Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Peter C. MUNDY |
Documents disponibles écrits par cet auteur (45)
Faire une suggestion Affiner la recherche
Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder / Nancy S MCINTYRE in Autism & Developmental Language Impairments, 5 (January-December 2020)
[article]
Titre : Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S MCINTYRE, Auteur ; Ryan P GRIMM, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Langues : Anglais (eng) Mots-clés : Autism reading comprehension narrative inference Index. décimale : PER Périodiques Résumé : Background and aimsExtant research indicates that children and adolescents with autism spectrum disorder (ASD) without an intellectual disability (ID) often experience difficulty comprehending written texts that is unexpected in comparison with their cognitive abilities. This study investigated the development of two key skills, narrative and inference abilities, that support higher level text comprehension and their relation to lexical-semantic knowledge, ASD symptomatology, and age. Three questions were addressed: 1.) What was the nature of narrative and inference skill development over time? 2.) What was the relation between narrative or inference development and lexical-semantic knowledge, ASD symptomatology, and age? 3.) Did initial narrative and inferencing skills, and the development of these skills, predict reading comprehension outcomes? Methods: Data from 81 children and adolescents with ASD without ID (FIQ???75) between the ages of 8-16-years-old at timepoint 1 were collected at 15-month intervals across three timepoints. ASD symptomatology was assessed with the ADOS-2. Standardized narrative retelling, inference, reading comprehension, lexical-semantic knowledge and cognitive assessments were administered. Latent growth curve models were conducted to examine narrative and inference skill development, and conditional growth models were fit to examine the relation between growth trajectories and covariates (lexical-semantic knowledge, ASD symptomatology, age) as well as with the reading comprehension distal outcome.ResultsNarrative retelling skills followed a linear trajectory of growth and were a relative strength in this sample, while inference skills were well below average and declined over time relative to age-normed standard scores. Lexical-semantic knowledge explained significant heterogeneity in initial narrative and inference skills, whereas ASD symptomatology was only related to initial narrative retelling abilities and age was only related to initial inference abilities. Timepoint 3 reading comprehension skill (in the below average range) was significantly explained by initial narrative retelling and inference abilities.ConclusionsThe results of this study indicate that narrative retelling and inference skills are important for successful reading comprehension for individuals with ASD without ID and that lexical-semantic knowledge underpins these skills. Furthermore, the observation that ASD symptom severity was associated with narrative retelling skills is consistent with the hypothesis that problems in narrative reading skills are associated with the autism phenotype. Finally, inference skill was a particular challenge for individuals in this sample, although age was positively associated with better performance on the assessment.Implications: These findings suggest that narrative and inference skills, in addition to lexical-semantic knowledge, are important to target beginning in elementary grades to improve reading comprehension outcomes for children and adolescents with ASD without ID. En ligne : http://dx.doi.org/10.1177/2396941520968028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Nancy S MCINTYRE, Auteur ; Ryan P GRIMM, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Autism reading comprehension narrative inference Index. décimale : PER Périodiques Résumé : Background and aimsExtant research indicates that children and adolescents with autism spectrum disorder (ASD) without an intellectual disability (ID) often experience difficulty comprehending written texts that is unexpected in comparison with their cognitive abilities. This study investigated the development of two key skills, narrative and inference abilities, that support higher level text comprehension and their relation to lexical-semantic knowledge, ASD symptomatology, and age. Three questions were addressed: 1.) What was the nature of narrative and inference skill development over time? 2.) What was the relation between narrative or inference development and lexical-semantic knowledge, ASD symptomatology, and age? 3.) Did initial narrative and inferencing skills, and the development of these skills, predict reading comprehension outcomes? Methods: Data from 81 children and adolescents with ASD without ID (FIQ???75) between the ages of 8-16-years-old at timepoint 1 were collected at 15-month intervals across three timepoints. ASD symptomatology was assessed with the ADOS-2. Standardized narrative retelling, inference, reading comprehension, lexical-semantic knowledge and cognitive assessments were administered. Latent growth curve models were conducted to examine narrative and inference skill development, and conditional growth models were fit to examine the relation between growth trajectories and covariates (lexical-semantic knowledge, ASD symptomatology, age) as well as with the reading comprehension distal outcome.ResultsNarrative retelling skills followed a linear trajectory of growth and were a relative strength in this sample, while inference skills were well below average and declined over time relative to age-normed standard scores. Lexical-semantic knowledge explained significant heterogeneity in initial narrative and inference skills, whereas ASD symptomatology was only related to initial narrative retelling abilities and age was only related to initial inference abilities. Timepoint 3 reading comprehension skill (in the below average range) was significantly explained by initial narrative retelling and inference abilities.ConclusionsThe results of this study indicate that narrative retelling and inference skills are important for successful reading comprehension for individuals with ASD without ID and that lexical-semantic knowledge underpins these skills. Furthermore, the observation that ASD symptom severity was associated with narrative retelling skills is consistent with the hypothesis that problems in narrative reading skills are associated with the autism phenotype. Finally, inference skill was a particular challenge for individuals in this sample, although age was positively associated with better performance on the assessment.Implications: These findings suggest that narrative and inference skills, in addition to lexical-semantic knowledge, are important to target beginning in elementary grades to improve reading comprehension outcomes for children and adolescents with ASD without ID. En ligne : http://dx.doi.org/10.1177/2396941520968028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
[article]
Titre : INSAR President's Message - February 2020 Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur Article en page(s) : p.338-339 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1002/aur.2281 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420
in Autism Research > 13-2 (February 2020) . - p.338-339[article] INSAR President's Message - February 2020 [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur . - p.338-339.
