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The effect of context on imitation skills in children with autism / Brooke R. INGERSOLL in Research in Autism Spectrum Disorders, 2-2 (April-June 2008)
[article]
Titre : The effect of context on imitation skills in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur Année de publication : 2008 Article en page(s) : p.332-340 Langues : Anglais (eng) Mots-clés : Autism Imitation Social-communication Index. décimale : PER Périodiques Résumé : Children with autism exhibit deficits in imitation skills. Previous authors have suggested that they may have particular difficulty imitating in natural social interactions, but properly controlled experiments investigating this possibility have not been conducted. To investigate this possibility, children with autism and typically developing children were compared on a series of imitation tasks presented either in a structured-elicited or naturalistic-spontaneous condition. Modeled actions were counterbalanced across conditions. Results suggest children with autism imitated less than typically developing children overall; however, this difference was mainly evident when the imitation task was presented in a spontaneous context. In addition, they exhibited less coordinated joint attention during imitation than the typically developing children. These findings support the hypothesis that children with autism are particularly impaired in their ability to imitate spontaneously. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Research in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.332-340[article] The effect of context on imitation skills in children with autism [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur . - 2008 . - p.332-340.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.332-340
Mots-clés : Autism Imitation Social-communication Index. décimale : PER Périodiques Résumé : Children with autism exhibit deficits in imitation skills. Previous authors have suggested that they may have particular difficulty imitating in natural social interactions, but properly controlled experiments investigating this possibility have not been conducted. To investigate this possibility, children with autism and typically developing children were compared on a series of imitation tasks presented either in a structured-elicited or naturalistic-spontaneous condition. Modeled actions were counterbalanced across conditions. Results suggest children with autism imitated less than typically developing children overall; however, this difference was mainly evident when the imitation task was presented in a spontaneous context. In addition, they exhibited less coordinated joint attention during imitation than the typically developing children. These findings support the hypothesis that children with autism are particularly impaired in their ability to imitate spontaneously. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 The effect of contingent imitation intervention on children with autism spectrum disorder and co-occurring intellectual disabilities / Yuka ISHIZUKA in Research in Autism Spectrum Disorders, 85 (July 2021)
[article]
Titre : The effect of contingent imitation intervention on children with autism spectrum disorder and co-occurring intellectual disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Yuka ISHIZUKA, Auteur ; Junichi YAMAMOTO, Auteur Article en page(s) : 101783 Langues : Anglais (eng) Mots-clés : Imitation Contingent imitation Reciprocal imitation training Prompting Children with autism spectrum disorder and co-occurring intellectual disabilities Index. décimale : PER Périodiques Résumé : Background Imitation plays a crucial role in the development of social communication, and it is a skill that is often missing in children with autism spectrum disorder and co-occurring intellectual disabilities. Contingent imitation (CI) results in increased social eye gaze, an imitation cue for children with ASD. A series of studies on Reciprocal Imitation Training (RIT) intervention that included CI has demonstrated an increase in imitation frequency. However, little is known about CI intervention’s effects on motor, object, and vocal imitation accuracy in children with ASD-ID. Method The participants in this study were six 4-year-old children with ASD-ID. A single case experimental design with multiple probes across target behaviors was used to identify CI intervention's efficacy on the motor, object, and vocal imitation. Moreover, pre-and post-assessment analysis evaluated socially engaged imitation and imitation turn-taking. Results Most motor, object, and vocal imitation accuracy increased through the CI intervention. However, individual adaptations such as prompting for looking behaviors and motor responses were required to increase specific target behaviors. Moreover, all children increased socially engaged imitation and imitation turn-taking through CI intervention and CI + prompting intervention. Conclusions En ligne : https://doi.org/10.1016/j.rasd.2021.101783 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 85 (July 2021) . - 101783[article] The effect of contingent imitation intervention on children with autism spectrum disorder and co-occurring intellectual disabilities [Texte imprimé et/ou numérique] / Yuka ISHIZUKA, Auteur ; Junichi YAMAMOTO, Auteur . - 101783.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 85 (July 2021) . - 101783
