Brief Report: Question-Asking and Collateral Language Acquisition in Children with Autism / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 40-4 (April 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.509-515 Titre : Brief Report: Question-Asking and Collateral Language Acquisition in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lynn KERN KOEGEL, Auteur ; Robert L. KOEGEL, Auteur ; Israel GREEN-HOPKINS, Auteur ; Cynthia CARTER BARNES, Auteur Année de publication : 2010 Article en page(s) : p.509-515 Note générale : Article Open Access Langues : Anglais (eng) Mots-clés : Initiations Autism Question-asking Prepositions Language Index. décimale : PER Périodiques Résumé : The literature suggests children with autism use communication primarily for requests and protests, and almost never for information-seeking. This study investigated whether teaching “Where” questions using intrinsic reinforcement procedures would produce the generalized use of the question, and whether concomitant improvements in related language structures, provided as answers to the children’s questions, would occur. In the context of a multiple baseline across participants design, data showed that the children could rapidly acquire and generalize the query, and that there were collateral improvements in the children’s use of language structures corresponding to the answers to the questions the children asked. The results are discussed in the context of teaching child initiations to improve linguistic competence in children with autism. En ligne : http://dx.doi.org/10.1007/s10803-009-0896-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=993 [article] Brief Report: Question-Asking and Collateral Language Acquisition in Children with Autism [Texte imprimé et/ou numérique] / Lynn KERN KOEGEL, Auteur ; Robert L. KOEGEL, Auteur ; Israel GREEN-HOPKINS, Auteur ; Cynthia CARTER BARNES, Auteur . - 2010 . - p.509-515. Article Open Access Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.509-515 Mots-clés : Initiations Autism Question-asking Prepositions Language Index. décimale : PER Périodiques Résumé : The literature suggests children with autism use communication primarily for requests and protests, and almost never for information-seeking. This study investigated whether teaching “Where” questions using intrinsic reinforcement procedures would produce the generalized use of the question, and whether concomitant improvements in related language structures, provided as answers to the children’s questions, would occur. In the context of a multiple baseline across participants design, data showed that the children could rapidly acquire and generalize the query, and that there were collateral improvements in the children’s use of language structures corresponding to the answers to the questions the children asked. The results are discussed in the context of teaching child initiations to improve linguistic competence in children with autism. En ligne : http://dx.doi.org/10.1007/s10803-009-0896-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=993

Identifying prognostic markers in autism spectrum disorder using eye tracking / Elizabeth C. BACON in Autism, 24-3 (April 2020)  

Public ISBD [article]  inAutism > 24-3 (April 2020) . - p.658-669 Titre : Identifying prognostic markers in autism spectrum disorder using eye tracking Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth C. BACON, Auteur ; Adrienne MOORE, Auteur ; Quimby LEE, Auteur ; Cynthia CARTER BARNES, Auteur ; Eric COURCHESNE, Auteur ; Karen PIERCE, Auteur Article en page(s) : p.658-669 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  development  diagnosis  school-age children Index. décimale : PER Périodiques Résumé : While many children with autism spectrum disorder are now detected at young ages given the rise in screening and general awareness, little is known regarding the prognosis of early detected children. The brain is shaped by experience-dependent mechanisms; thus, what a child pays attention to plays a pivotal role in shaping brain development. Eye tracking can provide an index of a child's visual attention and, as such, holds promise as a technology for revealing prognostic markers. In this, 49 children aged 1-3 years with autism spectrum disorder participated in an eye-tracking test, the GeoPref Test, that revealed preference for social versus nonsocial images. Next, children participated in a comprehensive test battery 5-9 years following the initial GeoPref Test. Statistical tests examined whether early age eye tracking predicted later school-age outcomes in symptom severity, social functioning, adaptive behavior, joint attention, and IQ. Results indicated that toddlers with higher preference for geometric images demonstrated greater symptom severity and fewer gaze shifts at school age. This relationship was not found in relation to IQ or adaptive behavior. Overall, the GeoPref Test holds promise as a symptom severity prognostic tool; further development of eye-tracking paradigms may enhance prognostic power and prove valuable in validating treatment progress. En ligne : http://dx.doi.org/10.1177/1362361319878578 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Identifying prognostic markers in autism spectrum disorder using eye tracking [Texte imprimé et/ou numérique] / Elizabeth C. BACON, Auteur ; Adrienne MOORE, Auteur ; Quimby LEE, Auteur ; Cynthia CARTER BARNES, Auteur ; Eric COURCHESNE, Auteur ; Karen PIERCE, Auteur . - p.658-669. Langues : Anglais (eng) in Autism > 24-3 (April 2020) . - p.658-669 Mots-clés : autism spectrum disorders  development  diagnosis  school-age children Index. décimale : PER Périodiques Résumé : While many children with autism spectrum disorder are now detected at young ages given the rise in screening and general awareness, little is known regarding the prognosis of early detected children. The brain is shaped by experience-dependent mechanisms; thus, what a child pays attention to plays a pivotal role in shaping brain development. Eye tracking can provide an index of a child's visual attention and, as such, holds promise as a technology for revealing prognostic markers. In this, 49 children aged 1-3 years with autism spectrum disorder participated in an eye-tracking test, the GeoPref Test, that revealed preference for social versus nonsocial images. Next, children participated in a comprehensive test battery 5-9 years following the initial GeoPref Test. Statistical tests examined whether early age eye tracking predicted later school-age outcomes in symptom severity, social functioning, adaptive behavior, joint attention, and IQ. Results indicated that toddlers with higher preference for geometric images demonstrated greater symptom severity and fewer gaze shifts at school age. This relationship was not found in relation to IQ or adaptive behavior. Overall, the GeoPref Test holds promise as a symptom severity prognostic tool; further development of eye-tracking paradigms may enhance prognostic power and prove valuable in validating treatment progress. En ligne : http://dx.doi.org/10.1177/1362361319878578 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

---

1 (1 - 2 / 2)