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The use of Social Stories by teachers and their perceived efficacy / Georgina REYNHOUT in Research in Autism Spectrum Disorders, 3-1 (January 2009)
[article]
Titre : The use of Social Stories by teachers and their perceived efficacy Type de document : Texte imprimé et/ou numérique Auteurs : Georgina REYNHOUT, Auteur ; Mark CARTER, Auteur Année de publication : 2009 Article en page(s) : p.232-251 Langues : Anglais (eng) Mots-clés : Social-Stories Autism-spectrum-disorders Behavioral-interventions Index. décimale : PER Périodiques Résumé : Teachers working with children with autism spectrum disorders were surveyed to determine the characteristics of children with whom Social Stories are used, how extensively they are employed and the types of behaviors targeted by teachers; how and why teachers use Social Stories (including the extent to which Social Stories conform to recommended construction); teacher's perceived acceptability, applicability and efficacy of Social Stories and how perceived efficacy varies across student characteristics, story construction and implementation. Social Stories were widely used to target a diversity of behaviors, with children of different ages who demonstrated varying degrees of autism, a range of cognitive ability and varying expressive and receptive language skills. The teachers surveyed use Social Stories as an intervention because they find them easy to construct and implement, and believe them to be effective, although there are perceived issues with maintenance and generalization. Cognitive ability and expressive language skills appeared to affect the perceived efficacy of the intervention; receptive language skills and level of autism did not. Sample Social Stories provided by teachers often deviated from the recommended guidelines. Social Stories that deviated from recommended construction were rated more efficacious than those that did not. Several directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.232-251[article] The use of Social Stories by teachers and their perceived efficacy [Texte imprimé et/ou numérique] / Georgina REYNHOUT, Auteur ; Mark CARTER, Auteur . - 2009 . - p.232-251.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.232-251
Mots-clés : Social-Stories Autism-spectrum-disorders Behavioral-interventions Index. décimale : PER Périodiques Résumé : Teachers working with children with autism spectrum disorders were surveyed to determine the characteristics of children with whom Social Stories are used, how extensively they are employed and the types of behaviors targeted by teachers; how and why teachers use Social Stories (including the extent to which Social Stories conform to recommended construction); teacher's perceived acceptability, applicability and efficacy of Social Stories and how perceived efficacy varies across student characteristics, story construction and implementation. Social Stories were widely used to target a diversity of behaviors, with children of different ages who demonstrated varying degrees of autism, a range of cognitive ability and varying expressive and receptive language skills. The teachers surveyed use Social Stories as an intervention because they find them easy to construct and implement, and believe them to be effective, although there are perceived issues with maintenance and generalization. Cognitive ability and expressive language skills appeared to affect the perceived efficacy of the intervention; receptive language skills and level of autism did not. Sample Social Stories provided by teachers often deviated from the recommended guidelines. Social Stories that deviated from recommended construction were rated more efficacious than those that did not. Several directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.06.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649 The use of sodium valproate in a case of status epilepticus / S. E. BARNES in Developmental Medicine & Child Neurology, 18-2 (April 1976)
[article]
Titre : The use of sodium valproate in a case of status epilepticus Type de document : Texte imprimé et/ou numérique Auteurs : S. E. BARNES, Auteur ; D. BLAND, Auteur ; A. P. COLE, Auteur ; A. R. EVANS, Auteur Année de publication : 1976 Article en page(s) : p.236-238 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A child in status epilepticus, who did not respond to intravenous diazepam, was treated with sodium valproate by naso-gastric tube. Subsequent clinical and encephalographic improvement appeared to be related to the sodium valproate, and its value in cases of status epilepticus is discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460
in Developmental Medicine & Child Neurology > 18-2 (April 1976) . - p.236-238[article] The use of sodium valproate in a case of status epilepticus [Texte imprimé et/ou numérique] / S. E. BARNES, Auteur ; D. BLAND, Auteur ; A. P. COLE, Auteur ; A. R. EVANS, Auteur . - 1976 . - p.236-238.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 18-2 (April 1976) . - p.236-238