Mots-clés : Imitation Contingent imitation Reciprocal imitation training Prompting Children with autism spectrum disorder and co-occurring intellectual disabilities Index. décimale : PER Périodiques Résumé : Background Imitation plays a crucial role in the development of social communication, and it is a skill that is often missing in children with autism spectrum disorder and co-occurring intellectual disabilities. Contingent imitation (CI) results in increased social eye gaze, an imitation cue for children with ASD. A series of studies on Reciprocal Imitation Training (RIT) intervention that included CI has demonstrated an increase in imitation frequency. However, little is known about CI intervention’s effects on motor, object, and vocal imitation accuracy in children with ASD-ID. Method The participants in this study were six 4-year-old children with ASD-ID. A single case experimental design with multiple probes across target behaviors was used to identify CI intervention's efficacy on the motor, object, and vocal imitation. Moreover, pre-and post-assessment analysis evaluated socially engaged imitation and imitation turn-taking. Results Most motor, object, and vocal imitation accuracy increased through the CI intervention. However, individual adaptations such as prompting for looking behaviors and motor responses were required to increase specific target behaviors. Moreover, all children increased socially engaged imitation and imitation turn-taking through CI intervention and CI + prompting intervention. Conclusions En ligne : https://doi.org/10.1016/j.rasd.2021.101783 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 The effect of dextran infusions on glycosaminoglycan excretion in the Sanfilippo syndrome / Michael F. DEAN in Developmental Medicine & Child Neurology, 17-1 (February 1975)
[article]
Titre : The effect of dextran infusions on glycosaminoglycan excretion in the Sanfilippo syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Michael F. DEAN, Auteur ; Philip F. BENSON, Auteur ; Helen MUIR, Auteur Année de publication : 1975 Article en page(s) : p.47-51 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Developmental Medicine & Child Neurology > 17-1 (February 1975) . - p.47-51[article] The effect of dextran infusions on glycosaminoglycan excretion in the Sanfilippo syndrome [Texte imprimé et/ou numérique] / Michael F. DEAN, Auteur ; Philip F. BENSON, Auteur ; Helen MUIR, Auteur . - 1975 . - p.47-51.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 17-1 (February 1975) . - p.47-51
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 The effect of diagnostic labels on the affective responses of college students towards peers with ‘Asperger’s Syndrome’ and ‘Autism Spectrum Disorder’ / Mark BROSNAN in Autism, 20-4 (May 2016)
[article]
Titre : The effect of diagnostic labels on the affective responses of college students towards peers with ‘Asperger’s Syndrome’ and ‘Autism Spectrum Disorder’ Type de document : Texte imprimé et/ou numérique Auteurs : Mark BROSNAN, Auteur ; Elizabeth MILLS, Auteur Année de publication : 2016 Article en page(s) : p.388-394 Langues : Anglais (eng) Mots-clés : affective response Asperger’s Syndrome autism spectrum disorder label Index. décimale : PER Périodiques Résumé : Given the removal of Asperger’s Syndrome label in Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition, the impact of clinical labels upon the affective responses of college students was explored. A total of 120 college students read two vignettes depicting social interactions typical of a person with autism spectrum disorder. In one vignette, they were informed that the character was a typical college student and in the other, the character had a clinical disorder (either autism spectrum disorder, Asperger’s Syndrome or Schizophrenia). Participants’ affective responses were measured on the Positive and Negative Affect Scale. No significant differences in positive and negative affective responses were found between the clinical labels. However, affective responses were significantly more positive and less negative towards behaviours associated with clinical groups compared to the typical college student. The implications for students disclosing their diagnosis at university are discussed. En ligne : http://dx.doi.org/10.1177/1362361315586721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287
in Autism > 20-4 (May 2016) . - p.388-394[article] The effect of diagnostic labels on the affective responses of college students towards peers with ‘Asperger’s Syndrome’ and ‘Autism Spectrum Disorder’ [Texte imprimé et/ou numérique] / Mark BROSNAN, Auteur ; Elizabeth MILLS, Auteur . - 2016 . - p.388-394.
Langues : Anglais (eng)
in Autism > 20-4 (May 2016) . - p.388-394
Mots-clés : affective response Asperger’s Syndrome autism spectrum disorder label Index. décimale : PER Périodiques Résumé : Given the removal of Asperger’s Syndrome label in Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition, the impact of clinical labels upon the affective responses of college students was explored. A total of 120 college students read two vignettes depicting social interactions typical of a person with autism spectrum disorder. In one vignette, they were informed that the character was a typical college student and in the other, the character had a clinical disorder (either autism spectrum disorder, Asperger’s Syndrome or Schizophrenia). Participants’ affective responses were measured on the Positive and Negative Affect Scale. No significant differences in positive and negative affective responses were found between the clinical labels. However, affective responses were significantly more positive and less negative towards behaviours associated with clinical groups compared to the typical college student. The implications for students disclosing their diagnosis at university are discussed. En ligne : http://dx.doi.org/10.1177/1362361315586721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287 The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress / A. ESTES in Autism, 25-7 (October 2021)
[article]
