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PER : Périodiques |
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The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders / Jennifer Lee KOUO in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)
[article]
Titre : The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer Lee KOUO, Auteur Article en page(s) : p.141-152 Langues : Anglais (eng) Mots-clés : autism spectrum disorder point-of-view video modeling first-person perspective video modeling social initiations greetings social communication and interaction Index. décimale : PER Périodiques Résumé : Deficits in social communication and interaction have been identified as distinguishing impairments for individuals with an autism spectrum disorder (ASD). As a pivotal skill, the successful development of social communication and interaction in individuals with ASD is a lifelong objective. Point-of-view video modeling (VM) has the potential to address these deficits. By presenting only what a person might see from his or her viewpoint, it may be more effective than other forms of VM, in limiting irrelevant stimuli and providing a clear frame of reference to facilitate imitation. The current study investigated the use of point-of-view VM in teaching social initiations (e.g., greetings). Using a multiple baseline across participants design, five kindergarten participants were taught greetings using a packaged intervention, which included point-of-view VM, video priming, verbal praise, reinforcement, and prompting. Immediately before and after viewing the entire point-of-view video model, the participants were evaluated on their greetings with a trained, typically developing peer serving as a communication partner. Specifically, the greetings involved participants’ abilities to shift their attention toward the peer who entered the room, maintain attention toward the peer, and engage in an appropriate greeting (e.g., hi, hello). Both generalization and maintenance were tested. Overall, the data suggest point-of-view VM is a promising intervention for increasing greetings. However, both generalization and maintenance were limited. Despite the limitations of the study and variable results, there are a number of implications moving forward for both practitioners and future researchers examining point-of-view modeling. En ligne : http://dx.doi.org/10.1177/1088357618815887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.141-152[article] The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jennifer Lee KOUO, Auteur . - p.141-152.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.141-152
Mots-clés : autism spectrum disorder point-of-view video modeling first-person perspective video modeling social initiations greetings social communication and interaction Index. décimale : PER Périodiques Résumé : Deficits in social communication and interaction have been identified as distinguishing impairments for individuals with an autism spectrum disorder (ASD). As a pivotal skill, the successful development of social communication and interaction in individuals with ASD is a lifelong objective. Point-of-view video modeling (VM) has the potential to address these deficits. By presenting only what a person might see from his or her viewpoint, it may be more effective than other forms of VM, in limiting irrelevant stimuli and providing a clear frame of reference to facilitate imitation. The current study investigated the use of point-of-view VM in teaching social initiations (e.g., greetings). Using a multiple baseline across participants design, five kindergarten participants were taught greetings using a packaged intervention, which included point-of-view VM, video priming, verbal praise, reinforcement, and prompting. Immediately before and after viewing the entire point-of-view video model, the participants were evaluated on their greetings with a trained, typically developing peer serving as a communication partner. Specifically, the greetings involved participants’ abilities to shift their attention toward the peer who entered the room, maintain attention toward the peer, and engage in an appropriate greeting (e.g., hi, hello). Both generalization and maintenance were tested. Overall, the data suggest point-of-view VM is a promising intervention for increasing greetings. However, both generalization and maintenance were limited. Despite the limitations of the study and variable results, there are a number of implications moving forward for both practitioners and future researchers examining point-of-view modeling. En ligne : http://dx.doi.org/10.1177/1088357618815887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 The Effectiveness of Parent–Child Interaction Therapy for Families of Children on the Autism Spectrum / Marjorie SOLOMON in Journal of Autism and Developmental Disorders, 38-9 (October 2008)
[article]
Titre : The Effectiveness of Parent–Child Interaction Therapy for Families of Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Marjorie SOLOMON, Auteur ; Michele ONO, Auteur ; Beth GOODLIN-JONES, Auteur ; Susan G. TIMMER, Auteur Année de publication : 2008 Article en page(s) : p.1767-1776 Langues : Anglais (eng) Mots-clés : Autism Asperger-Syndrome PDDNOS Intervention Problem-behaviors Index. décimale : PER Périodiques Résumé : We report the results of a pilot trial of an evidence-based treatment—Parent–Child Interaction Therapy (PCIT; Eyberg et al. Psychopharmacology Bulletin, 31(1), 83–91, 1995) for boys aged 5–12 with high functioning autism spectrum disorders and clinically significant behavioral problems. The study also included an investigation of the role of shared positive affect during the course of therapy on child and parent outcomes. The intervention group showed reductions in parent perceptions of child problem behaviors and child atypicality, as well as an increase in child adaptability. Shared positive affect in parent child dyads and parent positive affect increased between the initial and final phases of the therapy. Parent positive affect after the first phase was related to perceptions of improvement in problem behaviors and adaptive functioning. En ligne : http://dx.doi.org/10.1007/s10803-008-0567-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=605
in Journal of Autism and Developmental Disorders > 38-9 (October 2008) . - p.1767-1776[article] The Effectiveness of Parent–Child Interaction Therapy for Families of Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Marjorie SOLOMON, Auteur ; Michele ONO, Auteur ; Beth GOODLIN-JONES, Auteur ; Susan G. TIMMER, Auteur . - 2008 . - p.1767-1776.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-9 (October 2008) . - p.1767-1776
