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
-
Résultat de la recherche
15 recherche sur le mot-clé 'Adaptive skills'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Dog training intervention improves adaptive social communication skills in young children with autism spectrum disorder: A controlled crossover study / Esther BEN-ITZCHAK in Autism, 25-6 (August 2021)
[article]
Titre : Dog training intervention improves adaptive social communication skills in young children with autism spectrum disorder: A controlled crossover study Type de document : Texte imprimé et/ou numérique Auteurs : Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur Article en page(s) : p.1682-1693 Langues : Anglais (eng) Mots-clés : Animals Autism Spectrum Disorder/therapy Child Child, Preschool Communication Cross-Over Studies Dogs Humans Social Skills Socialization adaptive skills anxiety autism severity autism spectrum disorder dog training intervention Index. décimale : PER Périodiques Résumé : There is some evidence that using therapy dogs for children with autism spectrum disorder generally results in improved social communication skills and reduced behavioral problems. However, well-controlled studies that examine its effectiveness are scarce. This study examined the effectiveness of a "Dog Training Intervention." The study included 73 participants diagnosed with autism spectrum disorder (61 males, 12 females) with age range of 2:10-7:6?years (M = 4:10 ± 1:0) who attend autism spectrum disorder-specific special education schools. The study population was divided into two groups. Each group received the dog training intervention during one part of the school year (first half or second half) in addition to the standard interventions provided by the special education school settings. The dog training intervention was given twice weekly for 4?months within the school setting. The group that received the dog training intervention first showed a significant increase in adaptive social and communication skills in comparison to the second group that did not receive the intervention in this period. This improvement was maintained after the dog training intervention. The second group, which received intervention at the second half of the year, showed improvement in communication and socialization adaptive skills only during the period in which they received the dog training intervention. The positive impact on social communication adaptive skills of the dog training intervention among young children with autism spectrum disorder suggests that dogs may serve as an effective model for establishing social interaction. Dog training intervention appears to be an effective adjunct treatment to the interventions provided in special education schools for young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211000501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-6 (August 2021) . - p.1682-1693[article] Dog training intervention improves adaptive social communication skills in young children with autism spectrum disorder: A controlled crossover study [Texte imprimé et/ou numérique] / Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur . - p.1682-1693.
Langues : Anglais (eng)
in Autism > 25-6 (August 2021) . - p.1682-1693
Mots-clés : Animals Autism Spectrum Disorder/therapy Child Child, Preschool Communication Cross-Over Studies Dogs Humans Social Skills Socialization adaptive skills anxiety autism severity autism spectrum disorder dog training intervention Index. décimale : PER Périodiques Résumé : There is some evidence that using therapy dogs for children with autism spectrum disorder generally results in improved social communication skills and reduced behavioral problems. However, well-controlled studies that examine its effectiveness are scarce. This study examined the effectiveness of a "Dog Training Intervention." The study included 73 participants diagnosed with autism spectrum disorder (61 males, 12 females) with age range of 2:10-7:6?years (M = 4:10 ± 1:0) who attend autism spectrum disorder-specific special education schools. The study population was divided into two groups. Each group received the dog training intervention during one part of the school year (first half or second half) in addition to the standard interventions provided by the special education school settings. The dog training intervention was given twice weekly for 4?months within the school setting. The group that received the dog training intervention first showed a significant increase in adaptive social and communication skills in comparison to the second group that did not receive the intervention in this period. This improvement was maintained after the dog training intervention. The second group, which received intervention at the second half of the year, showed improvement in communication and socialization adaptive skills only during the period in which they received the dog training intervention. The positive impact on social communication adaptive skills of the dog training intervention among young children with autism spectrum disorder suggests that dogs may serve as an effective model for establishing social interaction. Dog training intervention appears to be an effective adjunct treatment to the interventions provided in special education schools for young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211000501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Dog training intervention improves adaptive social communication skills in young children with autism spectrum disorder: A controlled crossover study / Esther BEN-ITZCHAK in Autism, 26-6 (August 2022)
