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Visual Hybrid Development Learning System (VHDLS) Framework for Children with Autism / Bilikis BANIRE in Journal of Autism and Developmental Disorders, 45-10 (October 2015)
[article]
Titre : Visual Hybrid Development Learning System (VHDLS) Framework for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Bilikis BANIRE, Auteur ; Nazean JOMHARI, Auteur ; Rodina AHMAD, Auteur Article en page(s) : p.3069-3084 Langues : Anglais (eng) Mots-clés : Autism Framework Visual cognitive Visual hybrid Attention Learning style Index. décimale : PER Périodiques Résumé : The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework. En ligne : http://dx.doi.org/10.1007/s10803-015-2469-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267
in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3069-3084[article] Visual Hybrid Development Learning System (VHDLS) Framework for Children with Autism [Texte imprimé et/ou numérique] / Bilikis BANIRE, Auteur ; Nazean JOMHARI, Auteur ; Rodina AHMAD, Auteur . - p.3069-3084.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3069-3084
Mots-clés : Autism Framework Visual cognitive Visual hybrid Attention Learning style Index. décimale : PER Périodiques Résumé : The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework. En ligne : http://dx.doi.org/10.1007/s10803-015-2469-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 Closing the species gap: Translational approaches to studying sensory processing differences relevant for autism spectrum disorder / Kaela E. SCOTT in Autism Research, 14-7 (July 2021)
[article]
Titre : Closing the species gap: Translational approaches to studying sensory processing differences relevant for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kaela E. SCOTT, Auteur ; S. E. SCHULZ, Auteur ; D. MOEHRLE, Auteur ; Brian L. ALLMAN, Auteur ; Janis ORAM CARDY, Auteur ; R. A. STEVENSON, Auteur ; S. SCHMID, Auteur Article en page(s) : p.1322-1331 Langues : Anglais (eng) Mots-clés : Animals Autism Spectrum Disorder Cognition Evoked Potentials Humans Mice Perception Sensation auditory processing experimental design framework sensory phenotypes species translation Index. décimale : PER Périodiques Résumé : The study of sensory phenotypes has great potential for increasing research translation between species, a necessity to decipher the neural mechanisms that contribute to higher-order differences in neurological conditions such as autism spectrum disorder (ASD). Over the past decade, despite separate advances in our understanding of the structural and functional differences within the brain of autistic and non-autistic individuals and in rodent models for ASD, researchers have had difficulty translating the findings in murine species to humans, mostly due to incompatibility in experimental methodologies used to screen for ASD phenotypes. Focusing on sensory phenotypes offers an avenue to close the species gap because sensory pathways are highly conserved across species and are affected by the same risk-factors as the higher-order brain areas mostly responsible for the diagnostic criteria for ASD. By first reviewing how sensory processing has been studied to date, we direct our focus to electrophysiological and behavioral techniques that can be used to study sensory phenotypes consistently across species. Using auditory sensory phenotypes as a template, we seek to improve the accessibility of translational methods by providing a framework for collecting cohesive data in both rodents and humans. Specifically, evoked-potentials, acoustic startle paradigms, and psychophysical detection/discrimination paradigms can be created and implemented in a coordinated and systematic fashion across species. Through careful protocol design and collaboration, sensory processing phenotypes can be harnessed to bridge the gap that exists between preclinical animal studies and human testing, so that mutually held questions in autism research can be answered. LAY SUMMARY: It has always been difficult to relate results from animal research to humans. We try to close this gap by studying changes in sensory processing using careful protocol design and collaboration between clinicians and researchers. Sensory pathways are comparable between animals and humans, and are affected in the same way as the rest of the brain in ASD. Using changes in hearing as a template, we point the field in an innovative direction by providing a framework for collecting cohesive data in rodents and humans. En ligne : http://dx.doi.org/10.1002/aur.2533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-7 (July 2021) . - p.1322-1331[article] Closing the species gap: Translational approaches to studying sensory processing differences relevant for autism spectrum disorder [Texte imprimé et/ou numérique] / Kaela E. SCOTT, Auteur ; S. E. SCHULZ, Auteur ; D. MOEHRLE, Auteur ; Brian L. ALLMAN, Auteur ; Janis ORAM CARDY, Auteur ; R. A. STEVENSON, Auteur ; S. SCHMID, Auteur . - p.1322-1331.
Langues : Anglais (eng)
in Autism Research > 14-7 (July 2021) . - p.1322-1331
Mots-clés : Animals Autism Spectrum Disorder Cognition Evoked Potentials Humans Mice Perception Sensation auditory processing experimental design framework sensory phenotypes species translation Index. décimale : PER Périodiques Résumé : The study of sensory phenotypes has great potential for increasing research translation between species, a necessity to decipher the neural mechanisms that contribute to higher-order differences in neurological conditions such as autism spectrum disorder (ASD). Over the past decade, despite separate advances in our understanding of the structural and functional differences within the brain of autistic and non-autistic individuals and in rodent models for ASD, researchers have had difficulty translating the findings in murine species to humans, mostly due to incompatibility in experimental methodologies used to screen for ASD phenotypes. Focusing on sensory phenotypes offers an avenue to close the species gap because sensory pathways are highly conserved across species and are affected by the same risk-factors as the higher-order brain areas mostly responsible for the diagnostic criteria for ASD. By first reviewing how sensory processing has been studied to date, we direct our focus to electrophysiological and behavioral techniques that can be used to study sensory phenotypes consistently across species. Using auditory sensory phenotypes as a template, we seek to improve the accessibility of translational methods by providing a framework for collecting cohesive data in both rodents and humans. Specifically, evoked-potentials, acoustic startle paradigms, and psychophysical detection/discrimination paradigms can be created and implemented in a coordinated and systematic fashion across species. Through careful protocol design and collaboration, sensory processing phenotypes can be harnessed to bridge the gap that exists between preclinical animal studies and human testing, so that mutually held questions in autism research can be answered. LAY SUMMARY: It has always been difficult to relate results from animal research to humans. We try to close this gap by studying changes in sensory processing using careful protocol design and collaboration between clinicians and researchers. Sensory pathways are comparable between animals and humans, and are affected in the same way as the rest of the brain in ASD. Using changes in hearing as a template, we point the field in an innovative direction by providing a framework for collecting cohesive data in rodents and humans. En ligne : http://dx.doi.org/10.1002/aur.2533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
Titre : Introduction to the Center for Autism and Related Disorders Curriculum Series Type de document : Texte imprimé et/ou numérique Auteurs : Adel C. NAJDOWSKI, Auteur Année de publication : 2014 Importance : p.191-198 Langues : Anglais (eng) Mots-clés : autism curriculum framework organization online system Skills® Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes how and why the Center for Autism and Related Disorders (CARD) curriculum series was developed. Its framework and organization are outlined and a brief introduction to how it is used via the online system, Skills®, is provided. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00010-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Introduction to the Center for Autism and Related Disorders Curriculum Series [Texte imprimé et/ou numérique] / Adel C. NAJDOWSKI, Auteur . - 2014 . - p.191-198.
Langues : Anglais (eng)
Mots-clés : autism curriculum framework organization online system Skills® Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes how and why the Center for Autism and Related Disorders (CARD) curriculum series was developed. Its framework and organization are outlined and a brief introduction to how it is used via the online system, Skills®, is provided. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00010-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
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