robot during training; however, they were bored with the limited repertoire of the robot over time. The training context also facilitated spontaneous verbalization between the child and the trainer. The context of robot-child interactions also afforded social attention and spontaneous verbalization in both children with ASDs.
1.5 Conclusions: Our findings suggest that robot-child interactions may be an enjoyable context for TD children as well as children with ASDs. Our future studies will rigorously examine the use of engaging, robot-child interaction contexts for facilitating social communication skills in children with ASDs.En ligne : http://dx.doi.org/10.4172/2165-7890.1000111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group / Anna COOK in Autism, 24-8 (November 2020)
[article]
Titre : The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group Type de document : Texte imprimé et/ou numérique Auteurs : Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur Article en page(s) : p.2178-2189 Langues : Anglais (eng) Mots-clés : *adolescents *bullying *inclusion *neurodiversity *peer attitudes *school climate *school-age children *social exclusion *social identity Index. décimale : PER Périodiques Résumé : Autistic children are more likely than non-autistic children to be bullied at school. This study therefore explored whether the kind of school setting and the level of personal contact with autistic people can affect children's attitudes towards bullying and autism. Surveys were completed at the beginning and end of the school year by 775 children aged 11-12?years, from six schools: three with specialist centres for autistic children and three without. Participants read stories describing bullying situations, then provided their views in relation to the story and in relation to autism. Children in schools with centres increased their feelings of anger, pity, sadness and shame in response to the bullying situations. In contrast, children in schools with no centre showed less sociable responses to bullying, except in response to a story describing an autistic child, being excluded by classmates. Furthermore, children who increased the time they spent with autistic individuals over the course of the year showed a greater rise in positive attitudes towards autistic people. This highlights the need for both personal contact and an inclusive school environment, to improve attitudes towards autism and reduce tolerance for bullying. En ligne : http://dx.doi.org/10.1177/1362361320937088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2178-2189[article] The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group [Texte imprimé et/ou numérique] / Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur . - p.2178-2189.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2178-2189
Mots-clés : *adolescents *bullying *inclusion *neurodiversity *peer attitudes *school climate *school-age children *social exclusion *social identity Index. décimale : PER Périodiques Résumé : Autistic children are more likely than non-autistic children to be bullied at school. This study therefore explored whether the kind of school setting and the level of personal contact with autistic people can affect children's attitudes towards bullying and autism. Surveys were completed at the beginning and end of the school year by 775 children aged 11-12?years, from six schools: three with specialist centres for autistic children and three without. Participants read stories describing bullying situations, then provided their views in relation to the story and in relation to autism. Children in schools with centres increased their feelings of anger, pity, sadness and shame in response to the bullying situations. In contrast, children in schools with no centre showed less sociable responses to bullying, except in response to a story describing an autistic child, being excluded by classmates. Furthermore, children who increased the time they spent with autistic individuals over the course of the year showed a greater rise in positive attitudes towards autistic people. This highlights the need for both personal contact and an inclusive school environment, to improve attitudes towards autism and reduce tolerance for bullying. En ligne : http://dx.doi.org/10.1177/1362361320937088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 The effect of a script-fading procedure on responses to peer initiations among young children with autism / Alison M. WICHNICK in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)
[article]
Titre : The effect of a script-fading procedure on responses to peer initiations among young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Magdalena PYRTEK, Auteur Année de publication : 2010 Article en page(s) : p.290-299 Langues : Anglais (eng) Mots-clés : Autism Script-fading Novel-responses Peer-interactions Social-skills Index. décimale : PER Périodiques Résumé : A core deficit of people with autism is an inability to initiate and to sustain conversation with others. Several studies demonstrate the effectiveness of the script-fading procedure on improving the social initiation skills of people with autism. Nevertheless, there is little focus on responding to initiations. The purpose of this study was to use pre-recorded scripts to teach young children with autism to respond to each other's initiations. The three participants, ages 5 through 7 years, demonstrated deficits in peer interactions. In a study by Wichnick, Vener, Keating, and Poulson (2009), these participants were taught to initiate to one another, but they did not respond to each other's initiations. During the baseline condition of the current study, the participants emitted few, if any, responses to peer initiations. When scripts were introduced, responding to peer initiations increased systematically across the participants. Moreover, as scripts were faded, there was a systematic increase in the cumulative number of novel responses to peer initiations. These findings suggest that script fading can increase both the number of reciprocal peer social interactions, and the production of novel reciprocal interactions, emitted by young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=974
in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.290-299[article] The effect of a script-fading procedure on responses to peer initiations among young children with autism [Texte imprimé et/ou numérique] / Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Magdalena PYRTEK, Auteur . - 2010 . - p.290-299.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.290-299
Mots-clés : Autism Script-fading Novel-responses Peer-interactions Social-skills Index. décimale : PER Périodiques Résumé : A core deficit of people with autism is an inability to initiate and to sustain conversation with others. Several studies demonstrate the effectiveness of the script-fading procedure on improving the social initiation skills of people with autism. Nevertheless, there is little focus on responding to initiations. The purpose of this study was to use pre-recorded scripts to teach young children with autism to respond to each other's initiations. The three participants, ages 5 through 7 years, demonstrated deficits in peer interactions. In a study by Wichnick, Vener, Keating, and Poulson (2009), these participants were taught to initiate to one another, but they did not respond to each other's initiations. During the baseline condition of the current study, the participants emitted few, if any, responses to peer initiations. When scripts were introduced, responding to peer initiations increased systematically across the participants. Moreover, as scripts were faded, there was a systematic increase in the cumulative number of novel responses to peer initiations. These findings suggest that script fading can increase both the number of reciprocal peer social interactions, and the production of novel reciprocal interactions, emitted by young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=974 The effect of a script-fading procedure on social interactions among young children with autism / Alison M. WICHNICK-GILLIS in Research in Autism Spectrum Disorders, 26 (June 2016)
