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Détail de l'auteur
Auteur Andrew M. JOHNSON |
Documents disponibles écrits par cet auteur (2)
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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 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