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Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder / Ellen A. DOERNBERG in Journal of Autism and Developmental Disorders, 51-2 (February 2021)
[article]
Titre : Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ellen A. DOERNBERG, Auteur ; Sandra W. RUSS, Auteur ; Anastasia DIMITROPOULOS, Auteur Article en page(s) : p.576-588 Langues : Anglais (eng) Mots-clés : Affective Autism Cognitive Emotion High-functioning Intervention Pretend play School-aged Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder marked by socio-emotional deficits, and difficulties with pretend play skills. Play skills are related to processes of adaptive functioning and emotion understanding. The present pilot study implemented an in-person pretend play intervention to school-aged children (ages 6 to 9 years, intervention group?=?18, control group?=?7) diagnosed with high-functioning ASD (HF-ASD), to increase children's cognitive and affective play skills, and emotional understanding abilities. The intervention consisted of 5 weekly sessions, 15-20 minutes each. The intervention group significantly increased in imagination and cognitive play skills, which generalized to increased skills in emotional understanding. Findings demonstrate the positive impact of a short, easily facilitated, accessible play intervention for school-aged children with HF-ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04547-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.576-588[article] Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ellen A. DOERNBERG, Auteur ; Sandra W. RUSS, Auteur ; Anastasia DIMITROPOULOS, Auteur . - p.576-588.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.576-588
Mots-clés : Affective Autism Cognitive Emotion High-functioning Intervention Pretend play School-aged Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder marked by socio-emotional deficits, and difficulties with pretend play skills. Play skills are related to processes of adaptive functioning and emotion understanding. The present pilot study implemented an in-person pretend play intervention to school-aged children (ages 6 to 9 years, intervention group?=?18, control group?=?7) diagnosed with high-functioning ASD (HF-ASD), to increase children's cognitive and affective play skills, and emotional understanding abilities. The intervention consisted of 5 weekly sessions, 15-20 minutes each. The intervention group significantly increased in imagination and cognitive play skills, which generalized to increased skills in emotional understanding. Findings demonstrate the positive impact of a short, easily facilitated, accessible play intervention for school-aged children with HF-ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04547-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder / Annette ESTES in Journal of Autism and Developmental Disorders, 41-8 (August 2011)
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Titre : Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Annette ESTES, Auteur ; Vanessa RIVERA, Auteur ; Matthew BRYAN, Auteur ; Philip CALI, Auteur ; Geraldine DAWSON, Auteur Année de publication : 2011 Article en page(s) : p.1044-1052 Langues : Anglais (eng) Mots-clés : Academic achievement Autism School-aged Intellectual ability Index. décimale : PER Périodiques Résumé : Academic achievement patterns and their relationships with intellectual ability, social abilities, and problem behavior are described in a sample of 30 higher-functioning, 9-year-old children with autism spectrum disorder (ASD). Both social abilities and problem behavior have been found to be predictive of academic achievement in typically developing children but this has not been well studied in children with ASD. Participants were tested for academic achievement and intellectual ability at age 9. Problem behaviors were assessed through parent report and social functioning through teacher report at age 6 and 9. Significant discrepancies between children’s actual academic achievement and their expected achievement based on their intellectual ability were found in 27 of 30 (90%) children. Both lower than expected and higher than expected achievement was observed. Children with improved social skills at age 6 demonstrated higher levels of academic achievement, specifically word reading, at age 9. No relationship was found between children’s level of problem behavior and level of academic achievement. These results suggest that the large majority of higher-functioning children with ASD show discrepancies between actual achievement levels and levels predicted by their intellectual ability. In some cases, children are achieving higher than expected, whereas in others, they are achieving lower than expected. Improved social abilities may contribute to academic achievement. Future studies should further explore factors that can promote strong academic achievement, including studies that examine whether intervention to improve social functioning can support academic achievement in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-010-1127-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132
in Journal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1044-1052[article] Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Annette ESTES, Auteur ; Vanessa RIVERA, Auteur ; Matthew BRYAN, Auteur ; Philip CALI, Auteur ; Geraldine DAWSON, Auteur . - 2011 . - p.1044-1052.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1044-1052
Mots-clés : Academic achievement Autism School-aged Intellectual ability Index. décimale : PER Périodiques Résumé : Academic achievement patterns and their relationships with intellectual ability, social abilities, and problem behavior are described in a sample of 30 higher-functioning, 9-year-old children with autism spectrum disorder (ASD). Both social abilities and problem behavior have been found to be predictive of academic achievement in typically developing children but this has not been well studied in children with ASD. Participants were tested for academic achievement and intellectual ability at age 9. Problem behaviors were assessed through parent report and social functioning through teacher report at age 6 and 9. Significant discrepancies between children’s actual academic achievement and their expected achievement based on their intellectual ability were found in 27 of 30 (90%) children. Both lower than expected and higher than expected achievement was observed. Children with improved social skills at age 6 demonstrated higher levels of academic achievement, specifically word reading, at age 9. No relationship was found between children’s level of problem behavior and level of academic achievement. These results suggest that the large majority of higher-functioning children with ASD show discrepancies between actual achievement levels and levels predicted by their intellectual ability. In some cases, children are achieving higher than expected, whereas in others, they are achieving lower than expected. Improved social abilities may contribute to academic achievement. Future studies should further explore factors that can promote strong academic achievement, including studies that examine whether intervention to improve social functioning can support academic achievement in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-010-1127-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132 Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)—A Comprehensive Behavioral Model / Leonardo FAVA in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
