Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
2 recherche sur le mot-clé 'play-based intervention'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Evaluating the Feasibility of a Play-Based Telehealth Intervention Program for Children with Prader–Willi Syndrome / Anastasia DIMITROPOULOS in Journal of Autism and Developmental Disorders, 47-9 (September 2017)
[article]
Titre : Evaluating the Feasibility of a Play-Based Telehealth Intervention Program for Children with Prader–Willi Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia DIMITROPOULOS, Auteur ; Olena ZYGA, Auteur ; Sandra RUSS, Auteur Article en page(s) : p.2814-2825 Langues : Anglais (eng) Mots-clés : Prader–Willi syndrome Telehealth Play-based intervention Video conferencing Index. décimale : PER Périodiques Résumé : Here we report the feasibility and acceptability of telehealth for direct intervention in children with Prader–Willi syndrome (PWS). Children with PWS have social-cognitive challenges that are similar to children with ASD. However, developing behavioral interventions for individuals with PWS is faced with the significant challenge of enrolling enough participants for local studies where multiple visits per week are indicated for effective intervention. This study delivered a 6-week play-based intervention via telehealth directly to eight children with PWS (6–12 years). Participants completed the program with minimal behavioral or technological difficulty (#sessions M?=?11.875/12). Behavioral Intervention Rating Scale results indicate good acceptability (M?=?5.54/6.00). These findings support using telehealth in rare disorders and delivering intervention directly to children with developmental delays through this modality. En ligne : https://doi.org/10.1007/s10803-017-3196-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2814-2825[article] Evaluating the Feasibility of a Play-Based Telehealth Intervention Program for Children with Prader–Willi Syndrome [Texte imprimé et/ou numérique] / Anastasia DIMITROPOULOS, Auteur ; Olena ZYGA, Auteur ; Sandra RUSS, Auteur . - p.2814-2825.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2814-2825
Mots-clés : Prader–Willi syndrome Telehealth Play-based intervention Video conferencing Index. décimale : PER Périodiques Résumé : Here we report the feasibility and acceptability of telehealth for direct intervention in children with Prader–Willi syndrome (PWS). Children with PWS have social-cognitive challenges that are similar to children with ASD. However, developing behavioral interventions for individuals with PWS is faced with the significant challenge of enrolling enough participants for local studies where multiple visits per week are indicated for effective intervention. This study delivered a 6-week play-based intervention via telehealth directly to eight children with PWS (6–12 years). Participants completed the program with minimal behavioral or technological difficulty (#sessions M?=?11.875/12). Behavioral Intervention Rating Scale results indicate good acceptability (M?=?5.54/6.00). These findings support using telehealth in rare disorders and delivering intervention directly to children with developmental delays through this modality. En ligne : https://doi.org/10.1007/s10803-017-3196-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315 The effects of JASPER intervention for children with autism spectrum disorder: A systematic review / H. WADDINGTON in Autism, 25-8 (November 2021)
[article]
Titre : The effects of JASPER intervention for children with autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : H. WADDINGTON, Auteur ; J. E. REYNOLDS, Auteur ; E. MACASKILL, Auteur ; S. CURTIS, Auteur ; L. J. TAYLOR, Auteur ; Andrew J. O. WHITEHOUSE, Auteur Article en page(s) : p.2370-2385 Langues : Anglais (eng) Mots-clés : Attention Autism Spectrum Disorder/drug therapy Behavior Therapy Child Child, Preschool Humans Parent-Child Relations Parents JASPER intervention autism spectrum disorder early intervention play-based intervention symbolic play Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioural interventions are promising approaches for young children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation intervention (JASPER) is a well-researched naturalistic developmental behavioural intervention but, to date, no reviews have specifically evaluated its effects. This systematic literature review examined the effects of JASPER intervention and its components on child, parent and educator outcomes. Of the 96 articles screened, 19 were eligible for inclusion in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills and language skills compared to the comparison group. Implementation outcomes for parents and educators were generally positive. There were no consistent predictors or mediators of treatment effects. None of the studies met all of the quality indicators outlined by the Council of Exceptional Children, and the majority of outcome measures were classified as proximal. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder.Lay abstractInterventions which are delivered in natural contexts and use both developmental and behavioural techniques may be helpful for children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation (JASPER) is a type of intervention, which falls under this category. Although several studies have examined the effects of JASPER, this has not yet been summarised in a review. This systematic literature review examined the effects of JASPER intervention, and the techniques that make up JASPER, on child, parent and educator outcomes. We screened 96 articles and, of these, 19 were included in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills, and language skills compared to children who did not receive JASPER intervention. Parents and educators were mostly able to use the JASPER techniques. There were no consistent child, parent, teacher or treatment characteristics that influenced the effects of the JASPER intervention. None of the studies met all of the indicators of being a good quality study outlined by the Council of Exceptional Children. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211019162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-8 (November 2021) . - p.2370-2385[article] The effects of JASPER intervention for children with autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / H. WADDINGTON, Auteur ; J. E. REYNOLDS, Auteur ; E. MACASKILL, Auteur ; S. CURTIS, Auteur ; L. J. TAYLOR, Auteur ; Andrew J. O. WHITEHOUSE, Auteur . - p.2370-2385.
Langues : Anglais (eng)
in Autism > 25-8 (November 2021) . - p.2370-2385
Mots-clés : Attention Autism Spectrum Disorder/drug therapy Behavior Therapy Child Child, Preschool Humans Parent-Child Relations Parents JASPER intervention autism spectrum disorder early intervention play-based intervention symbolic play Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioural interventions are promising approaches for young children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation intervention (JASPER) is a well-researched naturalistic developmental behavioural intervention but, to date, no reviews have specifically evaluated its effects. This systematic literature review examined the effects of JASPER intervention and its components on child, parent and educator outcomes. Of the 96 articles screened, 19 were eligible for inclusion in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills and language skills compared to the comparison group. Implementation outcomes for parents and educators were generally positive. There were no consistent predictors or mediators of treatment effects. None of the studies met all of the quality indicators outlined by the Council of Exceptional Children, and the majority of outcome measures were classified as proximal. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder.Lay abstractInterventions which are delivered in natural contexts and use both developmental and behavioural techniques may be helpful for children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation (JASPER) is a type of intervention, which falls under this category. Although several studies have examined the effects of JASPER, this has not yet been summarised in a review. This systematic literature review examined the effects of JASPER intervention, and the techniques that make up JASPER, on child, parent and educator outcomes. We screened 96 articles and, of these, 19 were included in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills, and language skills compared to children who did not receive JASPER intervention. Parents and educators were mostly able to use the JASPER techniques. There were no consistent child, parent, teacher or treatment characteristics that influenced the effects of the JASPER intervention. None of the studies met all of the indicators of being a good quality study outlined by the Council of Exceptional Children. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211019162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451