10 recherche sur le mot-clé 'School-aged children'

Assessing the Minimally Verbal School-Aged Child With Autism Spectrum Disorder / Connie KASARI in Autism Research, 6-6 (December 2013)  

Public ISBD [article]  inAutism Research > 6-6 (December 2013) . - p.479-493 Titre : Assessing the Minimally Verbal School-Aged Child With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Nancy C. BRADY, Auteur ; Catherine LORD, Auteur ; Helen TAGER-FLUSBERG, Auteur Année de publication : 2013 Article en page(s) : p.479-493 Langues : Anglais (eng) Mots-clés : minimally verbal  school-aged children  assessment  communication Index. décimale : PER Périodiques Résumé : This paper addresses the issue of assessing communication, language, and associated cognitive and behavioral abilities of minimally verbal children with autism spectrum disorder (ASD), presenting a summary of a year-long series of meetings held by a group of experts in the field of ASD and National Institutes of Health staff. In this paper, our goals were to first define the population and then present general guidelines for optimizing assessment sessions for this challenging population. We then summarize the available measures that can be used across a variety of behavioral domains that are most directly relevant to developing language skills, including oral motor skills, vocal repertoire, receptive and expressive language, imitation, intentional communication, play, social behavior, repetitive and sensory behaviors, and nonverbal cognition. We conclude with a discussion of some of the limitations in the available measures and highlight recommendations for future research in this area. En ligne : http://dx.doi.org/10.1002/aur.1334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 [article] Assessing the Minimally Verbal School-Aged Child With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Nancy C. BRADY, Auteur ; Catherine LORD, Auteur ; Helen TAGER-FLUSBERG, Auteur . - 2013 . - p.479-493. Langues : Anglais (eng) in Autism Research > 6-6 (December 2013) . - p.479-493 Mots-clés : minimally verbal  school-aged children  assessment  communication Index. décimale : PER Périodiques Résumé : This paper addresses the issue of assessing communication, language, and associated cognitive and behavioral abilities of minimally verbal children with autism spectrum disorder (ASD), presenting a summary of a year-long series of meetings held by a group of experts in the field of ASD and National Institutes of Health staff. In this paper, our goals were to first define the population and then present general guidelines for optimizing assessment sessions for this challenging population. We then summarize the available measures that can be used across a variety of behavioral domains that are most directly relevant to developing language skills, including oral motor skills, vocal repertoire, receptive and expressive language, imitation, intentional communication, play, social behavior, repetitive and sensory behaviors, and nonverbal cognition. We conclude with a discussion of some of the limitations in the available measures and highlight recommendations for future research in this area. En ligne : http://dx.doi.org/10.1002/aur.1334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221

Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study / Paula MORALES-HIDALGO in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.1999-2011 Titre : Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study Type de document : Texte imprimé et/ou numérique Auteurs : Paula MORALES-HIDALGO, Auteur ; N. VOLTAS MORESO, Auteur ; Josefa CANALS SANS, Auteur Article en page(s) : p.1999-2011 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Female  Humans  Parents  Population Surveillance  Prevalence  Schools  autism spectrum disorder  preschool-aged children  prevalence  school-aged children  sex ratio  sociodemographic factors Index. décimale : PER Périodiques Résumé : An increase in the prevalence of autism spectrum disorder has been reported around the world over the past decade. However, the prevalence data for southern Europe seem to be lower than international reports and notable methodological differences have been reported among studies. The objective of the Neurodevelopmental Disorders Epidemiological Research Project was to estimate the prevalence of autism spectrum disorder in a representative school sample of the province of Tarragona, Spain. The study included a screening procedure through parents (N?=?3727) and teachers (N?=?6894), and an individual assessment of children at risk and a comparison group (N?=?781). The overall estimated prevalence in our sample was 1.53%, being significantly higher than the 0.83% previously registered diagnoses. A total of 3.31% of the children presented subclinical characteristics of autism spectrum disorder. Girls showed a significantly lower estimated prevalence in all the conditions. Severity profiles were distributed as 46% mild, 47% moderate and 7% severe. Psychological support (65%), educational support (65%) and language therapy (51%) were given to children with autism spectrum disorder. Pharmacological treatment was only found among school-aged children (37.5%). Public schools provided more educational supports (72%) than private schools (36%). The heterogeneity of autism spectrum disorder makes it difficult to determine specific associated sociodemographic factors. The results confirmed a high prevalence of autism spectrum disorder in the province, suggesting a current under-diagnosis in public health services. In view of the results, it is important to promote early diagnosis and intervention, especially in particular groups such as girls, children with intellectual disabilities and children from immigrant families. En ligne : http://dx.doi.org/10.1177/13623613211007717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study [Texte imprimé et/ou numérique] / Paula MORALES-HIDALGO, Auteur ; N. VOLTAS MORESO, Auteur ; Josefa CANALS SANS, Auteur . - p.1999-2011. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.1999-2011 Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Female  Humans  Parents  Population Surveillance  Prevalence  Schools  autism spectrum disorder  preschool-aged children  prevalence  school-aged children  sex ratio  sociodemographic factors Index. décimale : PER Périodiques Résumé : An increase in the prevalence of autism spectrum disorder has been reported around the world over the past decade. However, the prevalence data for southern Europe seem to be lower than international reports and notable methodological differences have been reported among studies. The objective of the Neurodevelopmental Disorders Epidemiological Research Project was to estimate the prevalence of autism spectrum disorder in a representative school sample of the province of Tarragona, Spain. The study included a screening procedure through parents (N?=?3727) and teachers (N?=?6894), and an individual assessment of children at risk and a comparison group (N?=?781). The overall estimated prevalence in our sample was 1.53%, being significantly higher than the 0.83% previously registered diagnoses. A total of 3.31% of the children presented subclinical characteristics of autism spectrum disorder. Girls showed a significantly lower estimated prevalence in all the conditions. Severity profiles were distributed as 46% mild, 47% moderate and 7% severe. Psychological support (65%), educational support (65%) and language therapy (51%) were given to children with autism spectrum disorder. Pharmacological treatment was only found among school-aged children (37.5%). Public schools provided more educational supports (72%) than private schools (36%). The heterogeneity of autism spectrum disorder makes it difficult to determine specific associated sociodemographic factors. The results confirmed a high prevalence of autism spectrum disorder in the province, suggesting a current under-diagnosis in public health services. In view of the results, it is important to promote early diagnosis and intervention, especially in particular groups such as girls, children with intellectual disabilities and children from immigrant families. En ligne : http://dx.doi.org/10.1177/13623613211007717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study / Paula MORALES-HIDALGO in Autism, 26-7 (October 2022)  