[article]
Titre : Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)—A Comprehensive Behavioral Model Type de document : Texte imprimé et/ou numérique Auteurs : Leonardo FAVA, Auteur ; Stefano VICARI, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Kristin STRAUSS, Auteur Année de publication : 2012 Article en page(s) : p.1273-1288 Langues : Anglais (eng) Mots-clés : Autism Intensive Behavioral Intervention Parent inclusion Inclusive settings School-aged Index. décimale : PER Périodiques Résumé : Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it was first necessary to comprehend key variables that are common to empirically validated programs and to tailor the to the needs of older children and their families in community settings. The proposed Comprehensive Behavioral Model “Una Breccia nel Muro” (UBM) includes individualized assessment and skill building, treatment provision in inclusive setting and cross-service collaboration, parent inclusion and support, and intensive training for parents, staff as well as school teachers. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1273-1288[article] Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)—A Comprehensive Behavioral Model [Texte imprimé et/ou numérique] / Leonardo FAVA, Auteur ; Stefano VICARI, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Kristin STRAUSS, Auteur . - 2012 . - p.1273-1288.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1273-1288
Mots-clés : Autism Intensive Behavioral Intervention Parent inclusion Inclusive settings School-aged Index. décimale : PER Périodiques Résumé : Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it was first necessary to comprehend key variables that are common to empirically validated programs and to tailor the to the needs of older children and their families in community settings. The proposed Comprehensive Behavioral Model “Una Breccia nel Muro” (UBM) includes individualized assessment and skill building, treatment provision in inclusive setting and cross-service collaboration, parent inclusion and support, and intensive training for parents, staff as well as school teachers. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder / Shaun ZIEGENFUSZ in Autism & Developmental Language Impairments, 7 (January-December 2022)
[article]
Titre : A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder Type de document : Texte imprimé et/ou numérique Auteurs : Shaun ZIEGENFUSZ, Auteur ; Jessica PAYNTER, Auteur ; Beverley FLUCKIGER, Auteur ; Marleen F. WESTERVELD, Auteur Langues : Anglais (eng) Mots-clés : Developmental language disorder academic achievement school-aged Index. décimale : PER Périodiques Résumé : Background and aims The ability to communicate is a fundamental skill required to participate in school. Students with Developmental Language Disorder (DLD) have persistent and significant language difficulties that impact daily functioning. However, the impact of DLD on the academic achievement of primary and secondary school-aged students has received limited attention. Methods A systematic review of the empirical research published between 2008 and 2020 was undertaken to identify studies that have examined the academic achievement of school-aged students with DLD within curriculum areas. A total of 44 studies were identified that met inclusion criteria for review. Results Students with DLD demonstrated difficulties with academic achievement across all measured curriculum areas compared to their typically developing peers. Most studies focused on literacy skills, including reading, spelling, writing and narratives. Conclusions and implications The performance of students with DLD was heterogeneous with individual students demonstrating relative strengths in some areas of academic achievement. The implications of these results for educational practices and future research are discussed. En ligne : http://dx.doi.org/10.1177/23969415221099397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder [Texte imprimé et/ou numérique] / Shaun ZIEGENFUSZ, Auteur ; Jessica PAYNTER, Auteur ; Beverley FLUCKIGER, Auteur ; Marleen F. WESTERVELD, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : Developmental language disorder academic achievement school-aged Index. décimale : PER Périodiques Résumé : Background and aims The ability to communicate is a fundamental skill required to participate in school. Students with Developmental Language Disorder (DLD) have persistent and significant language difficulties that impact daily functioning. However, the impact of DLD on the academic achievement of primary and secondary school-aged students has received limited attention. Methods A systematic review of the empirical research published between 2008 and 2020 was undertaken to identify studies that have examined the academic achievement of school-aged students with DLD within curriculum areas. A total of 44 studies were identified that met inclusion criteria for review. Results Students with DLD demonstrated difficulties with academic achievement across all measured curriculum areas compared to their typically developing peers. Most studies focused on literacy skills, including reading, spelling, writing and narratives. Conclusions and implications The performance of students with DLD was heterogeneous with individual students demonstrating relative strengths in some areas of academic achievement. The implications of these results for educational practices and future research are discussed. En ligne : http://dx.doi.org/10.1177/23969415221099397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors / Jessica R. DYKSTRA STEINBRENNER in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
[article]
Titre : Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors Type de document : Texte imprimé et/ou numérique Auteurs : Jessica R. DYKSTRA STEINBRENNER, Auteur ; Linda R. WATSON, Auteur Année de publication : 2015 Article en page(s) : p.2392-2410 Langues : Anglais (eng) Mots-clés : Autism ASD Engagement School-aged Classroom Index. décimale : PER Périodiques Résumé : Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2406-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2392-2410[article] Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors [Texte imprimé et/ou numérique] / Jessica R. DYKSTRA STEINBRENNER, Auteur ; Linda R. WATSON, Auteur . - 2015 . - p.2392-2410.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2392-2410
Mots-clés : Autism ASD Engagement School-aged Classroom Index. décimale : PER Périodiques Résumé : Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2406-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263