Mots-clés : Autism Asperger-Syndrome PDDNOS Intervention Problem-behaviors Index. décimale : PER Périodiques Résumé : We report the results of a pilot trial of an evidence-based treatment—Parent–Child Interaction Therapy (PCIT; Eyberg et al. Psychopharmacology Bulletin, 31(1), 83–91, 1995) for boys aged 5–12 with high functioning autism spectrum disorders and clinically significant behavioral problems. The study also included an investigation of the role of shared positive affect during the course of therapy on child and parent outcomes. The intervention group showed reductions in parent perceptions of child problem behaviors and child atypicality, as well as an increase in child adaptability. Shared positive affect in parent child dyads and parent positive affect increased between the initial and final phases of the therapy. Parent positive affect after the first phase was related to perceptions of improvement in problem behaviors and adaptive functioning. En ligne : http://dx.doi.org/10.1007/s10803-008-0567-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=605 The Effectiveness of Parent Management Training to Increase Self-Efficacy in Parents of Children with Asperger Syndrome / Kate SOFRONOFF in Autism, 6-3 (September 2002)
[article]
Titre : The Effectiveness of Parent Management Training to Increase Self-Efficacy in Parents of Children with Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Kate SOFRONOFF, Auteur ; Michelle FARBOTKO, Auteur Article en page(s) : p.271-286 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study was a trial of an intervention programme aimed to improve parental self-efficacy in the management of problem behaviours associated with Asperger syndrome. The intervention was compared across two formats, a 1 day workshop and six individual sessions, and also with a non-intervention control group. The results indicated that, compared with the control group, parents in both intervention groups reported fewer problem behaviours and increased self- efficacy following the interventions, at both 4 weeks and 3 months follow-up. The results also showed a difference in self-efficacy between mothers and fathers, with mothers reporting a significantly greater increase in self-efficacy following intervention than fathers. There was no significant difference between the workshop format and the individual sessions. En ligne : http://dx.doi.org/10.1177/1362361302006003005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209
in Autism > 6-3 (September 2002) . - p.271-286[article] The Effectiveness of Parent Management Training to Increase Self-Efficacy in Parents of Children with Asperger Syndrome [Texte imprimé et/ou numérique] / Kate SOFRONOFF, Auteur ; Michelle FARBOTKO, Auteur . - p.271-286.
Langues : Anglais (eng)
in Autism > 6-3 (September 2002) . - p.271-286
Index. décimale : PER Périodiques Résumé : This study was a trial of an intervention programme aimed to improve parental self-efficacy in the management of problem behaviours associated with Asperger syndrome. The intervention was compared across two formats, a 1 day workshop and six individual sessions, and also with a non-intervention control group. The results indicated that, compared with the control group, parents in both intervention groups reported fewer problem behaviours and increased self- efficacy following the interventions, at both 4 weeks and 3 months follow-up. The results also showed a difference in self-efficacy between mothers and fathers, with mothers reporting a significantly greater increase in self-efficacy following intervention than fathers. There was no significant difference between the workshop format and the individual sessions. En ligne : http://dx.doi.org/10.1177/1362361302006003005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 The effectiveness of physical activity interventions on communication and social functioning in autistic children and adolescents: A meta-analysis of controlled trials / John Sy CHAN in Autism, 25-4 (May 2021)
[article]
Titre : The effectiveness of physical activity interventions on communication and social functioning in autistic children and adolescents: A meta-analysis of controlled trials Type de document : Texte imprimé et/ou numérique Auteurs : John Sy CHAN, Auteur ; Kanfeng DENG, Auteur ; Jin H. YAN, Auteur Article en page(s) : p.874-886 Langues : Anglais (eng) Mots-clés : autism spectrum disorders communication meta-analysis physical activity social functioning Index. décimale : PER Périodiques Résumé : Difficulty with communication and social functioning are two outstanding core symptoms of autism spectrum disorder, while there is no efficacious pharmacologic treatment available to deal with them. Traditional behavioral therapies usually require specialist therapist and be conducted in specific settings, increasing burdens on families and individuals with autism. Physical activity has long been found to promote physical and mental well-beings, and it is more affordable and versatile than traditional therapies. There is preliminary support for the use of physical activity interventions to improve communication and social functioning in individuals with autism. In this study, we quantitatively aggregate data from existing controlled trials to provide an up-to-date inquiry into the effectiveness of physical activity interventions on communication and social functioning in autistic children and adolescents. We included 12 trials involving 350 participants (8 trials reported communication outcomes and 11 trials reported social functioning outcomes) and found small to moderate benefits on communication and social functioning. Further analyses showed that the benefit of physical activity interventions is greater in younger participants. Results of this study suggest that physical activity interventions are effective to improve communication and social functioning in autistic children and adolescents, and early participation in the interventions can be more beneficial. Given their affordability, versatility, and efficacy, physical activity interventions could be considered a cost-effective option for autism spectrum disorder management in the future. En ligne : http://dx.doi.org/10.1177/1362361320977645 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism > 25-4 (May 2021) . - p.874-886[article] The effectiveness of physical activity interventions on communication and social functioning in autistic children and adolescents: A meta-analysis of controlled trials [Texte imprimé et/ou numérique] / John Sy CHAN, Auteur ; Kanfeng DENG, Auteur ; Jin H. YAN, Auteur . - p.874-886.
