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Mixed martial arts training improves social skills and lessens problem behaviors in boys with Autism Spectrum Disorder / Janice N. PHUNG in Research in Autism Spectrum Disorders, 83 (May 2021)
[article]
Titre : Mixed martial arts training improves social skills and lessens problem behaviors in boys with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Janice N. PHUNG, Auteur ; Wendy A. GOLDBERG, Auteur Article en page(s) : 101758 Langues : Anglais (eng) Mots-clés : ASD Physical exercise Martial arts Social skills Problem behaviors Index. décimale : PER Périodiques Résumé : Background Difficulties with social functioning are a defining core characteristic among children with Autism Spectrum Disorder (ASD). Fortunately, adaptive social skills can be acquired. Physical exercise has gained interest among researchers as a practical way to improve social functioning in children with ASD. The present study evaluated the effectiveness of a Mixed Martial Arts (MMA) intervention for improving social skills and lessening problematic social behaviors in school-aged boys with ASD. Method Thirty-four boys and girls (n = 28 boys, 6 girls) with ASD were randomly assigned to either a community-based MMA intervention or a Waitlist Control (WLC) condition. Randomization resulted in an intervention group of all boys. Assessments of child functioning were conducted pre- and post-intervention. The 26-session MMA intervention consisted of learning and practicing increasingly challenging motor movements in a structured class with ASD and typically-developing peers. The WLC group did not participate in any intervention between pre- and post-test. Measures of implementation fidelity were included. Results Results indicated significant interactions between group and predicted social functioning over time. Compared to the control group, parents of boys with ASD in the martial arts group reported significantly higher positive social behaviors and significantly lower negative social behaviors between pre- and post-test. Conclusions The results of this study increase our understanding of the benefits of martial arts training for boys with ASD within a community setting. Practical implications highlight the importance of providing a social component with physical exercise, helping to address the physical needs of children with ASD and perhaps conferring social benefits as well. En ligne : https://doi.org/10.1016/j.rasd.2021.101758 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446
in Research in Autism Spectrum Disorders > 83 (May 2021) . - 101758[article] Mixed martial arts training improves social skills and lessens problem behaviors in boys with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Janice N. PHUNG, Auteur ; Wendy A. GOLDBERG, Auteur . - 101758.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 83 (May 2021) . - 101758
Mots-clés : ASD Physical exercise Martial arts Social skills Problem behaviors Index. décimale : PER Périodiques Résumé : Background Difficulties with social functioning are a defining core characteristic among children with Autism Spectrum Disorder (ASD). Fortunately, adaptive social skills can be acquired. Physical exercise has gained interest among researchers as a practical way to improve social functioning in children with ASD. The present study evaluated the effectiveness of a Mixed Martial Arts (MMA) intervention for improving social skills and lessening problematic social behaviors in school-aged boys with ASD. Method Thirty-four boys and girls (n = 28 boys, 6 girls) with ASD were randomly assigned to either a community-based MMA intervention or a Waitlist Control (WLC) condition. Randomization resulted in an intervention group of all boys. Assessments of child functioning were conducted pre- and post-intervention. The 26-session MMA intervention consisted of learning and practicing increasingly challenging motor movements in a structured class with ASD and typically-developing peers. The WLC group did not participate in any intervention between pre- and post-test. Measures of implementation fidelity were included. Results Results indicated significant interactions between group and predicted social functioning over time. Compared to the control group, parents of boys with ASD in the martial arts group reported significantly higher positive social behaviors and significantly lower negative social behaviors between pre- and post-test. Conclusions The results of this study increase our understanding of the benefits of martial arts training for boys with ASD within a community setting. Practical implications highlight the importance of providing a social component with physical exercise, helping to address the physical needs of children with ASD and perhaps conferring social benefits as well. En ligne : https://doi.org/10.1016/j.rasd.2021.101758 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 Video game use and problem behaviors in boys with autism spectrum disorders / Micah O. MAZUREK in Research in Autism Spectrum Disorders, 7-2 (February 2013)
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Titre : Video game use and problem behaviors in boys with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Micah O. MAZUREK, Auteur ; Christopher R. ENGELHARDT, Auteur Année de publication : 2013 Article en page(s) : p.316-324 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Video games Problem behaviors Oppositional behavior Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) have strong preferences for screen-based media, particularly video games. Although problematic video game use has been associated with behavior problems among typically developing children, the relationship between these variables has not been previously examined among children with ASD. The current study examined the relationships between aspects of video game use and problem behaviors among a sample of 169 boys (ages 8'18) with ASD. Parents reported on their children's behavioral functioning and video game habits and preferences, including the average number of hours spent playing video games per day, preferred game types (genres), and problematic (i.e., addictive) video game play patterns. The results revealed that problematic video game use was significantly correlated with inattention and oppositional behavior. Boys who played Role-Playing games had higher levels of both problematic game use and oppositional behavior. Finally, problematic game use and Role-Playing game genre were significant predictors of oppositional behavior, even when controlling for age and amount of time spent playing video games. The results highlight the clinical importance of examining video game use patterns among children with ASD, and indicate a need for future experimental and longitudinal research in this area. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186