Index. décimale : PER Périodiques Résumé : A child in status epilepticus, who did not respond to intravenous diazepam, was treated with sodium valproate by naso-gastric tube. Subsequent clinical and encephalographic improvement appeared to be related to the sodium valproate, and its value in cases of status epilepticus is discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism / Karen D. WARD in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)
[article]
Titre : The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Karen D. WARD, Auteur ; Smita SHUKLA-MEHTA, Auteur Article en page(s) : p.215-225 Langues : Anglais (eng) Mots-clés : mands multiply controlled mands motivation controlled mands stimulus control transfer time delay Index. décimale : PER Périodiques Résumé : Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others. En ligne : https://doi.org/10.1177/1088357619838273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.215-225[article] The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism [Texte imprimé et/ou numérique] / Karen D. WARD, Auteur ; Smita SHUKLA-MEHTA, Auteur . - p.215-225.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.215-225
Mots-clés : mands multiply controlled mands motivation controlled mands stimulus control transfer time delay Index. décimale : PER Périodiques Résumé : Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others. En ligne : https://doi.org/10.1177/1088357619838273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 39-6 (June 2009)
[article]
Titre : The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Janine P. STICHTER, Auteur ; Jena K. RANDOLPH, Auteur ; Denise KAY, Auteur ; Nicholas GAGE, Auteur Année de publication : 2009 Article en page(s) : p.883-896 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Structural-analysis Antecedent-based-intervention Index. décimale : PER Périodiques Résumé : Evidence continues to maintain that the use of antecedent variables (i.e., instructional practices, and environmental characteristics) increase prosocial and adaptive behaviors of students with disabilities (e.g., Kern et al. in J Appl Behav Anal 27(1):7–19, 1994; Stichter et al. in Behav Disord 30:401–418, 2005). This study extends the literature by systematically utilizing practitioner-implemented structural analyzes within school settings to determine antecedent variables affecting the prosocial behavior of students with autism. Optimal antecedents were combined into intervention packages and assessed utilizing a multiple baseline design across settings. All three students demonstrated improvement across all three settings. Rates of engagement and social interaction were obtained from classroom peers to serve as benchmark data. Findings indicate that practitioners can implement structural analyzes and design corresponding interventions for students with ASD within educational settings. En ligne : http://dx.doi.org/10.1007/s10803-009-0693-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=758
in Journal of Autism and Developmental Disorders > 39-6 (June 2009) . - p.883-896[article] The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism [Texte imprimé et/ou numérique] / Janine P. STICHTER, Auteur ; Jena K. RANDOLPH, Auteur ; Denise KAY, Auteur ; Nicholas GAGE, Auteur . - 2009 . - p.883-896.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-6 (June 2009) . - p.883-896
Mots-clés : Autism-spectrum-disorders Structural-analysis Antecedent-based-intervention Index. décimale : PER Périodiques Résumé : Evidence continues to maintain that the use of antecedent variables (i.e., instructional practices, and environmental characteristics) increase prosocial and adaptive behaviors of students with disabilities (e.g., Kern et al. in J Appl Behav Anal 27(1):7–19, 1994; Stichter et al. in Behav Disord 30:401–418, 2005). This study extends the literature by systematically utilizing practitioner-implemented structural analyzes within school settings to determine antecedent variables affecting the prosocial behavior of students with autism. Optimal antecedents were combined into intervention packages and assessed utilizing a multiple baseline design across settings. All three students demonstrated improvement across all three settings. Rates of engagement and social interaction were obtained from classroom peers to serve as benchmark data. Findings indicate that practitioners can implement structural analyzes and design corresponding interventions for students with ASD within educational settings. En ligne : http://dx.doi.org/10.1007/s10803-009-0693-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=758 The Use of the Autism Diagnostic Interview-Revised with a Latino Population of Adolescents and Adults with Autism / Sandy MAGAÑA in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
[article]
