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4 recherche sur le mot-clé 'in vivo'
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In Vivo Imaging in Mice / Nathalie BARIL
Titre : In Vivo Imaging in Mice Type de document : Texte imprimé et/ou numérique Auteurs : Nathalie BARIL, Auteur ; Muriel ROTH, Auteur ; Rym DJOURI, Auteur Année de publication : 2015 Importance : p.119-156 Langues : Anglais (eng) Mots-clés : Small animal In vivo Preclinical imaging UBM Micro-CT MR microscopy Micro-PET Micro-SPECT Optical imaging Multimodality Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 In Vivo Imaging in Mice [Texte imprimé et/ou numérique] / Nathalie BARIL, Auteur ; Muriel ROTH, Auteur ; Rym DJOURI, Auteur . - 2015 . - p.119-156.
Langues : Anglais (eng)
Mots-clés : Small animal In vivo Preclinical imaging UBM Micro-CT MR microscopy Micro-PET Micro-SPECT Optical imaging Multimodality Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD) / Bridget K. DOLAN in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
[article]
Titre : Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Bridget K. DOLAN, Auteur ; Amy V. VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Jeffrey S. KARST, Auteur ; Sheryl STEVENS, Auteur ; Kirsten A. SCHOHL, Auteur ; Stephanie POTTS, Auteur ; Jenna KAHNE, Auteur ; Nina LINNEMAN, Auteur ; Rheanna REMMEL, Auteur ; Emily HUMMEL, Auteur Article en page(s) : p.2251-2259 Langues : Anglais (eng) Mots-clés : Autism ASD Adolescence PEERS Intervention Social skills Observational In vivo Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596–606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277–1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS. En ligne : http://dx.doi.org/10.1007/s10803-016-2738-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2251-2259[article] Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / Bridget K. DOLAN, Auteur ; Amy V. VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Jeffrey S. KARST, Auteur ; Sheryl STEVENS, Auteur ; Kirsten A. SCHOHL, Auteur ; Stephanie POTTS, Auteur ; Jenna KAHNE, Auteur ; Nina LINNEMAN, Auteur ; Rheanna REMMEL, Auteur ; Emily HUMMEL, Auteur . - p.2251-2259.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2251-2259
Mots-clés : Autism ASD Adolescence PEERS Intervention Social skills Observational In vivo Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596–606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277–1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS. En ligne : http://dx.doi.org/10.1007/s10803-016-2738-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 Using human pluripotent stem cell models to study autism in the era of big data / Ralda NEHME in Molecular Autism, 11 (2020)
[article]
Titre : Using human pluripotent stem cell models to study autism in the era of big data Type de document : Texte imprimé et/ou numérique Auteurs : Ralda NEHME, Auteur ; Lindy E. BARRETT, Auteur Article en page(s) : 21 p. Langues : Anglais (eng) Mots-clés : Differentiation esc Human brain In vivo Regulatory policy Sample size Variance hPSC iPSC Index. décimale : PER Périodiques Résumé : Advances in human pluripotent stem cell (hPSC) biology coupled with protocols to generate diverse brain cell types in vitro have provided neuroscientists with opportunities to dissect basic and disease mechanisms in increasingly relevant cellular substrates. At the same time, large data collections and analyses have facilitated unprecedented insights into autism genetics, normal human genetic variation, and the molecular landscape of the developing human brain. While such insights have enabled the investigation of key mechanistic questions in autism, they also highlight important limitations associated with the use of existing hPSC models. In this review, we discuss four such issues which influence the efficacy of hPSC models for studying autism, including (i) sources of variance, (ii) scale and format of study design, (iii) divergence from the human brain in vivo, and (iv) regulatory policies and compliance governing the use of hPSCs. Moreover, we advocate for a set of immediate and long-term priorities to address these issues and to accelerate the generation and reproducibility of data in order to facilitate future fundamental as well as therapeutic discoveries. En ligne : http://dx.doi.org/10.1186/s13229-020-00322-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427
in Molecular Autism > 11 (2020) . - 21 p.[article] Using human pluripotent stem cell models to study autism in the era of big data [Texte imprimé et/ou numérique] / Ralda NEHME, Auteur ; Lindy E. BARRETT, Auteur . - 21 p.
Langues : Anglais (eng)
in Molecular Autism > 11 (2020) . - 21 p.
Mots-clés : Differentiation esc Human brain In vivo Regulatory policy Sample size Variance hPSC iPSC Index. décimale : PER Périodiques Résumé : Advances in human pluripotent stem cell (hPSC) biology coupled with protocols to generate diverse brain cell types in vitro have provided neuroscientists with opportunities to dissect basic and disease mechanisms in increasingly relevant cellular substrates. At the same time, large data collections and analyses have facilitated unprecedented insights into autism genetics, normal human genetic variation, and the molecular landscape of the developing human brain. While such insights have enabled the investigation of key mechanistic questions in autism, they also highlight important limitations associated with the use of existing hPSC models. In this review, we discuss four such issues which influence the efficacy of hPSC models for studying autism, including (i) sources of variance, (ii) scale and format of study design, (iii) divergence from the human brain in vivo, and (iv) regulatory policies and compliance governing the use of hPSCs. Moreover, we advocate for a set of immediate and long-term priorities to address these issues and to accelerate the generation and reproducibility of data in order to facilitate future fundamental as well as therapeutic discoveries. En ligne : http://dx.doi.org/10.1186/s13229-020-00322-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427 Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature / Jessica A. BOWMAN in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)
[article]
Titre : Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur Article en page(s) : p.195-204 Langues : Anglais (eng) Mots-clés : mathematics instruction access to the general curriculum intellectual disability autism moderate disability severe disability concrete representations manipulatives anchored instruction math stories in vivo systematic instruction technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204[article] Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature [Texte imprimé et/ou numérique] / Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur . - p.195-204.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204
Mots-clés : mathematics instruction access to the general curriculum intellectual disability autism moderate disability severe disability concrete representations manipulatives anchored instruction math stories in vivo systematic instruction technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410