[article]
Titre : Dog training intervention improves adaptive social communication skills in young children with autism spectrum disorder: A controlled crossover study Type de document : Texte imprimé et/ou numérique Auteurs : Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur Article en page(s) : p.1682-1693 Langues : Anglais (eng) Mots-clés : Animals Autism Spectrum Disorder/therapy Child Child, Preschool Communication Cross-Over Studies Dogs Humans Social Skills Socialization adaptive skills anxiety autism severity autism spectrum disorder dog training intervention Index. décimale : PER Périodiques Résumé : There is some evidence that using therapy dogs for children with autism spectrum disorder generally results in improved social communication skills and reduced behavioral problems. However, well-controlled studies that examine its effectiveness are scarce. This study examined the effectiveness of a "Dog Training Intervention." The study included 73 participants diagnosed with autism spectrum disorder (61 males, 12 females) with age range of 2:10-7:6years (M = 4:10 Â+ 1:0) who attend autism spectrum disorder-specific special education schools. The study population was divided into two groups. Each group received the dog training intervention during one part of the school year (first half or second half) in addition to the standard interventions provided by the special education school settings. The dog training intervention was given twice weekly for 4months within the school setting. The group that received the dog training intervention first showed a significant increase in adaptive social and communication skills in comparison to the second group that did not receive the intervention in this period. This improvement was maintained after the dog training intervention. The second group, which received intervention at the second half of the year, showed improvement in communication and socialization adaptive skills only during the period in which they received the dog training intervention. The positive impact on social communication adaptive skills of the dog training intervention among young children with autism spectrum disorder suggests that dogs may serve as an effective model for establishing social interaction. Dog training intervention appears to be an effective adjunct treatment to the interventions provided in special education schools for young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211000501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-6 (August 2022) . - p.1682-1693[article] Dog training intervention improves adaptive social communication skills in young children with autism spectrum disorder: A controlled crossover study [Texte imprimé et/ou numérique] / Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur . - p.1682-1693.
Langues : Anglais (eng)
in Autism > 26-6 (August 2022) . - p.1682-1693
Mots-clés : Animals Autism Spectrum Disorder/therapy Child Child, Preschool Communication Cross-Over Studies Dogs Humans Social Skills Socialization adaptive skills anxiety autism severity autism spectrum disorder dog training intervention Index. décimale : PER Périodiques Résumé : There is some evidence that using therapy dogs for children with autism spectrum disorder generally results in improved social communication skills and reduced behavioral problems. However, well-controlled studies that examine its effectiveness are scarce. This study examined the effectiveness of a "Dog Training Intervention." The study included 73 participants diagnosed with autism spectrum disorder (61 males, 12 females) with age range of 2:10-7:6years (M = 4:10 Â+ 1:0) who attend autism spectrum disorder-specific special education schools. The study population was divided into two groups. Each group received the dog training intervention during one part of the school year (first half or second half) in addition to the standard interventions provided by the special education school settings. The dog training intervention was given twice weekly for 4months within the school setting. The group that received the dog training intervention first showed a significant increase in adaptive social and communication skills in comparison to the second group that did not receive the intervention in this period. This improvement was maintained after the dog training intervention. The second group, which received intervention at the second half of the year, showed improvement in communication and socialization adaptive skills only during the period in which they received the dog training intervention. The positive impact on social communication adaptive skills of the dog training intervention among young children with autism spectrum disorder suggests that dogs may serve as an effective model for establishing social interaction. Dog training intervention appears to be an effective adjunct treatment to the interventions provided in special education schools for young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211000501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 What About the Girls? Sex-Based Differences in Autistic Traits and Adaptive Skills / Allison B. RATTO in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
[article]
