57 recherche sur le mot-clé 'Technology'

Technology-delivered cognitive-behavioral therapy for pediatric anxiety disorders: a meta-analysis of remission, posttreatment anxiety, and functioning / Matti CERVIN in Journal of Child Psychology and Psychiatry, 63-1 (January 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-1 (January 2022) . - p.7-18 Titre : Technology-delivered cognitive-behavioral therapy for pediatric anxiety disorders: a meta-analysis of remission, posttreatment anxiety, and functioning Type de document : Texte imprimé et/ou numérique Auteurs : Matti CERVIN, Auteur ; T. LUNDGREN, Auteur Article en page(s) : p.7-18 Langues : Anglais (eng) Mots-clés : Adolescent  Anxiety  Anxiety Disorders/therapy  Child  Cognitive Behavioral Therapy  Female  Humans  Technology  Anxiety disorders  adolescents  children  iCBT  internet  meta-analysis  tCBT  technology Index. décimale : PER Périodiques Résumé : BACKGROUND: The efficacy of technology-delivered cognitive-behavioral therapy (tCBT) for pediatric anxiety disorders (ADs) is uncertain as no meta-analysis has examined outcomes in trials that used structured diagnostic assessments at pre- and posttreatment. METHODS: We carried out a systematic review and meta-analysis of randomized controlled trials (RCTs) of tCBT for pediatric ADs that included participants <18?years of age with a confirmed primary AD according to a structured diagnostic interview. Nine studies with 711 participants were included. RESULTS: tCBT outperformed control conditions for remission for primary AD (37.9% vs. 10.2%; k?=?9; OR?=?4.73; p? En ligne : http://dx.doi.org/10.1111/jcpp.13485 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Technology-delivered cognitive-behavioral therapy for pediatric anxiety disorders: a meta-analysis of remission, posttreatment anxiety, and functioning [Texte imprimé et/ou numérique] / Matti CERVIN, Auteur ; T. LUNDGREN, Auteur . - p.7-18. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-1 (January 2022) . - p.7-18 Mots-clés : Adolescent  Anxiety  Anxiety Disorders/therapy  Child  Cognitive Behavioral Therapy  Female  Humans  Technology  Anxiety disorders  adolescents  children  iCBT  internet  meta-analysis  tCBT  technology Index. décimale : PER Périodiques Résumé : BACKGROUND: The efficacy of technology-delivered cognitive-behavioral therapy (tCBT) for pediatric anxiety disorders (ADs) is uncertain as no meta-analysis has examined outcomes in trials that used structured diagnostic assessments at pre- and posttreatment. METHODS: We carried out a systematic review and meta-analysis of randomized controlled trials (RCTs) of tCBT for pediatric ADs that included participants <18?years of age with a confirmed primary AD according to a structured diagnostic interview. Nine studies with 711 participants were included. RESULTS: tCBT outperformed control conditions for remission for primary AD (37.9% vs. 10.2%; k?=?9; OR?=?4.73; p? En ligne : http://dx.doi.org/10.1111/jcpp.13485 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

Technology / Jonathan TARBOX  

Public ISBD in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Titre : Technology Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan TARBOX, Auteur ; Adel C. NAJDOWSKI, Auteur Année de publication : 2014 Importance : p.517-529 Langues : Anglais (eng) Mots-clés : autism  teaching  technology  behavioral intervention  data collection  planning Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes how the Center for Autism and Related Disorders (CARD) Model infuses technology into the delivery and business management of behavioral intervention for learners with autism spectrum disorder. The chapter discusses the role of technology in teaching children, training staff, collecting data, and more. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00026-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Technology [Texte imprimé et/ou numérique] / Jonathan TARBOX, Auteur ; Adel C. NAJDOWSKI, Auteur . - 2014 . - p.517-529. Langues : Anglais (eng) Mots-clés : autism  teaching  technology  behavioral intervention  data collection  planning Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes how the Center for Autism and Related Disorders (CARD) Model infuses technology into the delivery and business management of behavioral intervention for learners with autism spectrum disorder. The chapter discusses the role of technology in teaching children, training staff, collecting data, and more. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00026-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder / Samuel L ODOM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3805-3819 Titre : Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; Julie L. THOMPSON, Auteur ; Susan HEDGES, Auteur ; Brian A. BOYD, Auteur ; Jessica R. DYKSTRA, Auteur ; Michelle A. DUDA, Auteur ; Kathrine L. SZIDON, Auteur ; Leann E. SMITH, Auteur ; Aimee BORD, Auteur Année de publication : 2015 Article en page(s) : p.3805-3819 Langues : Anglais (eng) Mots-clés : Technology  Autism spectrum disorder  Adolescents  Natural settings Index. décimale : PER Périodiques Résumé : The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2320-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 [article] Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; Julie L. THOMPSON, Auteur ; Susan HEDGES, Auteur ; Brian A. BOYD, Auteur ; Jessica R. DYKSTRA, Auteur ; Michelle A. DUDA, Auteur ; Kathrine L. SZIDON, Auteur ; Leann E. SMITH, Auteur ; Aimee BORD, Auteur . - 2015 . - p.3805-3819. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3805-3819 Mots-clés : Technology  Autism spectrum disorder  Adolescents  Natural settings Index. décimale : PER Périodiques Résumé : The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2320-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273

