Centre d'Information et de documentation du CRA Rhône-Alpes
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PER : Périodiques |
Ouvrages de la bibliothèque en indexation PER (29350)
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The pattern and problems of spina bifida cystica at Ibadan, Nigeria / Adelola ADELOYE in Developmental Medicine & Child Neurology, S25 (1971)
[article]
Titre : The pattern and problems of spina bifida cystica at Ibadan, Nigeria Type de document : Texte imprimé et/ou numérique Auteurs : Adelola ADELOYE, Auteur Année de publication : 1971 Article en page(s) : p.15-18 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427
in Developmental Medicine & Child Neurology > S25 (1971) . - p.15-18[article] The pattern and problems of spina bifida cystica at Ibadan, Nigeria [Texte imprimé et/ou numérique] / Adelola ADELOYE, Auteur . - 1971 . - p.15-18.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > S25 (1971) . - p.15-18
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427 The pattern of congenital renal anomalies associated with neural-tube defects / Gillian M. HUNT in Developmental Medicine & Child Neurology, 29-1 (February 1987)
[article]
Titre : The pattern of congenital renal anomalies associated with neural-tube defects Type de document : Texte imprimé et/ou numérique Auteurs : Gillian M. HUNT, Auteur ; Robert H. WHITAKER, Auteur Année de publication : 1987 Article en page(s) : p.91-95 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This is a retrospective study of 190 patients with neural-tube defects for whom there were precise data, both on sensory levels (to pin-prick) and on the presence or absence of congenital renal anomalies. There were 17 renal anomalies, of which three were renal agenesis, five horseshoe kidneys, eight ureteral duplications and one simple ureterocele. There was a consistent pattern of congenital renal anomalies in relation to the extent of the neurological lesion, as measured by the sensory level. Renal agenesis was associated with a sensory level in the dermatomes T5 to T8, horseshoe kidneys with a T9 to L1 level and ureteral duplications predominantly with a sensory level in the sacral dermatomes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=623
in Developmental Medicine & Child Neurology > 29-1 (February 1987) . - p.91-95[article] The pattern of congenital renal anomalies associated with neural-tube defects [Texte imprimé et/ou numérique] / Gillian M. HUNT, Auteur ; Robert H. WHITAKER, Auteur . - 1987 . - p.91-95.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 29-1 (February 1987) . - p.91-95
Index. décimale : PER Périodiques Résumé : This is a retrospective study of 190 patients with neural-tube defects for whom there were precise data, both on sensory levels (to pin-prick) and on the presence or absence of congenital renal anomalies. There were 17 renal anomalies, of which three were renal agenesis, five horseshoe kidneys, eight ureteral duplications and one simple ureterocele. There was a consistent pattern of congenital renal anomalies in relation to the extent of the neurological lesion, as measured by the sensory level. Renal agenesis was associated with a sensory level in the dermatomes T5 to T8, horseshoe kidneys with a T9 to L1 level and ureteral duplications predominantly with a sensory level in the sacral dermatomes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=623 The PDA Paradox: The Highs and Lows of My Life on a Little-known Part of the Autism Spectrum / Harry THOMPSON in Good Autism Practice - GAP, 20-1 (May 2019)
[article]
Titre : The PDA Paradox: The Highs and Lows of My Life on a Little-known Part of the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Harry THOMPSON, Auteur Article en page(s) : p.94-95 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415
in Good Autism Practice - GAP > 20-1 (May 2019) . - p.94-95[article] The PDA Paradox: The Highs and Lows of My Life on a Little-known Part of the Autism Spectrum [Texte imprimé et/ou numérique] / Harry THOMPSON, Auteur . - p.94-95.