Titre : What About the Girls? Sex-Based Differences in Autistic Traits and Adaptive Skills Type de document : Texte imprimé et/ou numérique Auteurs : Allison B. RATTO, Auteur ; L. KENWORTHY, Auteur ; B. E. YERYS, Auteur ; Julia BASCOM, Auteur ; A. T. WIECKOWSKI, Auteur ; Susan W. WHITE, Auteur ; Gregory L. WALLACE, Auteur ; C. PUGLIESE, Auteur ; Robert T. SCHULTZ, Auteur ; T. H. OLLENDICK, Auteur ; A. SCARPA, Auteur ; S. SEESE, Auteur ; Kelly REGISTER-BROWN, Auteur ; A. MARTIN, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.1698-1711 Langues : Anglais (eng) Mots-clés : Adaptive skills Autism spectrum disorder Diagnosis Sex differences Index. décimale : PER Périodiques Résumé : There is growing evidence of a camouflaging effect among females with autism spectrum disorder (ASD), particularly among those without intellectual disability, which may affect performance on gold-standard diagnostic measures. This study utilized an age- and IQ-matched sample of school-aged youth (n = 228) diagnosed with ASD to assess sex differences on the ADOS and ADI-R, parent-reported autistic traits, and adaptive skills. Although females and males were rated similarly on gold-standard diagnostic measures overall, females with higher IQs were less likely to meet criteria on the ADI-R. Females were also found to be significantly more impaired on parent reported autistic traits and adaptive skills. Overall, the findings suggest that some autistic females may be missed by current diagnostic procedures. En ligne : http://dx.doi.org/10.1007/s10803-017-3413-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1698-1711[article] What About the Girls? Sex-Based Differences in Autistic Traits and Adaptive Skills [Texte imprimé et/ou numérique] / Allison B. RATTO, Auteur ; L. KENWORTHY, Auteur ; B. E. YERYS, Auteur ; Julia BASCOM, Auteur ; A. T. WIECKOWSKI, Auteur ; Susan W. WHITE, Auteur ; Gregory L. WALLACE, Auteur ; C. PUGLIESE, Auteur ; Robert T. SCHULTZ, Auteur ; T. H. OLLENDICK, Auteur ; A. SCARPA, Auteur ; S. SEESE, Auteur ; Kelly REGISTER-BROWN, Auteur ; A. MARTIN, Auteur ; Laura G. ANTHONY, Auteur . - p.1698-1711.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1698-1711
Mots-clés : Adaptive skills Autism spectrum disorder Diagnosis Sex differences Index. décimale : PER Périodiques Résumé : There is growing evidence of a camouflaging effect among females with autism spectrum disorder (ASD), particularly among those without intellectual disability, which may affect performance on gold-standard diagnostic measures. This study utilized an age- and IQ-matched sample of school-aged youth (n = 228) diagnosed with ASD to assess sex differences on the ADOS and ADI-R, parent-reported autistic traits, and adaptive skills. Although females and males were rated similarly on gold-standard diagnostic measures overall, females with higher IQs were less likely to meet criteria on the ADI-R. Females were also found to be significantly more impaired on parent reported autistic traits and adaptive skills. Overall, the findings suggest that some autistic females may be missed by current diagnostic procedures. En ligne : http://dx.doi.org/10.1007/s10803-017-3413-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes / Ronit SABAN-BEZALEL in Research in Autism Spectrum Disorders, 113 (May 2024)
[article]
Titre : Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes Type de document : Texte imprimé et/ou numérique Auteurs : Ronit SABAN-BEZALEL, Auteur ; Ditza A. ZACHOR, Auteur ; Einat AVNI, Auteur ; Esther BEN-ITZCHAK, Auteur Article en page(s) : p.102350 Langues : Anglais (eng) Mots-clés : Autism Age Outcomes Language Adaptive skills Symptom severity Special education classes Index. décimale : PER Périodiques Résumé : A well-accepted hypothesis in the field of autism spectrum disorder (ASD) is that early intervention is crucial for better outcomes. However, research has noted significant variability in early intervention outcomes. This study examined the role of age in relation to outcomes in comprehensive developmental domains following one year of school in community special education classes for ASD. We compared two groups: a younger group (n = 35) aged 34-59 months and an older group (n = 38) aged 60-91 months. The groups did not differ in cognitive ability, autism severity or adaptive behavioral skills at the start of the school year. After one year, the entire study population showed significant progress in all developmental domains. However, changes in effect size were much more robust in the younger ASD group. Only younger children showed a significant decrease in the severity of communication, awareness and restricted interests and repetitive behavior subdomains and a significant increase in motor adaptive skills. Younger children also showed more remarkable improvement in the naming and expressive subdomains. Respectively, older age predicted more severe ASD symptoms at the end of the educational year. Corresponding to brain plasticity theories, our findings point to an association between age and outcomes. The findings should serve as a benchmark for policymakers regarding early intervention in young children with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102350 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102350[article] Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes [Texte imprimé et/ou numérique] / Ronit SABAN-BEZALEL, Auteur ; Ditza A. ZACHOR, Auteur ; Einat AVNI, Auteur ; Esther BEN-ITZCHAK, Auteur . - p.102350.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102350
