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
5 recherche sur le mot-clé 'Goals'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Community perspectives on the appropriateness and importance of support goals for young autistic children / Hannah MINNELL ; Lee PATRICK ; Larah VAN DER MEER ; Ruth MONK ; Lisa WOODS ; Andrew JO WHITEHOUSE in Autism, 28-2 (February 2024)
[article]
Titre : Community perspectives on the appropriateness and importance of support goals for young autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Hannah MINNELL, Auteur ; Lee PATRICK, Auteur ; Larah VAN DER MEER, Auteur ; Ruth MONK, Auteur ; Lisa WOODS, Auteur ; Andrew JO WHITEHOUSE, Auteur Article en page(s) : p.316?326 Mots-clés : autism early support goals neurodiversity Index. décimale : PER Périodiques Résumé : There is little research regarding autistic adult, parent and professional perspectives on support goals for young autistic children. A total of 87 autistic adults, 159 parents of autistic children, and 80 clinical professionals living in New Zealand and Australia completed a survey about the appropriateness and importance of common support goals for young autistic children. Goals related to the adult supporting the child, the reduction and replacement of harmful behaviours, and improving child quality of life were the highest priority across participant groups, while goals related to child autism characteristics, play and academic skills were the lowest priority. Compared to parents and/or professionals, autistic adults gave lower priority ratings for play skills, autism characteristics and participation goals and were more likely to rate these goal domains as inappropriate. More research is needed to understand the underlying reasons for these similarities and differences. Lay abstract Researchers do not know much about what autistic adults, parents and professionals think about support goals for young autistic children. People?s views of support goals might also be influenced by their beliefs about early support more generally. This survey involved 87 autistic adults, 159 parents of autistic children and 80 clinical professionals living in New Zealand and Australia. We asked participants questions about themselves and what they thought about early support for young autistic children in general. We then asked participants to rate whether different support goals were appropriate for young autistic children and, if they were appropriate, to rate their level of priority. We found that autistic adults, parents and professionals all rated goals about the adult changing to better support the child, reducing and replacing harmful behaviours and improving the child?s quality of life as the highest priorities. They all rated goals about autism characteristics, play skills and academic skills as the lowest priorities. Compared to parents and/or professionals, autistic adults gave lower priority ratings for play skills, autism characteristics and participation goals. Autistic adults were also more likely to rate goals related to play skills and autism characteristics as inappropriate. While these three participant groups generally agreed on the order of priority of early support goals for young autistic children, autistic adults found goals related to autism characteristics, play and/or participation to be an even lower priority and less appropriate than parents and professionals. En ligne : https://dx.doi.org/10.1177/13623613231168920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Autism > 28-2 (February 2024) . - p.316?326[article] Community perspectives on the appropriateness and importance of support goals for young autistic children [Texte imprimé et/ou numérique] / Hannah MINNELL, Auteur ; Lee PATRICK, Auteur ; Larah VAN DER MEER, Auteur ; Ruth MONK, Auteur ; Lisa WOODS, Auteur ; Andrew JO WHITEHOUSE, Auteur . - p.316?326.