Langues : Anglais (eng)
in Autism > 25-4 (May 2021) . - p.874-886
Mots-clés : autism spectrum disorders communication meta-analysis physical activity social functioning Index. décimale : PER Périodiques Résumé : Difficulty with communication and social functioning are two outstanding core symptoms of autism spectrum disorder, while there is no efficacious pharmacologic treatment available to deal with them. Traditional behavioral therapies usually require specialist therapist and be conducted in specific settings, increasing burdens on families and individuals with autism. Physical activity has long been found to promote physical and mental well-beings, and it is more affordable and versatile than traditional therapies. There is preliminary support for the use of physical activity interventions to improve communication and social functioning in individuals with autism. In this study, we quantitatively aggregate data from existing controlled trials to provide an up-to-date inquiry into the effectiveness of physical activity interventions on communication and social functioning in autistic children and adolescents. We included 12 trials involving 350 participants (8 trials reported communication outcomes and 11 trials reported social functioning outcomes) and found small to moderate benefits on communication and social functioning. Further analyses showed that the benefit of physical activity interventions is greater in younger participants. Results of this study suggest that physical activity interventions are effective to improve communication and social functioning in autistic children and adolescents, and early participation in the interventions can be more beneficial. Given their affordability, versatility, and efficacy, physical activity interventions could be considered a cost-effective option for autism spectrum disorder management in the future. En ligne : http://dx.doi.org/10.1177/1362361320977645 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial / Patricia HOWLIN in Journal of Child Psychology and Psychiatry, 48-5 (May 2007)
[article]
Titre : The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Patricia HOWLIN, Auteur ; Tony CHARMAN, Auteur ; R. Kate GORDON, Auteur ; Greg PASCO, Auteur ; Angie WADE, Auteur Année de publication : 2007 Article en page(s) : p.473–481 Langues : Anglais (eng) Mots-clés : Randomised-controlled-trial PECS autism intervention communication Index. décimale : PER Périodiques Résumé : To assess the effectiveness of expert training and consultancy for teachers of children with autism spectrum disorder in the use of the Picture Exchange Communication System (PECS).
Method: Design: Group randomised, controlled trial (3 groups: immediate treatment, delayed treatment, no treatment). Participants: 84 elementary school children, mean age 6.8 years. Treatment: A 2-day PECS workshop for teachers plus 6 half-day, school-based training sessions with expert consultants over 5 months. Outcome measures: Rates of: communicative initiations, use of PECS, and speech in the classroom; Autism Diagnostic Observation Schedule-Generic (ADOS-G) domain scores for Communication and Reciprocal Social Interaction; scores on formal language tests.
Results: Controlling for baseline age, developmental quotient (DQ) and language; rates of initiations and PECS usage increased significantly immediately post-treatment (Odds Ratio (OR) of being in a higher ordinal rate category 2.72, 95% confidence interval 1.22–6.09, p < .05 and OR 3.90 (95%CI 1.75–8.68), p < .001, respectively). There were no increases in frequency of speech, or improvements in ADOS-G ratings or language test scores.
Conclusions: The results indicate modest effectiveness of PECS teacher training/consultancy. Rates of pupils’ initiations and use of symbols in the classroom increased, although there was no evidence of improvement in other areas of communication. Treatment effects were not maintained once active intervention ceased.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01707.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=959
in Journal of Child Psychology and Psychiatry > 48-5 (May 2007) . - p.473–481[article] The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial [Texte imprimé et/ou numérique] / Patricia HOWLIN, Auteur ; Tony CHARMAN, Auteur ; R. Kate GORDON, Auteur ; Greg PASCO, Auteur ; Angie WADE, Auteur . - 2007 . - p.473–481.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 48-5 (May 2007) . - p.473–481
Mots-clés : Randomised-controlled-trial PECS autism intervention communication Index. décimale : PER Périodiques Résumé : To assess the effectiveness of expert training and consultancy for teachers of children with autism spectrum disorder in the use of the Picture Exchange Communication System (PECS).
