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60 recherche sur le mot-clé 'Autism Spectrum Disorder/psychology'




Assessment and Treatment of Noise Hypersensitivity in a Teenager with Autism Spectrum Disorder: A Case Study / J. C. FODSTAD in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
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Titre : Assessment and Treatment of Noise Hypersensitivity in a Teenager with Autism Spectrum Disorder: A Case Study Type de document : Texte imprimé et/ou numérique Auteurs : J. C. FODSTAD, Auteur ; S. A. KERSWILL, Auteur ; A. C. KIRSCH, Auteur ; A. LAGGES, Auteur ; J. SCHMIDT, Auteur Article en page(s) : p.1811-1822 Langues : Anglais (eng) Mots-clés : Adaptation, Psychological Adolescent Anxiety/psychology Autism Spectrum Disorder/psychology Avoidance Learning Cognitive Behavioral Therapy/methods Humans Hyperacusis/diagnosis/psychology/therapy Intellectual Disability/psychology Male Problem Behavior/psychology Treatment Outcome Anxiety Autism spectrum disorder Cognitive behavior therapy Noise hypersensitivity Problem behaviors Systematic desensitization Index. décimale : PER Périodiques Résumé : Noise hypersensitivity is a poorly understood symptom of Autism Spectrum Disorder (ASD). For some, problem behaviors co-occur with the aversive noise. Limited literature exists on treating noise hypersensitivity; however, noise hypersensitivity may be related to a specific phobia. This case study utilizes modified Cognitive Behavioral Therapy (CBT) to address anxiety, avoidance, and problem behaviors evoked by noise in a teen with ASD and mild Intellectual Disability (ID). Using multi-method assessment and individualized treatment, problem behaviors reduced, and independent coping strategies use occurred. Successful desensitization supports the efficacy of modified CBT as a treatment for noise-related anxiety and problem behaviors in individuals with ASD and ID. Outcomes are discussed considering intervention difficulties for noise hypersensitivity in a complex and diverse population. En ligne : http://dx.doi.org/10.1007/s10803-020-04650-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1811-1822[article] Assessment and Treatment of Noise Hypersensitivity in a Teenager with Autism Spectrum Disorder: A Case Study [Texte imprimé et/ou numérique] / J. C. FODSTAD, Auteur ; S. A. KERSWILL, Auteur ; A. C. KIRSCH, Auteur ; A. LAGGES, Auteur ; J. SCHMIDT, Auteur . - p.1811-1822.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1811-1822
Mots-clés : Adaptation, Psychological Adolescent Anxiety/psychology Autism Spectrum Disorder/psychology Avoidance Learning Cognitive Behavioral Therapy/methods Humans Hyperacusis/diagnosis/psychology/therapy Intellectual Disability/psychology Male Problem Behavior/psychology Treatment Outcome Anxiety Autism spectrum disorder Cognitive behavior therapy Noise hypersensitivity Problem behaviors Systematic desensitization Index. décimale : PER Périodiques Résumé : Noise hypersensitivity is a poorly understood symptom of Autism Spectrum Disorder (ASD). For some, problem behaviors co-occur with the aversive noise. Limited literature exists on treating noise hypersensitivity; however, noise hypersensitivity may be related to a specific phobia. This case study utilizes modified Cognitive Behavioral Therapy (CBT) to address anxiety, avoidance, and problem behaviors evoked by noise in a teen with ASD and mild Intellectual Disability (ID). Using multi-method assessment and individualized treatment, problem behaviors reduced, and independent coping strategies use occurred. Successful desensitization supports the efficacy of modified CBT as a treatment for noise-related anxiety and problem behaviors in individuals with ASD and ID. Outcomes are discussed considering intervention difficulties for noise hypersensitivity in a complex and diverse population. En ligne : http://dx.doi.org/10.1007/s10803-020-04650-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder / A. MILGRAMM in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
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Titre : Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. MILGRAMM, Auteur ; K. V. CHRISTODULU, Auteur ; M. L. RINALDI, Auteur Article en page(s) : p.2132-2138 Langues : Anglais (eng) Mots-clés : Academic Performance/statistics & numerical data Autism Spectrum Disorder/psychology Child Child, Preschool Comprehension Educational Measurement Female Humans Male Problem Behavior Regression Analysis School Teachers Schools Social Skills Academic competence Autism Problem behaviors Social skills Teacher report Index. décimale : PER Périodiques Résumé : The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04680-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2132-2138[article] Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. MILGRAMM, Auteur ; K. V. CHRISTODULU, Auteur ; M. L. RINALDI, Auteur . - p.2132-2138.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2132-2138
