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The use of movement-based interventions with children diagnosed with autism for psychosocial outcomes—A scoping review / Keven LEE in Research in Autism Spectrum Disorders, 24 (April 2016)
[article]
Titre : The use of movement-based interventions with children diagnosed with autism for psychosocial outcomes—A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Keven LEE, Auteur ; Heather LAMBERT, Auteur ; Walter WITTICH, Auteur ; Eva KEHAYIA, Auteur ; Melissa PARK, Auteur Article en page(s) : p.52-67 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Movement-based intervention Scoping review Psychosocial Social Participation Embodiment Sensory integration Physical activity Imitation Role-play Evidence-based practices Index. décimale : PER Périodiques Résumé : Abstract Over the past decade, research evidence on the sensory motor challenges associated with autism spectrum disorder (ASD) raises questions about the unilateral focus on psychosocial criteria for the diagnostic category and shifts attention from perspectives that focus solely on behavioral deficits towards a more embodied perspective of the spectrum. The focus on embodiment in autism research forges a link between psychosocial deficits and sensory motor challenges. Further, sensory motor actions and experiences are the foundation for cognition, emotions and communication within conceptualizations of embodiment. This unifies theoretical divisions between body and mind. This shift of perspective raises the question of whether or not there is a gap between emergent research knowledge and its implementation in practice. Thus, the aim of this scoping review was to understand the extent of research on interventions focused on the use of sensory motor based or movement based interventions (MBI) to target psychosocial outcomes for children with autism. Using a combination of a descriptive numerical analysis and a thematic analysis of fourteen studies, this scoping review provides the preliminary evidence of the efficacy of MBIs for children with ASD and questions actual research practices to measure psychosocial changes. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283
in Research in Autism Spectrum Disorders > 24 (April 2016) . - p.52-67[article] The use of movement-based interventions with children diagnosed with autism for psychosocial outcomes—A scoping review [Texte imprimé et/ou numérique] / Keven LEE, Auteur ; Heather LAMBERT, Auteur ; Walter WITTICH, Auteur ; Eva KEHAYIA, Auteur ; Melissa PARK, Auteur . - p.52-67.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 24 (April 2016) . - p.52-67
Mots-clés : Autism spectrum disorders Movement-based intervention Scoping review Psychosocial Social Participation Embodiment Sensory integration Physical activity Imitation Role-play Evidence-based practices Index. décimale : PER Périodiques Résumé : Abstract Over the past decade, research evidence on the sensory motor challenges associated with autism spectrum disorder (ASD) raises questions about the unilateral focus on psychosocial criteria for the diagnostic category and shifts attention from perspectives that focus solely on behavioral deficits towards a more embodied perspective of the spectrum. The focus on embodiment in autism research forges a link between psychosocial deficits and sensory motor challenges. Further, sensory motor actions and experiences are the foundation for cognition, emotions and communication within conceptualizations of embodiment. This unifies theoretical divisions between body and mind. This shift of perspective raises the question of whether or not there is a gap between emergent research knowledge and its implementation in practice. Thus, the aim of this scoping review was to understand the extent of research on interventions focused on the use of sensory motor based or movement based interventions (MBI) to target psychosocial outcomes for children with autism. Using a combination of a descriptive numerical analysis and a thematic analysis of fourteen studies, this scoping review provides the preliminary evidence of the efficacy of MBIs for children with ASD and questions actual research practices to measure psychosocial changes. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 The use of music to engage children with autism in a receptive labelling task / Kate SIMPSON in Research in Autism Spectrum Disorders, 7-12 (December 2013)
[article]
