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Résultat de la recherche
6 recherche sur le mot-clé 'maintenance'




Titre : Generalization and Maintenance Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur Année de publication : 2014 Importance : p.133-143 Langues : Anglais (eng) Mots-clés : autism treatment program generalization maintenance skill generalized behavior Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach for promoting generalization and maintenance of skills learned in treatment programs, including programming for generalization across stimuli, settings, and people, teaching generalized behaviors, and incorporating procedures for ensuring that skills are maintained once direct training has concluded. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00007-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Generalization and Maintenance [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur . - 2014 . - p.133-143.
Langues : Anglais (eng)
Mots-clés : autism treatment program generalization maintenance skill generalized behavior Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach for promoting generalization and maintenance of skills learned in treatment programs, including programming for generalization across stimuli, settings, and people, teaching generalized behaviors, and incorporating procedures for ensuring that skills are maintained once direct training has concluded. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00007-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities / Jiyoon PARK in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
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Titre : Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Jiyoon PARK, Auteur ; Emily C. BOUCK, Auteur ; John P. 3rd SMITH, Auteur Article en page(s) : p.63-75 Langues : Anglais (eng) Mots-clés : Developmental disabilities Maintenance Mathematics Virtual manipulatives Index. décimale : PER Périodiques Résumé : To live independently, it is critical that students with disabilities maintain the basic mathematical skills they have acquired so they may apply these skills in daily life. To support maintenance of mathematical skills among students with developmental disabilities, the researchers used a multiple probe across participants design to examine the effectiveness of the VRA instructional sequence with fading support in teaching subtraction with regrouping to four students with developmental disabilities. A functional relation was found between the VRA instructional sequence with fading support and students' accuracy in solving the problems. Students also maintained the skill up to 6 weeks after the intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04225-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.63-75[article] Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities [Texte imprimé et/ou numérique] / Jiyoon PARK, Auteur ; Emily C. BOUCK, Auteur ; John P. 3rd SMITH, Auteur . - p.63-75.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.63-75
Mots-clés : Developmental disabilities Maintenance Mathematics Virtual manipulatives Index. décimale : PER Périodiques Résumé : To live independently, it is critical that students with disabilities maintain the basic mathematical skills they have acquired so they may apply these skills in daily life. To support maintenance of mathematical skills among students with developmental disabilities, the researchers used a multiple probe across participants design to examine the effectiveness of the VRA instructional sequence with fading support in teaching subtraction with regrouping to four students with developmental disabilities. A functional relation was found between the VRA instructional sequence with fading support and students' accuracy in solving the problems. Students also maintained the skill up to 6 weeks after the intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04225-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 Alpha modulation during working memory encoding predicts neurocognitive impairment in ADHD / A. LENARTOWICZ in Journal of Child Psychology and Psychiatry, 60-8 (August 2019)
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Titre : Alpha modulation during working memory encoding predicts neurocognitive impairment in ADHD Type de document : Texte imprimé et/ou numérique Auteurs : A. LENARTOWICZ, Auteur ; H. TRUONG, Auteur ; G. C. SALGARI, Auteur ; R. M. BILDER, Auteur ; J. MCGOUGH, Auteur ; J. T. MCCRACKEN, Auteur ; S. K. LOO, Auteur Article en page(s) : p.917-926 Langues : Anglais (eng) Mots-clés : Adhd Eeg academic achievement alpha oscillations maintenance visual attention working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is associated with working memory (WM) deficits. However, WM is a multiprocess construct that can be impaired through several pathways, leaving the source of WM impairments in ADHD unresolved. In this study, we aim to replicate, in an independent sample, previously reported deficits in component processes of WM deficits in ADHD and expand to consider their implications for neurocognitive outcomes. METHODS: In 119 children (7-14 years old, 85 with ADHD), we used electroencephalography measures to quantify component processes during performance of a spatial working memory task. We quantified stimulus encoding using alpha range (8-12 Hz) power; vigilance by the P2 event-related potential to cues; and WMmaintenance by occipital-alpha and frontal-theta (4-7 Hz) power. These measures were evaluated against metrics of executive function, ADHD symptoms, and academic achievement. RESULTS: Encoding alpha-power decreases and cue P2 amplitude were attenuated in ADHD, whereas occipital-alpha power during maintenance was significantly greater in ADHD, consistent with a compensatory response to weak encoding. Weak alpha modulation during encoding was associated with poorer reading comprehension and executive function, as well as enhanced ADHD symptoms. Previously reported effects in frontal-theta power failed to replicate. CONCLUSIONS: Stimulus encoding, a component process of WM coupled to alpha modulation, is impaired in ADHD, and, unlike WM maintenance or vigilance processes, has implications outside of the laboratory via a relationship with executive function, and, to a weaker extent, reading comprehension. En ligne : http://dx.doi.org/10.1111/jcpp.13042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404
in Journal of Child Psychology and Psychiatry > 60-8 (August 2019) . - p.917-926[article] Alpha modulation during working memory encoding predicts neurocognitive impairment in ADHD [Texte imprimé et/ou numérique] / A. LENARTOWICZ, Auteur ; H. TRUONG, Auteur ; G. C. SALGARI, Auteur ; R. M. BILDER, Auteur ; J. MCGOUGH, Auteur ; J. T. MCCRACKEN, Auteur ; S. K. LOO, Auteur . - p.917-926.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-8 (August 2019) . - p.917-926
Mots-clés : Adhd Eeg academic achievement alpha oscillations maintenance visual attention working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is associated with working memory (WM) deficits. However, WM is a multiprocess construct that can be impaired through several pathways, leaving the source of WM impairments in ADHD unresolved. In this study, we aim to replicate, in an independent sample, previously reported deficits in component processes of WM deficits in ADHD and expand to consider their implications for neurocognitive outcomes. METHODS: In 119 children (7-14 years old, 85 with ADHD), we used electroencephalography measures to quantify component processes during performance of a spatial working memory task. We quantified stimulus encoding using alpha range (8-12 Hz) power; vigilance by the P2 event-related potential to cues; and WMmaintenance by occipital-alpha and frontal-theta (4-7 Hz) power. These measures were evaluated against metrics of executive function, ADHD symptoms, and academic achievement. RESULTS: Encoding alpha-power decreases and cue P2 amplitude were attenuated in ADHD, whereas occipital-alpha power during maintenance was significantly greater in ADHD, consistent with a compensatory response to weak encoding. Weak alpha modulation during encoding was associated with poorer reading comprehension and executive function, as well as enhanced ADHD symptoms. Previously reported effects in frontal-theta power failed to replicate. CONCLUSIONS: Stimulus encoding, a component process of WM coupled to alpha modulation, is impaired in ADHD, and, unlike WM maintenance or vigilance processes, has implications outside of the laboratory via a relationship with executive function, and, to a weaker extent, reading comprehension. En ligne : http://dx.doi.org/10.1111/jcpp.13042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 Cognitive-behavioral therapy for anxiety in youth with an autism spectrum disorder: A follow-up study / Robert R. SELLES in Autism, 19-5 (July 2015)
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Titre : Cognitive-behavioral therapy for anxiety in youth with an autism spectrum disorder: A follow-up study Type de document : Texte imprimé et/ou numérique Auteurs : Robert R. SELLES, Auteur ; Elysse B. ARNOLD, Auteur ; Vicky PHARES, Auteur ; Adam B. LEWIN, Auteur ; Tanya K. MURPHY, Auteur ; Eric A. STORCH, Auteur Article en page(s) : p.613-621 Langues : Anglais (eng) Mots-clés : efficacy maintenance relapse treatment Index. décimale : PER Périodiques Résumé : Cognitive-behavioral therapy for anxiety in youth with an autism spectrum disorder appears efficacious; however, maintenance of treatment gains has not yet been studied. Using a sample of 32 youth who had benefited at least minimally from a past trial of cognitive-behavioral therapy for anxiety in autism spectrum disorder, this study assessed anxiety symptoms in youth 10–26 months following treatment completion. Compared to baseline, follow-up scores were associated with large effects for treatment. Relative to post-treatment, a small effect for return in symptoms was present and significantly fewer individuals were rated as responders at follow-up. Future studies should investigate factors associated with poor treatment maintenance and modifications or additions to treatment that may help maintain treatment gains. En ligne : http://dx.doi.org/10.1177/1362361314537912 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Autism > 19-5 (July 2015) . - p.613-621[article] Cognitive-behavioral therapy for anxiety in youth with an autism spectrum disorder: A follow-up study [Texte imprimé et/ou numérique] / Robert R. SELLES, Auteur ; Elysse B. ARNOLD, Auteur ; Vicky PHARES, Auteur ; Adam B. LEWIN, Auteur ; Tanya K. MURPHY, Auteur ; Eric A. STORCH, Auteur . - p.613-621.
