23 recherche sur le mot-clé 'Pilot Projects'

Attention training in children with autism spectrum disorder improves academic performance: A double-blind pilot application of the computerized progressive attentional training program / M. M. SPANIOL in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1769-1776 Titre : Attention training in children with autism spectrum disorder improves academic performance: A double-blind pilot application of the computerized progressive attentional training program Type de document : Texte imprimé et/ou numérique Auteurs : M. M. SPANIOL, Auteur ; C. MEVORACH, Auteur ; L. SHALEV, Auteur ; Mctv TEIXEIRA, Auteur ; R. LOWENTHAL, Auteur ; C. S. DE PAULA, Auteur Article en page(s) : p.1769-1776 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder with Hyperactivity/therapy  Autism Spectrum Disorder/complications/therapy  Brazil  Child  Humans  Pilot Projects  Reading  attention  autism spectrum disorders  cognitive training  intervention  school performance Index. décimale : PER Périodiques Résumé : Atypical attention has been reported in individuals with autism spectrum disorder (ASD) with studies pointing to an increase in attention deficit and hyperactivity disorder-like symptomatology. Individuals with ASD may also present academic difficulties and it is possible that they face a double-barrier for academic attainment from both core ASD symptomatology and from attention atypicalities, which are directly linked to academic performance. This raises the possibility that academic difficulties in ASD may benefit from cognitive training targeting attention. To test this possibility, we used the computerized progressive attentional training (CPAT) intervention in a double-blind, active control with follow-up intervention study in Brazil. The CPAT is a computerized attention training program that was recently piloted with schoolchildren with ASD in the UK. Twenty-six participants (8-14?years) with ASD in the São Paulo's ASD Reference Unit were assigned to either the CPAT (n = 14) or active control group (n = 12), which were matched at baseline. Two 45-min intervention sessions per week were conducted over a 2-month period. School performance, attention, fluid intelligence, and behavior were assessed before, immediately after and 3 months following the intervention. Significant group by time interactions show improvements in math, reading, writing and attention that were maintained at follow-up for the CPAT (but not the active control) group, while parents of children from both groups tended to report behavioral improvements. We conclude that attention training has the potential to reduce obstacles for academic attainment in ASD. Combined with the previous pilot study, the current results point to the generality of the approach, which leads to similar outcomes in different cultural and social contexts. LAY ABSTRACT: Attention difficulties tend to occur in ASD and are linked to academic performance. In this study, we demonstrate that school performance in math, reading and writing in children with ASD can improve following an intervention that trains basic attention skills (the CPAT intervention). The improvements we report are stable and were maintained 3-months following the intervention. This study, which was conducted in a public-health setting in Brazil, extends previous research in schools in the UK pointing to the cross-cultural and cross-settings efficacy of the intervention. En ligne : http://dx.doi.org/10.1002/aur.2566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Attention training in children with autism spectrum disorder improves academic performance: A double-blind pilot application of the computerized progressive attentional training program [Texte imprimé et/ou numérique] / M. M. SPANIOL, Auteur ; C. MEVORACH, Auteur ; L. SHALEV, Auteur ; Mctv TEIXEIRA, Auteur ; R. LOWENTHAL, Auteur ; C. S. DE PAULA, Auteur . - p.1769-1776. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1769-1776 Mots-clés : Attention Deficit Disorder with Hyperactivity/therapy  Autism Spectrum Disorder/complications/therapy  Brazil  Child  Humans  Pilot Projects  Reading  attention  autism spectrum disorders  cognitive training  intervention  school performance Index. décimale : PER Périodiques Résumé : Atypical attention has been reported in individuals with autism spectrum disorder (ASD) with studies pointing to an increase in attention deficit and hyperactivity disorder-like symptomatology. Individuals with ASD may also present academic difficulties and it is possible that they face a double-barrier for academic attainment from both core ASD symptomatology and from attention atypicalities, which are directly linked to academic performance. This raises the possibility that academic difficulties in ASD may benefit from cognitive training targeting attention. To test this possibility, we used the computerized progressive attentional training (CPAT) intervention in a double-blind, active control with follow-up intervention study in Brazil. The CPAT is a computerized attention training program that was recently piloted with schoolchildren with ASD in the UK. Twenty-six participants (8-14?years) with ASD in the São Paulo's ASD Reference Unit were assigned to either the CPAT (n = 14) or active control group (n = 12), which were matched at baseline. Two 45-min intervention sessions per week were conducted over a 2-month period. School performance, attention, fluid intelligence, and behavior were assessed before, immediately after and 3 months following the intervention. Significant