in Autism > 28-2 (February 2024) . - p.316?326
Mots-clés : autism early support goals neurodiversity Index. décimale : PER Périodiques Résumé : There is little research regarding autistic adult, parent and professional perspectives on support goals for young autistic children. A total of 87 autistic adults, 159 parents of autistic children, and 80 clinical professionals living in New Zealand and Australia completed a survey about the appropriateness and importance of common support goals for young autistic children. Goals related to the adult supporting the child, the reduction and replacement of harmful behaviours, and improving child quality of life were the highest priority across participant groups, while goals related to child autism characteristics, play and academic skills were the lowest priority. Compared to parents and/or professionals, autistic adults gave lower priority ratings for play skills, autism characteristics and participation goals and were more likely to rate these goal domains as inappropriate. More research is needed to understand the underlying reasons for these similarities and differences. Lay abstract Researchers do not know much about what autistic adults, parents and professionals think about support goals for young autistic children. People?s views of support goals might also be influenced by their beliefs about early support more generally. This survey involved 87 autistic adults, 159 parents of autistic children and 80 clinical professionals living in New Zealand and Australia. We asked participants questions about themselves and what they thought about early support for young autistic children in general. We then asked participants to rate whether different support goals were appropriate for young autistic children and, if they were appropriate, to rate their level of priority. We found that autistic adults, parents and professionals all rated goals about the adult changing to better support the child, reducing and replacing harmful behaviours and improving the child?s quality of life as the highest priorities. They all rated goals about autism characteristics, play skills and academic skills as the lowest priorities. Compared to parents and/or professionals, autistic adults gave lower priority ratings for play skills, autism characteristics and participation goals. Autistic adults were also more likely to rate goals related to play skills and autism characteristics as inappropriate. While these three participant groups generally agreed on the order of priority of early support goals for young autistic children, autistic adults found goals related to autism characteristics, play and/or participation to be an even lower priority and less appropriate than parents and professionals. En ligne : https://dx.doi.org/10.1177/13623613231168920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 Brief Report: Stony Brook Guidelines on the Ethics of the Care of People with Autism and Their Families / Stephen G. POST in Journal of Autism and Developmental Disorders, 43-6 (June 2013)
[article]
Titre : Brief Report: Stony Brook Guidelines on the Ethics of the Care of People with Autism and Their Families Type de document : Texte imprimé et/ou numérique Auteurs : Stephen G. POST, Auteur ; John POMEROY, Auteur ; Carla C. KEIRNS, Auteur ; Virginia Isaacs COVER, Auteur ; Michael Leverett DORN, Auteur ; Louis BOROSON, Auteur ; Florence BOROSON, Auteur ; Anne COULEHAN, Auteur ; Jack COULEHAN, Auteur ; Kim COVELL, Auteur ; Kim KUBASEK, Auteur ; Elizabeth LUCHSINGER, Auteur ; Shana NICHOLS, Auteur ; James PARLES, Auteur ; Linda SCHREIBER, Auteur ; Samara PULVER TETENBAUM, Auteur ; Rose Ann WALSH, Auteur Article en page(s) : p.1473-1476 Langues : Anglais (eng) Mots-clés : Autism Ethics Clinical practice Treatment Social issues Goals Index. décimale : PER Périodiques Résumé : The increased prevalence of autism spectrum disorders (ASD), with associated societal and clinical impacts, calls for a broad community-based dialogue on treatment related ethical and social issues. The Stony Brook Guidelines, based on a community dialogue process with affected individuals, families and professionals, identify and discuss the following topics: treatment goals and happiness, distributive justice, managing the hopes for a cure, sibling responsibilities, intimacy and sex, diagnostic ethics, and research ethics. Our guidelines, based not on “top-down” imposition of professional expertise but rather on “bottom-up” grass roots attention to the voices of affected individuals and families speaking from experience, can inform clinical practice and are also meaningful for the wider social conversation emerging over the treatment of individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1680-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201