Public ISBD [article]  inAutism > 26-7 (October 2022) . - p.1999-2011 Titre : Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study Type de document : Texte imprimé et/ou numérique Auteurs : Paula MORALES-HIDALGO, Auteur ; Nùria VOLTAS MORESO, Auteur ; Josefa CANALS SANS, Auteur Article en page(s) : p.1999-2011 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Female  Humans  Parents  Population Surveillance  Prevalence  Schools  autism spectrum disorder  preschool-aged children  school-aged children  sex ratio  sociodemographic factors Index. décimale : PER Périodiques Résumé : An increase in the prevalence of autism spectrum disorder has been reported around the world over the past decade. However, the prevalence data for southern Europe seem to be lower than international reports and notable methodological differences have been reported among studies. The objective of the Neurodevelopmental Disorders Epidemiological Research Project was to estimate the prevalence of autism spectrum disorder in a representative school sample of the province of Tarragona, Spain. The study included a screening procedure through parents (N=3727) and teachers (N=6894), and an individual assessment of children at risk and a comparison group (N=781). The overall estimated prevalence in our sample was 1.53%, being significantly higher than the 0.83% previously registered diagnoses. A total of 3.31% of the children presented subclinical characteristics of autism spectrum disorder. Girls showed a significantly lower estimated prevalence in all the conditions. Severity profiles were distributed as 46% mild, 47% moderate and 7% severe. Psychological support (65%), educational support (65%) and language therapy (51%) were given to children with autism spectrum disorder. Pharmacological treatment was only found among school-aged children (37.5%). Public schools provided more educational supports (72%) than private schools (36%). The heterogeneity of autism spectrum disorder makes it difficult to determine specific associated sociodemographic factors. The results confirmed a high prevalence of autism spectrum disorder in the province, suggesting a current under-diagnosis in public health services. In view of the results, it is important to promote early diagnosis and intervention, especially in particular groups such as girls, children with intellectual disabilities and children from immigrant families. En ligne : http://dx.doi.org/10.1177/13623613211007717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study [Texte imprimé et/ou numérique] / Paula MORALES-HIDALGO, Auteur ; Nùria VOLTAS MORESO, Auteur ; Josefa CANALS SANS, Auteur . - p.1999-2011. Langues : Anglais (eng) in Autism > 26-7 (October 2022) . - p.1999-2011 Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Female  Humans  Parents  Population Surveillance  Prevalence  Schools  autism spectrum disorder  preschool-aged children  school-aged children  sex ratio  sociodemographic factors Index. décimale : PER Périodiques Résumé : An increase in the prevalence of autism spectrum disorder has been reported around the world over the past decade. However, the prevalence data for southern Europe seem to be lower than international reports and notable methodological differences have been reported among studies. The objective of the Neurodevelopmental Disorders Epidemiological Research Project was to estimate the prevalence of autism spectrum disorder in a representative school sample of the province of Tarragona, Spain. The study included a screening procedure through parents (N=3727) and teachers (N=6894), and an individual assessment of children at risk and a comparison group (N=781). The overall estimated prevalence in our sample was 1.53%, being significantly higher than the 0.83% previously registered diagnoses. A total of 3.31% of the children presented subclinical characteristics of autism spectrum disorder. Girls showed a significantly lower estimated prevalence in all the conditions. Severity profiles were distributed as 46% mild, 47% moderate and 7% severe. Psychological support (65%), educational support (65%) and language therapy (51%) were given to children with autism spectrum disorder. Pharmacological treatment was only found among school-aged children (37.5%). Public schools provided more educational supports (72%) than private schools (36%). The heterogeneity of autism spectrum disorder makes it difficult to determine specific associated sociodemographic factors. The results confirmed a high prevalence of autism spectrum disorder in the province, suggesting a current under-diagnosis in public health services. In view of the results, it is important to promote early diagnosis and intervention, especially in particular groups such as girls, children with intellectual disabilities and children from immigrant families. En ligne : http://dx.doi.org/10.1177/13623613211007717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Telephone-assisted self-help for parents of children with attention-deficit/hyperactivity disorder who have residual functional impairment despite methylphenidate treatment: a randomized controlled trial / Christina DOSE in Journal of Child Psychology and Psychiatry, 58-6 (June 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-6 (June 2017) . - p.682-690 Titre : Telephone-assisted self-help for parents of children with attention-deficit/hyperactivity disorder who have residual functional impairment despite methylphenidate treatment: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Christina DOSE, Auteur ; Christopher HAUTMANN, Auteur ; Mareike BUERGER, Auteur ; Stephanie SCHUERMANN, Auteur ; Katrin WOITECKI, Auteur ; Manfred DOEPFNER, Auteur Article en page(s) : p.682-690 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder  functional impairment  school-aged children  methylphenidate  self-help parenting intervention Index. décimale : PER Périodiques Résumé : Background Self-help parenting interventions have been shown to be effective in the management of children with attention-deficit/hyperactivity disorder (ADHD) and may be useful when there are barriers to face-to-face therapist-led parent trainings. Previous studies indicate that behavioral interventions might be a useful adjunct to medication in children with residual ADHD symptoms, and regarding comorbid oppositional symptoms and multiple domains of functional impairment. In the present study, we examined whether a telephone-assisted self-help (TASH) parenting behavioral intervention (written materials plus telephone counseling) enhanced the effects of methylphenidate treatment in children with ADHD. Methods In this randomized controlled trial, parents of 103 school-aged children with ADHD and residual functional impairment despite methylphenidate treatment were randomly assigned to either the enhancement group, which received the TASH intervention as adjunct to routine clinical care (including continued medication), or to the active control group, which received routine clinical care only (including continued medication). Parent-completed outcome measures at baseline and at 12 months (postassessment) included functional impairment, ADHD symptoms, oppositional defiant disorder (ODD) symptoms, parenting behavior, and parental satisfaction with the intervention (ClinicalTrials.gov: NCT01660425; URL: https://clinicaltrials.gov/ct2/show/NCT01660425). Results Intention-to-treat analyses of covariance (ANCOVAs), which controlled for baseline data, revealed significant and moderate intervention effects for ODD symptoms and negative parenting behavior at the postassessment, whereas per-protocol analyses additionally showed significant and moderate effects on functional impairment (primary outcome). Parents expressed high satisfaction with the program. Conclusions The TASH program enhances effects of methylphenidate treatment in families who complete the intervention. The discontinuation rate of about 30% and comparison between completing and discontinuing families suggest that the program may be more suitable for families with a higher educational level and fewer additional stresses. En ligne : http://dx.doi.org/10.1111/jcpp.12661 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Telephone-assisted self-help for parents of children with attention-deficit/hyperactivity disorder who have residual functional impairment despite methylphenidate treatment: a randomized controlled trial [Texte imprimé et/ou numérique] / Christina DOSE, Auteur ; Christopher HAUTMANN, Auteur ; Mareike BUERGER, Auteur ; Stephanie SCHUERMANN, Auteur ; Katrin WOITECKI, Auteur ; Manfred DOEPFNER, Auteur . - p.682-690. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-6 (June 2017) . - p.682-690 Mots-clés : Attention-deficit/hyperactivity disorder  functional impairment  school-aged children  methylphenidate  self-help parenting intervention Index. décimale : PER Périodiques Résumé : Background Self-help parenting interventions have been shown to be effective in the management of children with attention-deficit/hyperactivity disorder (ADHD) and may be useful when there are barriers to face-to-face therapist-led parent trainings. Previous studies indicate that behavioral interventions might be a useful adjunct to medication in children with residual ADHD symptoms, and regarding comorbid oppositional symptoms and multiple domains of functional impairment. In the present study, we examined whether a telephone-assisted self-help (TASH) parenting behavioral intervention (written materials plus telephone counseling) enhanced the effects of methylphenidate treatment in children with ADHD. Methods In this randomized controlled trial, parents of 103 school-aged children with ADHD and residual functional impairment despite methylphenidate treatment were randomly assigned to either the enhancement group, which received the TASH intervention as adjunct to routine clinical care (including continued medication), or to the active control group, which received routine clinical care only (including continued medication). Parent-completed outcome measures at baseline and at 12 months (postassessment) included functional impairment, ADHD symptoms, oppositional defiant disorder (ODD) symptoms, parenting behavior, and parental satisfaction with the intervention (ClinicalTrials.gov: NCT01660425; URL: https://clinicaltrials.gov/ct2/show/NCT01660425). Results Intention-to-treat analyses of covariance (ANCOVAs), which controlled for baseline data, revealed significant and moderate intervention effects for ODD symptoms and negative parenting behavior at the postassessment, whereas per-protocol analyses additionally showed significant and moderate effects on functional impairment (primary outcome). Parents expressed high satisfaction with the program. Conclusions The TASH program enhances effects of methylphenidate treatment in families who complete the intervention. The discontinuation rate of about 30% and comparison between completing and discontinuing families suggest that the program may be more suitable for families with a higher educational level and fewer additional stresses. En ligne : http://dx.doi.org/10.1111/jcpp.12661 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