group by time interactions show improvements in math, reading, writing and attention that were maintained at follow-up for the CPAT (but not the active control) group, while parents of children from both groups tended to report behavioral improvements. We conclude that attention training has the potential to reduce obstacles for academic attainment in ASD. Combined with the previous pilot study, the current results point to the generality of the approach, which leads to similar outcomes in different cultural and social contexts. LAY ABSTRACT: Attention difficulties tend to occur in ASD and are linked to academic performance. In this study, we demonstrate that school performance in math, reading and writing in children with ASD can improve following an intervention that trains basic attention skills (the CPAT intervention). The improvements we report are stable and were maintained 3-months following the intervention. This study, which was conducted in a public-health setting in Brazil, extends previous research in schools in the UK pointing to the cross-cultural and cross-settings efficacy of the intervention. En ligne : http://dx.doi.org/10.1002/aur.2566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Brief report: Changes in quality of life and social functioning during vocational program - a pilot study of autistic adults / Michelle R. KANDALAFT in Journal of Autism and Developmental Disorders, 51-10 (October 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3774-3781 Titre : Brief report: Changes in quality of life and social functioning during vocational program - a pilot study of autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Michelle R. KANDALAFT, Auteur ; Kilee M. DEBRABANDER, Auteur Article en page(s) : p.3774-3781 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder  Autistic Disorder  Humans  Pilot Projects  Quality of Life  Social Interaction  Surveys and Questionnaires  Asd  Autism  Social functioning  Vocational program Index. décimale : PER Périodiques Résumé : BACKGROUND: Quality of life (QoL), social-emotional and occupational functioning are often diminished in young autistic adults. Measuring these constructs as vocational training outcomes may inform future programming and relevancy of measures. METHODS: This pilot study analyzed changes in social-emotional functioning and QoL during the involvement at a vocational program for autistic adults using the WHOQOL-BREF, a modified version of the Birchwood- Social Functioning Scale (SFS-m) and a piloted measure. Participants completed these self-reported questionnaires upon admission and at 3 months. RESULTS: Significant change was found on the SFS-m and two WHOQOL-BREF domains: psychological and environmental. CONCLUSIONS: This pilot study suggests that autistic adults, similar in characterization, can self-report using these QoL and social measures; further, these measures are sensitive to certain changes over time in such group programs. En ligne : http://dx.doi.org/10.1007/s10803-020-04821-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Brief report: Changes in quality of life and social functioning during vocational program - a pilot study of autistic adults [Texte imprimé et/ou numérique] / Michelle R. KANDALAFT, Auteur ; Kilee M. DEBRABANDER, Auteur . - p.3774-3781. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3774-3781 Mots-clés : Adult  Autism Spectrum Disorder  Autistic Disorder  Humans  Pilot Projects  Quality of Life  Social Interaction  Surveys and Questionnaires  Asd  Autism  Social functioning  Vocational program Index. décimale : PER Périodiques Résumé : BACKGROUND: Quality of life (QoL), social-emotional and occupational functioning are often diminished in young autistic adults. Measuring these constructs as vocational training outcomes may inform future programming and relevancy of measures. METHODS: This pilot study analyzed changes in social-emotional functioning and QoL during the involvement at a vocational program for autistic adults using the WHOQOL-BREF, a modified version of the Birchwood- Social Functioning Scale (SFS-m) and a piloted measure. Participants completed these self-reported questionnaires upon admission and at 3 months. RESULTS: Significant change was found on the SFS-m and two WHOQOL-BREF domains: psychological and environmental. CONCLUSIONS: This pilot study suggests that autistic adults, similar in characterization, can self-report using these QoL and social measures; further, these measures are sensitive to certain changes over time in such group programs. En ligne : http://dx.doi.org/10.1007/s10803-020-04821-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Brief Report: A Pilot Study Examining the Effects of PEERS® for Adolescents Telehealth for Autistic Adolescents / Elyse J. ADLER in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5491-5499 Titre : Brief Report: A Pilot Study Examining the Effects of PEERS® for Adolescents Telehealth for Autistic Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Elyse J. ADLER, Auteur ; Hillary K. SCHILTZ, Auteur ; Danielle M. GLAD, Auteur ; Sarah A. LEHMAN, Auteur ; Sara K. PARDEJ, Auteur ; Rachel E. STANLEY, Auteur ; Amy V. VAN HECKE, Auteur Année de publication : 2022 Article en page(s) : p.5491-5499 Langues : Anglais (eng) Mots-clés : Adolescent  Humans  Pilot Projects  Autistic Disorder/therapy  Autism Spectrum Disorder  Pandemics  covid-19  Telemedicine  Autism  Autistic  Covid-19  Peers®  Social skills  Telehealth Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic sparked a worldwide transition to providing