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Détail de l'auteur
Auteur Heather M. BROWN |
Documents disponibles écrits par cet auteur (6)
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Changing the story: How diagnosticians can support a neurodiversity perspective from the start / Heather M. BROWN in Autism, 25-5 (July 2021)
[article]
Titre : Changing the story: How diagnosticians can support a neurodiversity perspective from the start Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur Article en page(s) : p.1171-1174 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1171-1174[article] Changing the story: How diagnosticians can support a neurodiversity perspective from the start [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur . - p.1171-1174.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1171-1174
Mots-clés : Autism Spectrum Disorder Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Changing the story: How diagnosticians can support a neurodiversity perspective from the start / Heather M. BROWN in Autism, 26-5 (July 2022)
[article]
Titre : Changing the story: How diagnosticians can support a neurodiversity perspective from the start Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur Article en page(s) : p.1171-1174 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism > 26-5 (July 2022) . - p.1171-1174[article] Changing the story: How diagnosticians can support a neurodiversity perspective from the start [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur . - p.1171-1174.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1171-1174
Mots-clés : Autism Spectrum Disorder Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder / Heather M. BROWN in Research in Autism Spectrum Disorders, 8-11 (November 2014)
[article]
Titre : Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Andrew M. JOHNSON, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur Article en page(s) : p.1482-1499 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Written expression Persuasive writing Oral language Weak central coherence Theory of mind Index. décimale : PER Périodiques Résumé : Previous studies of students with high-functioning autism spectrum disorder (HFASD) have shown great variability in their writing abilities. Most previous studies of students with HFASD have combined individuals with linguistic impairments (HF-ALI) and individuals without linguistic impairments (HF-ALN) into a single group. The current study was the first to compare the persuasive writing of students with HF-ALN with controls, without confounding the effects of language ability and autism on writing achievement, and while considering possible cognitive underpinnings of their writing skills. Twenty-five students with HF-ALN and 22 typically developing controls completed measures of oral language, nonverbal IQ, social responsiveness, theory of mind, integrative processing and persuasive writing. The persuasive texts were coded on 19 variables across six categories: productivity, grammatical complexity, lexical diversity, cohesiveness, writing conventions, and overall quality. The texts were reliably different between groups across measures of productivity, syntactic complexity, lexical complexity and persuasive quality. Specifically, the texts of students with HF-ALN scored lower on overall quality (d = ?0.6 SD), contained shorter and simpler sentences (d = ?1.0), and had less repetition of content words (d = ?0.8 SD). For the HF-ALN group, integrative processing, language ability and age predicted 77% of the variance in persuasive quality. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1482-1499[article] Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Andrew M. JOHNSON, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur . - p.1482-1499.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1482-1499
Mots-clés : Autism spectrum disorder Written expression Persuasive writing Oral language Weak central coherence Theory of mind Index. décimale : PER Périodiques Résumé : Previous studies of students with high-functioning autism spectrum disorder (HFASD) have shown great variability in their writing abilities. Most previous studies of students with HFASD have combined individuals with linguistic impairments (HF-ALI) and individuals without linguistic impairments (HF-ALN) into a single group. The current study was the first to compare the persuasive writing of students with HF-ALN with controls, without confounding the effects of language ability and autism on writing achievement, and while considering possible cognitive underpinnings of their writing skills. Twenty-five students with HF-ALN and 22 typically developing controls completed measures of oral language, nonverbal IQ, social responsiveness, theory of mind, integrative processing and persuasive writing. The persuasive texts were coded on 19 variables across six categories: productivity, grammatical complexity, lexical diversity, cohesiveness, writing conventions, and overall quality. The texts were reliably different between groups across measures of productivity, syntactic complexity, lexical complexity and persuasive quality. Specifically, the texts of students with HF-ALN scored lower on overall quality (d = ?0.6 SD), contained shorter and simpler sentences (d = ?1.0), and had less repetition of content words (d = ?0.8 SD). For the HF-ALN group, integrative processing, language ability and age predicted 77% of the variance in persuasive quality. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Meta-analysis of receptive and expressive language skills in autism spectrum disorder / Elaine Y. L. KWOK in Research in Autism Spectrum Disorders, 9 (January 2015)
[article]
