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Détail de l'auteur
Auteur Kari-Anne B NÆSS |
Documents disponibles écrits par cet auteur (1)
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Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review / Tamara KALANDADZE in Autism, 22-2 (February 2018)
[article]
Titre : Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review Type de document : Texte imprimé et/ou numérique Auteurs : Tamara KALANDADZE, Auteur ; Courtenay F. NORBURY, Auteur ; Terje NÆRLAND, Auteur ; Kari-Anne B NÆSS, Auteur Année de publication : 2018 Article en page(s) : p.99-117 Langues : Anglais (eng) Mots-clés : autism spectrum disorder,figurative language,meta-analysis,metaphor Index. décimale : PER Périodiques Résumé : We present a meta-analysis of studies that compare figurative language comprehension in individuals with autism spectrum disorder and in typically developing controls who were matched based on chronological age or/and language ability. A total of 41 studies and 45 independent effect sizes were included based on predetermined inclusion criteria. Group matching strategy, age, types of figurative language, and cross-linguistic differences were examined as predictors that might explain heterogeneity in effect sizes. Overall, individuals with autism spectrum disorder showed poorer comprehension of figurative language than their typically developing peers (Hedges’ g?=?–0.57). A meta-regression analysis showed that group matching strategy and types of figurative language were significantly related to differences in effect sizes, whereas chronological age and cross-linguistic differences were not. Differences between the autism spectrum disorder and typically developing groups were small and nonsignificant when the groups were matched based on the language ability. Metaphors were more difficult to comprehend for individuals with autism spectrum disorder compared with typically developing controls than were irony and sarcasm. Our findings highlight the critical role of core language skills in figurative language comprehension. Interventions and educational programmes designed to improve social communication skills in individuals with autism spectrum disorder may beneficially target core language skills in addition to social skills. En ligne : https://doi.org/10.1177/1362361316668652 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335
in Autism > 22-2 (February 2018) . - p.99-117[article] Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review [Texte imprimé et/ou numérique] / Tamara KALANDADZE, Auteur ; Courtenay F. NORBURY, Auteur ; Terje NÆRLAND, Auteur ; Kari-Anne B NÆSS, Auteur . - 2018 . - p.99-117.
Langues : Anglais (eng)
in Autism > 22-2 (February 2018) . - p.99-117
Mots-clés : autism spectrum disorder,figurative language,meta-analysis,metaphor Index. décimale : PER Périodiques Résumé : We present a meta-analysis of studies that compare figurative language comprehension in individuals with autism spectrum disorder and in typically developing controls who were matched based on chronological age or/and language ability. A total of 41 studies and 45 independent effect sizes were included based on predetermined inclusion criteria. Group matching strategy, age, types of figurative language, and cross-linguistic differences were examined as predictors that might explain heterogeneity in effect sizes. Overall, individuals with autism spectrum disorder showed poorer comprehension of figurative language than their typically developing peers (Hedges’ g?=?–0.57). A meta-regression analysis showed that group matching strategy and types of figurative language were significantly related to differences in effect sizes, whereas chronological age and cross-linguistic differences were not. Differences between the autism spectrum disorder and typically developing groups were small and nonsignificant when the groups were matched based on the language ability. Metaphors were more difficult to comprehend for individuals with autism spectrum disorder compared with typically developing controls than were irony and sarcasm. Our findings highlight the critical role of core language skills in figurative language comprehension. Interventions and educational programmes designed to improve social communication skills in individuals with autism spectrum disorder may beneficially target core language skills in addition to social skills. En ligne : https://doi.org/10.1177/1362361316668652 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335