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L'iPad au cabinet dentaire. la communication numérique en odontologie pour le patient et l'équipe dentaire / Mario IMBURGIA
Titre : L'iPad au cabinet dentaire. la communication numérique en odontologie pour le patient et l'équipe dentaire : "comment révolutionner votre approche clinique avec l'iPad et ses applications !" Type de document : Texte imprimé et/ou numérique Auteurs : Mario IMBURGIA, Auteur ; Rosaria PAGLIAI, Traducteur Editeur : Paris [France] : Quintessence International Année de publication : 2014 Importance : 159 p. Présentation : ill. Format : 28,5cm x 21,5cm x 1,5cm ISBN/ISSN/EAN : 978-2-36615-014-8 Langues : Français (fre) Mots-clés : Ipad Index. décimale : VIE-I VIE-I - Vie Quotidienne - Santé Bucco-Dentaire Résumé : La communication numérique en odontologie pour le patient et l'équipe soignante. Révolutionnez votre pratique clinique avec l'iPad et ses applications ! [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 L'iPad au cabinet dentaire. la communication numérique en odontologie pour le patient et l'équipe dentaire : "comment révolutionner votre approche clinique avec l'iPad et ses applications !" [Texte imprimé et/ou numérique] / Mario IMBURGIA, Auteur ; Rosaria PAGLIAI, Traducteur . - Paris [France] : Quintessence International, 2014 . - 159 p. : ill. ; 28,5cm x 21,5cm x 1,5cm.
ISBN : 978-2-36615-014-8
Langues : Français (fre)
Mots-clés : Ipad Index. décimale : VIE-I VIE-I - Vie Quotidienne - Santé Bucco-Dentaire Résumé : La communication numérique en odontologie pour le patient et l'équipe soignante. Révolutionnez votre pratique clinique avec l'iPad et ses applications ! [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0005172 VIE-I IMB Livre Centre d'Information et de Documentation du CRA Rhône-Alpes VIE -Vie quotidienne Disponible Teaching caregivers to implement video modeling imitation training via iPad for their children with autism / Teresa A. CARDON in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
[article]
Titre : Teaching caregivers to implement video modeling imitation training via iPad for their children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Teresa A. CARDON, Auteur Année de publication : 2012 Article en page(s) : p.1389-1400 Langues : Anglais (eng) Mots-clés : iPad Caregiver training Imitation Video modeling Autism Index. décimale : PER Périodiques Résumé : Children with autism fail to imitate from an early age and this lack of imitation is a salient diagnostic marker for the disorder. For children with Autism Spectrum Disorder (ASD), increased imitation skills appear to be related to increased skill development in a variety of areas. Video modeling was recently validated as a technique to support imitation acquisition in young children with autism. The purpose of this research was to determine if there is a functional relation between caregiver implemented Video Modeling Imitation Training (VMIT) via iPad and increased imitation skills in young children with autism. In addition, a secondary analysis of language development after exposure to VMIT was also conducted. A multiple baseline design across four caregivers and their children with autism was implemented. Results indicated that all four caregivers were able to successfully create video models on an iPad when provided with minimal training and implement VMIT with fidelity for their children. All four children made substantial gains in their imitation skills during caregiver implemented treatment. Imitation skills maintained post treatment and, to varying degrees, generalized to imitation of live models. Expressive language skills increased to varying degrees for all participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1389-1400[article] Teaching caregivers to implement video modeling imitation training via iPad for their children with autism [Texte imprimé et/ou numérique] / Teresa A. CARDON, Auteur . - 2012 . - p.1389-1400.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1389-1400
Mots-clés : iPad Caregiver training Imitation Video modeling Autism Index. décimale : PER Périodiques Résumé : Children with autism fail to imitate from an early age and this lack of imitation is a salient diagnostic marker for the disorder. For children with Autism Spectrum Disorder (ASD), increased imitation skills appear to be related to increased skill development in a variety of areas. Video modeling was recently validated as a technique to support imitation acquisition in young children with autism. The purpose of this research was to determine if there is a functional relation between caregiver implemented Video Modeling Imitation Training (VMIT) via iPad and increased imitation skills in young children with autism. In addition, a secondary analysis of language development after exposure to VMIT was also conducted. A multiple baseline design across four caregivers and their children with autism was implemented. Results indicated that all four caregivers were able to successfully create video models on an iPad when provided with minimal training and implement VMIT with fidelity for their children. All four children made substantial gains in their imitation skills during caregiver implemented treatment. Imitation skills maintained post treatment and, to varying degrees, generalized to imitation of live models. Expressive language skills increased to varying degrees for all participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability / Cami E. BURTON in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
[article]
Titre : Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Cami E. BURTON, Auteur ; Darlene H. ANDERSON, Auteur ; Mary Anne PRATER, Auteur ; Tina Taylor DYCHES, Auteur Article en page(s) : p.67-77 Langues : Anglais (eng) Mots-clés : autism intellectual disability video self-modeling functional mathematics instruction iPad Index. décimale : PER Périodiques Résumé : Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1177/1088357613478829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.67-77[article] Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Cami E. BURTON, Auteur ; Darlene H. ANDERSON, Auteur ; Mary Anne PRATER, Auteur ; Tina Taylor DYCHES, Auteur . - p.67-77.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.67-77
Mots-clés : autism intellectual disability video self-modeling functional mathematics instruction iPad Index. décimale : PER Périodiques Résumé : Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1177/1088357613478829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues / Lacey CHETCUTI in Autism, 23-1 (January 2019)
[article]
Titre : Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues Type de document : Texte imprimé et/ou numérique Auteurs : Lacey CHETCUTI, Auteur ; K. HUDRY, Auteur ; M. GRANT, Auteur ; G. VIVANTI, Auteur Article en page(s) : p.199-211 Langues : Anglais (eng) Mots-clés : autism spectrum disorders imitation iPad motor social cognition and social behavior joint attention young-children preschool-children rational imitation recognition motivation impairments propensity perception mechanisms Psychology Index. décimale : PER Périodiques Résumé : yyyyy We examined the role of social motivation and motor execution factors in object-directed imitation difficulties in autism spectrum disorder. A series of to-be-imitated actions was presented to 35 children with autism spectrum disorder and 20 typically developing children on an Apple((R)) iPad((R)) by a socially responsive or aloof model, under conditions of low and high motor demand. There were no differences in imitation performance (i.e. the number of actions reproduced within a fixed sequence), for either group, in response to a model who acted socially responsive or aloof. Children with autism spectrum disorder imitated the high motor demand task more poorly than the low motor demand task, while imitation performance for typically developing children was equivalent across the low and high motor demand conditions. Furthermore, imitative performance in the autism spectrum disorder group was unrelated to social reciprocity, though positively associated with fine motor coordination. These results suggest that difficulties in object-directed imitation in autism spectrum disorder are the result of motor execution difficulties, not reduced social motivation. En ligne : http://dx.doi.org/10.1177/1362361317734063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Autism > 23-1 (January 2019) . - p.199-211[article] Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues [Texte imprimé et/ou numérique] / Lacey CHETCUTI, Auteur ; K. HUDRY, Auteur ; M. GRANT, Auteur ; G. VIVANTI, Auteur . - p.199-211.
