3 recherche sur le mot-clé 'organization'

Verbal memory deficits in relation to organization strategy in high- and low-functioning autistic children / Mei-chun CHEUNG in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.764-771 Titre : Verbal memory deficits in relation to organization strategy in high- and low-functioning autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Mei-chun CHEUNG, Auteur ; Agnes S. CHAN, Auteur ; Sophia L. SZE, Auteur ; Winnie Wing-man LEUNG, Auteur ; Cho Yee TO, Auteur Année de publication : 2010 Article en page(s) : p.764-771 Langues : Anglais (eng) Mots-clés : Memory  Encoding  Retrieval  Organization  Autism  Children Index. décimale : PER Périodiques Résumé : The present study examined the verbal memory profile and its relation to organizational strategies in high-functioning (Hi-AUT) and low-functioning (Lo-AUT) children with autism. Twenty-two Hi-AUT and 16 Lo-AUT, and 22 age-, gender- and handedness-matched normal children (NC) were required to remember a list of semantically related words for immediate and delayed recall and recognition. All autistic children showed impaired free recall, a reduced discrimination score and an elevated false alarm rate at recognition. While Hi-AUT children showed encoding and retrieval deficit, Lo-AUT children demonstrated more severe encoding problem and an additional retention difficulty. Lo-AUT, but not the Hi-AUT, children showed impaired semantic clustering. The recall performance in autistic children was not as strongly correlated with semantic clustering as in NC. The dual deficits of encoding and retrieval in autistic children, regardless of functioning level, implicate a frontal-lobe problem commonly observed in autism. The additional retention difficulty shown by low-functioning autistic children may be suggestive of pathological temporal-lobe involvement. The present findings may provide insights into future exploration of memory intervention for autistic children. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167 [article] Verbal memory deficits in relation to organization strategy in high- and low-functioning autistic children [Texte imprimé et/ou numérique] / Mei-chun CHEUNG, Auteur ; Agnes S. CHAN, Auteur ; Sophia L. SZE, Auteur ; Winnie Wing-man LEUNG, Auteur ; Cho Yee TO, Auteur . - 2010 . - p.764-771. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.764-771 Mots-clés : Memory  Encoding  Retrieval  Organization  Autism  Children Index. décimale : PER Périodiques Résumé : The present study examined the verbal memory profile and its relation to organizational strategies in high-functioning (Hi-AUT) and low-functioning (Lo-AUT) children with autism. Twenty-two Hi-AUT and 16 Lo-AUT, and 22 age-, gender- and handedness-matched normal children (NC) were required to remember a list of semantically related words for immediate and delayed recall and recognition. All autistic children showed impaired free recall, a reduced discrimination score and an elevated false alarm rate at recognition. While Hi-AUT children showed encoding and retrieval deficit, Lo-AUT children demonstrated more severe encoding problem and an additional retention difficulty. Lo-AUT, but not the Hi-AUT, children showed impaired semantic clustering. The recall performance in autistic children was not as strongly correlated with semantic clustering as in NC. The dual deficits of encoding and retrieval in autistic children, regardless of functioning level, implicate a frontal-lobe problem commonly observed in autism. The additional retention difficulty shown by low-functioning autistic children may be suggestive of pathological temporal-lobe involvement. The present findings may provide insights into future exploration of memory intervention for autistic children. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167

Introduction to the Center for Autism and Related Disorders Curriculum Series / Adel C. NAJDOWSKI  

Public ISBD in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH 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 in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH 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

