Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
4 recherche sur le mot-clé 'Social intervention'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
An Early Social Engagement Intervention for Young Children with Autism and their Parents / Ty W. VERNON in Journal of Autism and Developmental Disorders, 42-12 (December 2012)
[article]
Titre : An Early Social Engagement Intervention for Young Children with Autism and their Parents Type de document : Texte imprimé et/ou numérique Auteurs : Ty W. VERNON, Auteur ; Robert L. KOEGEL, Auteur ; Hayley DAUTERMAN, Auteur ; Kathryn STOLEN, Auteur Année de publication : 2012 Article en page(s) : p.2702-2717 Langues : Anglais (eng) Mots-clés : Social engagement Social intervention Autism spectrum disorders Parent education Pivotal response treatment Index. décimale : PER Périodiques Résumé : The social vulnerabilities associated with young children with autism are recognized as important intervention targets due to their influence on subsequent development. Current research suggests that interventions that combine motivational and social components can create meaningful changes in social functioning. Simultaneously, it is hypothesized that parent delivery of such strategies can invoke increases in these core social behaviors and parent engagement. This study examined the effects of teaching parents to implement a social engagement intervention with their children. The results indicated that the use of this parent-delivered social intervention led to (a) increases in their children's use of eye contact, directed positive affect, and verbal initiations, (b) increases in parent positive affect and synchronous engagement, and (c) generalized increases in parent and child behaviors. En ligne : http://dx.doi.org/10.1007/s10803-012-1535-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2702-2717[article] An Early Social Engagement Intervention for Young Children with Autism and their Parents [Texte imprimé et/ou numérique] / Ty W. VERNON, Auteur ; Robert L. KOEGEL, Auteur ; Hayley DAUTERMAN, Auteur ; Kathryn STOLEN, Auteur . - 2012 . - p.2702-2717.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2702-2717
Mots-clés : Social engagement Social intervention Autism spectrum disorders Parent education Pivotal response treatment Index. décimale : PER Périodiques Résumé : The social vulnerabilities associated with young children with autism are recognized as important intervention targets due to their influence on subsequent development. Current research suggests that interventions that combine motivational and social components can create meaningful changes in social functioning. Simultaneously, it is hypothesized that parent delivery of such strategies can invoke increases in these core social behaviors and parent engagement. This study examined the effects of teaching parents to implement a social engagement intervention with their children. The results indicated that the use of this parent-delivered social intervention led to (a) increases in their children's use of eye contact, directed positive affect, and verbal initiations, (b) increases in parent positive affect and synchronous engagement, and (c) generalized increases in parent and child behaviors. En ligne : http://dx.doi.org/10.1007/s10803-012-1535-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 Preschool Peer Social Intervention (PPSI) to Enhance Social Play, Interaction, and Conversation: Study Outcomes / Nirit BAUMINGER-ZVIELY in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
[article]
Titre : Preschool Peer Social Intervention (PPSI) to Enhance Social Play, Interaction, and Conversation: Study Outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Dganit EYTAN, Auteur ; Sagit HOSHMAND, Auteur ; Ofira RAJWAN BEN-SHLOMO, Auteur Article en page(s) : p.844-863 Langues : Anglais (eng) Mots-clés : High-functioning children with autism spectrum disorders (HFASD) Peer interaction Peer talk and conversation Social intervention Social play Index. décimale : PER Périodiques Résumé : This RCT study examined efficacy of a preschool peer social intervention (PPSI) in facilitating social engagement of preschoolers with high-functioning ASD (HFASD; N = 65). HFASD participants were randomly assigned by preschool to a 6-month intervention (play, interaction, or conversation) or a waitlisted-treatment-as-usual control group. Trained on-site therapists led the PPSI in preschools, in small (n = 3-4) mixed (HFASD/typical) groups. Results showed that all intervention groups improved over time, each mainly in its own targeted peer-engagement domain, but the control group even deteriorated on some measures. Intervention groups also showed generalization to untrained domains (adaptive skills) and settings (play complexity during preschool activities). It is advised that individualized needs-based holistic peer intervention, comprising all three domains, should be part of early ASD intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04316-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.844-863[article] Preschool Peer Social Intervention (PPSI) to Enhance Social Play, Interaction, and Conversation: Study Outcomes [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Dganit EYTAN, Auteur ; Sagit HOSHMAND, Auteur ; Ofira RAJWAN BEN-SHLOMO, Auteur . - p.844-863.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.844-863
Mots-clés : High-functioning children with autism spectrum disorders (HFASD) Peer interaction Peer talk and conversation Social intervention Social play Index. décimale : PER Périodiques Résumé : This RCT study examined efficacy of a preschool peer social intervention (PPSI) in facilitating social engagement of preschoolers with high-functioning ASD (HFASD; N = 65). HFASD participants were randomly assigned by preschool to a 6-month intervention (play, interaction, or conversation) or a waitlisted-treatment-as-usual control group. Trained on-site therapists led the PPSI in preschools, in small (n = 3-4) mixed (HFASD/typical) groups. Results showed that all intervention groups improved over time, each mainly in its own targeted peer-engagement domain, but the control group even deteriorated on some measures. Intervention groups also showed generalization to untrained domains (adaptive skills) and settings (play complexity during preschool activities). It is advised that individualized needs-based holistic peer intervention, comprising all three domains, should be part of early ASD intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04316-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 The UCLA PEERS School-Based Program: Treatment Outcomes for Improving Social Functioning in Adolescents and Young Adults with Autism Spectrum Disorder and Those with Cognitive Deficits / Joshua WYMAN in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
[article]