Titre : The use of music to engage children with autism in a receptive labelling task Type de document : Texte imprimé et/ou numérique Auteurs : Kate SIMPSON, Auteur ; Deb KEEN, Auteur ; Janeen LAMB, Auteur Article en page(s) : p.1489-1496 Langues : Anglais (eng) Mots-clés : Engagement Music Autism Language learning Intervention Index. décimale : PER Périodiques Résumé : Abstract Children with autism are less engaged with social and non-social objects and activities than their typically developing peers, resulting in reduced learning opportunities. There is some support for the use of music to enhance the engagement of children with autism but there has been little research investigating the use of music to engage children in language learning tasks and determining if this impacts on learning outcomes. This study investigated the use of music to engage children with autism in a receptive labelling intervention. Twenty two children (mean age 5.9 yrs) participated in a randomised controlled cross-over design comparing sung and spoken conditions embedded into a computer based intervention. Child performance and observational data were analysed to determine relationships between music, engagement and learning outcomes. The findings from this research showed children with autism were more engaged in the sung condition compared to the spoken condition although there was considerable variability in levels of engagement between participants. Furthermore, a correlation between engagement and learning was found. Implications of these findings are discussed and recommendations made for future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1489-1496[article] The use of music to engage children with autism in a receptive labelling task [Texte imprimé et/ou numérique] / Kate SIMPSON, Auteur ; Deb KEEN, Auteur ; Janeen LAMB, Auteur . - p.1489-1496.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1489-1496
Mots-clés : Engagement Music Autism Language learning Intervention Index. décimale : PER Périodiques Résumé : Abstract Children with autism are less engaged with social and non-social objects and activities than their typically developing peers, resulting in reduced learning opportunities. There is some support for the use of music to enhance the engagement of children with autism but there has been little research investigating the use of music to engage children in language learning tasks and determining if this impacts on learning outcomes. This study investigated the use of music to engage children with autism in a receptive labelling intervention. Twenty two children (mean age 5.9 yrs) participated in a randomised controlled cross-over design comparing sung and spoken conditions embedded into a computer based intervention. Child performance and observational data were analysed to determine relationships between music, engagement and learning outcomes. The findings from this research showed children with autism were more engaged in the sung condition compared to the spoken condition although there was considerable variability in levels of engagement between participants. Furthermore, a correlation between engagement and learning was found. Implications of these findings are discussed and recommendations made for future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 The use of noninvasive brain stimulation techniques in autism spectrum disorder / Sunday M. FRANCIS ; Sarah H. LISANBY in Autism Research, 17-1 (January 2024)
[article]
Titre : The use of noninvasive brain stimulation techniques in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sunday M. FRANCIS, Auteur ; Sarah H. LISANBY, Auteur Article en page(s) : p.17-26 Index. décimale : PER Périodiques Résumé : Abstract Noninvasive brain stimulation (NIBS) techniques, including repetitive transcranial magnetic stimulation (rTMS) and transcranial direct current stimulation (tDCS), have recently emerged as alternative, nonpharmacological interventions for a variety of psychiatric, neurological, and neurodevelopmental conditions. NIBS is beginning to be applied in both research and clinical settings for the treatment of core and associated symptoms of autism spectrum disorder (ASD) including social communication deficits, restricted and repetitive behaviors, irritability, hyperactivity, depression and impairments in executive functioning and sensorimotor integration. Though there is much promise for these targeted device-based interventions, in other disorders (including adult major depressive disorder (MDD) and obsessive compulsive disorder (OCD) where rTMS is FDA cleared), data on the safety and efficacy of these interventions in individuals with ASD is limited especially in younger children when neurodevelopmental interventions typically begin. Most studies are open-label, small scale, and/or focused on a restricted subgroup of individuals with ASD. There is a need for larger, randomized controlled trials that incorporate neuroimaging in order to develop predictive biomarkers of treatment response and optimize treatment parameters. We contend that until such studies are conducted, we do not have adequate estimates of the safety and efficacy of NIBS interventions in children across the spectrum. Thus, broad off-label use of these techniques in this population is not supported by currently available evidence. Here we discuss the existing data on the use of NIBS to treat symptoms related to ASD and discuss future directions for the field. En ligne : https://doi.org/10.1002/aur.3041 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Autism Research > 17-1 (January 2024) . - p.17-26[article] The use of noninvasive brain stimulation techniques in autism spectrum disorder [Texte imprimé et/ou numérique] / Sunday M. FRANCIS, Auteur ; Sarah H. LISANBY, Auteur . - p.17-26.