in Journal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1473-1476[article] Brief Report: Stony Brook Guidelines on the Ethics of the Care of People with Autism and Their Families [Texte imprimé et/ou numérique] / Stephen G. POST, Auteur ; John POMEROY, Auteur ; Carla C. KEIRNS, Auteur ; Virginia Isaacs COVER, Auteur ; Michael Leverett DORN, Auteur ; Louis BOROSON, Auteur ; Florence BOROSON, Auteur ; Anne COULEHAN, Auteur ; Jack COULEHAN, Auteur ; Kim COVELL, Auteur ; Kim KUBASEK, Auteur ; Elizabeth LUCHSINGER, Auteur ; Shana NICHOLS, Auteur ; James PARLES, Auteur ; Linda SCHREIBER, Auteur ; Samara PULVER TETENBAUM, Auteur ; Rose Ann WALSH, Auteur . - p.1473-1476.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1473-1476
Mots-clés : Autism Ethics Clinical practice Treatment Social issues Goals Index. décimale : PER Périodiques Résumé : The increased prevalence of autism spectrum disorders (ASD), with associated societal and clinical impacts, calls for a broad community-based dialogue on treatment related ethical and social issues. The Stony Brook Guidelines, based on a community dialogue process with affected individuals, families and professionals, identify and discuss the following topics: treatment goals and happiness, distributive justice, managing the hopes for a cure, sibling responsibilities, intimacy and sex, diagnostic ethics, and research ethics. Our guidelines, based not on “top-down” imposition of professional expertise but rather on “bottom-up” grass roots attention to the voices of affected individuals and families speaking from experience, can inform clinical practice and are also meaningful for the wider social conversation emerging over the treatment of individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1680-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD / Lisa RUBLE in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Lisa RUBLE, Auteur ; John MCGREW, Auteur ; Brittany DALE, Auteur ; Madison YEE, Auteur Article en page(s) : p.3344-3352 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Child Cross-Sectional Studies Goals Humans Outcome Assessment, Health Care Parents Students Autism Behavioral Assessment System for Children Goal attainment scaling Iep Outcome assessment Progress monitoring Vineland Adaptive Behavior Scales Index. décimale : PER Périodiques Résumé : Young students with ASD have instructional needs in social, communication, and learning skills that should be reflected in their Individualized Education Program (IEP). Research suggests that many of these goal areas present a challenge for special educators because of problems with measurability. The current study utilized an idiographic approach called Goal attainment scaling (GAS) for measuring IEP progress of individualized skills. Cross-sectional analysis of the associations between GAS ratings from an independent observer were correlated against teacher and parent ratings of IEP progress at the end of the school year and with standardized measures of the Behavior Assessment System for Children and Vineland Adaptive Behavior Scales (VABS). GAS scores were associated with parent and teacher ratings, including the VABS. En ligne : http://dx.doi.org/10.1007/s10803-021-05213-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3344-3352[article] Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD [Texte imprimé et/ou numérique] / Lisa RUBLE, Auteur ; John MCGREW, Auteur ; Brittany DALE, Auteur ; Madison YEE, Auteur . - p.3344-3352.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3344-3352