Titre : The Use of the Autism Diagnostic Interview-Revised with a Latino Population of Adolescents and Adults with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sandy MAGAÑA, Auteur ; Leann E. SMITH, Auteur Article en page(s) : p.1098-1105 Langues : Anglais (eng) Mots-clés : ADI-R Culture Latino Adolescents and adults Autism Index. décimale : PER Périodiques Résumé : Research shows that Latinos are less likely to be diagnosed with autism than their non-Latino counterparts. One factor that may contribute to these differences is that autism diagnostic instruments have not been adapted for the Latino population. The present study compared scores from the Autism Diagnostic Interview-Revised for two groups: 48 Latino adolescents and adults with autism and a matched sample of 96 non-Latino Whites. There were no significant differences between the two groups in total impairments in social reciprocity or communication. However, lower levels of restrictive-and-repetitive behaviors were found among Latino adolescents and adults with autism compared to Whites. Findings suggest that there may be cultural equivalency in some domains, but others may warrant further exploration. En ligne : http://dx.doi.org/10.1007/s10803-012-1652-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195
in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1098-1105[article] The Use of the Autism Diagnostic Interview-Revised with a Latino Population of Adolescents and Adults with Autism [Texte imprimé et/ou numérique] / Sandy MAGAÑA, Auteur ; Leann E. SMITH, Auteur . - p.1098-1105.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1098-1105
Mots-clés : ADI-R Culture Latino Adolescents and adults Autism Index. décimale : PER Périodiques Résumé : Research shows that Latinos are less likely to be diagnosed with autism than their non-Latino counterparts. One factor that may contribute to these differences is that autism diagnostic instruments have not been adapted for the Latino population. The present study compared scores from the Autism Diagnostic Interview-Revised for two groups: 48 Latino adolescents and adults with autism and a matched sample of 96 non-Latino Whites. There were no significant differences between the two groups in total impairments in social reciprocity or communication. However, lower levels of restrictive-and-repetitive behaviors were found among Latino adolescents and adults with autism compared to Whites. Findings suggest that there may be cultural equivalency in some domains, but others may warrant further exploration. En ligne : http://dx.doi.org/10.1007/s10803-012-1652-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195 The use of the Autism-spectrum Quotient in differentiating high-functioning adults with autism, adults with schizophrenia and a neurotypical adult control group / Saskia G.M. WOUTERS in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
PermalinkThe use of the Denver Developmental Screening Test in infant welfare clinics / Michael JAFFE in Developmental Medicine & Child Neurology, 22-1 (February 1980)
PermalinkThe use of the valvogram for the detection of shunt blockage in hydrocephalic children / R. C. EVANS in Developmental Medicine & Child Neurology, S35 (December 1975)
PermalinkThe Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays / David F. CIHAK in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)
PermalinkThe Use of Weighted Vests with Children with Autism Spectrum Disorders and Other Disabilities / Jennifer STEPHENSON in Journal of Autism and Developmental Disorders, 39-1 (January 2009)
PermalinkThe usefulness of the Revised Psychoeducational Profile for the assessment of preschool children with pervasive developmental disorders / Claudia PORTOGHESE in Autism, 13-2 (March 2009)
PermalinkThe uses and abuses of reliability measures in developmental medicine / Ian PLEWIS in Developmental Medicine & Child Neurology, 24-3 (June 1982)
PermalinkThe uses of cognitive training technologies in the treatment of autism spectrum disorders / Sam V. WASS in Autism, 18-8 (November 2014)
PermalinkThe Utility of MRI in Children with Autism Spectrum Disorder / Xue MING in Autism - Open Access, 6-1 ([01/01/2016])
PermalinkThe utility of parent-report screening tools in differentiating autism versus attention-deficit/hyperactivity disorder in school-age children / S. GUTTENTAG in Autism, 26-2 (February 2022)
PermalinkThe Utility of the Child and Adolescent Psychopathy Construct in Hong Kong, China / Annis LAI-CHU-FUNG in Journal of Clinical Child & Adolescent Psychology, 39-1 (January-February 2010)
PermalinkThe Utility of the Screening Tool for Autism in 2-Year-Olds in Detecting Autism in Taiwanese Toddlers Who are Less than 24 Months of Age: A Longitudinal Study / Chin-Chin WU in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
PermalinkThe Utility of the Social Communication Questionnaire in Screening for Autism in Children Referred for Early Intervention / Lisa D. WIGGINS in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)
PermalinkThe utility of Thin Slice ratings for predicting language growth in children with autism spectrum disorder / Katherine M. WALTON in Autism, 20-3 (April 2016)
PermalinkThe utilization of psychopharmacological treatments for individuals with autism spectrum disorder (ASD) in a middle-income European country / Anirban CHATTERJEE ; Yasir Ahmed SYED ; Vladimir TRAJKOVSKI in Research in Autism Spectrum Disorders, 111 (March 2024)
