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An Exploration of Law Enforcement Officers' Training Needs and Interactions with Individuals with Autism Spectrum Disorder / Kirsten S. RAILEY in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
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Titre : An Exploration of Law Enforcement Officers' Training Needs and Interactions with Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten S. RAILEY, Auteur ; Joy BOWERS-CAMPBELL, Auteur ; Abigail M. A. LOVE, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.101-117 Langues : Anglais (eng) Mots-clés : Autism Grounded theory Interactions Knowledge Law enforcement Police officer Training Index. décimale : PER Périodiques Résumé : Semi-structured interviews were employed to (a) characterize LEOs' knowledge of ASD, (b) understand interactions between LEOs and individuals with ASD, and (c) identify training needs to prepare LEOs for interactions with the ASD community. Researchers utilized a constructivist grounded theory approach to analyze data from 17 participants: (a) six LEOs, (b) six adults with ASD, and (c) five caregivers. Common themes included the (a) potential for misinterpretations of behavior of individuals with ASD; (b) helpfulness of an identification system/symbol for ASD; (c) need for interactive, mandatory training unique to LEOs' needs; and, (d) importance of building community connections between LEOs and individuals with ASD. Findings are discussed within the context of previous research related to law enforcement and ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04227-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.101-117[article] An Exploration of Law Enforcement Officers' Training Needs and Interactions with Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kirsten S. RAILEY, Auteur ; Joy BOWERS-CAMPBELL, Auteur ; Abigail M. A. LOVE, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.101-117.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.101-117
Mots-clés : Autism Grounded theory Interactions Knowledge Law enforcement Police officer Training Index. décimale : PER Périodiques Résumé : Semi-structured interviews were employed to (a) characterize LEOs' knowledge of ASD, (b) understand interactions between LEOs and individuals with ASD, and (c) identify training needs to prepare LEOs for interactions with the ASD community. Researchers utilized a constructivist grounded theory approach to analyze data from 17 participants: (a) six LEOs, (b) six adults with ASD, and (c) five caregivers. Common themes included the (a) potential for misinterpretations of behavior of individuals with ASD; (b) helpfulness of an identification system/symbol for ASD; (c) need for interactive, mandatory training unique to LEOs' needs; and, (d) importance of building community connections between LEOs and individuals with ASD. Findings are discussed within the context of previous research related to law enforcement and ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04227-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 Du concept de dialogue tonique au concept d’interactions Emotions et polysensorialité / Bernard GOLSE in Thérapie psychomotrice et recherches, 162 (2010)
[article]
Titre : Du concept de dialogue tonique au concept d’interactions Emotions et polysensorialité Type de document : Texte imprimé et/ou numérique Auteurs : Bernard GOLSE, Auteur Année de publication : 2010 Article en page(s) : p.6-17 Langues : Français (fre) Mots-clés : Bébé Dialogue tonique Emotions Figurations présymboliques Interactions Polysensorialité Index. décimale : PER Périodiques Résumé : Après avoir retracé les étapes du mouvement des idées qui ont mené du concept de dialogue tonique à celui d’interactions, ce travail se propose d’envisager les liens qui existent entre le registre des émotions et celui de la polysensorialité, avant de montrer comment les fonctionnements dépressifs et autistiques du bébé renvoient, quoique de manière différente, à une altération du rassemblement des flux sensoriels en provenance de l’objet. Le corps, et donc l’approche psychomotrice du bébé, se trouvent ici au premier plan de la réflexion. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117
in Thérapie psychomotrice et recherches > 162 (2010) . - p.6-17[article] Du concept de dialogue tonique au concept d’interactions Emotions et polysensorialité [Texte imprimé et/ou numérique] / Bernard GOLSE, Auteur . - 2010 . - p.6-17.