in Autism Research > 17-1 (January 2024) . - p.17-26
Index. décimale : PER Périodiques Résumé : Abstract Noninvasive brain stimulation (NIBS) techniques, including repetitive transcranial magnetic stimulation (rTMS) and transcranial direct current stimulation (tDCS), have recently emerged as alternative, nonpharmacological interventions for a variety of psychiatric, neurological, and neurodevelopmental conditions. NIBS is beginning to be applied in both research and clinical settings for the treatment of core and associated symptoms of autism spectrum disorder (ASD) including social communication deficits, restricted and repetitive behaviors, irritability, hyperactivity, depression and impairments in executive functioning and sensorimotor integration. Though there is much promise for these targeted device-based interventions, in other disorders (including adult major depressive disorder (MDD) and obsessive compulsive disorder (OCD) where rTMS is FDA cleared), data on the safety and efficacy of these interventions in individuals with ASD is limited especially in younger children when neurodevelopmental interventions typically begin. Most studies are open-label, small scale, and/or focused on a restricted subgroup of individuals with ASD. There is a need for larger, randomized controlled trials that incorporate neuroimaging in order to develop predictive biomarkers of treatment response and optimize treatment parameters. We contend that until such studies are conducted, we do not have adequate estimates of the safety and efficacy of NIBS interventions in children across the spectrum. Thus, broad off-label use of these techniques in this population is not supported by currently available evidence. Here we discuss the existing data on the use of NIBS to treat symptoms related to ASD and discuss future directions for the field. En ligne : https://doi.org/10.1002/aur.3041 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 The Use of Nonword Repetition as a Test of Phonological Memory in Children with Down Syndrome / Glynis LAWS in Journal of Child Psychology and Psychiatry, 39-8 (November 1998)
[article]
Titre : The Use of Nonword Repetition as a Test of Phonological Memory in Children with Down Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Glynis LAWS, Auteur Année de publication : 1998 Article en page(s) : p.1119-1130 Langues : Anglais (eng) Mots-clés : Down syndrome language memory assessment Index. décimale : PER Périodiques Résumé : Recent research suggests a significant relationship between verbal short-term memory and normal language development. Although poor short-term memory and impaired language are features of Down syndrome there has been little investigation of the relationship between these functions in this population, and no studies have included the nonword repetition test devised by Gathercole and Baddeley on which much of the evidence from normal development is based. This study reports the use of nonword repetition with 33 children and teenagers with Down syndrome aged from 5 to 18 years, and investigates the relationship between this test and other memory and language measures. Word repetition was included as an indirect control for the perceptual and speech impairments often associated with this group. Words were repeated significantly more successfully than nonwords and both these tasks were sensitive to word length. Nonword repetition was significantly correlated with age, and when age and nonverbal cognitive ability were controlled, nonword repetition was significantly correlated with all other language-based memory measures, i.e. auditory digit span, word span, sentence repetition, and fluency, and also with memory for a sequence of hand movements, but not with memory for faces or a visual digit span task. There was also a significant relationship between nonword repetition and receptive vocabulary, language comprehension, and reading. When performance on the word repetition task was controlled in addition to age and nonverbal ability, significant correlations between nonword repetition and word span, sentence memory, hand movements, language comprehension, and reading remained. Fewer relationships between auditory digit span and these other measures were established; in particular, there was no association between digit span and the language and reading measures. Results suggest that nonword repetition is a reliable measure of phonological memory in Down syndrome and can predict language comprehension and reading ability. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 39-8 (November 1998) . - p.1119-1130[article] The Use of Nonword Repetition as a Test of Phonological Memory in Children with Down Syndrome [Texte imprimé et/ou numérique] / Glynis LAWS, Auteur . - 1998 . - p.1119-1130.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 39-8 (November 1998) . - p.1119-1130
Mots-clés : Down syndrome language memory assessment Index. décimale : PER Périodiques Résumé : Recent research suggests a significant relationship between verbal short-term memory and normal language development. Although poor short-term memory and impaired language are features of Down syndrome there has been little investigation of the relationship between these functions in this population, and no studies have included the nonword repetition test devised by Gathercole and Baddeley on which much of the evidence from normal development is based. This study reports the use of nonword repetition with 33 children and teenagers with Down syndrome aged from 5 to 18 years, and investigates the relationship between this test and other memory and language measures. Word repetition was included as an indirect control for the perceptual and speech impairments often associated with this group. Words were