Mots-clés : Academic Performance/statistics & numerical data Autism Spectrum Disorder/psychology Child Child, Preschool Comprehension Educational Measurement Female Humans Male Problem Behavior Regression Analysis School Teachers Schools Social Skills Academic competence Autism Problem behaviors Social skills Teacher report Index. décimale : PER Périodiques Résumé : The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04680-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder / J. Y. T. LO in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
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Titre : Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. Y. T. LO, Auteur ; K. K. SHUM, Auteur Article en page(s) : p.2146-2154 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology Child Child Language Child, Preschool Comprehension Female Humans Male Parents Reading Verbal Learning Autism spectrum disorder Dialogic reading Intervention Preschoolers Randomized controlled trial Index. décimale : PER Périodiques Résumé : This study investigated the effects of a parent-implemented dialogic reading approach-Reading to Engage Children with Autism in Language and Learning (RECALL)-on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age?=?5.90 years, SD?=?0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. En ligne : http://dx.doi.org/10.1007/s10803-020-04692-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2146-2154[article] Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. Y. T. LO, Auteur ; K. K. SHUM, Auteur . - p.2146-2154.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2146-2154
Mots-clés : Autism Spectrum Disorder/psychology Child Child Language Child, Preschool Comprehension Female Humans Male Parents Reading Verbal Learning Autism spectrum disorder Dialogic reading Intervention Preschoolers Randomized controlled trial Index. décimale : PER Périodiques Résumé : This study investigated the effects of a parent-implemented dialogic reading approach-Reading to Engage Children with Autism in Language and Learning (RECALL)-on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age?=?5.90 years, SD?=?0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. En ligne : http://dx.doi.org/10.1007/s10803-020-04692-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Brief Report: Reactivity to Accelerometer Measurement among Adolescents with Autism Spectrum Disorder / Justin A. HAEGELE in Journal of Autism and Developmental Disorders, 51-8 (August 2021)
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Titre : Brief Report: Reactivity to Accelerometer Measurement among Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Justin A. HAEGELE, Auteur ; X. ZHU, Auteur ; H. J. BENNETT, Auteur Article en page(s) : p.2996-3000 Langues : Anglais (eng) Mots-clés : Accelerometry/psychology Adolescent Adolescent Behavior/psychology Autism Spectrum Disorder/psychology Awareness/physiology Body Mass Index Exercise/psychology Female Humans Male Accelerometry Adapted physical activity Disability Exercise Measurement Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine reactivity to accelerometer measurement among adolescents with autism spectrum disorder (ASD). A sample of 23 adolescents with ASD (aged 15.00?±?1.57 years old; 17 boys) wore triaxial accelerometers for at least 8 h per day for seven consecutive days. Descriptive statistics, including arithmetic means and standard deviations, as well as analysis of covariances with repeated measures (ANCOVAs) were conducted, controlling for participant body mass index and gender. While differences were not statistically significant, they exceed reactivity-based recommendations and have implications for future research with adolescents with ASD. The inverse reactivity pattern among adolescents with ASD is a unique finding that has important implications for research in this area. En ligne : http://dx.doi.org/10.1007/s10803-020-04742-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2996-3000[article] Brief Report: Reactivity to Accelerometer Measurement among Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Justin A. HAEGELE, Auteur ; X. ZHU, Auteur ; H. J. BENNETT, Auteur . - p.2996-3000.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2996-3000