online services overnight, highlighting the urgent need for empirically supported telehealth interventions. The current study examined the effects of PEERS® for Adolescents Telehealth, an adaptation from the original social skills intervention developed for in-person provision, among 22 autistic adolescents and their caregivers. To evaluate the intervention, caregivers completed questionnaires assessing core autistic features and frequency of get-togethers. Adolescents completed questionnaires measuring social knowledge and frequency of get-togethers. Improvements in social skills knowledge, increased get-togethers, and decreased core autistic symptoms were evident. Preliminary results suggest PEERS® for Adolescents Telehealth improves social competence, as found for the in-person version. Further research exploring the equivalence of telehealth to in-person social skills intervention is recommended. En ligne : http://dx.doi.org/10.1007/s10803-022-05666-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Brief Report: A Pilot Study Examining the Effects of PEERS® for Adolescents Telehealth for Autistic Adolescents [Texte imprimé et/ou numérique] / Elyse J. ADLER, Auteur ; Hillary K. SCHILTZ, Auteur ; Danielle M. GLAD, Auteur ; Sarah A. LEHMAN, Auteur ; Sara K. PARDEJ, Auteur ; Rachel E. STANLEY, Auteur ; Amy V. VAN HECKE, Auteur . - 2022 . - p.5491-5499. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5491-5499 Mots-clés : Adolescent  Humans  Pilot Projects  Autistic Disorder/therapy  Autism Spectrum Disorder  Pandemics  covid-19  Telemedicine  Autism  Autistic  Covid-19  Peers®  Social skills  Telehealth Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic sparked a worldwide transition to providing online services overnight, highlighting the urgent need for empirically supported telehealth interventions. The current study examined the effects of PEERS® for Adolescents Telehealth, an adaptation from the original social skills intervention developed for in-person provision, among 22 autistic adolescents and their caregivers. To evaluate the intervention, caregivers completed questionnaires assessing core autistic features and frequency of get-togethers. Adolescents completed questionnaires measuring social knowledge and frequency of get-togethers. Improvements in social skills knowledge, increased get-togethers, and decreased core autistic symptoms were evident. Preliminary results suggest PEERS® for Adolescents Telehealth improves social competence, as found for the in-person version. Further research exploring the equivalence of telehealth to in-person social skills intervention is recommended. En ligne : http://dx.doi.org/10.1007/s10803-022-05666-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Can a Community-Based Football Program Benefit Motor Ability in Children with Autism Spectrum Disorder? A Pilot Evaluation Considering the Role of Social Impairments / K. HOWELLS in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.402-413 Titre : Can a Community-Based Football Program Benefit Motor Ability in Children with Autism Spectrum Disorder? A Pilot Evaluation Considering the Role of Social Impairments Type de document : Texte imprimé et/ou numérique Auteurs : K. HOWELLS, Auteur ; C. SIVARATNAM, Auteur ; E. LINDOR, Auteur ; J. HE, Auteur ; C. HYDE, Auteur ; J. MCGILLIVRAY, Auteur ; R. B. WILSON, Auteur ; Nicole J. RINEHART, Auteur Article en page(s) : p.402-413 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Football  Humans  Motor Skills  Pilot Projects  Soccer  Autism spectrum disorders  Community-based  Motor ability  Organised physical activity  Social skills Index. décimale : PER Périodiques Résumé : This non-randomised pilot study evaluated the impact of a community football program on motor ability in children aged 5-12 years with autism spectrum disorder. Sixteen children were evaluated at baseline-and-post attendance in a football program for a varied number of weeks and compared to 19 children engaging in treatment-as-usual. Primary analyses indicated a statistically significant increase in total MABC-2, aiming and catching, and balance scores for the intervention group, with no changes in scores in the comparison group. There were no changes in manual dexterity across either group. At a between group level, the changes in aiming and catching scores were significantly greater for the intervention group. Further analyses highlighted the potential importance of social impairments regarding aiming and catching. En ligne : http://dx.doi.org/10.1007/s10803-021-04933-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Can a Community-Based Football Program Benefit Motor Ability in Children with Autism Spectrum Disorder? A Pilot Evaluation Considering the Role of Social Impairments [Texte imprimé et/ou numérique] / K. HOWELLS, Auteur ; C. SIVARATNAM, Auteur ; E. LINDOR, Auteur ; J. HE, Auteur ; C. HYDE, Auteur ; J. MCGILLIVRAY, Auteur ; R. B. WILSON, Auteur ; Nicole J. RINEHART, Auteur . - p.402-413. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.402-413 Mots-clés : Autism Spectrum Disorder  Child  Football  Humans  Motor Skills  Pilot Projects  Soccer  Autism spectrum disorders  Community-based  Motor ability  Organised physical activity  Social skills Index. décimale : PER Périodiques Résumé : This non-randomised pilot study evaluated the impact of a community football program on motor ability in children aged 5-12 years with autism spectrum disorder. Sixteen children were evaluated at baseline-and-post attendance in a football program for a varied number of weeks and compared to 19 children engaging in treatment-as-usual. Primary analyses indicated a statistically significant increase in total MABC-2, aiming and catching, and balance scores for the intervention group, with no changes in scores in the comparison group. There were no changes in manual dexterity across either group. At a between group level, the changes in aiming and catching scores were significantly greater for the intervention group. Further analyses highlighted the potential importance of social impairments regarding aiming and catching. En ligne : http://dx.doi.org/10.1007/s10803-021-04933-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Cerebellar Transcranial Direct Current Stimulation in Children with Developmental Coordination Disorder: A Randomized, Double-Blind, Sham-Controlled Pilot Study / Haifa AKREMI in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3202-3213 Titre : Cerebellar Transcranial Direct Current Stimulation in Children with Developmental Coordination Disorder: A Randomized, Double-Blind, Sham-Controlled Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Haifa AKREMI, Auteur ; Raphaël HAMEL, Auteur ; Anne DUMAS, Auteur ; Chantal CAMDEN, Auteur ; Hélène CORRIVEAU, Auteur ; Jean-François LEPAGE, Auteur Article en page(s) : p.3202-3213 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Cerebellum  Child  Double-Blind Method  Humans  Motor Skills Disorders/therapy  Pilot Projects  Transcranial Direct Current Stimulation/methods  Motor learning  Neurodevelopmental disorders  Neurostimulation  Transcranial direct current stimulation (tDCS) Index. décimale : PER Périodiques Résumé : Evidence-based therapeutic options for children with developmental coordination disorder (DCD) are scarce. This work explored the effects of cerebellar anodal transcranial direct current stimulation (atDCS) on three 48 h-apart motor sequence learning and upper limb coordination sessions in children with DCD. The results revealed that, as compared to a Sham intervention (n=10), cerebellar atDCS (n=10) did not meaningfully improve execution speed but tended to reduce the number of execution errors during motor sequence learning. However, cerebellar atDCS did neither meaningfully influence offline learning nor upper limb coordination, suggesting that atDCS' effects are circumscribed to its application duration. These results suggest that cerebellar atDCS could have beneficial effects as a complementary therapeutic tool for children with DCD. En ligne : http://dx.doi.org/10.1007/s10803-021-05202-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Cerebellar Transcranial Direct Current Stimulation in Children with Developmental Coordination Disorder: A Randomized, Double-Blind, Sham-Controlled Pilot Study [Texte imprimé et/ou numérique] / Haifa AKREMI, Auteur ; Raphaël HAMEL, Auteur ; Anne DUMAS, Auteur ; Chantal CAMDEN, Auteur ; Hélène CORRIVEAU, Auteur ; Jean-François LEPAGE, Auteur . - p.3202-3213. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3202-3213 Mots-clés : Autism Spectrum Disorder  Cerebellum  Child  Double-Blind Method  Humans  Motor Skills Disorders/therapy  Pilot Projects  Transcranial Direct Current Stimulation/methods  Motor learning  Neurodevelopmental disorders  Neurostimulation  Transcranial direct current stimulation (tDCS) Index. décimale : PER Périodiques Résumé : Evidence-based therapeutic options for children with developmental coordination disorder (DCD) are scarce. This work explored the effects of cerebellar anodal transcranial direct current stimulation (atDCS) on three 48 h-apart motor sequence learning and upper limb coordination sessions in children with DCD. The results revealed that, as compared to a Sham intervention (n=10), cerebellar atDCS (n=10) did not meaningfully improve execution speed but tended to reduce the number of execution errors during motor sequence learning. However, cerebellar atDCS did neither meaningfully influence offline learning nor upper limb coordination, suggesting that atDCS' effects are circumscribed to its application duration. These results suggest that cerebellar atDCS could have beneficial effects as a complementary therapeutic tool for children with DCD. En ligne : http://dx.doi.org/10.1007/s10803-021-05202-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Characterization of Special Interests in Autism Spectrum Disorder: A Brief Review and Pilot Study Using the Special Interests Survey / Kerri P. NOWELL in Journal of Autism and Developmental Disorders, 51-8 (August 2021)  

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Effect of a Focused Social and Communication Intervention on Preterm Children with ASD: A Pilot Study / Álvaro BEJARANO-MARTÍN in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

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How Do Physical Activity and Sedentary Behaviour Affect Motor Competence in Children with Autism Spectrum Disorder Compared to Typically Developing Children: A Pilot Study / S. THOMAS in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

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Peer Experiences of Military Spouses with Children with Autism in a Distance Peer Mentoring Program: A Pilot Study / J. M. D. KREMKOW in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

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A Pilot Randomized Controlled Trial of a Daily Living Skills Intervention for Adolescents with Autism / A. DUNCAN in Journal of Autism and Developmental Disorders, 52-2 (February 2022)  

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