Langues : Français (fre)
in Thérapie psychomotrice et recherches > 162 (2010) . - p.6-17
Mots-clés : Bébé Dialogue tonique Emotions Figurations présymboliques Interactions Polysensorialité Index. décimale : PER Périodiques Résumé : Après avoir retracé les étapes du mouvement des idées qui ont mené du concept de dialogue tonique à celui d’interactions, ce travail se propose d’envisager les liens qui existent entre le registre des émotions et celui de la polysensorialité, avant de montrer comment les fonctionnements dépressifs et autistiques du bébé renvoient, quoique de manière différente, à une altération du rassemblement des flux sensoriels en provenance de l’objet. Le corps, et donc l’approche psychomotrice du bébé, se trouvent ici au premier plan de la réflexion. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 Gene by environment interactions influencing reading disability and the inattentive symptom dimension of attention deficit/hyperactivity disorder / Jenni ROSENBERG in Journal of Child Psychology and Psychiatry, 53-3 (March 2012)
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Titre : Gene by environment interactions influencing reading disability and the inattentive symptom dimension of attention deficit/hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jenni ROSENBERG, Auteur ; Bruce F. PENNINGTON, Auteur ; Erik G. WILLCUTT, Auteur ; Richard K. OLSON, Auteur Année de publication : 2012 Article en page(s) : p.243-251 Langues : Anglais (eng) Mots-clés : Gene environment interactions reading disability attention deficit/hyperactivity disorder bioecological diathesis-stress Index. décimale : PER Périodiques Résumé : Background: Reading disability (RD) and attention deficit/hyperactivity disorder (ADHD) are comorbid and genetically correlated, especially the inattentive dimension of ADHD (ADHD-I). However, previous research indicates that RD and ADHD enter into opposite gene by environment (G × E) interactions. Methods: This study used behavioral genetic methods to replicate these opposite G × E interactions in a sample of same-sex monozygotic and dizygotic twin pairs from the Colorado Learning Disabilities Research Center (CLDRC; DeFries et al., 1997) and to test a genetic hypothesis for why these opposite interactions occur. Results: We replicated opposite G × E interactions for RD (bioecological) and ADHD-I (diathesis-stress) with parental education in the same sample of participants. The genetic hypothesis for this opposite pattern of interactions is that only genes specific to each disorder enter into these opposite interactions, not the shared genes underlying their comorbidity. To test this hypothesis, we used single models with an exploratory three-way interaction, in which the G × E interactions for each disorder were moderated by comorbidity. Neither three-way interaction was significant. The heritability of RD did not vary as a function of parental education and ADHD-I. Similarly, the heritability of ADHD-I did not vary as a function of parental education and RD. Conclusions: We documented opposite G × E interactions in RD and ADHD-I in the same overall twin sample, but the explanation for this apparent paradox remains unclear. Examining specific genes and more specific environmental factors may help resolve the paradox. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02452.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152
in Journal of Child Psychology and Psychiatry > 53-3 (March 2012) . - p.243-251[article] Gene by environment interactions influencing reading disability and the inattentive symptom dimension of attention deficit/hyperactivity disorder [Texte imprimé et/ou numérique] / Jenni ROSENBERG, Auteur ; Bruce F. PENNINGTON, Auteur ; Erik G. WILLCUTT, Auteur ; Richard K. OLSON, Auteur . - 2012 . - p.243-251.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-3 (March 2012) . - p.243-251
Mots-clés : Gene environment interactions reading disability attention deficit/hyperactivity disorder bioecological diathesis-stress Index. décimale : PER Périodiques Résumé : Background: Reading disability (RD) and attention deficit/hyperactivity disorder (ADHD) are comorbid and genetically correlated, especially the inattentive dimension of ADHD (ADHD-I). However, previous research indicates that RD and ADHD enter into opposite gene by environment (G × E) interactions. Methods: This study used behavioral genetic methods to replicate these opposite G × E interactions in a sample of same-sex monozygotic and dizygotic twin pairs from the Colorado Learning Disabilities Research Center (CLDRC; DeFries et al., 1997) and to test a genetic hypothesis for why these opposite interactions occur. Results: We replicated opposite G × E interactions for RD (bioecological) and ADHD-I (diathesis-stress) with parental education in the same sample of participants. The genetic hypothesis for this opposite pattern of interactions is that only genes specific to each disorder enter into these opposite interactions, not the shared genes underlying their comorbidity. To test this hypothesis, we used single models with an exploratory three-way interaction, in which the G × E interactions for each disorder were moderated by comorbidity. Neither three-way interaction was significant. The heritability of RD did not vary as a function of parental education and ADHD-I. Similarly, the heritability of ADHD-I did not vary as a function of parental education and RD. Conclusions: We documented opposite G × E interactions in RD and ADHD-I in the same overall twin sample, but the explanation for this apparent paradox remains unclear. Examining specific genes and more specific environmental factors may help resolve the paradox. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02452.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 Surdité, langage et fonctions cognitives : des interactions étroites / A. COLLEAU in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 74-75 (Décembre 2003)
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Titre : Surdité, langage et fonctions cognitives : des interactions étroites Type de document : Texte imprimé et/ou numérique Auteurs : A. COLLEAU, Auteur ; Annie DUMONT, Auteur Année de publication : 2003 Article en page(s) : p.232-236 Langues : Français (fre) Mots-clés : Surdité Langage Fonctions cognitives Evaluation Interactions Index. décimale : PER Périodiques Résumé : Le langage occupe toujours une large place dans la recherche. La progression des connaissances a permis de mettre en évidence les fonctions cognitives interagissant avec le langage. L’objectif de notre étude est de connaître les processus cognitifs impliqués dans l’évaluation de l’enfant sourd appareillé et implanté. Au vu des résultats, nous avons observé que quel que soit l’appareillage,les compétences cognitives et les compétences linguistiques sont corrélées. Toutefois, la mémoire
de travail paraît plus opérante chez les sujets implantés grâce au rétablissement du contrôle audiophonatoire via l’implant. De plus, nous observons les mêmes interactions entre mémoire de
travail et mémoire à long terme chez les sujets normo-entendants et chez les sujets implantés.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=196
in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 74-75 (Décembre 2003) . - p.232-236[article] Surdité, langage et fonctions cognitives : des interactions étroites [Texte imprimé et/ou numérique] / A. COLLEAU, Auteur ; Annie DUMONT, Auteur . - 2003 . - p.232-236.