repeated significantly more successfully than nonwords and both these tasks were sensitive to word length. Nonword repetition was significantly correlated with age, and when age and nonverbal cognitive ability were controlled, nonword repetition was significantly correlated with all other language-based memory measures, i.e. auditory digit span, word span, sentence repetition, and fluency, and also with memory for a sequence of hand movements, but not with memory for faces or a visual digit span task. There was also a significant relationship between nonword repetition and receptive vocabulary, language comprehension, and reading. When performance on the word repetition task was controlled in addition to age and nonverbal ability, significant correlations between nonword repetition and word span, sentence memory, hand movements, language comprehension, and reading remained. Fewer relationships between auditory digit span and these other measures were established; in particular, there was no association between digit span and the language and reading measures. Results suggest that nonword repetition is a reliable measure of phonological memory in Down syndrome and can predict language comprehension and reading ability. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 The Use of Oral Midazolam to Facilitate the Ophthalmic Examination of Children with Autism and Developmental Disorders / G. R. MCBRIDE in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
[article]
Titre : The Use of Oral Midazolam to Facilitate the Ophthalmic Examination of Children with Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : G. R. MCBRIDE, Auteur ; K. A. J. STEPHENSON, Auteur ; G. COMER, Auteur ; O. FLANAGAN, Auteur Article en page(s) : p.1678-1682 Langues : Anglais (eng) Mots-clés : Autism Developmental delay Midazolam Ophthalmology Oral sedation Index. décimale : PER Périodiques Résumé : Ophthalmic examinations of developmentally delayed/autistic children are challenging. Oral midazolam may be a viable alternative to general anaesthesia for this indication. Single-centre retrospective cohort study (January 2018-March 2020). Oral midazolam (0.5 mg/kg, max 15 mg). Metrics included: patient demographics, examination completion rate, duration of stay and adverse events. 50 oral midazolam examinations were performed (45 patients). Mean age was 79.12 months. All had developmental delay (66.67% autism). Time to ophthalmic examination was 60.31 minutes. Eye examination was successfully completed in 98%. No adverse events were reported. Mean stay was 3.35 hours. Oral midazolam (0.5 mg/kg, max 15 mg) is associated with safe, successful completion of ophthalmic examinations in children previously unexaminable in clinic. En ligne : http://dx.doi.org/10.1007/s10803-020-04658-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1678-1682[article] The Use of Oral Midazolam to Facilitate the Ophthalmic Examination of Children with Autism and Developmental Disorders [Texte imprimé et/ou numérique] / G. R. MCBRIDE, Auteur ; K. A. J. STEPHENSON, Auteur ; G. COMER, Auteur ; O. FLANAGAN, Auteur . - p.1678-1682.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1678-1682
Mots-clés : Autism Developmental delay Midazolam Ophthalmology Oral sedation Index. décimale : PER Périodiques Résumé : Ophthalmic examinations of developmentally delayed/autistic children are challenging. Oral midazolam may be a viable alternative to general anaesthesia for this indication. Single-centre retrospective cohort study (January 2018-March 2020). Oral midazolam (0.5 mg/kg, max 15 mg). Metrics included: patient demographics, examination completion rate, duration of stay and adverse events. 50 oral midazolam examinations were performed (45 patients). Mean age was 79.12 months. All had developmental delay (66.67% autism). Time to ophthalmic examination was 60.31 minutes. Eye examination was successfully completed in 98%. No adverse events were reported. Mean stay was 3.35 hours. Oral midazolam (0.5 mg/kg, max 15 mg) is associated with safe, successful completion of ophthalmic examinations in children previously unexaminable in clinic. En ligne : http://dx.doi.org/10.1007/s10803-020-04658-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 The Use of Orthographic Analogies in Learning to Read Chinese / Connie Suk-Han HO in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)
PermalinkThe Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders / Debra M. KAMPS in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)
PermalinkThe Use of Photovoice in Research With People on the Autism Spectrum: A Meta-Synthesis of the Literature / Phuong L. DO in Research in Autism Spectrum Disorders, 87 (September 2021)
PermalinkThe use of prosody during syntactic processing in children and adolescents with autism spectrum disorders / Joshua John DIEHL in Development and Psychopathology, 27-3 (August 2015)
PermalinkThe Use of Randomization Tests in Single-Subject Research / Regine HAARDORFER in Focus on Autism and Other Developmental Disabilities, 25-1 (March 2010)
PermalinkThe Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability / Robert PENNINGTON in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)
PermalinkPermalinkThe Use of Self-Modeling to Promote Social Interactions Among Young Children / Tom BUGGEY in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)
PermalinkThe Use of Sign Language Pronouns by Native-Signing Children with Autism / Aaron SHIELD in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
PermalinkThe Use of Skilled Strategies in Social Interactions by Groups High and Low in Self-Reported Social Skill / Shelley CHANNON in Journal of Autism and Developmental Disorders, 42-7 (July 2012)
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