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The non-fitness-related benefits of exergames for young individuals diagnosed with autism spectrum disorder: A systematic review / Phoebe O. MORRIS in Research in Autism Spectrum Disorders, 94 (June 2022)
[article]
Titre : The non-fitness-related benefits of exergames for young individuals diagnosed with autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Phoebe O. MORRIS, Auteur ; Edward HOPE, Auteur ; John P. MILLS, Auteur Article en page(s) : 101953 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Young Communication Social Development Physical Activity Exergames Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) is a common neurodevelopmental condition characterized by social-communication deficits and is often accompanied by an array of autism-specific traits, including cognitive and motor differences. Research has begun to investigate the utility of exergames (virtual exercise games) for combating some of the functionally impairing facets of ASD. However, no review to date has investigated the positive effects of exergaming for young autistic individuals, exclusive of their effects on fitness-related/health-related outcomes. Methods We systematically reviewed the literature for articles published between 1990 and 2020, which aimed to examine the effectiveness of exergames for targeting some of the facets observed in autistic children, exclusive of physical fitness-related outcomes. Results Out of 193 relevant articles, 10 met the inclusion criteria. Some studies showed initial beneficial effects of exergaming for executive function and motor skills, however more work is needed to examine the beneficial effects of exergaming for social development in young autistic individuals. Conclusion The present review suggests the potential use of exergaming for enhancing some functions in ASD and future research is needed to expand the use of exergames for supporting social-communication skills. Furthermore, additional studies using rigorous research designs are needed to draw stronger conclusions about the effects of exergames for the young autistic population. En ligne : https://doi.org/10.1016/j.rasd.2022.101953 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Research in Autism Spectrum Disorders > 94 (June 2022) . - 101953[article] The non-fitness-related benefits of exergames for young individuals diagnosed with autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / Phoebe O. MORRIS, Auteur ; Edward HOPE, Auteur ; John P. MILLS, Auteur . - 101953.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 94 (June 2022) . - 101953
Mots-clés : Autism Spectrum Disorder Young Communication Social Development Physical Activity Exergames Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) is a common neurodevelopmental condition characterized by social-communication deficits and is often accompanied by an array of autism-specific traits, including cognitive and motor differences. Research has begun to investigate the utility of exergames (virtual exercise games) for combating some of the functionally impairing facets of ASD. However, no review to date has investigated the positive effects of exergaming for young autistic individuals, exclusive of their effects on fitness-related/health-related outcomes. Methods We systematically reviewed the literature for articles published between 1990 and 2020, which aimed to examine the effectiveness of exergames for targeting some of the facets observed in autistic children, exclusive of physical fitness-related outcomes. Results Out of 193 relevant articles, 10 met the inclusion criteria. Some studies showed initial beneficial effects of exergaming for executive function and motor skills, however more work is needed to examine the beneficial effects of exergaming for social development in young autistic individuals. Conclusion The present review suggests the potential use of exergaming for enhancing some functions in ASD and future research is needed to expand the use of exergames for supporting social-communication skills. Furthermore, additional studies using rigorous research designs are needed to draw stronger conclusions about the effects of exergames for the young autistic population. En ligne : https://doi.org/10.1016/j.rasd.2022.101953 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 Educator perspectives on the postsecondary transition difficulties of students with autism / R. ELIAS in Autism, 23-1 (January 2019)
[article]
Titre : Educator perspectives on the postsecondary transition difficulties of students with autism Type de document : Texte imprimé et/ou numérique Auteurs : R. ELIAS, Auteur ; A. E. MUSKETT, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.260-264 Langues : Anglais (eng) Mots-clés : autism education emerging adult postsecondary transition young adult spectrum needs Psychology Index. décimale : PER Périodiques Résumé : Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner. En ligne : http://dx.doi.org/10.1177/1362361317726246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Autism > 23-1 (January 2019) . - p.260-264[article] Educator perspectives on the postsecondary transition difficulties of students with autism [Texte imprimé et/ou numérique] / R. ELIAS, Auteur ; A. E. MUSKETT, Auteur ; Susan W. WHITE, Auteur . - p.260-264.
Langues : Anglais (eng)
in Autism > 23-1 (January 2019) . - p.260-264
Mots-clés : autism education emerging adult postsecondary transition young adult spectrum needs Psychology Index. décimale : PER Périodiques Résumé : Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner. En ligne : http://dx.doi.org/10.1177/1362361317726246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379