Langues : Anglais (eng)
in Good Autism Practice - GAP > 20-1 (May 2019) . - p.94-95
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
[article]
Titre : The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur Article en page(s) : p.1218-1225 Langues : Anglais (eng) Mots-clés : Gender autism spectrum disorders inclusion schools peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225[article] The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD [Texte imprimé et/ou numérique] / Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur . - p.1218-1225.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225
Mots-clés : Gender autism spectrum disorders inclusion schools peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 The Perceived Social Context Modulates Rule Learning in Autism / H. LU in Journal of Autism and Developmental Disorders, 49-11 (November 2019)
[article]
Titre : The Perceived Social Context Modulates Rule Learning in Autism Type de document : Texte imprimé et/ou numérique Auteurs : H. LU, Auteur ; P. LI, Auteur ; J. FANG, Auteur ; L. YI, Auteur Article en page(s) : p.4698-4706 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Rule learning Trust and deception Index. décimale : PER Périodiques Résumé : This study examines how the awareness of social situation affects rule learning in children with autism spectrum disorders (ASD) using computer-based distrust and deception games. Twenty-eight 4- to 7-year-old children with ASD and 28 age- and IQ-matched typically developing (TD) peers learned the distrusting and deceptive rules in a non-social condition, in which they were playing with a computer, or a social condition with another person pretending to interact via a computer. Results showed intact rule-learning ability in the ASDs in the non-social condition, but poorer overall performance and slower learning process than TD children when they thought that they interacted with a human opponent. Rule learning in ASD was affected by their beliefs about the social context. En ligne : http://dx.doi.org/10.1007/s10803-019-04174-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4698-4706[article] The Perceived Social Context Modulates Rule Learning in Autism [Texte imprimé et/ou numérique] / H. LU, Auteur ; P. LI, Auteur ; J. FANG, Auteur ; L. YI, Auteur . - p.4698-4706.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4698-4706
Mots-clés : Autism spectrum disorders Rule learning Trust and deception Index. décimale : PER Périodiques Résumé : This study examines how the awareness of social situation affects rule learning in children with autism spectrum disorders (ASD) using computer-based distrust and deception games. Twenty-eight 4- to 7-year-old children with ASD and 28 age- and IQ-matched typically developing (TD) peers learned the distrusting and deceptive rules in a non-social condition, in which they were playing with a computer, or a social condition with another person pretending to interact via a computer. Results showed intact rule-learning ability in the ASDs in the non-social condition, but poorer overall performance and slower learning process than TD children when they thought that they interacted with a human opponent. Rule learning in ASD was affected by their beliefs about the social context. En ligne : http://dx.doi.org/10.1007/s10803-019-04174-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery / James W. TANAKA in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)
PermalinkThe Perception of Emotions in Spoken Language in Undergraduates with High Functioning Autism Spectrum Disorder: A Preserved Social Skill / Boaz M. BEN-DAVID in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
PermalinkThe perception of social and mechanical causality in young children with ASD / Elizabeth RAY in Research in Autism Spectrum Disorders, 1-3 (July/September 2007)
PermalinkThe perception of social situations by children with autism spectrum disorders / Yong-Hwee NAH in Autism, 15-2 (March 2011)
PermalinkThe performance of children with mental health disorders on the ADOS-G: A question of diagnostic utility / Darryn M. SIKORA in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)
PermalinkThe Performance of the First Year Inventory (FYI) Screening on a Sample of High-Risk 12-Month-Olds Diagnosed with Autism Spectrum Disorder (ASD) at 36 Months / H. Y. LEE in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
PermalinkThe perinatal androgen to estrogen ratio and autistic-like traits in the general population: a longitudinal pregnancy cohort study / E. S. JAMNADASS in Journal of Neurodevelopmental Disorders, 7-1 (December 2015)
PermalinkThe Periodic Risk Evaluation: A new tool to link Medicaid-enrolled autistic adults to services and support / Lindsay SHEA in Research in Autism Spectrum Disorders, 98 (October 2022)
PermalinkThe persistence and stability of psychiatric problems in adolescents with autism spectrum disorders / Emily SIMONOFF in Journal of Child Psychology and Psychiatry, 54-2 (February 2013)
PermalinkThe persistence of cognitive deficits in remitted and unremitted ADHD: a case for the state-independence of response inhibition / Tara MCAULEY in Journal of Child Psychology and Psychiatry, 55-3 (March 2014)
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