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Détail de l'auteur
Auteur Rhea PAUL |
Documents disponibles écrits par cet auteur (33)
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Social Robots as Embedded Reinforcers of Social Behavior in Children with Autism / Elizabeth S. KIM in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
[article]
Titre : Social Robots as Embedded Reinforcers of Social Behavior in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth S. KIM, Auteur ; Lauren D. BERKOVITS, Auteur ; Emily P. BERNIER, Auteur ; Dan LEYZBERG, Auteur ; Frederick SHIC, Auteur ; Rhea PAUL, Auteur ; Brian SCASSELLATI, Auteur Article en page(s) : p.1038-1049 Langues : Anglais (eng) Mots-clés : Social robots Assistive robots Intervention Embedded reinforcers Index. décimale : PER Périodiques Résumé : In this study we examined the social behaviors of 4- to 12-year-old children with autism spectrum disorders (ASD; N = 24) during three tradic interactions with an adult confederate and an interaction partner, where the interaction partner varied randomly among (1) another adult human, (2) a touchscreen computer game, and (3) a social dinosaur robot. Children spoke more in general, and directed more speech to the adult confederate, when the interaction partner was a robot, as compared to a human or computer game interaction partner. Children spoke as much to the robot as to the adult interaction partner. This study provides the largest demonstration of social human-robot interaction in children with autism to date. Our findings suggest that social robots may be developed into useful tools for social skills and communication therapies, specifically by embedding social interaction into intrinsic reinforcers and motivators. En ligne : http://dx.doi.org/10.1007/s10803-012-1645-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195
in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1038-1049[article] Social Robots as Embedded Reinforcers of Social Behavior in Children with Autism [Texte imprimé et/ou numérique] / Elizabeth S. KIM, Auteur ; Lauren D. BERKOVITS, Auteur ; Emily P. BERNIER, Auteur ; Dan LEYZBERG, Auteur ; Frederick SHIC, Auteur ; Rhea PAUL, Auteur ; Brian SCASSELLATI, Auteur . - p.1038-1049.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1038-1049
Mots-clés : Social robots Assistive robots Intervention Embedded reinforcers Index. décimale : PER Périodiques Résumé : In this study we examined the social behaviors of 4- to 12-year-old children with autism spectrum disorders (ASD; N = 24) during three tradic interactions with an adult confederate and an interaction partner, where the interaction partner varied randomly among (1) another adult human, (2) a touchscreen computer game, and (3) a social dinosaur robot. Children spoke more in general, and directed more speech to the adult confederate, when the interaction partner was a robot, as compared to a human or computer game interaction partner. Children spoke as much to the robot as to the adult interaction partner. This study provides the largest demonstration of social human-robot interaction in children with autism to date. Our findings suggest that social robots may be developed into useful tools for social skills and communication therapies, specifically by embedding social interaction into intrinsic reinforcers and motivators. En ligne : http://dx.doi.org/10.1007/s10803-012-1645-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195 The Hypothesis of Apraxia of Speech in Children with Autism Spectrum Disorder / Lawrence D. SHRIBERG in Journal of Autism and Developmental Disorders, 41-4 (April 2011)
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Titre : The Hypothesis of Apraxia of Speech in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lawrence D. SHRIBERG, Auteur ; Rhea PAUL, Auteur ; Lois M. BLACK, Auteur ; Jan P. H. VAN SANTEN, Auteur Année de publication : 2011 Article en page(s) : p.405-426 Langues : Anglais (eng) Mots-clés : Apraxia Dyspraxia Motor speech disorder Speech sound disorder Index. décimale : PER Périodiques Résumé : In a sample of 46 children aged 4–7 years with Autism Spectrum Disorder (ASD) and intelligible speech, there was no statistical support for the hypothesis of concomitant Childhood Apraxia of Speech (CAS). Perceptual and acoustic measures of participants’ speech, prosody, and voice were compared with data from 40 typically-developing children, 13 preschool children with Speech Delay, and 15 participants aged 5–49 years with CAS in neurogenetic disorders. Speech Delay and Speech Errors, respectively, were modestly and substantially more prevalent in participants with ASD than reported population estimates. Double dissociations in speech, prosody, and voice impairments in ASD were interpreted as consistent with a speech attunement framework, rather than with the motor speech impairments that define CAS. En ligne : http://dx.doi.org/10.1007/s10803-010-1117-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Journal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.405-426[article] The Hypothesis of Apraxia of Speech in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lawrence D. SHRIBERG, Auteur ; Rhea PAUL, Auteur ; Lois M. BLACK, Auteur ; Jan P. H. VAN SANTEN, Auteur . - 2011 . - p.405-426.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.405-426
Mots-clés : Apraxia Dyspraxia Motor speech disorder Speech sound disorder Index. décimale : PER Périodiques Résumé : In a sample of 46 children aged 4–7 years with Autism Spectrum Disorder (ASD) and intelligible speech, there was no statistical support for the hypothesis of concomitant Childhood Apraxia of Speech (CAS). Perceptual and acoustic measures of participants’ speech, prosody, and voice were compared with data from 40 typically-developing children, 13 preschool children with Speech Delay, and 15 participants aged 5–49 years with CAS in neurogenetic disorders. Speech Delay and Speech Errors, respectively, were modestly and substantially more prevalent in participants with ASD than reported population estimates. Double dissociations in speech, prosody, and voice impairments in ASD were interpreted as consistent with a speech attunement framework, rather than with the motor speech impairments that define CAS. En ligne : http://dx.doi.org/10.1007/s10803-010-1117-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 The interplay of language on executive functions in children with ASD / Maysa AKBAR in Research in Autism Spectrum Disorders, 7-3 (March 2013)
