Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'indexation
PER : Périodiques |
Ouvrages de la bibliothèque en indexation PER (28758)
Faire une suggestion Affiner la recherche
The Efficacy and Impact of a Special Education Legislative Advocacy Program Among Parents of Children with Disabilities / Meghan BURKE in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
[article]
Titre : The Efficacy and Impact of a Special Education Legislative Advocacy Program Among Parents of Children with Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Meghan BURKE, Auteur ; Zachary ROSSETTI, Auteur ; Chak LI, Auteur Article en page(s) : p.3271-3279 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Child Disabled Children/education Education, Special/methods Humans Parents Civic engagement Legislative advocacy training Parents of children with disabilities Special education knowledge Index. décimale : PER Périodiques Résumé : With the looming reauthorization of the Individuals with Disabilities Education Act (IDEA), it is important for parent input to inform legislative changes. Unfortunately, parent input has been limited in past IDEA reauthorizations. Thus, it is critical to develop and test interventions to improve parent legislative advocacy. With 37 parents of children with disabilities, we conducted a randomized controlled trial to determine the efficacy and impact of an advocacy program. Results indicate significant increases in special education knowledge and special education legislative advocacy activities for the intervention (versus waitlist-control) group. However, there were no significant changes in civic engagement. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05258-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3271-3279[article] The Efficacy and Impact of a Special Education Legislative Advocacy Program Among Parents of Children with Disabilities [Texte imprimé et/ou numérique] / Meghan BURKE, Auteur ; Zachary ROSSETTI, Auteur ; Chak LI, Auteur . - p.3271-3279.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3271-3279
Mots-clés : Autism Spectrum Disorder Child Disabled Children/education Education, Special/methods Humans Parents Civic engagement Legislative advocacy training Parents of children with disabilities Special education knowledge Index. décimale : PER Périodiques Résumé : With the looming reauthorization of the Individuals with Disabilities Education Act (IDEA), it is important for parent input to inform legislative changes. Unfortunately, parent input has been limited in past IDEA reauthorizations. Thus, it is critical to develop and test interventions to improve parent legislative advocacy. With 37 parents of children with disabilities, we conducted a randomized controlled trial to determine the efficacy and impact of an advocacy program. Results indicate significant increases in special education knowledge and special education legislative advocacy activities for the intervention (versus waitlist-control) group. However, there were no significant changes in civic engagement. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05258-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 The Efficacy of a 9-Month Treadmill Walking Program on the Exercise Capacity and Weight Reduction for Adolescents with Severe Autism / Kenneth H. PITETTI in Journal of Autism and Developmental Disorders, 37-6 (July 2007)
[article]
Titre : The Efficacy of a 9-Month Treadmill Walking Program on the Exercise Capacity and Weight Reduction for Adolescents with Severe Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kenneth H. PITETTI, Auteur ; Andrew D. RENDOFF, Auteur ; Travis GROVER, Auteur ; Michael W. BEETS, Auteur Année de publication : 2007 Article en page(s) : p.997-1006 Langues : Anglais (eng) Mots-clés : Autism Adolescents Exercise-Capacity Body-Mass-Index Index. décimale : PER Périodiques Résumé : This study evaluated the efficacy of a 9-month treadmill walking (TW) program on exercise capacity and body mass index (BMI) for adolescents with severe autism. Ten youth residing in a residential/school treatment facility were assigned to either a supplemental treadmill walking (TW) or control group. Both groups continued to participate in their regular physical education curriculum. Monthly records were maintained for the following: (a) TW progression in frequency, duration, speed and elevation; (b) caloric expenditure; and (c) BMI. The TW program resulted in significant increases in mean monthly TW frequency, speed, elevation, and calories expended coupled with a reduction in BMI. En ligne : http://dx.doi.org/10.1007/s10803-006-0238-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153
in Journal of Autism and Developmental Disorders > 37-6 (July 2007) . - p.997-1006[article] The Efficacy of a 9-Month Treadmill Walking Program on the Exercise Capacity and Weight Reduction for Adolescents with Severe Autism [Texte imprimé et/ou numérique] / Kenneth H. PITETTI, Auteur ; Andrew D. RENDOFF, Auteur ; Travis GROVER, Auteur ; Michael W. BEETS, Auteur . - 2007 . - p.997-1006.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-6 (July 2007) . - p.997-1006
Mots-clés : Autism Adolescents Exercise-Capacity Body-Mass-Index Index. décimale : PER Périodiques Résumé : This study evaluated the efficacy of a 9-month treadmill walking (TW) program on exercise capacity and body mass index (BMI) for adolescents with severe autism. Ten youth residing in a residential/school treatment facility were assigned to either a supplemental treadmill walking (TW) or control group. Both groups continued to participate in their regular physical education curriculum. Monthly records were maintained for the following: (a) TW progression in frequency, duration, speed and elevation; (b) caloric expenditure; and (c) BMI. The TW program resulted in significant increases in mean monthly TW frequency, speed, elevation, and calories expended coupled with a reduction in BMI. En ligne : http://dx.doi.org/10.1007/s10803-006-0238-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 The efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders / Chien-Yu PAN in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