The development of co-speech gesture and its semantic integration with speech in 6- to 12-year-old children with autism spectrum disorders / Wing-Chee SO in Autism, 19-8 (November 2015)  

Public ISBD [article]  inAutism > 19-8 (November 2015) . - p.956-968 Titre : The development of co-speech gesture and its semantic integration with speech in 6- to 12-year-old children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Wing-Chee SO, Auteur ; Miranda Kit-Yi WONG, Auteur ; Ming LUI, Auteur ; Virginia YIP, Auteur Article en page(s) : p.956-968 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  gesture  school-aged children  semantic integration Index. décimale : PER Périodiques Résumé : Previous work leaves open the question of whether children with autism spectrum disorders aged 6–12?years have delay in producing gestures compared to their typically developing peers. This study examined gestural production among school-aged children in a naturalistic context and how their gestures are semantically related to the accompanying speech. Delay in gestural production was found in children with autism spectrum disorders through their middle to late childhood. Compared to their typically developing counterparts, children with autism spectrum disorders gestured less often and used fewer types of gestures, in particular markers, which carry culture-specific meaning. Typically developing children’s gestural production was related to language and cognitive skills, but among children with autism spectrum disorders, gestural production was more strongly related to the severity of socio-communicative impairment. Gesture impairment also included the failure to integrate speech with gesture: in particular, supplementary gestures are absent in children with autism spectrum disorders. The findings extend our understanding of gestural production in school-aged children with autism spectrum disorders during spontaneous interaction. The results can help guide new therapies for gestural production for children with autism spectrum disorders in middle and late childhood. En ligne : http://dx.doi.org/10.1177/1362361314556783 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 [article] The development of co-speech gesture and its semantic integration with speech in 6- to 12-year-old children with autism spectrum disorders [Texte imprimé et/ou numérique] / Wing-Chee SO, Auteur ; Miranda Kit-Yi WONG, Auteur ; Ming LUI, Auteur ; Virginia YIP, Auteur . - p.956-968. Langues : Anglais (eng) in Autism > 19-8 (November 2015) . - p.956-968 Mots-clés : autism spectrum disorders  communication and language  gesture  school-aged children  semantic integration Index. décimale : PER Périodiques Résumé : Previous work leaves open the question of whether children with autism spectrum disorders aged 6–12?years have delay in producing gestures compared to their typically developing peers. This study examined gestural production among school-aged children in a naturalistic context and how their gestures are semantically related to the accompanying speech. Delay in gestural production was found in children with autism spectrum disorders through their middle to late childhood. Compared to their typically developing counterparts, children with autism spectrum disorders gestured less often and used fewer types of gestures, in particular markers, which carry culture-specific meaning. Typically developing children’s gestural production was related to language and cognitive skills, but among children with autism spectrum disorders, gestural production was more strongly related to the severity of socio-communicative impairment. Gesture impairment also included the failure to integrate speech with gesture: in particular, supplementary gestures are absent in children with autism spectrum disorders. The findings extend our understanding of gestural production in school-aged children with autism spectrum disorders during spontaneous interaction. The results can help guide new therapies for gestural production for children with autism spectrum disorders in middle and late childhood. En ligne : http://dx.doi.org/10.1177/1362361314556783 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269

Impact of Cognitive Behavioral Therapy on Observed Autism Symptom Severity During School Recess: A Preliminary Randomized, Controlled Trial / Jeffrey J. WOOD in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

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How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis / E. I. WILLIAMS in Autism, 23-1 (January 2019)  

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Studies assessing domains pertaining to structural language in autism vary in reporting practices and approaches to assessment: A systematic review / Lue SHEN ; Amalia MONROE GULICK ; Mabel L. RICE ; Inge-Marie EIGSTI in Autism, 28-7 (July 2024)  

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Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder / Kelsey S. DICKSON in Journal of Autism and Developmental Disorders, 48-5 (May 2018)  

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Trajectories and correlates of special education supports for youth with autism spectrum disorder and psychiatric comparisons / Christine J SPAULDING in Autism, 21-4 (May 2017)  

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