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PER : Périodiques |
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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)
[article]
Titre : The effect of sensory activities on correct responding for children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ginny L. VAN RIE, Auteur ; L. Juane HEFLIN, Auteur Année de publication : 2009 Article en page(s) : p.783-796 Langues : Anglais (eng) Mots-clés : Autism Sensory-interventions Learning-outcomes Index. décimale : PER Périodiques Résumé : Sensory-based activities are commonly recommended for students with ASD, even in the absence of empirical data to substantiate their effectiveness. A single subject alternating treatment design was used to assess functional relations between sensory-based antecedent interventions and correct responding in four students with autism. As individuals with autism constitute a heterogeneous population, it is not surprising that a functional relation was found for only two of the four students. Results of this study lead to the conclusion that sensory-based interventions may be effective for some but not all students with autism. Implications for evaluating aptitude by treatment interactions and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730
in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.783-796[article] The effect of sensory activities on correct responding for children with autism spectrum disorders [Texte imprimé et/ou numérique] / Ginny L. VAN RIE, Auteur ; L. Juane HEFLIN, Auteur . - 2009 . - p.783-796.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.783-796
Mots-clés : Autism Sensory-interventions Learning-outcomes Index. décimale : PER Périodiques Résumé : Sensory-based activities are commonly recommended for students with ASD, even in the absence of empirical data to substantiate their effectiveness. A single subject alternating treatment design was used to assess functional relations between sensory-based antecedent interventions and correct responding in four students with autism. As individuals with autism constitute a heterogeneous population, it is not surprising that a functional relation was found for only two of the four students. Results of this study lead to the conclusion that sensory-based interventions may be effective for some but not all students with autism. Implications for evaluating aptitude by treatment interactions and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 The effect of social disadvantage on motor development in young children: a comparative study / Martin MCPHILLIPS in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)
[article]
Titre : The effect of social disadvantage on motor development in young children: a comparative study Type de document : Texte imprimé et/ou numérique Auteurs : Martin MCPHILLIPS, Auteur ; Julie-Anne JORDAN-BLACK, Auteur Année de publication : 2007 Article en page(s) : p.1214–1222 Langues : Anglais (eng) Mots-clés : Social-disadvantage motor-skills neurodevelopment asymmetrical-tonic-neck-reflex receptive-language reading Index. décimale : PER Périodiques Résumé : Background: Empirical research suggests that social disadvantage has a negative effect on the development of language, and related cognitive skills such as reading. There is, however, no corresponding body of research on the impact of social disadvantage on motor development. The primary purpose of this study was to investigate the impact of social disadvantage on motor development in young children. In addition, we explored a possible link between an early neuromotor indicator and attainments in language, and reading.
Methods: The Northern Ireland Multiple Deprivation Measure was used to identify two contrasting districts based on a composite measure of social disadvantage. We investigated the effect of social disadvantage on the motor attainments of a sample of 239 children aged 4–5 years, and 276 children aged 7–8 years attending mainstream schools in each district using a standardised motor assessment battery, and a motor neurodevelopmental measure. We used standardised receptive language and reading assessments to evaluate possible associations between motor and language/reading attainments.
Results: There was a significant negative effect of social disadvantage on motor skills, for both age groups, and for both males and females. A similar negative effect of social disadvantage on attainments in language, and reading was also found. Children from areas of social disadvantage had significant deficits in motor and receptive language attainments relative to their more advantaged peers. In addition, we revealed a significant predictive relationship between a neurodevelopmental measure of early motor development and reading attainment.