Langues : Anglais (eng)
in Autism > 19-5 (July 2015) . - p.613-621
Mots-clés : efficacy maintenance relapse treatment Index. décimale : PER Périodiques Résumé : Cognitive-behavioral therapy for anxiety in youth with an autism spectrum disorder appears efficacious; however, maintenance of treatment gains has not yet been studied. Using a sample of 32 youth who had benefited at least minimally from a past trial of cognitive-behavioral therapy for anxiety in autism spectrum disorder, this study assessed anxiety symptoms in youth 10–26 months following treatment completion. Compared to baseline, follow-up scores were associated with large effects for treatment. Relative to post-treatment, a small effect for return in symptoms was present and significantly fewer individuals were rated as responders at follow-up. Future studies should investigate factors associated with poor treatment maintenance and modifications or additions to treatment that may help maintain treatment gains. En ligne : http://dx.doi.org/10.1177/1362361314537912 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
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Titre : Visual mental imagery abilities in autism Type de document : Texte imprimé et/ou numérique Auteurs : Clara BLED, Auteur ; Quentin GUILLON, Auteur ; Laurent MOTTRON, Auteur ; Isabelle SOULIERES, Auteur ; Lucie BOUVET, Auteur Article en page(s) : p.2064-2078 Langues : Anglais (eng) Mots-clés : autism cognitive style generation maintenance manipulation mental imagery scanning Index. décimale : PER Périodiques Résumé : Abstract In autistic individuals, the role, performance, and autonomy of perceptual functioning are atypical. Overlapping underlying mechanisms of perception and mental imagery predict that the mental imagery abilities of autistic individuals should differ from those of non-autistic individuals. While enhanced abilities to manipulate mental images have been demonstrated in autism, the other stages of mental imagery (generation, maintenance, inspection) remain to be explored. Forty-four autistic adults and 42 typical participants performed four tasks to assess different stages of mental imagery: the Image generation task (mentally generating a letter on a grid and indicating whether it passes over a probe located in the grid), the Visual pattern test (maintaining visual patterns in memory), the Image scanning test (inspecting mental images) and the Mental rotation test (mentally manipulating representations of geometric figures). In the image generation task and the mental rotation test, autistic and typical individuals performed equivalently, both in accuracy and response time. The span observed in the visual pattern test was significantly higher in the autistic group, indicating better maintenance of mental images. In the image scanning test, response times were influenced by the distance to mentally inspect in the typical group but not in the autistic group. Autistic participants were equally fast regardless of distance to inspect. Preserved, greater or differently influenced visual mental imagery abilities are in line with an atypical perceptual functioning in autism, possibly reflecting an increased weight of perception-based information relatively to the top-down effect of knowledge and language-based influence. En ligne : https://doi.org/10.1002/aur.3192 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536
in Autism Research > 17-10 (October 2024) . - p.2064-2078[article] Visual mental imagery abilities in autism [Texte imprimé et/ou numérique] / Clara BLED, Auteur ; Quentin GUILLON, Auteur ; Laurent MOTTRON, Auteur ; Isabelle SOULIERES, Auteur ; Lucie BOUVET, Auteur . - p.2064-2078.
Langues : Anglais (eng)
in Autism Research > 17-10 (October 2024) . - p.2064-2078
Mots-clés : autism cognitive style generation maintenance manipulation mental imagery scanning Index. décimale : PER Périodiques Résumé : Abstract In autistic individuals, the role, performance, and autonomy of perceptual functioning are atypical. Overlapping underlying mechanisms of perception and mental imagery predict that the mental imagery abilities of autistic individuals should differ from those of non-autistic individuals. While enhanced abilities to manipulate mental images have been demonstrated in autism, the other stages of mental imagery (generation, maintenance, inspection) remain to be explored. Forty-four autistic adults and 42 typical participants performed four tasks to assess different stages of mental imagery: the Image generation task (mentally generating a letter on a grid and indicating whether it passes over a probe located in the grid), the Visual pattern test (maintaining visual patterns in memory), the Image scanning test (inspecting mental images) and the Mental rotation test (mentally manipulating representations of geometric figures). In the image generation task and the mental rotation test, autistic and typical individuals performed equivalently, both in accuracy and response time. The span observed in the visual pattern test was significantly higher in the autistic group, indicating better maintenance of mental images. In the image scanning test, response times were influenced by the distance to mentally inspect in the typical group but not in the autistic group. Autistic participants were equally fast regardless of distance to inspect. Preserved, greater or differently influenced visual mental imagery abilities are in line with an atypical perceptual functioning in autism, possibly reflecting an increased weight of perception-based information relatively to the top-down effect of knowledge and language-based influence. En ligne : https://doi.org/10.1002/aur.3192 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 Practitioner Review: Long-term pharmacological treatment of pediatric bipolar disorder / Covadonga M. DIAZ-CANEJA in Journal of Child Psychology and Psychiatry, 55-9 (September 2014)
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