[article]
Titre : The efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Chien-Yu PAN, Auteur Année de publication : 2011 Article en page(s) : p.657-665 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Aquatic-program Physical-fitness Motor-skills Index. décimale : PER Périodiques Résumé : This study evaluated the efficacy of a 14-week aquatic program on physical fitness and aquatic skills for children with autism spectrum disorders (ASD) and their siblings without a disability. Children with ASD (n = 15) and their siblings (n = 15), between 7 and 12 years (8.55 ± 2.19 years) participated. In the first 14-week phase, 14 children (group A: ASD, n = 7; siblings, n = 7) received the aquatic program while 16 children (group B: ASD, n = 8; siblings, n = 8) did not. The arrangement was reversed in the second phase of another 14 weeks. Both groups continued their regular treatments/activities throughout the study. Improvements were seen in aquatic skills and physical fitness components except subtest body composition for group A and group B subsequent to aquatic program. The results provide evidence that intervention can be developed to promote motor skills and physical fitness components for children with ASD and their siblings. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.657-665[article] The efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders [Texte imprimé et/ou numérique] / Chien-Yu PAN, Auteur . - 2011 . - p.657-665.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.657-665
Mots-clés : Autism-spectrum-disorders Aquatic-program Physical-fitness Motor-skills Index. décimale : PER Périodiques Résumé : This study evaluated the efficacy of a 14-week aquatic program on physical fitness and aquatic skills for children with autism spectrum disorders (ASD) and their siblings without a disability. Children with ASD (n = 15) and their siblings (n = 15), between 7 and 12 years (8.55 ± 2.19 years) participated. In the first 14-week phase, 14 children (group A: ASD, n = 7; siblings, n = 7) received the aquatic program while 16 children (group B: ASD, n = 8; siblings, n = 8) did not. The arrangement was reversed in the second phase of another 14 weeks. Both groups continued their regular treatments/activities throughout the study. Improvements were seen in aquatic skills and physical fitness components except subtest body composition for group A and group B subsequent to aquatic program. The results provide evidence that intervention can be developed to promote motor skills and physical fitness components for children with ASD and their siblings. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112 The Efficacy of Disability Employment Service (DES) Providers Working with Autistic Clients / Rebecca L. FLOWER ; Kathleen E. DENNEY ; Simon BURY ; Amanda L. RICHDALE ; Cheryl DISSANAYAKE ; Darren HEDLEY in Journal of Autism and Developmental Disorders, 53-12 (December 2023)
[article]
Titre : The Efficacy of Disability Employment Service (DES) Providers Working with Autistic Clients Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca L. FLOWER, Auteur ; Kathleen E. DENNEY, Auteur ; Simon BURY, Auteur ; Amanda L. RICHDALE, Auteur ; Cheryl DISSANAYAKE, Auteur ; Darren HEDLEY, Auteur Article en page(s) : p.4641-4654 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The efficacy of the Australian Disability Employment Services (DES) for autistic jobseekers has not been examined and is currently undergoing Government reform. To help inform the new DES strategy, we sought the views of: 24 autistic individuals; seven family members of autistic individuals, and; 46 DES employees. Data were collected using surveys and interviews. Data were analysed using Mann Whitney tests plus deductive thematic analysis based on Nicholas and colleagues' ecosystems model. Participants highlighted a need to adapt existing policies to enhance flexibility of the DES model. There was participant consensus that DES staff require specific education and training to meet the needs of autistic people. Suggestions to inform the new model of DES for autistic people are made. En ligne : https://doi.org/10.1007/s10803-022-05762-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515
in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4641-4654[article] The Efficacy of Disability Employment Service (DES) Providers Working with Autistic Clients [Texte imprimé et/ou numérique] / Rebecca L. FLOWER, Auteur ; Kathleen E. DENNEY, Auteur ; Simon BURY, Auteur ; Amanda L. RICHDALE, Auteur ; Cheryl DISSANAYAKE, Auteur ; Darren HEDLEY, Auteur . - p.4641-4654.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4641-4654
Index. décimale : PER Périodiques Résumé : The efficacy of the Australian Disability Employment Services (DES) for autistic jobseekers has not been examined and is currently undergoing Government reform. To help inform the new DES strategy, we sought the views of: 24 autistic individuals; seven family members of autistic individuals, and; 46 DES employees. Data were collected using surveys and interviews. Data were analysed using Mann Whitney tests plus deductive thematic analysis based on Nicholas and colleagues' ecosystems model. Participants highlighted a need to adapt existing policies to enhance flexibility of the DES model. There was participant consensus that DES staff require specific education and training to meet the needs of autistic people. Suggestions to inform the new model of DES for autistic people are made. En ligne : https://doi.org/10.1007/s10803-022-05762-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 The efficacy of early language intervention in mainstream school settings: a randomized controlled trial / Silke FRICKE in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
[article]