Langues : Anglais (eng)
in Autism Research > 13-2 (February 2020) . - p.338-339
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1002/aur.2281 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 INTERNATIONAL SOCIETY FOR AUTISM RESEARCH NEWS President's Message - December 2019 Updates on Seattle 2020, New Web Design and App, Board Elections, Journal News and a Report from the Strategic Planning Meeting / Peter C. MUNDY in Autism Research, 12-12 (December)
[article]
Titre : INTERNATIONAL SOCIETY FOR AUTISM RESEARCH NEWS President's Message - December 2019 Updates on Seattle 2020, New Web Design and App, Board Elections, Journal News and a Report from the Strategic Planning Meeting Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur Année de publication : 2019 Article en page(s) : p.1891 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1002/aur.2248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=413
in Autism Research > 12-12 (December) . - p.1891[article] INTERNATIONAL SOCIETY FOR AUTISM RESEARCH NEWS President's Message - December 2019 Updates on Seattle 2020, New Web Design and App, Board Elections, Journal News and a Report from the Strategic Planning Meeting [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur . - 2019 . - p.1891.
Langues : Anglais (eng)
in Autism Research > 12-12 (December) . - p.1891
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1002/aur.2248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=413 International Society for Autism Research News President's Message - October 2019 / Peter C. MUNDY in Autism Research, 12-10 (October 2019)
[article]
Titre : International Society for Autism Research News President's Message - October 2019 Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur Article en page(s) : p.1574 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1002/aur.2222 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408
in Autism Research > 12-10 (October 2019) . - p.1574[article] International Society for Autism Research News President's Message - October 2019 [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur . - p.1574.
Langues : Anglais (eng)
in Autism Research > 12-10 (October 2019) . - p.1574
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1002/aur.2222 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 Joint Attention and Neurodevelopmental Models of Autism / Peter C. MUNDY
contenu dans Handbook of Autism and Pervasive Developmental Disorders : Volume One / Fred R. VOLKMAR
Titre : Joint Attention and Neurodevelopmental Models of Autism Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Courtney BURNETTE, Auteur Année de publication : 2005 Importance : p.650-681 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=380 Joint Attention and Neurodevelopmental Models of Autism [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Courtney BURNETTE, Auteur . - 2005 . - p.650-681.
contenu dans Handbook of Autism and Pervasive Developmental Disorders : Volume One / Fred R. VOLKMAR
Langues : Anglais (eng)
Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=380 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Joint-Attention and the Social Phenotype of School-Aged Children with ASD / Peter C. MUNDY in Journal of Autism and Developmental Disorders, 47-5 (May 2017)
PermalinkLongitudinal stability of reading profiles in individuals with higher functioning autism / E. J. SOLARI in Autism, 23-8 (November 2019)
PermalinkMetacognitive Awareness of Facial Affect in Higher-Functioning Children and Adolescents with Autism Spectrum Disorder / Camilla M. MCMAHON in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
PermalinkNon-Verbal Communication Skills of Surgically Treated Children with Infantile Spasms / Rochelle CAPLAN in Developmental Medicine & Child Neurology, 34-6 (June 1992)
PermalinkObserving Visual Attention and Writing Behaviors During a Writing Assessment: Comparing Children with Autism Spectrum Disorder to Peers with Attention-Deficit/Hyperactivity Disorder and Typically Developing Peers / Matthew ZAJIC in Autism Research, 14-2 (February 2021)
PermalinkA parallel and distributed-processing model of joint attention, social cognition and autism / Peter C. MUNDY in Autism Research, 2-1 (February 2009)
PermalinkParents’ criticisms and attributions about their adult children with high functioning autism or schizophrenia / Stephanie WASSERMAN in Autism, 14-2 (March 2010)
PermalinkPatterns of math and reading achievement in children and adolescents with autism spectrum disorder / Jennifer C. BULLEN in Research in Autism Spectrum Disorders, 92 (April 2022)
PermalinkProfiles and Correlates of Parent-Child Agreement on Social Anxiety Symptoms in Youth with Autism Spectrum Disorder / Catherine A. BURROWS in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
PermalinkSelf-referenced memory, social cognition, and symptom presentation in autism / Heather A. HENDERSON in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)
Permalink