Mots-clés : Accelerometry/psychology Adolescent Adolescent Behavior/psychology Autism Spectrum Disorder/psychology Awareness/physiology Body Mass Index Exercise/psychology Female Humans Male Accelerometry Adapted physical activity Disability Exercise Measurement Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine reactivity to accelerometer measurement among adolescents with autism spectrum disorder (ASD). A sample of 23 adolescents with ASD (aged 15.00?±?1.57 years old; 17 boys) wore triaxial accelerometers for at least 8 h per day for seven consecutive days. Descriptive statistics, including arithmetic means and standard deviations, as well as analysis of covariances with repeated measures (ANCOVAs) were conducted, controlling for participant body mass index and gender. While differences were not statistically significant, they exceed reactivity-based recommendations and have implications for future research with adolescents with ASD. The inverse reactivity pattern among adolescents with ASD is a unique finding that has important implications for research in this area. En ligne : http://dx.doi.org/10.1007/s10803-020-04742-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 Difficulties in Recognising Dynamic but not Static Emotional Body Movements in Autism Spectrum Disorder / N. MAZZONI in Journal of Autism and Developmental Disorders, 52-3 (March 2022)
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Titre : Difficulties in Recognising Dynamic but not Static Emotional Body Movements in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : N. MAZZONI, Auteur ; P. RICCIARDELLI, Auteur ; R. ACTIS-GROSSO, Auteur ; P. VENUTI, Auteur Article en page(s) : p.1092-1105 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology Emotions/physiology Facial Expression Humans Reaction Time Recognition, Psychology Autism spectrum disorder Biological motion Emotion recognition Emotional body movement Static and dynamic body stimuli Index. décimale : PER Périodiques Résumé : In this study, we investigated whether the difficulties in body motion (BM) perception may led to deficit in emotion recognition in Autism spectrum disorder (ASD). To this aim, individuals with high-functioning ASD were asked to recognise fearful, happy, and neutral BM depicted as static images or dynamic point-light and full-light displays. Results showed slower response times in participants with ASD only in recognising dynamic stimuli, but no group differences in accuracy. This suggests that i) a deficit in action chaining mechanism in ASD may prevent the recognition of dynamic BM automatically and rapidly, ii) individuals with ASD and high cognitive resources can develop alternative-but equally successful-strategies to recognise emotional body expressions. Implications for treatment are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05015-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1092-1105[article] Difficulties in Recognising Dynamic but not Static Emotional Body Movements in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / N. MAZZONI, Auteur ; P. RICCIARDELLI, Auteur ; R. ACTIS-GROSSO, Auteur ; P. VENUTI, Auteur . - p.1092-1105.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1092-1105
Mots-clés : Autism Spectrum Disorder/psychology Emotions/physiology Facial Expression Humans Reaction Time Recognition, Psychology Autism spectrum disorder Biological motion Emotion recognition Emotional body movement Static and dynamic body stimuli Index. décimale : PER Périodiques Résumé : In this study, we investigated whether the difficulties in body motion (BM) perception may led to deficit in emotion recognition in Autism spectrum disorder (ASD). To this aim, individuals with high-functioning ASD were asked to recognise fearful, happy, and neutral BM depicted as static images or dynamic point-light and full-light displays. Results showed slower response times in participants with ASD only in recognising dynamic stimuli, but no group differences in accuracy. This suggests that i) a deficit in action chaining mechanism in ASD may prevent the recognition of dynamic BM automatically and rapidly, ii) individuals with ASD and high cognitive resources can develop alternative-but equally successful-strategies to recognise emotional body expressions. Implications for treatment are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05015-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Distinct Biological Motion Perception in Autism Spectrum Disorder: A Meta-Analysis / Victoria FOGLIA in Journal of Autism and Developmental Disorders, 52-11 (November 2022)
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PermalinkEffects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder / A. SANSI in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
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PermalinkEmotion Recognition and Context in Adolescents with Autism Spectrum Disorder / Steven D. STAGG in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
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PermalinkEmpathic Accuracy and Cognitive and Affective Empathy in Young Adults With and Without Autism Spectrum Disorder / K. MCKENZIE in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
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PermalinkExpressed Emotion in Families of Children With and Without Autism Spectrum Disorder, Cerebral Palsy and Down Syndrome: Relations with Parenting Stress and Parenting Behaviors / Lana E. DE CLERCQ in Journal of Autism and Developmental Disorders, 52-4 (April 2022)
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