Mots-clés : Autism Spectrum Disorder/diagnosis Child Cross-Sectional Studies Goals Humans Outcome Assessment, Health Care Parents Students Autism Behavioral Assessment System for Children Goal attainment scaling Iep Outcome assessment Progress monitoring Vineland Adaptive Behavior Scales Index. décimale : PER Périodiques Résumé : Young students with ASD have instructional needs in social, communication, and learning skills that should be reflected in their Individualized Education Program (IEP). Research suggests that many of these goal areas present a challenge for special educators because of problems with measurability. The current study utilized an idiographic approach called Goal attainment scaling (GAS) for measuring IEP progress of individualized skills. Cross-sectional analysis of the associations between GAS ratings from an independent observer were correlated against teacher and parent ratings of IEP progress at the end of the school year and with standardized measures of the Behavior Assessment System for Children and Vineland Adaptive Behavior Scales (VABS). GAS scores were associated with parent and teacher ratings, including the VABS. En ligne : http://dx.doi.org/10.1007/s10803-021-05213-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Social attention as a cross-cultural transdiagnostic neurodevelopmental risk marker / T. W. FRAZIER in Autism Research, 14-9 (September 2021)
[article]
Titre : Social attention as a cross-cultural transdiagnostic neurodevelopmental risk marker Type de document : Texte imprimé et/ou numérique Auteurs : T. W. FRAZIER, Auteur ; M. ULJAREVIC, Auteur ; I. GHAZAL, Auteur ; E. W. KLINGEMIER, Auteur ; J. LANGFUS, Auteur ; Eric A. YOUNGSTROM, Auteur ; Mohammed ALDOSARI, Auteur ; H. AL-SHAMMARI, Auteur ; S. EL-HAG, Auteur ; M. TOLEFAT, Auteur ; M. ALI, Auteur ; F. A. AL-SHABAN, Auteur Article en page(s) : p.1873-1885 Langues : Anglais (eng) Mots-clés : Adolescent Attention Autism Spectrum Disorder Child Child, Preschool Cross-Cultural Comparison Female Goals Humans Infant Male Mass Screening autism cross-cultural developmental disability risk marker social attention validation Index. décimale : PER Périodiques Résumé : The primary objectives of this study were to evaluate the structure and age-related stability of social attention in English and Arabic-speaking youth and to compare social attention between children with autism spectrum disorder (ASD), other developmental disabilities (DD), and typically-developing controls. Eye-tracking data were collected from US (N = 270) and Qatari (N = 242) youth ages 1-17, including children evaluated for possible ASD. Participants viewed 44 stimuli from seven social paradigms. Fixation was computed for areas of interest within each stimulus. Latent variable models examined the structure of social attention. Generalized estimating equation models examined the effect of age, sex, culture, and diagnostic group on social attention. The best-fitting model included a general social attention factor and six specific factors. Cultural differences in social attention were minimal and social attention was stable across age (r = 0.03), but females showed significantly greater social attention than males (d = 0.28). Social attention was weaker in DD (d = -0.17) and lowest in ASD (d = -0.38) relative to controls. Differences were of sufficient magnitude across areas-of-interest to reliably differentiate DD from controls (AUC = 0.80) and ASD-only from all other cases (AUC = 0.76). A social attention dimension that represents an early-life preference for socially salient information was identified. This preference was cross-culturally consistent and stable across development but stronger in females and weaker in DD, especially ASD. Given rapid and easy-to-collect remote eye tracking administration, social attention measurement may be useful for developmental monitoring. Acquisition of population norms, analogous to height/weight/head circumference, might enhance early screening and tracking of neurodevelopment. LAY SUMMARY: This research found that social attention is a single dimension of behavior that represents a strong preference for social stimuli, is consistent across cultures, stable across age, and stronger in females. Children with developmental disabilities had lower levels of social attention than neurotypical children and children with autism spectrum disorder had the lowest levels of social attention. En ligne : http://dx.doi.org/10.1002/aur.2532 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-9 (September 2021) . - p.1873-1885[article] Social attention as a cross-cultural transdiagnostic neurodevelopmental risk marker [Texte imprimé et/ou numérique] / T. W. FRAZIER, Auteur ; M. ULJAREVIC, Auteur ; I. GHAZAL, Auteur ; E. W. KLINGEMIER, Auteur ; J. LANGFUS, Auteur ; Eric A. YOUNGSTROM, Auteur ; Mohammed ALDOSARI, Auteur ; H. AL-SHAMMARI, Auteur ; S. EL-HAG, Auteur ; M. TOLEFAT, Auteur ; M. ALI, Auteur ; F. A. AL-SHABAN, Auteur . - p.1873-1885.
