321 recherche sur le mot-clé 'intervention'

Intervention for Infants at Risk of Developing Autism: A Case Series / Jonathan GREEN in Journal of Autism and Developmental Disorders, 43-11 (November 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-11 (November 2013) . - p.2502-2514 Titre : Intervention for Infants at Risk of Developing Autism: A Case Series Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan GREEN, Auteur ; Ming Wai WAN, Auteur ; Jeanne GUIRAUD, Auteur ; Samina HOLSGROVE, Auteur ; Janet MCNALLY, Auteur ; Vicky SLONIMS, Auteur ; Mayada ELSABBAGH, Auteur ; Tony CHARMAN, Auteur ; Andrew PICKLES, Auteur ; Mark H. JOHNSON, Auteur Article en page(s) : p.2502-2514 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Prodromal  Infancy  Parent–child interaction Index. décimale : PER Périodiques Résumé : Theory and evidence suggest the potential value of prodromal intervention for infants at risk of developing autism. We report an initial case series (n = 8) of a parent-mediated, video-aided and interaction-focused intervention with infant siblings of autistic probands, beginning at 8–10 months of age. We outline the theory and evidence base behind this model and present data on feasibility, acceptability and measures ranging from parent-infant social interaction, to infant atypical behaviors, attention and cognition. The intervention proves to be both feasible and acceptable to families. Measurement across domains was successful and on larger samples promise to be an effective test of whether such an intervention in infancy will modify emergent atypical developmental trajectories in infants at risk for autism. En ligne : http://dx.doi.org/10.1007/s10803-013-1797-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217 [article] Intervention for Infants at Risk of Developing Autism: A Case Series [Texte imprimé et/ou numérique] / Jonathan GREEN, Auteur ; Ming Wai WAN, Auteur ; Jeanne GUIRAUD, Auteur ; Samina HOLSGROVE, Auteur ; Janet MCNALLY, Auteur ; Vicky SLONIMS, Auteur ; Mayada ELSABBAGH, Auteur ; Tony CHARMAN, Auteur ; Andrew PICKLES, Auteur ; Mark H. JOHNSON, Auteur . - p.2502-2514. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-11 (November 2013) . - p.2502-2514 Mots-clés : Autism  Intervention  Prodromal  Infancy  Parent–child interaction Index. décimale : PER Périodiques Résumé : Theory and evidence suggest the potential value of prodromal intervention for infants at risk of developing autism. We report an initial case series (n = 8) of a parent-mediated, video-aided and interaction-focused intervention with infant siblings of autistic probands, beginning at 8–10 months of age. We outline the theory and evidence base behind this model and present data on feasibility, acceptability and measures ranging from parent-infant social interaction, to infant atypical behaviors, attention and cognition. The intervention proves to be both feasible and acceptable to families. Measurement across domains was successful and on larger samples promise to be an effective test of whether such an intervention in infancy will modify emergent atypical developmental trajectories in infants at risk for autism. En ligne : http://dx.doi.org/10.1007/s10803-013-1797-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217

Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: a randomized controlled trial / Rebecca LANDA in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p. 13-21 Titre : Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca LANDA, Auteur ; Katherine C. HOLMAN, Auteur ; Allison H. O'NEILL, Auteur ; Elizabeth A. STUART, Auteur Année de publication : 2011 Article en page(s) : p. 13-21 Langues : Anglais (eng) Mots-clés : Autistic disorder  intervention Index. décimale : PER Périodiques Résumé : Background:  Social and communication impairments are core deficits and prognostic indicators of autism. We evaluated the impact of supplementing a comprehensive intervention with a curriculum targeting socially synchronous behavior on social outcomes of toddlers with autism spectrum disorders (ASD). Methods:  Fifty toddlers with ASD, ages 21 to 33 months, were randomized to one of two six-month interventions: Interpersonal Synchrony or Non-Interpersonal Synchrony. The interventions provided identical intensity (10 hours per week in classroom), student-to-teacher ratio, schedule, home-based parent training (1.5 hours per month), parent education (38 hours), and instructional strategies, except the Interpersonal Synchrony condition provided a supplementary curriculum targeting socially engaged imitation, joint attention, and affect sharing; measures of these were primary outcomes. Assessments were conducted pre-intervention, immediately post-intervention, and, to assess maintenance, at six-month follow-up. Random effects models were used to examine differences between groups over time. Secondary analyses examined gains in expressive language and nonverbal cognition, and time effects during the intervention and follow-up periods. Results:  A significant treatment effect was found for socially engaged imitation (p = .02), with more than doubling (17% to 42%) of imitated acts paired with eye contact in the Interpersonal Synchrony group after the intervention. This skill was generalized to unfamiliar contexts and maintained through follow-up. Similar gains were observed for initiation of joint attention and shared positive affect, but between-group differences did not reach statistical significance. A significant time effect was found for all outcomes (p < .001); greatest change occurred during the intervention period, particularly in the Interpersonal Synchrony group. Conclusions:  This is the first ASD randomized trial involving toddlers to identify an active ingredient for enhancing socially engaged imitation. Adding social engagement targets to intervention improves short-term outcome at no additional cost to the intervention. The social, language, and cognitive gains in our participants provide evidence for plasticity of these developmental systems in toddlers with ASD. http://www.clinicaltrials.gov/ct2/show/NCT00106210?term = landa&rank = 3. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02288.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: a randomized controlled trial [Texte imprimé et/ou numérique] / Rebecca LANDA, Auteur ; Katherine C. HOLMAN, Auteur ; Allison H. O'NEILL, Auteur ; Elizabeth A. STUART, Auteur . - 2011 . - p. 13-21. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p. 13-21 Mots-clés : Autistic disorder  intervention Index. décimale : PER Périodiques Résumé : Background:  Social and communication impairments are core deficits and prognostic indicators of autism. We evaluated the impact of supplementing a comprehensive intervention with a curriculum targeting socially synchronous behavior on social outcomes of toddlers with autism spectrum disorders (ASD). Methods:  Fifty toddlers with ASD, ages 21 to 33 months, were randomized to one of two six-month interventions: Interpersonal Synchrony or Non-Interpersonal Synchrony. The interventions provided identical intensity (10 hours per week in classroom), student-to-teacher ratio, schedule, home-based parent training (1.5 hours per month), parent education (38 hours), and instructional strategies, except the Interpersonal Synchrony condition provided a supplementary curriculum targeting socially engaged imitation, joint attention, and affect sharing; measures of these were primary outcomes. Assessments were conducted pre-intervention, immediately post-intervention, and, to assess maintenance, at six-month follow-up. Random effects models were used to examine differences between groups over time. Secondary analyses examined gains in expressive language and nonverbal cognition, and time effects during the intervention and follow-up periods. Results:  A significant treatment effect was found for socially engaged imitation (p = .02), with more than doubling (17% to 42%) of imitated acts paired with eye contact in the Interpersonal Synchrony group after the intervention. This skill was generalized to unfamiliar contexts and maintained through follow-up. Similar gains were observed for initiation of joint attention and shared positive affect, but between-group differences did not reach statistical significance. A significant time effect was found for all outcomes (p < .001); greatest change occurred during the intervention period, particularly in the Interpersonal Synchrony group. Conclusions:  This is the first ASD randomized trial involving toddlers to identify an active ingredient for enhancing socially engaged imitation. Adding social engagement targets to intervention improves short-term outcome at no additional cost to the intervention. The social, language, and cognitive gains in our participants provide evidence for plasticity of these developmental systems in toddlers with ASD. http://www.clinicaltrials.gov/ct2/show/NCT00106210?term = landa&rank = 3. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02288.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 42-8 (August 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1768-1773 Titre : Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur Année de publication : 2012 Article en page(s) : p.1768-1773 Langues : Anglais (eng) Mots-clés : Autism  Imitation  Intervention  Social  Reciprocal imitation training Index. décimale : PER Périodiques Résumé : Imitation is an early skill thought to play a role in social development, leading some to suggest that teaching imitation to children with autism should lead to improvements in social functioning. This study used a randomized controlled trial to evaluate the effect of a focused imitation intervention on initiation of joint attention and social-emotional functioning in 27 young children with autism. Results indicated the treatment group made significantly more gains in joint attention initiations at post-treatment and follow-up and social-emotional functioning at follow-up than the control group. Although gains in social functioning were associated with treatment, a mediation analysis did not support imitation as the mechanism of action. These findings suggest the intervention improves social functioning in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1423-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178 [article] Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur . - 2012 . - p.1768-1773. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1768-1773 Mots-clés : Autism  Imitation  Intervention  Social  Reciprocal imitation training Index. décimale : PER Périodiques Résumé : Imitation is an early skill thought to play a role in social development, leading some to suggest that teaching imitation to children with autism should lead to improvements in social functioning. This study used a randomized controlled trial to evaluate the effect of a focused imitation intervention on initiation of joint attention and social-emotional functioning in 27 young children with autism. Results indicated the treatment group made significantly more gains in joint attention initiations at post-treatment and follow-up and social-emotional functioning at follow-up than the control group. Although gains in social functioning were associated with treatment, a mediation analysis did not support imitation as the mechanism of action. These findings suggest the intervention improves social functioning in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1423-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178

Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial / Kelly BURGOYNE in Journal of Child Psychology and Psychiatry, 53-10 (October 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-10 (October 2012) . - p.1044-53 Titre : Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Kelly BURGOYNE, Auteur ; Fiona J. DUFF, Auteur ; Paula J. CLARKE, Auteur ; Sue BUCKLEY, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Année de publication : 2012 Article en page(s) : p.1044-53 Langues : Anglais (eng) Mots-clés : Down syndrome  early literacy  intervention  language  phonological awareness  RCT Index. décimale : PER Périodiques Résumé : Background:  This study evaluates the effects of a language and literacy intervention for children with Down syndrome. Methods:  Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two UK locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and after 40 weeks of intervention. Results:  After 20 weeks of intervention, the intervention group showed significantly greater progress than the waiting control group on measures of single word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary. Effects did not transfer to other skills (nonword reading, spelling, standardised expressive and receptive vocabulary, expressive information and grammar). After 40 weeks of intervention, the intervention group remained numerically ahead of the control group on most key outcome measures; but these differences were not significant. Children who were younger, attended more intervention sessions, and had better initial receptive language skills made greater progress during the course of the intervention. Conclusions:  A TA-delivered intervention produced improvements in the reading and language skills of children with Down syndrome. Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02557.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181 [article] Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial [Texte imprimé et/ou numérique] / Kelly BURGOYNE, Auteur ; Fiona J. DUFF, Auteur ; Paula J. CLARKE, Auteur ; Sue BUCKLEY, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - 2012 . - p.1044-53. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-10 (October 2012) . - p.1044-53 Mots-clés : Down syndrome  early literacy  intervention  language  phonological awareness  RCT Index. décimale : PER Périodiques Résumé : Background:  This study evaluates the effects of a language and literacy intervention for children with Down syndrome. Methods:  Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two UK locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and after 40 weeks of intervention. Results:  After 20 weeks of intervention, the intervention group showed significantly greater progress than the waiting control group on measures of single word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary. Effects did not transfer to other skills (nonword reading, spelling, standardised expressive and receptive vocabulary, expressive information and grammar). After 40 weeks of intervention, the intervention group remained numerically ahead of the control group on most key outcome measures; but these differences were not significant. Children who were younger, attended more intervention sessions, and had better initial receptive language skills made greater progress during the course of the intervention. Conclusions:  A TA-delivered intervention produced improvements in the reading and language skills of children with Down syndrome. Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02557.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181

Enhancing the Application and Evaluation of a Discrete Trial Intervention Package for Eliciting First Words in Preverbal Preschoolers with ASD / Ioanna TSIOURI in Journal of Autism and Developmental Disorders, 42-7 (July 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1281-1293 Titre : Enhancing the Application and Evaluation of a Discrete Trial Intervention Package for Eliciting First Words in Preverbal Preschoolers with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Ioanna TSIOURI, Auteur ; Elizabeth SCHOEN-SIMMONS, Auteur ; Rhea PAUL, Auteur Année de publication : 2012 Article en page(s) : p.1281-1293 Langues : Anglais (eng) Mots-clés : Speech  Imitation  Intervention  ABA  Discrete trial training Index. décimale : PER Périodiques Résumé : This study evaluates the effectiveness of an intervention package including a discrete trial program (Rapid Motor Imitation Antecedent Training (Tsiouri and Greer, J Behav Educat 12:185–206, 2003) combined with parent education for eliciting first words in children with ASD who had little or no spoken language. Evaluation of the approach includes specific intervention targets and functional spoken language outcomes (Tager-Flusberg et al., J Speech Lang Hear Res 52:643–652, 2009). Results suggest that RMIA, with parent training, catalyzes development of verbal imitation and production for some children. Three of five participants acquired word production within the DTT framework and achieved milestones of early functional spoken language use (Tager-Flusberg et al., J Speech Lang Hear Res 52:643–652, 2009). The implications of these findings for understanding the role of discrete trial approaches to language intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1358-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Enhancing the Application and Evaluation of a Discrete Trial Intervention Package for Eliciting First Words in Preverbal Preschoolers with ASD [Texte imprimé et/ou numérique] / Ioanna TSIOURI, Auteur ; Elizabeth SCHOEN-SIMMONS, Auteur ; Rhea PAUL, Auteur . - 2012 . - p.1281-1293. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1281-1293 Mots-clés : Speech  Imitation  Intervention  ABA  Discrete trial training Index. décimale : PER Périodiques Résumé : This study evaluates the effectiveness of an intervention package including a discrete trial program (Rapid Motor Imitation Antecedent Training (Tsiouri and Greer, J Behav Educat 12:185–206, 2003) combined with parent education for eliciting first words in children with ASD who had little or no spoken language. Evaluation of the approach includes specific intervention targets and functional spoken language outcomes (Tager-Flusberg et al., J Speech Lang Hear Res 52:643–652, 2009). Results suggest that RMIA, with parent training, catalyzes development of verbal imitation and production for some children. Three of five participants acquired word production within the DTT framework and achieved milestones of early functional spoken language use (Tager-Flusberg et al., J Speech Lang Hear Res 52:643–652, 2009). The implications of these findings for understanding the role of discrete trial approaches to language intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1358-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Sustained Community Implementation of JASPER Intervention with Toddlers with Autism / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

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Additional Evidence is Needed to Recommend Acquiring a Dog to Families of Children with Autism Spectrum Disorder: A Response to Wright and Colleagues / Molly K. CROSSMAN in Journal of Autism and Developmental Disorders, 46-1 (January 2016)  

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Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5 / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 53-5 (May 2012)  

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Brief Report: A Mobile Application to Treat Prosodic Deficits in Autism Spectrum Disorder and Other Communication Impairments: A Pilot Study / Elizabeth SCHOEN SIMMONS in Journal of Autism and Developmental Disorders, 46-1 (January 2016)  

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Brief Report: A Pilot Summer Robotics Camp to Reduce Social Anxiety and Improve Social/Vocational Skills in Adolescents with ASD / Juhi R. KABOSKI in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

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