Titre : The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress Type de document : Texte imprimé et/ou numérique Auteurs : A. ESTES, Auteur ; Paul J. YODER, Auteur ; J. MCEACHIN, Auteur ; G. HELLEMANN, Auteur ; J. MUNSON, Auteur ; J. GREENSON, Auteur ; M. ROCHA, Auteur ; E. GARDNER, Auteur ; S. J. ROGERS, Auteur Article en page(s) : p.1924-1934 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder/therapy Child, Preschool Early Intervention, Educational Humans Infant Parenting Parents autism spectrum disorders efficacy interventions—psychosocial/behavioral parent stress Index. décimale : PER Périodiques Résumé : This is a study of the secondary effects of interventions for young children with autism on their parents. Specifically, we were interested in the impact on parent's sense of efficacy, or how confident and competent a parent feels about themselves as a parent. We tested three ideas: (1) that the style of the intervention, whether it was more or less structured and whether the parent had a more or less formal role, would impact a parent's sense of efficacy; (2) that the intensity of the intervention, how many hours per week the intervention was delivered, would impact parental efficacy; and (3) that the parent's level of stress prior to intervention would impact how intensity and style effected efficacy. We randomly assigned 87 children with autism, age 13-30?months, into one of four conditions: 15 versus 25 intervention hours crossed with two different styles of intervention. We used statistical tests to examine these ideas. We found that parental efficacy was related to intervention intensity but not style. Parents with higher stress at the beginning of a 1-year, home-based, comprehensive intervention program had a higher sense of parenting efficacy if their child received lower intensity intervention; parents with lower stress at baseline had a higher sense of efficacy if their child received higher intensity intervention. If a parent can emerge from the process of diagnosis and early intervention with an increased sense that they can make a difference in their child's life (i.e. increased sense of efficacy), it may set the stage for meeting the long-term demands of parenting a child with autism. En ligne : http://dx.doi.org/10.1177/13623613211005613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-7 (October 2021) . - p.1924-1934[article] The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress [Texte imprimé et/ou numérique] / A. ESTES, Auteur ; Paul J. YODER, Auteur ; J. MCEACHIN, Auteur ; G. HELLEMANN, Auteur ; J. MUNSON, Auteur ; J. GREENSON, Auteur ; M. ROCHA, Auteur ; E. GARDNER, Auteur ; S. J. ROGERS, Auteur . - p.1924-1934.
Langues : Anglais (eng)
in Autism > 25-7 (October 2021) . - p.1924-1934
Mots-clés : Autism Spectrum Disorder Autistic Disorder/therapy Child, Preschool Early Intervention, Educational Humans Infant Parenting Parents autism spectrum disorders efficacy interventions—psychosocial/behavioral parent stress Index. décimale : PER Périodiques Résumé : This is a study of the secondary effects of interventions for young children with autism on their parents. Specifically, we were interested in the impact on parent's sense of efficacy, or how confident and competent a parent feels about themselves as a parent. We tested three ideas: (1) that the style of the intervention, whether it was more or less structured and whether the parent had a more or less formal role, would impact a parent's sense of efficacy; (2) that the intensity of the intervention, how many hours per week the intervention was delivered, would impact parental efficacy; and (3) that the parent's level of stress prior to intervention would impact how intensity and style effected efficacy. We randomly assigned 87 children with autism, age 13-30?months, into one of four conditions: 15 versus 25 intervention hours crossed with two different styles of intervention. We used statistical tests to examine these ideas. We found that parental efficacy was related to intervention intensity but not style. Parents with higher stress at the beginning of a 1-year, home-based, comprehensive intervention program had a higher sense of parenting efficacy if their child received lower intensity intervention; parents with lower stress at baseline had a higher sense of efficacy if their child received higher intensity intervention. If a parent can emerge from the process of diagnosis and early intervention with an increased sense that they can make a difference in their child's life (i.e. increased sense of efficacy), it may set the stage for meeting the long-term demands of parenting a child with autism. En ligne : http://dx.doi.org/10.1177/13623613211005613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress / Annette ESTES in Autism, 26-7 (October 2022)
PermalinkThe effect of early deprivation on executive attention in middle childhood / Michelle M. LOMAN in Journal of Child Psychology and Psychiatry, 54-1 (January 2013)
PermalinkThe effect of emotional intensity on responses to joint attention in preschoolers with an autism spectrum disorder / Martina FRANCHINI in Research in Autism Spectrum Disorders, 35 (March 2017)
PermalinkThe effect of gender on the neuroanatomy of children with autism spectrum disorders: a support vector machine case-control study / A. RETICO in Molecular Autism, 7 (2016)
PermalinkThe Effect of Gestational Age on Symptom Severity in Children with Autism Spectrum Disorder / Tammy MOVSAS in Journal of Autism and Developmental Disorders, 42-11 (November 2012)
PermalinkThe effect of hydrocephalus on perception / Edgar MILLER in Developmental Medicine & Child Neurology, S25 (1971)
PermalinkThe effect of indomethacin on cerebral blood-flow velocity in premature infants / D. H. EVANS in Developmental Medicine & Child Neurology, 29-6 (December 1987)
PermalinkThe effect of inpatient care on measured Health Needs in children and adolescents / Brian JACOBS in Journal of Child Psychology and Psychiatry, 50-10 (October 2009)
PermalinkThe effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism / Leslie NEELY in Research in Autism Spectrum Disorders, 7-4 (April 2013)
PermalinkThe effect of intellectual ability on functional activation in a neurodevelopmental disorder: preliminary evidence from multiple fMRI studies in Williams syndrome / J. R. PRYWELLER in Journal of Neurodevelopmental Disorders, 4-1 (December 2012)
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