Titre : The UCLA PEERS School-Based Program: Treatment Outcomes for Improving Social Functioning in Adolescents and Young Adults with Autism Spectrum Disorder and Those with Cognitive Deficits Type de document : Texte imprimé et/ou numérique Auteurs : Joshua WYMAN, Auteur ; Anthony CLARO, Auteur Article en page(s) : p.1907-1920 Langues : Anglais (eng) Mots-clés : Adults Autism Intellectual disability Social intervention Index. décimale : PER Périodiques Résumé : This study examined the efficacy of the school-based Program for the Education and Enrichment of Relational Skills on the social functioning of young adults with autism and cognitive deficits. The program was administered bi-weekly at a private school for students with special needs. Students' social etiquette knowledge, friendship engagement and teacher reported levels of their social functioning were assessed pre- and post-intervention. All participants experienced significantly improved knowledge of appropriate social etiquette. Further, students with cognitive deficits, but not those with autism, reported a significant increase in friendship engagement. Overall, the PEERS school curriculum benefited young adults with cognitive deficits, but the students with ASD experienced more challenges applying their new social skills outside of the program. En ligne : http://dx.doi.org/10.1007/s10803-019-03943-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1907-1920[article] The UCLA PEERS School-Based Program: Treatment Outcomes for Improving Social Functioning in Adolescents and Young Adults with Autism Spectrum Disorder and Those with Cognitive Deficits [Texte imprimé et/ou numérique] / Joshua WYMAN, Auteur ; Anthony CLARO, Auteur . - p.1907-1920.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1907-1920
Mots-clés : Adults Autism Intellectual disability Social intervention Index. décimale : PER Périodiques Résumé : This study examined the efficacy of the school-based Program for the Education and Enrichment of Relational Skills on the social functioning of young adults with autism and cognitive deficits. The program was administered bi-weekly at a private school for students with special needs. Students' social etiquette knowledge, friendship engagement and teacher reported levels of their social functioning were assessed pre- and post-intervention. All participants experienced significantly improved knowledge of appropriate social etiquette. Further, students with cognitive deficits, but not those with autism, reported a significant increase in friendship engagement. Overall, the PEERS school curriculum benefited young adults with cognitive deficits, but the students with ASD experienced more challenges applying their new social skills outside of the program. En ligne : http://dx.doi.org/10.1007/s10803-019-03943-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder / Ayelet BEN-SASSON in Autism, 17-5 (September 2013)
[article]
Titre : To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ayelet BEN-SASSON, Auteur ; Liron LAMASH, Auteur ; Eynat GAL, Auteur Article en page(s) : p.608-622 Langues : Anglais (eng) Mots-clés : Technology Children High Functioning Autism Spectrum Disorders Social Intervention Social Interaction Index. décimale : PER Périodiques Résumé : The goal of this stud was to examine whether a technological touch activated Collaborative Puzzle Game (CPG) increased positive social behaviors in children with high functioning autism spectrum disorder (HFASD). The CPG involved construction of a virtual puzzle by selecting and dragging pieces into the solution area on a touch screen table. The target picture was presented on the top of the screen. Six dyads of children with HFASD (aged 8-11 years) engaged in the CPG in a Free Play (FP) mode in which partners could independently move puzzle pieces versus in an Enforced Collaboration (EC) mode in which partners could only move puzzle pieces together. Videos of the dames were coded for the frequencies of positive and negative social interaction, affect, play, and autistic behaviors. Parents completed the Social Responsiveness Scale (SRS).Wilcoxon Signed-ranks tests indicated that children with HFASD showed significantly higher frequencies of positive social interaction and collaborative play in the EC versus FP modes but there were no differences in negative social behaviors. Differences in social behaviors between partners during the puzzle games were not significant; however there were differences within pair in the severity of social deficits as assessed by the SRS questionnaire.The CPG in an EC mode was effective in promoting positive social interaction by requiring children to work together towards a mutual goal. However, the increased challenge in this mode, particularly for children with lower social-communication skills, suggests the need for establishing selection criteria and mediation steps for such interventions. En ligne : http://dx.doi.org/10.1177/1362361312451526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Autism > 17-5 (September 2013) . - p.608-622[article] To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Ayelet BEN-SASSON, Auteur ; Liron LAMASH, Auteur ; Eynat GAL, Auteur . - p.608-622.
Langues : Anglais (eng)
in Autism > 17-5 (September 2013) . - p.608-622
Mots-clés : Technology Children High Functioning Autism Spectrum Disorders Social Intervention Social Interaction Index. décimale : PER Périodiques Résumé : The goal of this stud was to examine whether a technological touch activated Collaborative Puzzle Game (CPG) increased positive social behaviors in children with high functioning autism spectrum disorder (HFASD). The CPG involved construction of a virtual puzzle by selecting and dragging pieces into the solution area on a touch screen table. The target picture was presented on the top of the screen. Six dyads of children with HFASD (aged 8-11 years) engaged in the CPG in a Free Play (FP) mode in which partners could independently move puzzle pieces versus in an Enforced Collaboration (EC) mode in which partners could only move puzzle pieces together. Videos of the dames were coded for the frequencies of positive and negative social interaction, affect, play, and autistic behaviors. Parents completed the Social Responsiveness Scale (SRS).Wilcoxon Signed-ranks tests indicated that children with HFASD showed significantly higher frequencies of positive social interaction and collaborative play in the EC versus FP modes but there were no differences in negative social behaviors. Differences in social behaviors between partners during the puzzle games were not significant; however there were differences within pair in the severity of social deficits as assessed by the SRS questionnaire.The CPG in an EC mode was effective in promoting positive social interaction by requiring children to work together towards a mutual goal. However, the increased challenge in this mode, particularly for children with lower social-communication skills, suggests the need for establishing selection criteria and mediation steps for such interventions. En ligne : http://dx.doi.org/10.1177/1362361312451526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211