Langues : Anglais (eng)
in Autism > 23-1 (January 2019) . - p.199-211
Mots-clés : autism spectrum disorders imitation iPad motor social cognition and social behavior joint attention young-children preschool-children rational imitation recognition motivation impairments propensity perception mechanisms Psychology Index. décimale : PER Périodiques Résumé : yyyyy We examined the role of social motivation and motor execution factors in object-directed imitation difficulties in autism spectrum disorder. A series of to-be-imitated actions was presented to 35 children with autism spectrum disorder and 20 typically developing children on an Apple((R)) iPad((R)) by a socially responsive or aloof model, under conditions of low and high motor demand. There were no differences in imitation performance (i.e. the number of actions reproduced within a fixed sequence), for either group, in response to a model who acted socially responsive or aloof. Children with autism spectrum disorder imitated the high motor demand task more poorly than the low motor demand task, while imitation performance for typically developing children was equivalent across the low and high motor demand conditions. Furthermore, imitative performance in the autism spectrum disorder group was unrelated to social reciprocity, though positively associated with fine motor coordination. These results suggest that difficulties in object-directed imitation in autism spectrum disorder are the result of motor execution difficulties, not reduced social motivation. En ligne : http://dx.doi.org/10.1177/1362361317734063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement / Bethany R. WAINWRIGHT in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
Titre : Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur Article en page(s) : p.2941-2956 Langues : Anglais (eng) Mots-clés : Autism Engagement Symbolic understanding Word–picture–referent mapping iPad Index. décimale : PER Périodiques Résumé : We investigated symbolic understanding, word-picture-referent mapping, and engagement in children with autism spectrum condition (ASC) and ability-matched typically developing children. Participants viewed coloured pictorial symbols of a novel object (given a novel name) on an iPad in one of three conditions: static 2D images and either automatically or manually rotating images (providing a three-dimensional context). We found no significant difference in word-picture-referent mapping between groups and conditions, however, children who manually rotated the picture had greater on-screen looking time compared to other conditions. Greater visual attention related to more successful word-picture-referent mapping only for the children with ASC. Interactive iPad tasks may increase visual attention in both typical and atypical populations and greater visual attention may benefit word-picture-referent mapping in ASC. En ligne : http://dx.doi.org/10.1007/s10803-020-04404-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2941-2956[article] Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement [Texte imprimé et/ou numérique] / Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur . - p.2941-2956.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2941-2956
Mots-clés : Autism Engagement Symbolic understanding Word–picture–referent mapping iPad Index. décimale : PER Périodiques Résumé : We investigated symbolic understanding, word-picture-referent mapping, and engagement in children with autism spectrum condition (ASC) and ability-matched typically developing children. Participants viewed coloured pictorial symbols of a novel object (given a novel name) on an iPad in one of three conditions: static 2D images and either automatically or manually rotating images (providing a three-dimensional context). We found no significant difference in word-picture-referent mapping between groups and conditions, however, children who manually rotated the picture had greater on-screen looking time compared to other conditions. Greater visual attention related to more successful word-picture-referent mapping only for the children with ASC. Interactive iPad tasks may increase visual attention in both typical and atypical populations and greater visual attention may benefit word-picture-referent mapping in ASC. En ligne : http://dx.doi.org/10.1007/s10803-020-04404-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder / Elizabeth R. LORAH in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
PermalinkTeaching children with autism spectrum disorders to check the spelling of words / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
PermalinkUsing Photographs of Contrasting Contextual Complexity to Support Classroom Transitions for Children With Autism Spectrum Disorders / Ellin B. SIEGEL in Focus on Autism and Other Developmental Disabilities, 30-2 (June 2015)
PermalinkLes adaptations informatiques à l’épreuve d’un changement de paradigme / Patrice RENAUD in Nouvelle Revue de l'AIS (La), 54 (Juillet 2011)
PermalinkClassroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism / B. M. SUTTON in Journal of Autism and Developmental Disorders, 52-3 (March 2022)
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