in Research in Autism Spectrum Disorders > 7-2 (February 2013) . - p.316-324[article] Video game use and problem behaviors in boys with autism spectrum disorders [Texte imprimé et/ou numérique] / Micah O. MAZUREK, Auteur ; Christopher R. ENGELHARDT, Auteur . - 2013 . - p.316-324.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-2 (February 2013) . - p.316-324
Mots-clés : Autism spectrum disorder Video games Problem behaviors Oppositional behavior Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) have strong preferences for screen-based media, particularly video games. Although problematic video game use has been associated with behavior problems among typically developing children, the relationship between these variables has not been previously examined among children with ASD. The current study examined the relationships between aspects of video game use and problem behaviors among a sample of 169 boys (ages 8'18) with ASD. Parents reported on their children's behavioral functioning and video game habits and preferences, including the average number of hours spent playing video games per day, preferred game types (genres), and problematic (i.e., addictive) video game play patterns. The results revealed that problematic video game use was significantly correlated with inattention and oppositional behavior. Boys who played Role-Playing games had higher levels of both problematic game use and oppositional behavior. Finally, problematic game use and Role-Playing game genre were significant predictors of oppositional behavior, even when controlling for age and amount of time spent playing video games. The results highlight the clinical importance of examining video game use patterns among children with ASD, and indicate a need for future experimental and longitudinal research in this area. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186 Emotion Coregulation Processes between Mothers and their Children With and Without Autism Spectrum Disorder: Associations with Children's Maladaptive Behaviors / V. VALENTOVICH in Journal of Autism and Developmental Disorders, 48-4 (April 2018)
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Titre : Emotion Coregulation Processes between Mothers and their Children With and Without Autism Spectrum Disorder: Associations with Children's Maladaptive Behaviors Type de document : Texte imprimé et/ou numérique Auteurs : V. VALENTOVICH, Auteur ; W. A. GOLDBERG, Auteur ; D. R. GARFIN, Auteur ; Y. GUO, Auteur Article en page(s) : p.1235-1248 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Emotion regulation Parenting Problem behaviors Index. décimale : PER Périodiques Résumé : A dyadic microanalysis approach was used to examine emotion coregulation processes in mother-child interactions in relation to children's maladaptive behaviors. Seventy-two mother-child dyads (46 children with Autism Spectrum Disorder (ASD); 26 neurotypical children) were previously videotaped in a semi-structured play procedure at home and mothers reported on children's internalizing and externalizing behaviors. Mother-child interactions were reliably coded in 5-second intervals and analyzed using Space State Grid software. Regression analyses supported moderation, whereby greater dyadic flexibility and more mutual-positive engagements were significantly associated with lower levels of maladaptive outcomes for children with ASD. Results have implications for initiating positive interactions and promoting effective parenting that help improve behavior in young children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3375-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352
in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1235-1248[article] Emotion Coregulation Processes between Mothers and their Children With and Without Autism Spectrum Disorder: Associations with Children's Maladaptive Behaviors [Texte imprimé et/ou numérique] / V. VALENTOVICH, Auteur ; W. A. GOLDBERG, Auteur ; D. R. GARFIN, Auteur ; Y. GUO, Auteur . - p.1235-1248.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1235-1248
Mots-clés : Autism spectrum disorders Emotion regulation Parenting Problem behaviors Index. décimale : PER Périodiques Résumé : A dyadic microanalysis approach was used to examine emotion coregulation processes in mother-child interactions in relation to children's maladaptive behaviors. Seventy-two mother-child dyads (46 children with Autism Spectrum Disorder (ASD); 26 neurotypical children) were previously videotaped in a semi-structured play procedure at home and mothers reported on children's internalizing and externalizing behaviors. Mother-child interactions were reliably coded in 5-second intervals and analyzed using Space State Grid software. Regression analyses supported moderation, whereby greater dyadic flexibility and more mutual-positive engagements were significantly associated with lower levels of maladaptive outcomes for children with ASD. Results have implications for initiating positive interactions and promoting effective parenting that help improve behavior in young children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3375-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 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)
[article]
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 Meta-analysis of effectiveness of parent-mediated telehealth interventions in children with Autism spectrum disorder / Chieh-Yu PAN in Research in Autism Spectrum Disorders, 107 (September 2023)
PermalinkBehavioral problems in children with autism spectrum disorder with and without co-occurring intellectual disability / Margaret KURZIUS-SPENCER in Research in Autism Spectrum Disorders, 56 (December 2018)
PermalinkChronic, increasing, and decreasing peer victimization trajectories and the development of externalizing and internalizing problems in middle childhood / Haoran LI ; Anjali CHAUDHARY ; Wen LUO ; Rebecca J. BROOKER in Development and Psychopathology, 35-4 (October 2023)
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