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A Pilot Randomised Controlled Trial of a School-Based Resilience Intervention to Prevent Depressive Symptoms for Young Adolescents with Autism Spectrum Disorder: A Mixed Methods Analysis / B. A. MACKAY in Journal of Autism and Developmental Disorders, 47-11 (November 2017)
[article]
Titre : A Pilot Randomised Controlled Trial of a School-Based Resilience Intervention to Prevent Depressive Symptoms for Young Adolescents with Autism Spectrum Disorder: A Mixed Methods Analysis Type de document : Texte imprimé et/ou numérique Auteurs : B. A. MACKAY, Auteur ; I. M. SHOCHET, Auteur ; J. A. ORR, Auteur Article en page(s) : p.3458-3478 Langues : Anglais (eng) Mots-clés : Affect and emotion regulation Autism Spectrum Disorder Coping self-efficacy Depression prevention Randomised controlled trial School-based intervention Index. décimale : PER Périodiques Résumé : Despite increased depression in adolescents with Autism Spectrum Disorder (ASD), effective prevention approaches for this population are limited. A mixed methods pilot randomised controlled trial (N = 29) of the evidence-based Resourceful Adolescent Program-Autism Spectrum Disorder (RAP-A-ASD) designed to prevent depression was conducted in schools with adolescents with ASD in years 6 and 7. Quantitative results showed significant intervention effects on parent reports of adolescent coping self-efficacy (maintained at 6 month follow-up) but no effect on depressive symptoms or mental health. Qualitative outcomes reflected perceived improvements from the intervention for adolescents' coping self-efficacy, self-confidence, social skills, and affect regulation. Converging results remain encouraging given this population's difficulties coping with adversity, managing emotions and interacting socially which strongly influence developmental outcomes. En ligne : http://dx.doi.org/10.1007/s10803-017-3263-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324
in Journal of Autism and Developmental Disorders > 47-11 (November 2017) . - p.3458-3478[article] A Pilot Randomised Controlled Trial of a School-Based Resilience Intervention to Prevent Depressive Symptoms for Young Adolescents with Autism Spectrum Disorder: A Mixed Methods Analysis [Texte imprimé et/ou numérique] / B. A. MACKAY, Auteur ; I. M. SHOCHET, Auteur ; J. A. ORR, Auteur . - p.3458-3478.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-11 (November 2017) . - p.3458-3478
Mots-clés : Affect and emotion regulation Autism Spectrum Disorder Coping self-efficacy Depression prevention Randomised controlled trial School-based intervention Index. décimale : PER Périodiques Résumé : Despite increased depression in adolescents with Autism Spectrum Disorder (ASD), effective prevention approaches for this population are limited. A mixed methods pilot randomised controlled trial (N = 29) of the evidence-based Resourceful Adolescent Program-Autism Spectrum Disorder (RAP-A-ASD) designed to prevent depression was conducted in schools with adolescents with ASD in years 6 and 7. Quantitative results showed significant intervention effects on parent reports of adolescent coping self-efficacy (maintained at 6 month follow-up) but no effect on depressive symptoms or mental health. Qualitative outcomes reflected perceived improvements from the intervention for adolescents' coping self-efficacy, self-confidence, social skills, and affect regulation. Converging results remain encouraging given this population's difficulties coping with adversity, managing emotions and interacting socially which strongly influence developmental outcomes. En ligne : http://dx.doi.org/10.1007/s10803-017-3263-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study / M. M. SPANIOL in Journal of Autism and Developmental Disorders, 48-2 (February 2018)
[article]
Titre : Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : M. M. SPANIOL, Auteur ; L. SHALEV, Auteur ; L. KOSSYVAKI, Auteur ; C. MEVORACH, Auteur Article en page(s) : p.592-610 Langues : Anglais (eng) Mots-clés : Academic performance Attention training Autism Computerized training School-based intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population. En ligne : https://doi.org/10.1007/s10803-017-3371-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338
in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.592-610[article] Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study [Texte imprimé et/ou numérique] / M. M. SPANIOL, Auteur ; L. SHALEV, Auteur ; L. KOSSYVAKI, Auteur ; C. MEVORACH, Auteur . - p.592-610.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.592-610
Mots-clés : Academic performance Attention training Autism Computerized training School-based intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population. En ligne : https://doi.org/10.1007/s10803-017-3371-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study / Alyssa R. HENRY in Journal of Autism and Developmental Disorders, 50-10 (October 2020)
[article]
Titre : Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur Article en page(s) : p.3763-3776 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Elementary Oral language Reading comprehension School-based intervention Index. décimale : PER Périodiques Résumé : This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Students (n?=?43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led by special education classroom teachers 4 days per week across 20 weeks in the school year. Significant group differences were detected on measures of expressive vocabulary, narrative ability, and listening comprehension. This study provides preliminary evidence of the intervention's feasibility and effectiveness for intervening in language and early reading skills for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04434-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3763-3776[article] Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study [Texte imprimé et/ou numérique] / Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur . - p.3763-3776.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3763-3776