Meta-Analysis of RCTs of Technology-Assisted Parent-Mediated Interventions for Children with ASD / Hong Ji PI in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3325-3343 Titre : Meta-Analysis of RCTs of Technology-Assisted Parent-Mediated Interventions for Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Hong Ji PI, Auteur ; Kannan KALLAPIRAN, Auteur ; Shashidhara MUNIVENKATAPPA, Auteur ; Preeti KANDASAMY, Auteur ; Richard KIRUBAKARAN, Auteur ; Paul RUSSELL, Auteur ; Valsamma EAPEN, Auteur Article en page(s) : p.3325-3343 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology/therapy  Child  Communication  Humans  Language  Parents  Randomized Controlled Trials as Topic  Technology  Asd  Autism  Caregiver  Online  Remote  Telehealth Index. décimale : PER Périodiques Résumé : Technology-assisted parent-mediated interventions improve accessibility and are acceptable but not proven to be effective. We conducted a systematic search of 6 databases. We included and analysed results from studies on social and communication outcomes. Sixteen Randomised-Controlled-Trials (RCTs) with 748 participants were included. Most studies were rated as of good quality. Meta-analysis suggested that interventions were probably effective in improving emotion recognition. No significant differences were found in social communication, social functioning or language outcomes. At present, isolated tech interventions do not fulfil criteria for promising or established evidence-based interventions for ASD. Future research needs to focus on improving the effectiveness of technology-assisted parent-mediated interventions for ASD. Prospero Registration Number: CRD42020162825. En ligne : http://dx.doi.org/10.1007/s10803-021-05206-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Meta-Analysis of RCTs of Technology-Assisted Parent-Mediated Interventions for Children with ASD [Texte imprimé et/ou numérique] / Hong Ji PI, Auteur ; Kannan KALLAPIRAN, Auteur ; Shashidhara MUNIVENKATAPPA, Auteur ; Preeti KANDASAMY, Auteur ; Richard KIRUBAKARAN, Auteur ; Paul RUSSELL, Auteur ; Valsamma EAPEN, Auteur . - p.3325-3343. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3325-3343 Mots-clés : Autism Spectrum Disorder/psychology/therapy  Child  Communication  Humans  Language  Parents  Randomized Controlled Trials as Topic  Technology  Asd  Autism  Caregiver  Online  Remote  Telehealth Index. décimale : PER Périodiques Résumé : Technology-assisted parent-mediated interventions improve accessibility and are acceptable but not proven to be effective. We conducted a systematic search of 6 databases. We included and analysed results from studies on social and communication outcomes. Sixteen Randomised-Controlled-Trials (RCTs) with 748 participants were included. Most studies were rated as of good quality. Meta-analysis suggested that interventions were probably effective in improving emotion recognition. No significant differences were found in social communication, social functioning or language outcomes. At present, isolated tech interventions do not fulfil criteria for promising or established evidence-based interventions for ASD. Future research needs to focus on improving the effectiveness of technology-assisted parent-mediated interventions for ASD. Prospero Registration Number: CRD42020162825. En ligne : http://dx.doi.org/10.1007/s10803-021-05206-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Applications of technology to teach social skills to children with autism / Florence D. DIGENNARO REED in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1003-1010 Titre : Applications of technology to teach social skills to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Florence D. DIGENNARO REED, Auteur ; Sarah R. HYMAN, Auteur ; Jason M. HIRST, Auteur Année de publication : 2011 Article en page(s) : p.1003-1010 Langues : Anglais (eng) Mots-clés : Social skills  Technology  Autism Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder show deficits in social skills such as initiating conversation, responding in social situations, social problem-solving, and others. These deficits are targeted through the use of social skills interventions, some of which use a technology-based approach as a resource-efficient alternative to common forms of instruction. The current literature review aims to (a) determine the number of empirical studies using a technology-based social skills intervention, (b) explore the features of social skills targeted in these studies, and (c) analyze the number of studies reporting reliability of the dependent and independent variables. Results indicate that a majority of the studies relied on a video or DVD to deliver the intervention (modeling or feedback), were conducted in school settings, and targeted more than one social skill. The most common social skill addressed was initiating conversation followed by play skills. All but one study included standardized assessment before treatment; however, none of the studies used a published social skills assessment. Like previous research, reliability of the dependent variables was common; however, reliability of the independent variables was infrequent. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 [article] Applications of technology to teach social skills to children with autism [Texte imprimé et/ou numérique] / Florence D. DIGENNARO REED, Auteur ; Sarah R. HYMAN, Auteur ; Jason M. HIRST, Auteur . - 2011 . - p.1003-1010. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1003-1010 Mots-clés : Social skills  Technology  Autism Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder show deficits in social skills such as initiating conversation, responding in social situations, social problem-solving, and others. These deficits are targeted through the use of social skills interventions, some of which use a technology-based approach as a resource-efficient alternative to common forms of instruction. The current literature review aims to (a) determine the number of empirical studies using a technology-based social skills intervention, (b) explore the features of social skills targeted in these studies, and (c) analyze the number of studies reporting reliability of the dependent and independent variables. Results indicate that a majority of the studies relied on a video or DVD to deliver the intervention (modeling or feedback), were conducted in school settings, and targeted more than one social skill. The most common social skill addressed was initiating conversation followed by play skills. All but one study included standardized assessment before treatment; however, none of the studies used a published social skills assessment. Like previous research, reliability of the dependent variables was common; however, reliability of the independent variables was infrequent. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118

Brief Report: Mobile Technology to Support Parents in Reducing Stereotypy / L. TRUDEL in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

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Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use / Jiedi LEI in Autism, 25-5 (July 2021)  

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Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use / Jiedi LEI in Autism, 26-5 (July 2022)  

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A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder / So Yeon KIM ; Rose A. MASON ; Mandy RISPOLI ; John L. DAVIS ; Catharine LORY ; Emily GREGORI ; Carly A. Roberts ; Denise Whitford ; Danni WANG in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

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Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives / Roxanne N. RASHEDI in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

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