Conclusions: Children growing up in socially disadvantaged areas may be at particular risk of motor, including neurodevelopmental, delay, as well as language and reading difficulties. The determinants of motor and neuromotor deficits in children from disadvantaged backgrounds should be explored, and the relationship between early neuromotor development and language/reading development requires further investigation.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01814.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309
in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1214–1222[article] The effect of social disadvantage on motor development in young children: a comparative study [Texte imprimé et/ou numérique] / Martin MCPHILLIPS, Auteur ; Julie-Anne JORDAN-BLACK, Auteur . - 2007 . - p.1214–1222.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1214–1222
Mots-clés : Social-disadvantage motor-skills neurodevelopment asymmetrical-tonic-neck-reflex receptive-language reading Index. décimale : PER Périodiques Résumé : Background: Empirical research suggests that social disadvantage has a negative effect on the development of language, and related cognitive skills such as reading. There is, however, no corresponding body of research on the impact of social disadvantage on motor development. The primary purpose of this study was to investigate the impact of social disadvantage on motor development in young children. In addition, we explored a possible link between an early neuromotor indicator and attainments in language, and reading.
Methods: The Northern Ireland Multiple Deprivation Measure was used to identify two contrasting districts based on a composite measure of social disadvantage. We investigated the effect of social disadvantage on the motor attainments of a sample of 239 children aged 4–5 years, and 276 children aged 7–8 years attending mainstream schools in each district using a standardised motor assessment battery, and a motor neurodevelopmental measure. We used standardised receptive language and reading assessments to evaluate possible associations between motor and language/reading attainments.
Results: There was a significant negative effect of social disadvantage on motor skills, for both age groups, and for both males and females. A similar negative effect of social disadvantage on attainments in language, and reading was also found. Children from areas of social disadvantage had significant deficits in motor and receptive language attainments relative to their more advantaged peers. In addition, we revealed a significant predictive relationship between a neurodevelopmental measure of early motor development and reading attainment.
Conclusions: Children growing up in socially disadvantaged areas may be at particular risk of motor, including neurodevelopmental, delay, as well as language and reading difficulties. The determinants of motor and neuromotor deficits in children from disadvantaged backgrounds should be explored, and the relationship between early neuromotor development and language/reading development requires further investigation.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01814.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 The Effect of Stimulus Salience on Over-selectivity / Geraldine LEADER in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
[article]
Titre : The Effect of Stimulus Salience on Over-selectivity Type de document : Texte imprimé et/ou numérique Auteurs : Geraldine LEADER, Auteur ; Phil REED, Auteur ; Ann LOUGHNANE, Auteur ; Claire MCMORELAND, Auteur Année de publication : 2009 Article en page(s) : p.330-338 Langues : Anglais (eng) Mots-clés : Over-selectivity Comparator-mechanism Stimulus-salience Extinction Index. décimale : PER Périodiques Résumé : The influence of stimulus salience on over-selective responding was investigated in the context of a comparator theory of over-selectivity. In Experiments 1 and 2, participants were presented with two cards, each displaying two colors. In comparison to matched control participants, participants with Autistic Spectrum Disorder (ASD) demonstrated more over-selectivity, which increased when the stimuli differed in salience. In Experiment 3, the over-selected color was extinguished, and the previously under-selected color emerged to control behavior. The results suggest that stimuli of different salience may trigger over-selectivity in individuals with ASD, and provide preliminary support that this may be due to the action of an over-sensitive comparator mechanism functioning at the retrieval level of processing. En ligne : http://dx.doi.org/10.1007/s10803-008-0626-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=684
