Centre de Documentation Campus Montignies
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Mardi 9 juillet : de 8h à 12h15
Réouverture dès ce lundi 19 août.
Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Votre centre de documentation fermera de 12h30 à 13h ce vendredi 28 juin et fermera à 14h30.
Dès ce lundi 1er juillet jusqu'au mercredi 10 juillet l'horaire du centre de documentation sera adapté :
Lundi 1er juillet : de 8h à 12h et de 12h30 à 16h
Mardi 2 juillet : de 8h à 12h15
Mercredi 3 juillet : de 9h à 12h et de 12h30 à 15h15
Jeudi 4 juillet : de 8h à 12h30 et de 13h à 18h30
Lundi 8 juillet : de 8h à 12h et de 12h30 à 16h
Mardi 9 juillet : de 8h à 12h15
Réouverture dès ce lundi 19 août.
Bienvenue sur le catalogue du centre de documentation du campus de Montignies.
Détail de l'auteur
Auteur Kristie KOENIG |
Documents disponibles écrits par cet auteur
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Effectiveness of sensory integration interventions in children with autism spectrum disorders / Beth A. PFEIFFER in American Journal of Occupational Therapy, Vol. 65/1 (janvier-février 2011)
[article]
Titre : Effectiveness of sensory integration interventions in children with autism spectrum disorders : a pilot study Type de document : texte imprimé Auteurs : Beth A. PFEIFFER ; Kristie KOENIG ; Moya KINNEALEY ; et al. Année de publication : 2011 Article en page(s) : p. 76-85 Langues : Anglais (eng) Mots-clés : Autisme Développement Enfant Psychomotricité Sensation Résumé : The purpose of this pilot study was to establish a model for randomized controlled trial research, identify appropriate outcome measures, and address the effectiveness of sensory integration (SI) interventions in children with autism spectrum disorders (ASD). Children ages 6–12 with ASD were randomly assigned to a fine motor or SI treatment group. Pretests and posttests measured social responsiveness, sensory processing, functional motor skills, and social–emotional factors. Results identified significant positive changes in Goal Attainment Scaling scores for both groups; more significant changes occurred in the SI group, and a significant decrease in autistic mannerisms occurred in the SI group. No other results were significant. The study discusses considerations for designing future outcome studies for children with ASD. Permalink : ./index.php?lvl=notice_display&id=14080
in American Journal of Occupational Therapy > Vol. 65/1 (janvier-février 2011) . - p. 76-85[article] Effectiveness of sensory integration interventions in children with autism spectrum disorders : a pilot study [texte imprimé] / Beth A. PFEIFFER ; Kristie KOENIG ; Moya KINNEALEY ; et al. . - 2011 . - p. 76-85.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 65/1 (janvier-février 2011) . - p. 76-85
Mots-clés : Autisme Développement Enfant Psychomotricité Sensation Résumé : The purpose of this pilot study was to establish a model for randomized controlled trial research, identify appropriate outcome measures, and address the effectiveness of sensory integration (SI) interventions in children with autism spectrum disorders (ASD). Children ages 6–12 with ASD were randomly assigned to a fine motor or SI treatment group. Pretests and posttests measured social responsiveness, sensory processing, functional motor skills, and social–emotional factors. Results identified significant positive changes in Goal Attainment Scaling scores for both groups; more significant changes occurred in the SI group, and a significant decrease in autistic mannerisms occurred in the SI group. No other results were significant. The study discusses considerations for designing future outcome studies for children with ASD. Permalink : ./index.php?lvl=notice_display&id=14080 Exemplaires (1)
Cote Support Localisation Section Disponibilité Revue Revue Centre de Documentation HELHa Campus Montignies Réserve Consultable sur demande auprès des documentalistes
Exclu du prêtEfficacy of the Get Ready to Learn Yoga Program Among Children With Autism Spectrum Disorders / Kristie KOENIG in American Journal of Occupational Therapy, Vol. 66/5 (septembre-octobre 2012)
[article]
Titre : Efficacy of the Get Ready to Learn Yoga Program Among Children With Autism Spectrum Disorders : A Pretest–Posttest Control Group Design Type de document : texte imprimé Auteurs : Kristie KOENIG ; Anne BUCKLEY-REEN ; Satvika GARG Année de publication : 2012 Article en page(s) : p. 538-546 Langues : Anglais (eng) Mots-clés : Autisme Yoga Enfant Résumé : Occupational therapists use school-based yoga programs, but these interventions typically lack manualization and evidence from well-designed studies. Using an experimental pretest–posttest control group design, we examined the effectiveness of the Get Ready to Learn (GRTL) classroom yoga program among children with autism spectrum disorders (ASD). The intervention group received the manualized yoga program daily for 16 wk, and the control group engaged in their standard morning routine. We assessed challenging behaviors with standardized measures and behavior coding before and after intervention. We completed a between-groups analysis of variance to assess differences in gain scores on the dependent variables. Students in the GRTL program showed significant decreases (p < .05) in teacher ratings of maladaptive behavior, as measured with the Aberrant Behavior Checklist, compared with the control participants. This study demonstrates that use of daily classroomwide yoga interventions has a significant impact on key classroom behaviors among children with ASD. Permalink : ./index.php?lvl=notice_display&id=14091
in American Journal of Occupational Therapy > Vol. 66/5 (septembre-octobre 2012) . - p. 538-546[article] Efficacy of the Get Ready to Learn Yoga Program Among Children With Autism Spectrum Disorders : A Pretest–Posttest Control Group Design [texte imprimé] / Kristie KOENIG ; Anne BUCKLEY-REEN ; Satvika GARG . - 2012 . - p. 538-546.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 66/5 (septembre-octobre 2012) . - p. 538-546
Mots-clés : Autisme Yoga Enfant Résumé : Occupational therapists use school-based yoga programs, but these interventions typically lack manualization and evidence from well-designed studies. Using an experimental pretest–posttest control group design, we examined the effectiveness of the Get Ready to Learn (GRTL) classroom yoga program among children with autism spectrum disorders (ASD). The intervention group received the manualized yoga program daily for 16 wk, and the control group engaged in their standard morning routine. We assessed challenging behaviors with standardized measures and behavior coding before and after intervention. We completed a between-groups analysis of variance to assess differences in gain scores on the dependent variables. Students in the GRTL program showed significant decreases (p < .05) in teacher ratings of maladaptive behavior, as measured with the Aberrant Behavior Checklist, compared with the control participants. This study demonstrates that use of daily classroomwide yoga interventions has a significant impact on key classroom behaviors among children with ASD. Permalink : ./index.php?lvl=notice_display&id=14091 Exemplaires (1)
Cote Support Localisation Section Disponibilité Revue Revue Centre de Documentation HELHa Campus Montignies Réserve Consultable sur demande auprès des documentalistes
Exclu du prêt