Titre : Meta-analysis of receptive and expressive language skills in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Elaine Y. L. KWOK, Auteur ; Heather M. BROWN, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur Année de publication : 2015 Article en page(s) : p.202-222 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Language Expressive Receptive Index. décimale : PER Périodiques Résumé : Abstract Clinical anecdotes suggest that children with autism spectrum disorder (ASD) often show an atypical language profile in which expressive language exceeds receptive language competency. However, the few studies to directly explore this language profile have yielded inconsistent findings. This meta-analysis examined 74 studies that reported the receptive and expressive language performances of children and youth with ASD. Four potential predictors (age, language domain, source of language data, method of ASD diagnosis) were separately analyzed for their contribution to the relative receptive and expressive language impairment in ASD. Contrary to popular belief, the current meta-analyses found no evidence that an expressive advantage is common in ASD. Overall, children and youth with ASD showed equally impaired receptive and expressive language skills, both falling roughly 1.5 SD below peers with typical development. No discrepancies were found in receptive and expressive language across developmental stages, cognitive abilities, vocabulary, global language skills, caregiver report measures, clinician-administered measures, mixed method measures, or method of ASD diagnosis. Although some individual children with ASD may have an expressive-better-than-receptive language profile, this profile is not common enough to be a useful marker of ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.202-222[article] Meta-analysis of receptive and expressive language skills in autism spectrum disorder [Texte imprimé et/ou numérique] / Elaine Y. L. KWOK, Auteur ; Heather M. BROWN, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur . - 2015 . - p.202-222.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.202-222
Mots-clés : Autism spectrum disorder Language Expressive Receptive Index. décimale : PER Périodiques Résumé : Abstract Clinical anecdotes suggest that children with autism spectrum disorder (ASD) often show an atypical language profile in which expressive language exceeds receptive language competency. However, the few studies to directly explore this language profile have yielded inconsistent findings. This meta-analysis examined 74 studies that reported the receptive and expressive language performances of children and youth with ASD. Four potential predictors (age, language domain, source of language data, method of ASD diagnosis) were separately analyzed for their contribution to the relative receptive and expressive language impairment in ASD. Contrary to popular belief, the current meta-analyses found no evidence that an expressive advantage is common in ASD. Overall, children and youth with ASD showed equally impaired receptive and expressive language skills, both falling roughly 1.5 SD below peers with typical development. No discrepancies were found in receptive and expressive language across developmental stages, cognitive abilities, vocabulary, global language skills, caregiver report measures, clinician-administered measures, mixed method measures, or method of ASD diagnosis. Although some individual children with ASD may have an expressive-better-than-receptive language profile, this profile is not common enough to be a useful marker of ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum / Heather M. BROWN in Journal of Autism and Developmental Disorders, 43-4 (April 2013)
[article]
Titre : A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Janis ORAM CARDY, Auteur ; Andrew M. JOHNSON, Auteur Article en page(s) : p.932-955 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Reading comprehension Decoding Semantic knowledge Meta-analysis Index. décimale : PER Périodiques Résumé : This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading comprehension was g = ?0.7 SD. The strongest individual predictors of reading comprehension were semantic knowledge (explaining 57 % of variance) and decoding skill (explaining 55 % of variance). Individuals with ASD were significantly worse at comprehending highly social than less social texts. Having ASD alone does not predict reading comprehension deficits. Instead, individual skills, especially language ability, must be considered before one can accurately predict whether a given individual with ASD will experience difficulties in reading comprehension. En ligne : http://dx.doi.org/10.1007/s10803-012-1638-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.932-955[article] A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Janis ORAM CARDY, Auteur ; Andrew M. JOHNSON, Auteur . - p.932-955.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.932-955
Mots-clés : Autism spectrum disorders Reading comprehension Decoding Semantic knowledge Meta-analysis Index. décimale : PER Périodiques Résumé : This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading comprehension was g = ?0.7 SD. The strongest individual predictors of reading comprehension were semantic knowledge (explaining 57 % of variance) and decoding skill (explaining 55 % of variance). Individuals with ASD were significantly worse at comprehending highly social than less social texts. Having ASD alone does not predict reading comprehension deficits. Instead, individual skills, especially language ability, must be considered before one can accurately predict whether a given individual with ASD will experience difficulties in reading comprehension. En ligne : http://dx.doi.org/10.1007/s10803-012-1638-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194 Writing, Asperger Syndrome and Theory of Mind / Heather M. BROWN in Journal of Autism and Developmental Disorders, 41-11 (November 2011)
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