in Journal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.330-338[article] The Effect of Stimulus Salience on Over-selectivity [Texte imprimé et/ou numérique] / Geraldine LEADER, Auteur ; Phil REED, Auteur ; Ann LOUGHNANE, Auteur ; Claire MCMORELAND, Auteur . - 2009 . - p.330-338.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.330-338
Mots-clés : Over-selectivity Comparator-mechanism Stimulus-salience Extinction Index. décimale : PER Périodiques Résumé : The influence of stimulus salience on over-selective responding was investigated in the context of a comparator theory of over-selectivity. In Experiments 1 and 2, participants were presented with two cards, each displaying two colors. In comparison to matched control participants, participants with Autistic Spectrum Disorder (ASD) demonstrated more over-selectivity, which increased when the stimuli differed in salience. In Experiment 3, the over-selected color was extinguished, and the previously under-selected color emerged to control behavior. The results suggest that stimuli of different salience may trigger over-selectivity in individuals with ASD, and provide preliminary support that this may be due to the action of an over-sensitive comparator mechanism functioning at the retrieval level of processing. En ligne : http://dx.doi.org/10.1007/s10803-008-0626-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=684 The Effect of Tai Chi Chuan Training on Stereotypic Behavior of Children with Autism Spectrum Disorder / Roza TABESHIAN in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
[article]
Titre : The Effect of Tai Chi Chuan Training on Stereotypic Behavior of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Roza TABESHIAN, Auteur ; Maryam NEZAKAT-ALHOSSEINI, Auteur ; Ahmadreza MOVAHEDI, Auteur ; E Paul ZEHR, Auteur ; Salar FARAMARZI, Auteur Article en page(s) : p.2180-2186 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Child Humans Stereotyped Behavior Tai Ji Autism Exercise Stereotypic behavior Tai Chi Chuan Index. décimale : PER Périodiques Résumé : This quasi-experimental study investigated effects of Tai Chi Chuan training on stereotypic behavior of children with autism spectrum disorder. Twenty-three participants (mean age=9.60?+?1.40 years) were assigned to experimental (N=12) and control (N=11) groups. The experimental group received 12 weeks of Tai Chi training and all participants had pre, post, and one-month follow-up assessments. Stereotypic behavior measured using Gilliam Autism Rating Scale 2 Scores, was significantly altered by?~?25% in the Tai Chi Chuan group. Behavioral change was maintained at follow up since there was no significant difference between that and the posttest. In conclusion, Tai Chi Chuan training is a useful and appropriate intervention to modulate behavior in individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1007/s10803-021-05090-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2180-2186[article] The Effect of Tai Chi Chuan Training on Stereotypic Behavior of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Roza TABESHIAN, Auteur ; Maryam NEZAKAT-ALHOSSEINI, Auteur ; Ahmadreza MOVAHEDI, Auteur ; E Paul ZEHR, Auteur ; Salar FARAMARZI, Auteur . - p.2180-2186.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2180-2186
Mots-clés : Autism Spectrum Disorder/therapy Child Humans Stereotyped Behavior Tai Ji Autism Exercise Stereotypic behavior Tai Chi Chuan Index. décimale : PER Périodiques Résumé : This quasi-experimental study investigated effects of Tai Chi Chuan training on stereotypic behavior of children with autism spectrum disorder. Twenty-three participants (mean age=9.60?+?1.40 years) were assigned to experimental (N=12) and control (N=11) groups. The experimental group received 12 weeks of Tai Chi training and all participants had pre, post, and one-month follow-up assessments. Stereotypic behavior measured using Gilliam Autism Rating Scale 2 Scores, was significantly altered by?~?25% in the Tai Chi Chuan group. Behavioral change was maintained at follow up since there was no significant difference between that and the posttest. In conclusion, Tai Chi Chuan training is a useful and appropriate intervention to modulate behavior in individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1007/s10803-021-05090-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 The Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial / Fereshteh MOHAMMADZAHERI in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
[article]