[article]
Titre : The effect of a script-fading procedure on social interactions among young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. WICHNICK-GILLIS, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.1-9 Langues : Anglais (eng) Mots-clés : Autism Script fading Interactions Social skills Generalization Index. décimale : PER Périodiques Résumé : AbstractBackground Autism is a disorder characterized by a severe deficit in social-interaction skills. The script-fading procedure is an effective behavior-analytic strategy for teaching social-interaction skills to people with autism. Within the script-fading literature, however, few researchers have established cues in the natural environment as the discriminative stimuli for social interactions. Method The purpose of this study was to replicate the script-fading procedure used by Brown, Krantz, McClannahan, and Poulson (2008) to teach children with autism to interact with each other, and to assess generalization across untrained stimuli. The three participants, ages 6–9 years, demonstrated deficits in peer-interaction skills. Results During the baseline condition, the participants either did not interact with one another or emitted a variable and unreliable number of interactions. With the introduction of the script-fading procedure, however, interactions increased systematically. Moreover, stimulus generalization data indicated that the script-fading procedure effectively transferred the discriminative control for interacting from the scripts to stimuli in the natural environment. Conclusions These findings demonstrated the effectiveness of the script-fading procedure in teaching children with autism to interact with their peers. In addition, this study showed that establishing cues in the natural environment as discriminative stimuli for social interactions is a successful strategy to teach social-interaction skills to people with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285
in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.1-9[article] The effect of a script-fading procedure on social interactions among young children with autism [Texte imprimé et/ou numérique] / Alison M. WICHNICK-GILLIS, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur . - p.1-9.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.1-9
Mots-clés : Autism Script fading Interactions Social skills Generalization Index. décimale : PER Périodiques Résumé : AbstractBackground Autism is a disorder characterized by a severe deficit in social-interaction skills. The script-fading procedure is an effective behavior-analytic strategy for teaching social-interaction skills to people with autism. Within the script-fading literature, however, few researchers have established cues in the natural environment as the discriminative stimuli for social interactions. Method The purpose of this study was to replicate the script-fading procedure used by Brown, Krantz, McClannahan, and Poulson (2008) to teach children with autism to interact with each other, and to assess generalization across untrained stimuli. The three participants, ages 6–9 years, demonstrated deficits in peer-interaction skills. Results During the baseline condition, the participants either did not interact with one another or emitted a variable and unreliable number of interactions. With the introduction of the script-fading procedure, however, interactions increased systematically. Moreover, stimulus generalization data indicated that the script-fading procedure effectively transferred the discriminative control for interacting from the scripts to stimuli in the natural environment. Conclusions These findings demonstrated the effectiveness of the script-fading procedure in teaching children with autism to interact with their peers. In addition, this study showed that establishing cues in the natural environment as discriminative stimuli for social interactions is a successful strategy to teach social-interaction skills to people with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism / Alison M. WICHNICK in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)
[article]
Titre : The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Colleen KEATING, Auteur Année de publication : 2010 Article en page(s) : p.51-64 Langues : Anglais (eng) Mots-clés : Autism Script-fading Novel-utterances Generalization Social-skills Index. décimale : PER Périodiques Résumé : Autism is a disorder characterized by a severe deficit in social interaction skills. The initiation of social behavior is the focus of this study. Several studies provide evidence for the effectiveness of the script-fading procedure on improving the social initiation skills of children and adults with autism. Nevertheless, there is little focus on initiations to peers among young children with autism and on the production of novel utterances. The purpose of this study was to use toys with pre-recorded scripts on voice-over-recording devices to evoke initiations to peers and to measure unscripted and novel utterances among three young children with autism. One 4-year-old and two 6-year-old children showed deficits in peer-initiation skills and tended to initiate to adults only. During baseline, the three participants emitted few, if any, initiations to one another. When scripts were introduced, unscripted and novel initiations systematically increased across the participants, thus demonstrating response generalization. The script-fading procedure was effective in increasing unscripted and novel initiations to peers among young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887
in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.51-64[article] The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism [Texte imprimé et/ou numérique] / Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Colleen KEATING, Auteur . - 2010 . - p.51-64.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.51-64
Mots-clés : Autism Script-fading Novel-utterances Generalization Social-skills Index. décimale : PER Périodiques Résumé : Autism is a disorder characterized by a severe deficit in social interaction skills. The initiation of social behavior is the focus of this study. Several studies provide evidence for the effectiveness of the script-fading procedure on improving the social initiation skills of children and adults with autism. Nevertheless, there is little focus on initiations to peers among young children with autism and on the production of novel utterances. The purpose of this study was to use toys with pre-recorded scripts on voice-over-recording devices to evoke initiations to peers and to measure unscripted and novel utterances among three young children with autism. One 4-year-old and two 6-year-old children showed deficits in peer-initiation skills and tended to initiate to adults only. During baseline, the three participants emitted few, if any, initiations to one another. When scripts were introduced, unscripted and novel initiations systematically increased across the participants, thus demonstrating response generalization. The script-fading procedure was effective in increasing unscripted and novel initiations to peers among young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 The effect of sensory activities on correct responding for children with autism spectrum disorders / Ginny L. VAN RIE in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)
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