Mots-clés : Autism spectrum disorder Elementary Oral language Reading comprehension School-based intervention Index. décimale : PER Périodiques Résumé : This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Students (n?=?43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led by special education classroom teachers 4 days per week across 20 weeks in the school year. Significant group differences were detected on measures of expressive vocabulary, narrative ability, and listening comprehension. This study provides preliminary evidence of the intervention's feasibility and effectiveness for intervening in language and early reading skills for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04434-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program / Yu-Lun CHEN in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program Type de document : Texte imprimé et/ou numérique Auteurs : Yu-Lun CHEN, Auteur ; Kavitha MURTHI, Auteur ; Wendy MARTIN, Auteur ; Regan VIDIKSIS, Auteur ; Ariana RICCIO, Auteur ; Kristie PATTEN, Auteur Article en page(s) : p.3574-3585 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Humans Parents Qualitative Research School Teachers Schools Students Adolescents Engineering Stem School-based intervention Strength-based Youth research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination. En ligne : http://dx.doi.org/10.1007/s10803-021-05230-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3574-3585[article] Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program [Texte imprimé et/ou numérique] / Yu-Lun CHEN, Auteur ; Kavitha MURTHI, Auteur ; Wendy MARTIN, Auteur ; Regan VIDIKSIS, Auteur ; Ariana RICCIO, Auteur ; Kristie PATTEN, Auteur . - p.3574-3585.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3574-3585
Mots-clés : Adolescent Autism Spectrum Disorder Humans Parents Qualitative Research School Teachers Schools Students Adolescents Engineering Stem School-based intervention Strength-based Youth research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination. En ligne : http://dx.doi.org/10.1007/s10803-021-05230-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools / Belinda RATCLIFFE in Research in Autism Spectrum Disorders, 8-12 (December 2014)
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Titre : Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools Type de document : Texte imprimé et/ou numérique Auteurs : Belinda RATCLIFFE, Auteur ; Michelle WONG, Auteur ; David DOSSETOR, Auteur ; Susan HAYES, Auteur Article en page(s) : p.1722-1733 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder ASD Emotional competence Social–emotional intervention Group treatment School-based intervention Index. décimale : PER Périodiques Résumé : Abstract This study examined the effectiveness of ‘Emotion-Based Social Skills Training (EBSST)’ a manualised social–emotional intervention designed to improve emotional competence in school-aged children with Autism Spectrum Disorder (ASD). Participants were 217 children (aged 7–13 years) with ASD without Intellectual Disability attending 41 mainstream primary schools in NSW Australia. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report questionnaires in a pre-test/post-test control group design. One hundred and six students took part in the treatment and 111 students were in the control group. School Counsellors delivered the 16 session treatment to groups of 3–8 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. EBSST improved teacher reported emotional competence as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. Parent reported emotional competence and more general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST and the EDQ. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1722-1733[article] Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools [Texte imprimé et/ou numérique] / Belinda RATCLIFFE, Auteur ; Michelle WONG, Auteur ; David DOSSETOR, Auteur ; Susan HAYES, Auteur . - p.1722-1733.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1722-1733
Mots-clés : Autism Spectrum Disorder ASD Emotional competence Social–emotional intervention Group treatment School-based intervention Index. décimale : PER Périodiques Résumé : Abstract This study examined the effectiveness of ‘Emotion-Based Social Skills Training (EBSST)’ a manualised social–emotional intervention designed to improve emotional competence in school-aged children with Autism Spectrum Disorder (ASD). Participants were 217 children (aged 7–13 years) with ASD without Intellectual Disability attending 41 mainstream primary schools in NSW Australia. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report questionnaires in a pre-test/post-test control group design. One hundred and six students took part in the treatment and 111 students were in the control group. School Counsellors delivered the 16 session treatment to groups of 3–8 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. EBSST improved teacher reported emotional competence as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. Parent reported emotional competence and more general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST and the EDQ. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention / David S. MANDELL in Autism, 17-3 (May 2013)
PermalinkRandomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder / Helen E. YOUNG in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
PermalinkPersonalization of social narratives for students with Autism Spectrum Disorder: Brief experimental analysis / Kelly A. M. EDWARDS in Research in Autism Spectrum Disorders, 89 (November 2021)
PermalinkThe Connection Project: Changing the peer environment to improve outcomes for marginalized adolescents / Joseph P. ALLEN in Development and Psychopathology, 33-2 (May 2021)
PermalinkAdapted shared reading at school for minimally verbal students with autism / Charlotte A. MUCCHETTI in Autism, 17-3 (May 2013)
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