Titre : The Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial Type de document : Texte imprimé et/ou numérique Auteurs : Fereshteh MOHAMMADZAHERI, Auteur ; Lynn KERN KOEGEL, Auteur ; Enayatollah BAKHSHI, Auteur ; Reza KHOSROWABADI, Auteur ; Zahra SOLEYMANI, Auteur Article en page(s) : p.2598-2609 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Communication Expressive communication Initiations Pivotal response treatment Index. décimale : PER Périodiques Résumé : This study examined the effect of Pivotal response treatment (PRT) to improve verbal initiations in children with Autism Spectrum Disorder, age 6-12 years old, using a Randomized Clinical Trial design. Intervention was conducted three times a week for 2 months, for a total of 24 one-hour sessions. The PRT intervention taught a variety of questions and attention/assistance-seeking initiations. The treatment as usual (TAU) group received standard language intervention. Results showed that the PRT group made significant improvements in their number of verbal initiations as well as collateral gains in general communicative skills and mean length of utterance (MLU) compared to the TAU group. Theoretical implications of including motivational approaches to develop social initiations are reviewed. En ligne : http://dx.doi.org/10.1007/s10803-021-05153-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2598-2609[article] The Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial [Texte imprimé et/ou numérique] / Fereshteh MOHAMMADZAHERI, Auteur ; Lynn KERN KOEGEL, Auteur ; Enayatollah BAKHSHI, Auteur ; Reza KHOSROWABADI, Auteur ; Zahra SOLEYMANI, Auteur . - p.2598-2609.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2598-2609
Mots-clés : Autism spectrum disorder Communication Expressive communication Initiations Pivotal response treatment Index. décimale : PER Périodiques Résumé : This study examined the effect of Pivotal response treatment (PRT) to improve verbal initiations in children with Autism Spectrum Disorder, age 6-12 years old, using a Randomized Clinical Trial design. Intervention was conducted three times a week for 2 months, for a total of 24 one-hour sessions. The PRT intervention taught a variety of questions and attention/assistance-seeking initiations. The treatment as usual (TAU) group received standard language intervention. Results showed that the PRT group made significant improvements in their number of verbal initiations as well as collateral gains in general communicative skills and mean length of utterance (MLU) compared to the TAU group. Theoretical implications of including motivational approaches to develop social initiations are reviewed. En ligne : http://dx.doi.org/10.1007/s10803-021-05153-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 The effect of the Infant Behavioral Assessment and Intervention Program on mother–infant interaction after very preterm birth / Dominique MEIJSSEN in Journal of Child Psychology and Psychiatry, 51-11 (November 2010)
PermalinkThe Effect of the Low FODMAP Diet on Gastrointestinal Symptoms, Behavioral Problems and Nutrient Intake in Children with Autism Spectrum Disorder: A Randomized Controlled Pilot Trial / N. H. NOGAY in Journal of Autism and Developmental Disorders, 51-8 (August 2021)
PermalinkThe Effect of Therapeutic Horseback Riding on Social Functioning in Children with Autism / Margaret M. BASS in Journal of Autism and Developmental Disorders, 39-9 (September 2009)
PermalinkThe effect of upper-limb function on mobility of children with myelomeningocele / Sheila J. WALLACE in Developmental Medicine & Child Neurology, S29 (1973)
PermalinkThe Effect of Visual Perceptual Load on Auditory Awareness in Autism Spectrum Disorder / Julian TILLMANN in Journal of Autism and Developmental Disorders, 45-10 (October 2015)
PermalinkThe Effect of Visual Perceptual Load on Auditory Awareness of Social vs. Non-social Stimuli in Individuals with Autism / Julian TILLMANN in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
PermalinkThe effectiveness of an attention-based intervention for school-aged autistic children with anger regulating problems: A randomized controlled trial / Pamela CLIFFORD in Autism Research, 15-10 (October 2022)
PermalinkThe Effectiveness of Animal Assisted Therapy in Adults with Autism Spectrum Disorder: Study Protocol for a Randomized Controlled Trial / Carolien WIJKER in Autism - Open Access, 7-5 ([01/10/2017])
PermalinkThe effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study / Maria K. MAKRYGIANNI in Research in Autism Spectrum Disorders, 51 (July 2018)
PermalinkThe Effectiveness of Aquatic Group Therapy for Improving Water Safety and Social Interactions in Children with Autism Spectrum Disorder: A Pilot Program / M. L. ALANIZ in Journal of Autism and Developmental Disorders, 47-12 (December 2017)
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