Titre : The efficacy of early language intervention in mainstream school settings: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Silke FRICKE, Auteur ; Kelly BURGOYNE, Auteur ; Claudine BOWYER-CRANE, Auteur ; Maria KYRIACOU, Auteur ; Alexandra ZOSIMIDOU, Auteur ; Liam MAXWELL, Auteur ; Arne LERVAG, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Article en page(s) : p.1141-1151 Langues : Anglais (eng) Mots-clés : Early intervention language reading RCT design education Index. décimale : PER Périodiques Résumé : Background Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. Methods We conducted a randomized controlled trial with 394 children in England, comparing a 30-week oral language intervention programme starting in nursery (N = 132) with a 20-week version of the same programme starting in Reception (N = 133). The intervention groups were compared to an untreated waiting control group (N = 129). The programmes were delivered by trained teaching assistants (TAs) working in the children's schools/nurseries. All testers were blind to group allocation. Results Both the 20- and 30-week programmes produced improvements on primary outcome measures of oral language skill compared to the untreated control group. Effect sizes were small to moderate (20-week programme: d = .21; 30-week programme: d = .30) immediately following the intervention and were maintained at follow-up 6 months later. The difference in improvement between the 20-week and 30-week programmes was not statistically significant. Neither programme produced statistically significant improvements in children's early word reading or reading comprehension skills (secondary outcome measures). Conclusions This study provides further evidence that oral language interventions can be delivered successfully by trained TAs to children with oral language difficulties in nursery and Reception classes. The methods evaluated have potentially important policy implications for early education. En ligne : http://dx.doi.org/10.1111/jcpp.12737 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1141-1151[article] The efficacy of early language intervention in mainstream school settings: a randomized controlled trial [Texte imprimé et/ou numérique] / Silke FRICKE, Auteur ; Kelly BURGOYNE, Auteur ; Claudine BOWYER-CRANE, Auteur ; Maria KYRIACOU, Auteur ; Alexandra ZOSIMIDOU, Auteur ; Liam MAXWELL, Auteur ; Arne LERVAG, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - p.1141-1151.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1141-1151
Mots-clés : Early intervention language reading RCT design education Index. décimale : PER Périodiques Résumé : Background Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. Methods We conducted a randomized controlled trial with 394 children in England, comparing a 30-week oral language intervention programme starting in nursery (N = 132) with a 20-week version of the same programme starting in Reception (N = 133). The intervention groups were compared to an untreated waiting control group (N = 129). The programmes were delivered by trained teaching assistants (TAs) working in the children's schools/nurseries. All testers were blind to group allocation. Results Both the 20- and 30-week programmes produced improvements on primary outcome measures of oral language skill compared to the untreated control group. Effect sizes were small to moderate (20-week programme: d = .21; 30-week programme: d = .30) immediately following the intervention and were maintained at follow-up 6 months later. The difference in improvement between the 20-week and 30-week programmes was not statistically significant. Neither programme produced statistically significant improvements in children's early word reading or reading comprehension skills (secondary outcome measures). Conclusions This study provides further evidence that oral language interventions can be delivered successfully by trained TAs to children with oral language difficulties in nursery and Reception classes. The methods evaluated have potentially important policy implications for early education. En ligne : http://dx.doi.org/10.1111/jcpp.12737 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 The Efficacy of Intensive Behavioral Intervention for Children with Autism: A Matter of Allegiance? / Lars KLINTWALL in Journal of Autism and Developmental Disorders, 42-1 (January 2012)
PermalinkThe efficacy of interpersonal psychotherapy for depression among economically disadvantaged mothers / Sheree L. TOTH in Development and Psychopathology, 25-4 (November 2013)
PermalinkThe Efficacy of Pivotal Response Treatment in Teaching Question-Asking Initiations to Young Turkish Children with Autism Spectrum Disorder / G. BOZKUS-GENC in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
PermalinkThe Efficacy of a Social Skills Group Intervention for Improving Social Behaviors in Children with High Functioning Autism Spectrum Disorders / Melissa E. DEROSIER in Journal of Autism and Developmental Disorders, 41-8 (August 2011)
PermalinkThe eIF4E homolog 4EHP (eIF4E2) regulates hippocampal long-term depression and impacts social behavior / Shane WIEBE in Molecular Autism, 11 (2020)
PermalinkThe electroencephalogram of normal adolescent males: visual assessment and relationship with other variables / R. PAPATHEOPHILOU in Developmental Medicine & Child Neurology, 18-5 (October 1976)
PermalinkThe Emanuel Miller Memorial Lecture 1997: Change and Continuity in the Development of Children with Autism / Marian SIGMAN in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)
PermalinkThe Emanuel Miller Memorial Lecture 1998: Autism: Two-way Interplay between Research and Clinical Work / Michael RUTTER in Journal of Child Psychology and Psychiatry, 40-2 (February 1999)
PermalinkThe Emanuel Miller Memorial Lecture 2006: Adoption as intervention. Meta-analytic evidence for massive catch-up and plasticity in physical, socio-emotional, and cognitive development / Marinus H. VAN IJZENDOORN in Journal of Child Psychology and Psychiatry, 47-12 (December 2006)
PermalinkThe embryogenesis of trypan-blue induced spina bifida aperta and short tail in the rat / R. G. LENDON in Developmental Medicine & Child Neurology, S35 (December 1975)
Permalink