PermalinkThe validity and reliability of the simplified Chinese version of the Social Communication Questionnaire / Si-Yu LIU in Autism Research, 15-9 (September 2022)
PermalinkThe validity and usefulness of public health surveillance of autism spectrum disorder / Maureen S. DURKIN in Autism, 19-1 (January 2015)
PermalinkThe Validity of the Baby and Infant Screen for Children with aUtIsm Traits: Part 1 (BISCUIT: Part 1) / Johnny L. MATSON in Journal of Autism and Developmental Disorders, 41-9 (September 2011)
PermalinkThe validity of the social communication questionnaire in adults with intellectual disability / Whitney T. BROOKS in Research in Autism Spectrum Disorders, 7-2 (February 2013)
PermalinkThe valproic acid rat model of autism presents with gut bacterial dysbiosis similar to that in human autism / F. LIU in Molecular Autism, 9 (2018)
PermalinkThe value added of attachment theory, research, and intervention for US child care and early childhood education: Reflecting and carrying forward the legacy of Edward Zigler / Lisa J. BERLIN in Development and Psychopathology, 33-2 (May 2021)
PermalinkThe value of brain imaging in the study of development and its disorders / Chris D. FRITH in Journal of Child Psychology and Psychiatry, 47-10 (October 2006)
PermalinkThe value of a developmental history / Hilary HART in Developmental Medicine & Child Neurology, 20-4 (August 1978)
PermalinkThe value of a developmental history / Ronald S. ILLINGWORTH in Developmental Medicine & Child Neurology, 20-5 (October 1978)
PermalinkThe value of LEGO® therapy in promoting social interaction in primary-aged children with autism / Miranda ANDRAS in Good Autism Practice - GAP, 13-2 (October 2012)
PermalinkThe value of training in the understanding of the autism spectrum for staff working in CAMHS Tier 4 in-patient provision / Paula FORRESTER in Good Autism Practice - GAP, 11-2 (October 2010)
PermalinkThe Variation of Psychopharmacological Prescription Rates for People With Autism Spectrum Disorder (ASD) in 30 Countries / Angel Y. S. WONG in Autism Research, 7-5 (October 2014)
PermalinkThe verbal information pathway to fear and heart rate changes in children / Andy P. FIELD in Journal of Child Psychology and Psychiatry, 48-11 (November 2007)
PermalinkThe Very Early Autism Phenotype / Nurit YIRMIYA in Journal of Autism and Developmental Disorders, 37-1 (January 2007)
PermalinkThe Vineland-II in Preschool Children with Autism Spectrum Disorders: An Item Content Category Analysis / Giulia BALBONI in Journal of Autism and Developmental Disorders, 46-1 (January 2016)
PermalinkThe visual rooting reflex in individuals with autism spectrum disorders and co-occurring intellectual disability / Annelies A. DE BILDT in Autism Research, 5-1 (February 2012)
PermalinkThe Vulnerability Experiences Quotient (VEQ): A Study of Vulnerability, Mental Health and Life Satisfaction in Autistic Adults / S. GRIFFITHS in Autism Research, 12-10 (October 2019)
PermalinkThe Walsall Befriending Project: a model for developing social confidence and independence in adults with autism / Emma CROSS in Good Autism Practice - GAP, 15-1 (May 2014)
PermalinkThe Way Forward in Autism: The Paradigm Shift from the Problem to the Solution in Autism / K. RAJALAKSHMI in Autism - Open Access, 4-3 ([01/06/2014])
Permalink‘The way we do the things we do’ – decision making transparency at the Journal of Child Psychology and Psychiatry / Edmund J. S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 59-1 (January 2018)
PermalinkThe weight of the cerebellum in children with myelomeningocele / S. VARIEND in Developmental Medicine & Child Neurology, S29 (1973)
PermalinkThe within-subject application of diffusion tensor MRI and CLARITY reveals brain structural changes in Nrxn2 deletion mice / E. PERVOLARAKI in Molecular Autism, 10 (2019)
PermalinkThe Witness-Aimed First Account (WAFA): A new technique for interviewing autistic witnesses and victims / Katie MARAS in Autism, 24-6 (August 2020)
PermalinkThe word learning profile of adults with developmental language disorder / Karla K MCGREGOR in Autism & Developmental Language Impairments, 5 (January-December 2020)
PermalinkThe world as we know it and the world as it is: Eye-movement patterns reveal decreased use of prior knowledge in individuals with autism / M. KROL in Autism Research, 12-9 (September 2019)
PermalinkThe world is nuanced but pixelated: Autistic individuals? perspective on HIPPEA / Rosalind Elizabeth Mcbean HATTON ; Sarveen SADIQUE ; Frank Earl POLLICK in Autism, 28-2 (February 2024)
PermalinkThe Young Adolescent Project: A longitudinal study of the effects of maltreatment on adolescent development / Sonya NEGRIFF in Development and Psychopathology, 32-4 (October 2020)
PermalinkThe Youth Self Report: Applicability and Validity Across Younger and Older Youths / Chad EBESUTANI in Journal of Clinical Child & Adolescent Psychology, 40-2 (March-April 2011)
PermalinkTheatre and dramatherapy in health education and autism / Bill HEEKS in Good Autism Practice - GAP, 16-2 (October 2015)
PermalinkThéâtre ou piscine ? Restez critique ! / Frédérick DELORME in Déclic, 132 (Novembre-Décembre 2009)
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