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The Interplay of Communication Skills, Emotional and Behavioural Problems and Parental Psychological Distress / E. SALOMONE in Journal of Autism and Developmental Disorders, 49-11 (November 2019)
[article]
Titre : The Interplay of Communication Skills, Emotional and Behavioural Problems and Parental Psychological Distress Type de document : Texte imprimé et/ou numérique Auteurs : E. SALOMONE, Auteur ; M. SETTANNI, Auteur ; F. FERRARA, Auteur ; A. SALANDIN, Auteur Article en page(s) : p.4365-4374 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Emotional and behavioural problems Expressive communication Pre-schoolers Psychological distress Receptive communication Index. décimale : PER Périodiques Résumé : We investigated the mechanism of impact of poor communication skills and emotional and behavioural problems in children with ASD (22-61 months) on parental psychological distress. Participants were dyads enrolled in two pilot intervention studies; the dataset includes cross-sectional data at baseline (N = 82). We postulated an indirect effect of child expressive and receptive communication on parent psychological distress, through child emotional and behavioural problems. The effect of receptive skills on parent psychological distress was fully mediated by child emotional problems: lower receptive skills were associated with higher levels of emotional symptoms, which in turn predicted higher parent psychological distress. Expressive skills did not show either direct or indirect effects. Findings are discussed in light of children's marked 'receptive disadvantage' communication profile. En ligne : http://dx.doi.org/10.1007/s10803-019-04142-6 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.4365-4374[article] The Interplay of Communication Skills, Emotional and Behavioural Problems and Parental Psychological Distress [Texte imprimé et/ou numérique] / E. SALOMONE, Auteur ; M. SETTANNI, Auteur ; F. FERRARA, Auteur ; A. SALANDIN, Auteur . - p.4365-4374.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4365-4374
Mots-clés : Autism spectrum disorder Emotional and behavioural problems Expressive communication Pre-schoolers Psychological distress Receptive communication Index. décimale : PER Périodiques Résumé : We investigated the mechanism of impact of poor communication skills and emotional and behavioural problems in children with ASD (22-61 months) on parental psychological distress. Participants were dyads enrolled in two pilot intervention studies; the dataset includes cross-sectional data at baseline (N = 82). We postulated an indirect effect of child expressive and receptive communication on parent psychological distress, through child emotional and behavioural problems. The effect of receptive skills on parent psychological distress was fully mediated by child emotional problems: lower receptive skills were associated with higher levels of emotional symptoms, which in turn predicted higher parent psychological distress. Expressive skills did not show either direct or indirect effects. Findings are discussed in light of children's marked 'receptive disadvantage' communication profile. En ligne : http://dx.doi.org/10.1007/s10803-019-04142-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 The Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial / Fereshteh MOHAMMADZAHERI in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
[article]
Titre : The Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial Type de document : Texte imprimé et/ou numérique Auteurs : Fereshteh MOHAMMADZAHERI, Auteur ; Lynn KERN KOEGEL, Auteur ; Enayatollah BAKHSHI, Auteur ; Reza KHOSROWABADI, Auteur ; Zahra SOLEYMANI, Auteur Article en page(s) : p.2598-2609 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Communication Expressive communication Initiations Pivotal response treatment Index. décimale : PER Périodiques Résumé : This study examined the effect of Pivotal response treatment (PRT) to improve verbal initiations in children with Autism Spectrum Disorder, age 6-12 years old, using a Randomized Clinical Trial design. Intervention was conducted three times a week for 2 months, for a total of 24 one-hour sessions. The PRT intervention taught a variety of questions and attention/assistance-seeking initiations. The treatment as usual (TAU) group received standard language intervention. Results showed that the PRT group made significant improvements in their number of verbal initiations as well as collateral gains in general communicative skills and mean length of utterance (MLU) compared to the TAU group. Theoretical implications of including motivational approaches to develop social initiations are reviewed. En ligne : http://dx.doi.org/10.1007/s10803-021-05153-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2598-2609[article] The Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial [Texte imprimé et/ou numérique] / Fereshteh MOHAMMADZAHERI, Auteur ; Lynn KERN KOEGEL, Auteur ; Enayatollah BAKHSHI, Auteur ; Reza KHOSROWABADI, Auteur ; Zahra SOLEYMANI, Auteur . - p.2598-2609.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2598-2609
Mots-clés : Autism spectrum disorder Communication Expressive communication Initiations Pivotal response treatment Index. décimale : PER Périodiques Résumé : This study examined the effect of Pivotal response treatment (PRT) to improve verbal initiations in children with Autism Spectrum Disorder, age 6-12 years old, using a Randomized Clinical Trial design. Intervention was conducted three times a week for 2 months, for a total of 24 one-hour sessions. The PRT intervention taught a variety of questions and attention/assistance-seeking initiations. The treatment as usual (TAU) group received standard language intervention. Results showed that the PRT group made significant improvements in their number of verbal initiations as well as collateral gains in general communicative skills and mean length of utterance (MLU) compared to the TAU group. Theoretical implications of including motivational approaches to develop social initiations are reviewed. En ligne : http://dx.doi.org/10.1007/s10803-021-05153-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474