Method: Design: Group randomised, controlled trial (3 groups: immediate treatment, delayed treatment, no treatment). Participants: 84 elementary school children, mean age 6.8 years. Treatment: A 2-day PECS workshop for teachers plus 6 half-day, school-based training sessions with expert consultants over 5 months. Outcome measures: Rates of: communicative initiations, use of PECS, and speech in the classroom; Autism Diagnostic Observation Schedule-Generic (ADOS-G) domain scores for Communication and Reciprocal Social Interaction; scores on formal language tests.
Results: Controlling for baseline age, developmental quotient (DQ) and language; rates of initiations and PECS usage increased significantly immediately post-treatment (Odds Ratio (OR) of being in a higher ordinal rate category 2.72, 95% confidence interval 1.22–6.09, p < .05 and OR 3.90 (95%CI 1.75–8.68), p < .001, respectively). There were no increases in frequency of speech, or improvements in ADOS-G ratings or language test scores.
Conclusions: The results indicate modest effectiveness of PECS teacher training/consultancy. Rates of pupils’ initiations and use of symbols in the classroom increased, although there was no evidence of improvement in other areas of communication. Treatment effects were not maintained once active intervention ceased.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01707.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=959 The Effectiveness of RAADS-R as a Screening Tool for Adult ASD Populations / Sarah L. JONES in Autism Research and Treatment, 2021 (2021)
PermalinkThe Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism / P. P. P. CHEUNG in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
PermalinkThe effectiveness of self-management interventions for children with autism—A literature review / Elian ALJADEFF-ABERGEL in Research in Autism Spectrum Disorders, 18 (October 2015)
PermalinkThe effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder / Lisa CAMPBELL in Autism & Developmental Language Impairments, 4 (January-December 2019)
PermalinkThe Effectiveness of Social Stories on Decreasing Disruptive Behaviors of Children with Autism: Three Case Studies / Selda OZDEMIR in Journal of Autism and Developmental Disorders, 38-9 (October 2008)
PermalinkThe effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services / Lauren BROOKMAN-FRAZEE in Autism, 26-3 (April 2022)
PermalinkThe Effectiveness of Two Universal Preventive Interventions in Reducing Children's Externalizing Behavior: A Cluster Randomized Controlled Trial / Tina MALTI in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011)
PermalinkThe effects of age and treatment intensity on behavioral intervention outcomes for children with autism spectrum disorders / Doreen GRANPEESHEH in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)
PermalinkThe effects of age on the N200 component of the auditory event-related potentials / Hideo ENOKI in Cognitive Brain Research, 1-3 (October 1993)
PermalinkThe effects of allostatic load on neural systems subserving motivation, mood regulation, and social affiliation / Theodore P. BEAUCHAINE in Development and Psychopathology, 23-4 (November 2011)
PermalinkThe effects of an early motor skill intervention on motor skills, levels of physical activity, and socialization in young children with autism spectrum disorder: A pilot study / Leah KETCHESON in Autism, 21-4 (May 2017)
PermalinkThe effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder / Tuan Q. HO in Research in Autism Spectrum Disorders, 58 (February 2019)
PermalinkThe Effects of Aquatic Versus Kata Techniques Training on Static and Dynamic Balance in Children with Autism Spectrum Disorder / S. ANSARI in Journal of Autism and Developmental Disorders, 51-9 (September 2021)
PermalinkThe effects of attentional focus on visuomotor control during observational learning in children with autism spectrum disorder / A. ASADI in Research in Autism Spectrum Disorders, 98 (October 2022)
PermalinkThe Effects of Augmented Reality on Social Skills in Children with an Autism Diagnosis: A Preliminary Systematic Review / Yuchen CHENG in Journal of Autism and Developmental Disorders, 54-4 (April 2024)
PermalinkThe Effects of Autism and Alexithymia on Physiological and Verbal Responsiveness to Music / Rory ALLEN in Journal of Autism and Developmental Disorders, 43-2 (February 2013)
PermalinkThe effects of babywalkers on early locomotor development / Marion CROUCHMAN in Developmental Medicine & Child Neurology, 28-6 (December 1986)
PermalinkThe effects of balance training intervention on postural control of children with autism spectrum disorder: Role of sensory information / Hakim CHELDAVI in Research in Autism Spectrum Disorders, 8-1 (January 2014)
PermalinkThe effects of a brushing procedure on stereotypical behavior / Tonya N. DAVIS in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
PermalinkThe Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units / Janet I. GOODMAN in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)
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