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Wyświetlanie 1-2 z 2
Tytuł:
COEXISTENCE OF AUTISM WITH NEUROFIBROMATOSIS TYPE 1
Autorzy:
Harchaoui, Hakim
Samih, Majda
Touhami Ahami, Ahmed Omar
Powiązania:
https://bibliotekanauki.pl/articles/2137970.pdf
Data publikacji:
2021-02-23
Wydawca:
Fundacja Edukacji Medycznej, Promocji Zdrowia, Sztuki i Kultury Ars Medica
Tematy:
autism
neuroanatomy
genetic diseases
neurofibromatosis NF1
Opis:
Autism is a developmental disorder that usually appears during the first three years of childhood. It results from a nervous system disorder, which affects brain functions. Neurofibromatosis 1 (NF 1) is a group of genetic diseases that mainly affect the growth of neural tissue cells. This alteration is also known as von Recklinghausen’s disease. The objective of this study is to highlight a case of this neurocutaneous alteration (NF 1) which was associated with autism spectrum disorders at the age of eight years. The data for this study are extracted from the medical file of a 12-year-old boy with confirmed autism who has been taken care of by the “Applied Behavioral Analysis” (ABA) center in Morocco since the age of three. At the age of eight, the appearance of numerous café-au-lait spots on his body led the center to conduct neuroradiological investigations (T1, T2 and Flair). The examinations had revealed T2 hyper intensity signals involving several unidentified bright objects (UBO) and the globus pallidus was the most affected area. With ASD alone, the child faces various disorders of the nervous system and many difficulties in his socio- communicative life. The onset of NF1 gave rise to additional complications. ------------------------------------------------------------------------------------------------------------------------------------
Źródło:
Acta Neuropsychologica; 2021, 19(1); 121-126
1730-7503
2084-4298
Pojawia się w:
Acta Neuropsychologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
SERIOUS GAMES TO TEACH EMOTION RECOGNITION TO CHILDREN WITH AUTISM SPECTRUM DISORDERS (ASD)
Autorzy:
Elhaddadi, Mounia
Maazouz, Houriya
Alami, Nabil
Drissi, Moulay M'hammed
Mènon, Coffi Sèdégnan
Latifi, Mohamed
Touhami Ahami, Ahmed Omar
Powiązania:
https://bibliotekanauki.pl/articles/2137977.pdf
Data publikacji:
2021-02-23
Wydawca:
Fundacja Edukacji Medycznej, Promocji Zdrowia, Sztuki i Kultury Ars Medica
Tematy:
emotions
JESTIMULE
autism
serious game
Morocco
Opis:
The serious game “JeStiMulE” (Educational Game for Multisensory Stimulation of Children with developmental disorders), developed by the Autism Resources Center of Nice, was created to teach social cognition including emotion recognition for children and adolescents with autism. The purpose of our study is to investigate the effectiveness of the serious game JESTIMULE in remediating recognition’ deficits of emotional facial expressions (EFE) in autistic children. Thirty-two Moroccan children and adolescents were recruited for this study. All participants received a diagnosis of autism spectrum disorder (ASD) based on the Diagnostic and Statistical Manual of Mental Diseases, Fourth Edition (DSM-IV-R) criteria for ASD, as well as the Rimland Checklist E2. IQ level has been assessed by using Raven’s Progressive Matrices as an IQ testing scale. The par ticipants received two one-hour JeStiMulE sessions per week over four weeks. Game data were collected for each participant. The Faces test was used to quantify the progression of the ability to recognize emotions in our subjects. The results of the descriptive analyses showed suitable adaptability, effectiveness and efficiency of JeStiMulE. In Faces test, a significant difference between scores of the Pre-intervention and Post-intervention (Z= -3.58, p<0.001), in favour of the Post-intervention (M=23.22, SD=2.96 versus M=27.27, SD=2.77). That indicate that participants were more accurate at recognizing emotions after JeStiMulE. In addition, a main effect of type of autism was found for the facial scale (H = 6.673, ddl = 2, p = 0.036). High-functioning autism were significantly better than Low-functioning autism at recognizing emotions from faces in both Pre-intervention and Post-intervention. With such non-verbal tool, training could start early. Thus, early management, the more the progression in the recognition and imitation of facial expressions is important, the more we gain autonomy and social integration just in time to begin school. ------------------------------------------------------------------------------------------------------------------------------------
Źródło:
Acta Neuropsychologica; 2021, 19(1); 81-92
1730-7503
2084-4298
Pojawia się w:
Acta Neuropsychologica
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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