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Working memory and organizational skills problems in ADHD / Michael J. KOFLER in Journal of Child Psychology and Psychiatry, 59-1 (January 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-1 (January 2018) . - p.57-67 Titre : Working memory and organizational skills problems in ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Michael J. KOFLER, Auteur ; Dustin E. SARVER, Auteur ; Sherelle L. HARMON, Auteur ; Allison MOLTISANTI, Auteur ; Paula A. ADUEN, Auteur ; Elia F. SOTO, Auteur ; Nicole FERRETTI, Auteur Article en page(s) : p.57-67 Langues : Anglais (eng) Mots-clés : ADHD  working memory  organization  executive functions  functional impairments Index. décimale : PER Périodiques Résumé : Background This study tested model-driven predictions regarding working memory's role in the organizational problems associated with ADHD. Method Children aged 8–13 (M = 10.33, SD = 1.42) with and without ADHD (N = 103; 39 girls; 73% Caucasian/Non-Hispanic) were assessed on multiple, counterbalanced working memory tasks. Parents and teachers completed norm-referenced measures of organizational problems (Children's Organizational Skills Scale; COSS). Results Results confirmed large magnitude working memory deficits (d = 1.24) and organizational problems in ADHD (d = 0.85). Bias-corrected, bootstrapped conditional effects models linked impaired working memory with greater parent- and teacher-reported inattention, hyperactivity/impulsivity, and organizational problems. Working memory predicted organization problems across all parent and teacher COSS subscales (R2 = .19–.23). Approximately 38%–57% of working memory's effect on organization problems was conveyed by working memory's association with inattentive behavior. Unique effects of working memory remained significant for both parent- and teacher-reported task planning, as well as for teacher-reported memory/materials management and overall organization problems. Attention problems uniquely predicted worse organizational skills. Hyperactivity was unrelated to parent-reported organizational skills, but predicted better teacher-reported task planning. Conclusions Children with ADHD exhibit multisetting, broad-based organizational impairment. These impaired organizational skills are attributable in part to performance deficits secondary to working memory dysfunction, both directly and indirectly via working memory's role in regulating attention. Impaired working memory in ADHD renders it extraordinarily difficult for these children to consistently anticipate, plan, enact, and maintain goal-directed actions. En ligne : http://dx.doi.org/10.1111/jcpp.12773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327 [article] Working memory and organizational skills problems in ADHD [Texte imprimé et/ou numérique] / Michael J. KOFLER, Auteur ; Dustin E. SARVER, Auteur ; Sherelle L. HARMON, Auteur ; Allison MOLTISANTI, Auteur ; Paula A. ADUEN, Auteur ; Elia F. SOTO, Auteur ; Nicole FERRETTI, Auteur . - p.57-67. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-1 (January 2018) . - p.57-67 Mots-clés : ADHD  working memory  organization  executive functions  functional impairments Index. décimale : PER Périodiques Résumé : Background This study tested model-driven predictions regarding working memory's role in the organizational problems associated with ADHD. Method Children aged 8–13 (M = 10.33, SD = 1.42) with and without ADHD (N = 103; 39 girls; 73% Caucasian/Non-Hispanic) were assessed on multiple, counterbalanced working memory tasks. Parents and teachers completed norm-referenced measures of organizational problems (Children's Organizational Skills Scale; COSS). Results Results confirmed large magnitude working memory deficits (d = 1.24) and organizational problems in ADHD (d = 0.85). Bias-corrected, bootstrapped conditional effects models linked impaired working memory with greater parent- and teacher-reported inattention, hyperactivity/impulsivity, and organizational problems. Working memory predicted organization problems across all parent and teacher COSS subscales (R2 = .19–.23). Approximately 38%–57% of working memory's effect on organization problems was conveyed by working memory's association with inattentive behavior. Unique effects of working memory remained significant for both parent- and teacher-reported task planning, as well as for teacher-reported memory/materials management and overall organization problems. Attention problems uniquely predicted worse organizational skills. Hyperactivity was unrelated to parent-reported organizational skills, but predicted better teacher-reported task planning. Conclusions Children with ADHD exhibit multisetting, broad-based organizational impairment. These impaired organizational skills are attributable in part to performance deficits secondary to working memory dysfunction, both directly and indirectly via working memory's role in regulating attention. Impaired working memory in ADHD renders it extraordinarily difficult for these children to consistently anticipate, plan, enact, and maintain goal-directed actions. En ligne : http://dx.doi.org/10.1111/jcpp.12773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327