Langues : Français (fre)
in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 74-75 (Décembre 2003) . - p.232-236
Mots-clés : Surdité Langage Fonctions cognitives Evaluation Interactions Index. décimale : PER Périodiques Résumé : Le langage occupe toujours une large place dans la recherche. La progression des connaissances a permis de mettre en évidence les fonctions cognitives interagissant avec le langage. L’objectif de notre étude est de connaître les processus cognitifs impliqués dans l’évaluation de l’enfant sourd appareillé et implanté. Au vu des résultats, nous avons observé que quel que soit l’appareillage,les compétences cognitives et les compétences linguistiques sont corrélées. Toutefois, la mémoire
de travail paraît plus opérante chez les sujets implantés grâce au rétablissement du contrôle audiophonatoire via l’implant. De plus, nous observons les mêmes interactions entre mémoire de
travail et mémoire à long terme chez les sujets normo-entendants et chez les sujets implantés.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=196 The effect of a script-fading procedure on social interactions among young children with autism / Alison M. WICHNICK-GILLIS in Research in Autism Spectrum Disorders, 26 (June 2016)
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Titre : The effect of a script-fading procedure on social interactions among young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. WICHNICK-GILLIS, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.1-9 Langues : Anglais (eng) Mots-clés : Autism Script fading Interactions Social skills Generalization Index. décimale : PER Périodiques Résumé : AbstractBackground Autism is a disorder characterized by a severe deficit in social-interaction skills. The script-fading procedure is an effective behavior-analytic strategy for teaching social-interaction skills to people with autism. Within the script-fading literature, however, few researchers have established cues in the natural environment as the discriminative stimuli for social interactions. Method The purpose of this study was to replicate the script-fading procedure used by Brown, Krantz, McClannahan, and Poulson (2008) to teach children with autism to interact with each other, and to assess generalization across untrained stimuli. The three participants, ages 6–9 years, demonstrated deficits in peer-interaction skills. Results During the baseline condition, the participants either did not interact with one another or emitted a variable and unreliable number of interactions. With the introduction of the script-fading procedure, however, interactions increased systematically. Moreover, stimulus generalization data indicated that the script-fading procedure effectively transferred the discriminative control for interacting from the scripts to stimuli in the natural environment. Conclusions These findings demonstrated the effectiveness of the script-fading procedure in teaching children with autism to interact with their peers. In addition, this study showed that establishing cues in the natural environment as discriminative stimuli for social interactions is a successful strategy to teach social-interaction skills to people with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285
in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.1-9[article] The effect of a script-fading procedure on social interactions among young children with autism [Texte imprimé et/ou numérique] / Alison M. WICHNICK-GILLIS, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur . - p.1-9.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.1-9
Mots-clés : Autism Script fading Interactions Social skills Generalization Index. décimale : PER Périodiques Résumé : AbstractBackground Autism is a disorder characterized by a severe deficit in social-interaction skills. The script-fading procedure is an effective behavior-analytic strategy for teaching social-interaction skills to people with autism. Within the script-fading literature, however, few researchers have established cues in the natural environment as the discriminative stimuli for social interactions. Method The purpose of this study was to replicate the script-fading procedure used by Brown, Krantz, McClannahan, and Poulson (2008) to teach children with autism to interact with each other, and to assess generalization across untrained stimuli. The three participants, ages 6–9 years, demonstrated deficits in peer-interaction skills. Results During the baseline condition, the participants either did not interact with one another or emitted a variable and unreliable number of interactions. With the introduction of the script-fading procedure, however, interactions increased systematically. Moreover, stimulus generalization data indicated that the script-fading procedure effectively transferred the discriminative control for interacting from the scripts to stimuli in the natural environment. Conclusions These findings demonstrated the effectiveness of the script-fading procedure in teaching children with autism to interact with their peers. In addition, this study showed that establishing cues in the natural environment as discriminative stimuli for social interactions is a successful strategy to teach social-interaction skills to people with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 L’accueil de l’enfant et de ses parents par 1 assistante maternelle: quelles pratiques professionnelles mettre en oeuvre? / Anne-Marie DOUCET-DAHLGREN in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 112-113 (Mai-Juin 2011)
PermalinkLa communication gestuelle chez le jeune entant: prérequis et(ou précurseur du langage ? / Michèle GUIDETTI in Rééducation Orthophonique, 246 (Juin 2011)
PermalinkSynergic effect of GSTP1 and blood manganese concentrations in Autism Spectrum Disorder / Mohammad H. RAHBAR in Research in Autism Spectrum Disorders, 18 (October 2015)
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