Langues : Anglais (eng)
in Autism Research > 14-9 (September 2021) . - p.1873-1885
Mots-clés : Adolescent Attention Autism Spectrum Disorder Child Child, Preschool Cross-Cultural Comparison Female Goals Humans Infant Male Mass Screening autism cross-cultural developmental disability risk marker social attention validation Index. décimale : PER Périodiques Résumé : The primary objectives of this study were to evaluate the structure and age-related stability of social attention in English and Arabic-speaking youth and to compare social attention between children with autism spectrum disorder (ASD), other developmental disabilities (DD), and typically-developing controls. Eye-tracking data were collected from US (N = 270) and Qatari (N = 242) youth ages 1-17, including children evaluated for possible ASD. Participants viewed 44 stimuli from seven social paradigms. Fixation was computed for areas of interest within each stimulus. Latent variable models examined the structure of social attention. Generalized estimating equation models examined the effect of age, sex, culture, and diagnostic group on social attention. The best-fitting model included a general social attention factor and six specific factors. Cultural differences in social attention were minimal and social attention was stable across age (r = 0.03), but females showed significantly greater social attention than males (d = 0.28). Social attention was weaker in DD (d = -0.17) and lowest in ASD (d = -0.38) relative to controls. Differences were of sufficient magnitude across areas-of-interest to reliably differentiate DD from controls (AUC = 0.80) and ASD-only from all other cases (AUC = 0.76). A social attention dimension that represents an early-life preference for socially salient information was identified. This preference was cross-culturally consistent and stable across development but stronger in females and weaker in DD, especially ASD. Given rapid and easy-to-collect remote eye tracking administration, social attention measurement may be useful for developmental monitoring. Acquisition of population norms, analogous to height/weight/head circumference, might enhance early screening and tracking of neurodevelopment. LAY SUMMARY: This research found that social attention is a single dimension of behavior that represents a strong preference for social stimuli, is consistent across cultures, stable across age, and stronger in females. Children with developmental disabilities had lower levels of social attention than neurotypical children and children with autism spectrum disorder had the lowest levels of social attention. En ligne : http://dx.doi.org/10.1002/aur.2532 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 Visualization and Analysis of Eye Movement Data from Children with Typical and Atypical Development / Terje FALCK-YTTER in Journal of Autism and Developmental Disorders, 43-10 (October 2013)
[article]
Titre : Visualization and Analysis of Eye Movement Data from Children with Typical and Atypical Development Type de document : Texte imprimé et/ou numérique Auteurs : Terje FALCK-YTTER, Auteur ; Claes HOFSTEN, Auteur ; Christopher GILLBERG, Auteur ; Elisabeth FERNELL, Auteur Article en page(s) : p.2249-2258 Langues : Anglais (eng) Mots-clés : Learning Eye tracking Scientific visualization Bottom-up Knowledge generation Autism spectrum disorder Diagnosis Attention Social dominance Social hierarchies Conflict Goals Index. décimale : PER Périodiques Résumé : Looking at other children’s interactions provides rich learning opportunities for a small child. How children with autism look at other children is largely unknown. Using eye tracking, we studied gaze performance in children with autism and neurotypical comparison children while they were watching videos of semi-naturalistic social interactions between young children. Using a novel, bottom-up approach we identified event-related measures that distinguished between groups with high accuracy. The observed effects remained in a subset of the total sample matched on IQ, and were replicated across several different stimuli. The described method facilitates the detection of meaningful patterns in complex eye tracking data. Also, the approach significantly improves visualization, which will help investigators understand, illustrate, and generate new hypotheses. En ligne : http://dx.doi.org/10.1007/s10803-013-1776-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215
in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2249-2258[article] Visualization and Analysis of Eye Movement Data from Children with Typical and Atypical Development [Texte imprimé et/ou numérique] / Terje FALCK-YTTER, Auteur ; Claes HOFSTEN, Auteur ; Christopher GILLBERG, Auteur ; Elisabeth FERNELL, Auteur . - p.2249-2258.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2249-2258
Mots-clés : Learning Eye tracking Scientific visualization Bottom-up Knowledge generation Autism spectrum disorder Diagnosis Attention Social dominance Social hierarchies Conflict Goals Index. décimale : PER Périodiques Résumé : Looking at other children’s interactions provides rich learning opportunities for a small child. How children with autism look at other children is largely unknown. Using eye tracking, we studied gaze performance in children with autism and neurotypical comparison children while they were watching videos of semi-naturalistic social interactions between young children. Using a novel, bottom-up approach we identified event-related measures that distinguished between groups with high accuracy. The observed effects remained in a subset of the total sample matched on IQ, and were replicated across several different stimuli. The described method facilitates the detection of meaningful patterns in complex eye tracking data. Also, the approach significantly improves visualization, which will help investigators understand, illustrate, and generate new hypotheses. En ligne : http://dx.doi.org/10.1007/s10803-013-1776-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215