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Détail de l'auteur
Auteur Allyssa MCCABE |
Documents disponibles écrits par cet auteur (2)
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Brief Report: Structure of Personal Narratives of Adults with Autism Spectrum Disorder / Allyssa MCCABE in Journal of Autism and Developmental Disorders, 43-3 (March 2013)
[article]
Titre : Brief Report: Structure of Personal Narratives of Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Allyssa MCCABE, Auteur ; Ashleigh HILLIER, Auteur ; Claudia SHAPIRO, Auteur Article en page(s) : p.733-738 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Asperger’s syndrome Narrative Pragmatic language Emergent adults Index. décimale : PER Périodiques Résumé : Young adults with High Functioning Autism and a matched comparison group told personal narratives using a standard conversational procedure. Longest narratives were determined (i.e., number of propositions included) and scored using an analysis that looks at the organization of a narrative around a highpoint. The group with Autism Spectrum Disorder produced narratives with significantly poorer HP macrostructure and introduced proportionately fewer propositions with conjunctions. Such impairments in the ability to make sense of personal experiences both reflect and contribute to difficulty in social-emotional functioning. En ligne : http://dx.doi.org/10.1007/s10803-012-1585-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192
in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.733-738[article] Brief Report: Structure of Personal Narratives of Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Allyssa MCCABE, Auteur ; Ashleigh HILLIER, Auteur ; Claudia SHAPIRO, Auteur . - p.733-738.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.733-738
Mots-clés : Autism spectrum disorder Asperger’s syndrome Narrative Pragmatic language Emergent adults Index. décimale : PER Périodiques Résumé : Young adults with High Functioning Autism and a matched comparison group told personal narratives using a standard conversational procedure. Longest narratives were determined (i.e., number of propositions included) and scored using an analysis that looks at the organization of a narrative around a highpoint. The group with Autism Spectrum Disorder produced narratives with significantly poorer HP macrostructure and introduced proportionately fewer propositions with conjunctions. Such impairments in the ability to make sense of personal experiences both reflect and contribute to difficulty in social-emotional functioning. En ligne : http://dx.doi.org/10.1007/s10803-012-1585-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 Pragmatic deficits and social impairment in children with ADHD / Ekaterina STAIKOVA in Journal of Child Psychology and Psychiatry, 54-12 (December 2013)
[article]
Titre : Pragmatic deficits and social impairment in children with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Ekaterina STAIKOVA, Auteur ; Hilary GOMES, Auteur ; Vivien TARTTER, Auteur ; Allyssa MCCABE, Auteur ; Jeffrey M. HALPERIN, Auteur Article en page(s) : p.1275-1283 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder ADHD pragmatic language social skills Index. décimale : PER Périodiques Résumé : Background Impaired social functioning has been well documented in individuals with attention-deficit/hyperactivity disorder (ADHD). Existing treatments for ADHD are effective for managing core symptoms, but have limited effectiveness at improving social skills, suggesting that social deficits in ADHD may not be directly related to core symptoms of the disorder. Language problems are also common in ADHD, with accumulating evidence of pragmatic language difficulties. Pragmatic deficits are associated with social impairment in several neurodevelopmental disorders. This study systematically examined pragmatic language functioning in children with ADHD and whether social impairment in ADHD is mediated by pragmatic deficits. Method Sixty-three children (28 ADHD; 35 typically developing), ages 7–11 years, underwent a comprehensive assessment of pragmatic language, including parent ratings, standardized tests, and a narrative task. Parents also rated children's social skills on the Social Skills Improvement System. Results Children with ADHD had poorer pragmatic language skills relative to peers across all measures, even after controlling for general language abilities. Furthermore, pragmatic abilities as measured by parent ratings, mediated the relation between ADHD and social skills. Conclusions Pragmatic language skills are impaired in many children with ADHD and may partially account for high rates of social impairment. Implications for treatment and possible prevention of social problems in children with ADHD are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Journal of Child Psychology and Psychiatry > 54-12 (December 2013) . - p.1275-1283[article] Pragmatic deficits and social impairment in children with ADHD [Texte imprimé et/ou numérique] / Ekaterina STAIKOVA, Auteur ; Hilary GOMES, Auteur ; Vivien TARTTER, Auteur ; Allyssa MCCABE, Auteur ; Jeffrey M. HALPERIN, Auteur . - p.1275-1283.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-12 (December 2013) . - p.1275-1283
Mots-clés : Attention-deficit/hyperactivity disorder ADHD pragmatic language social skills Index. décimale : PER Périodiques Résumé : Background Impaired social functioning has been well documented in individuals with attention-deficit/hyperactivity disorder (ADHD). Existing treatments for ADHD are effective for managing core symptoms, but have limited effectiveness at improving social skills, suggesting that social deficits in ADHD may not be directly related to core symptoms of the disorder. Language problems are also common in ADHD, with accumulating evidence of pragmatic language difficulties. Pragmatic deficits are associated with social impairment in several neurodevelopmental disorders. This study systematically examined pragmatic language functioning in children with ADHD and whether social impairment in ADHD is mediated by pragmatic deficits. Method Sixty-three children (28 ADHD; 35 typically developing), ages 7–11 years, underwent a comprehensive assessment of pragmatic language, including parent ratings, standardized tests, and a narrative task. Parents also rated children's social skills on the Social Skills Improvement System. Results Children with ADHD had poorer pragmatic language skills relative to peers across all measures, even after controlling for general language abilities. Furthermore, pragmatic abilities as measured by parent ratings, mediated the relation between ADHD and social skills. Conclusions Pragmatic language skills are impaired in many children with ADHD and may partially account for high rates of social impairment. Implications for treatment and possible prevention of social problems in children with ADHD are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219