Mots-clés : Autism Age Outcomes Language Adaptive skills Symptom severity Special education classes Index. décimale : PER Périodiques Résumé : A well-accepted hypothesis in the field of autism spectrum disorder (ASD) is that early intervention is crucial for better outcomes. However, research has noted significant variability in early intervention outcomes. This study examined the role of age in relation to outcomes in comprehensive developmental domains following one year of school in community special education classes for ASD. We compared two groups: a younger group (n = 35) aged 34-59 months and an older group (n = 38) aged 60-91 months. The groups did not differ in cognitive ability, autism severity or adaptive behavioral skills at the start of the school year. After one year, the entire study population showed significant progress in all developmental domains. However, changes in effect size were much more robust in the younger ASD group. Only younger children showed a significant decrease in the severity of communication, awareness and restricted interests and repetitive behavior subdomains and a significant increase in motor adaptive skills. Younger children also showed more remarkable improvement in the naming and expressive subdomains. Respectively, older age predicted more severe ASD symptoms at the end of the educational year. Corresponding to brain plasticity theories, our findings point to an association between age and outcomes. The findings should serve as a benchmark for policymakers regarding early intervention in young children with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102350 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 Autism Spectrum Disorder Decision Tree Subgroups Predict Adaptive Behavior and Autism Severity Trajectories in Children with ASD / Ira L. COHEN in Journal of Autism and Developmental Disorders, 49-4 (April 2019)
[article]
Titre : Autism Spectrum Disorder Decision Tree Subgroups Predict Adaptive Behavior and Autism Severity Trajectories in Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Ira L. COHEN, Auteur ; M. J. FLORY, Auteur Article en page(s) : p.1423-1437 Langues : Anglais (eng) Mots-clés : Adaptive skills Autism severity Autism spectrum disorder Decision tree Developmental trajectories Subgroups Index. décimale : PER Périodiques Résumé : A recent cross-sectional analysis of PDD Behavior Inventory (PDDBI) data, analyzed with a classification and regression tree algorithm, yielded a decision tree (the Autism Spectrum Disorder-Decision Tree or ASD-DT) that detected three behaviorally distinct ASD subgroups: minimally verbal, verbal, and atypical. These subgroups differed in PDDBI profiles and in factors previously reported to be predictors of autism severity and adaptive behavior trajectories. We retrospectively analyzed trajectories of adaptive skills and autism severity in these subgroups, defined by ASD-DTs calculated from initial evaluation PDDBIs. Results confirmed predictions that each subgroup had distinct trajectories that varied with the type of adaptive behavior assessed suggesting that the ASD-DT has prognostic value that could be helpful for both clinical and research applications. En ligne : https://dx.doi.org/10.1007/s10803-018-3830-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388
in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1423-1437[article] Autism Spectrum Disorder Decision Tree Subgroups Predict Adaptive Behavior and Autism Severity Trajectories in Children with ASD [Texte imprimé et/ou numérique] / Ira L. COHEN, Auteur ; M. J. FLORY, Auteur . - p.1423-1437.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1423-1437
Mots-clés : Adaptive skills Autism severity Autism spectrum disorder Decision tree Developmental trajectories Subgroups Index. décimale : PER Périodiques Résumé : A recent cross-sectional analysis of PDD Behavior Inventory (PDDBI) data, analyzed with a classification and regression tree algorithm, yielded a decision tree (the Autism Spectrum Disorder-Decision Tree or ASD-DT) that detected three behaviorally distinct ASD subgroups: minimally verbal, verbal, and atypical. These subgroups differed in PDDBI profiles and in factors previously reported to be predictors of autism severity and adaptive behavior trajectories. We retrospectively analyzed trajectories of adaptive skills and autism severity in these subgroups, defined by ASD-DTs calculated from initial evaluation PDDBIs. Results confirmed predictions that each subgroup had distinct trajectories that varied with the type of adaptive behavior assessed suggesting that the ASD-DT has prognostic value that could be helpful for both clinical and research applications. En ligne : https://dx.doi.org/10.1007/s10803-018-3830-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 Improvements in Social and Adaptive Functioning Following Short-Duration PRT Program: A Clinical Replication / Pamela VENTOLA in Journal of Autism and Developmental Disorders, 44-11 (November 2014)
PermalinkA systematic review of behavioral intervention research on adaptive skill building in high-functioning young adults with autism spectrum disorder / Annemiek PALMEN in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
PermalinkUtility of the Vineland Adaptive Behavior Scales in Predicting Future Cognitive Function in Children with Autism Spectrum disorders / Evelyn CHUNG NING LAW in Autism - Open Access, 7-4 ([01/08/2017])
PermalinkLife Skills Training for Middle and High School Students with Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
PermalinkYouth With Autism Spectrum Disorders: Self- and Proxy-Reported Quality of Life and Adaptive Functioning / Brenda G. CLARK in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)
Permalink