[article]
Titre : The interplay of language on executive functions in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Maysa AKBAR, Auteur ; Rebecca LOOMIS, Auteur ; Rhea PAUL, Auteur Article en page(s) : p.494-501 Mots-clés : Autism Executive functioning Language Working Memory Mediating effect Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is a neurodevelopmental disability characterized by deficits in social interaction and communication and by repetitive behaviors and restricted interests. Prior research has revealed executive function (EF) deficits in children with ASD. It has been suggested that these EF impairments are associated with language deficits intrinsic to ASD, specifically the inability to utilize inner speech to regulate non-routine behaviors (Russell, Jarrold, amp; Hood, 1999). Other studies, however, have found no link between language ability and EF (Joseph, McGrath, amp; Tager-Flusberg, 2005). The present study seeks to clarify the link between language and EF deficits in children with ASD in a cognitively heterogeneous sample. Four specific domains of EF (Working Memory, Organization, Shift, and Inhibition) were assessed in 62 children with ASD using direct measures (DKEFS, NEPSY, and WISC), and indirect parent/teacher report (BRIEF). Analysis by stepwise regressions showed measures of language skill, nonverbal cognition, and autistic symptom severity to be predictive of several domains of EF. Direct measure of Working Memory (WM) was predicted by structural and pragmatic language ability, direct measure of Organization (O) was predicted by nonverbal cognition, and direct measure of Shift (S) was predicted by nonverbal cognition and autistic symptom severity. Additionally, parent and teacher reports of WM were predicted by structural and pragmatic language skills, respectively. Results are interpreted to demonstrate a mediating effect of language on the WM component of EF when assessed directly or indirectly. Implications for theories linking language skill to EF in the ASD population are discussed, and the observed deficit is compared with findings on EF and language ability in the SLI population. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191
in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.494-501[article] The interplay of language on executive functions in children with ASD [Texte imprimé et/ou numérique] / Maysa AKBAR, Auteur ; Rebecca LOOMIS, Auteur ; Rhea PAUL, Auteur . - p.494-501.
in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.494-501
Mots-clés : Autism Executive functioning Language Working Memory Mediating effect Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is a neurodevelopmental disability characterized by deficits in social interaction and communication and by repetitive behaviors and restricted interests. Prior research has revealed executive function (EF) deficits in children with ASD. It has been suggested that these EF impairments are associated with language deficits intrinsic to ASD, specifically the inability to utilize inner speech to regulate non-routine behaviors (Russell, Jarrold, amp; Hood, 1999). Other studies, however, have found no link between language ability and EF (Joseph, McGrath, amp; Tager-Flusberg, 2005). The present study seeks to clarify the link between language and EF deficits in children with ASD in a cognitively heterogeneous sample. Four specific domains of EF (Working Memory, Organization, Shift, and Inhibition) were assessed in 62 children with ASD using direct measures (DKEFS, NEPSY, and WISC), and indirect parent/teacher report (BRIEF). Analysis by stepwise regressions showed measures of language skill, nonverbal cognition, and autistic symptom severity to be predictive of several domains of EF. Direct measure of Working Memory (WM) was predicted by structural and pragmatic language ability, direct measure of Organization (O) was predicted by nonverbal cognition, and direct measure of Shift (S) was predicted by nonverbal cognition and autistic symptom severity. Additionally, parent and teacher reports of WM were predicted by structural and pragmatic language skills, respectively. Results are interpreted to demonstrate a mediating effect of language on the WM component of EF when assessed directly or indirectly. Implications for theories linking language skill to EF in the ASD population are discussed, and the observed deficit is compared with findings on EF and language ability in the SLI population. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 The use of prosody during syntactic processing in children and adolescents with autism spectrum disorders / Joshua John DIEHL in Development and Psychopathology, 27-3 (August 2015)
[article]
Titre : The use of prosody during syntactic processing in children and adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Joshua John DIEHL, Auteur ; Carlyn FRIEDBERG, Auteur ; Rhea PAUL, Auteur ; Jesse SNEDEKER, Auteur Article en page(s) : p.867-884 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this study, we employed an eye-gaze paradigm to explore whether children (ages 8–12) and adolescents (ages 12–18) with autism spectrum disorders (ASDs) are able to use prosodic cues to determine the syntactic structure of an utterance. Persons with ASD were compared to typically developing (TD) peers matched on age, IQ, gender, and receptive language abilities. The stimuli were syntactically ambiguous but had a prosodic break that indicated the appropriate interpretation (feel the frog … with the feather vs. feel … the frog with the feather). We found that all groups were equally sensitive to the initial prosodic cues that were presented. Children and teens with ASD used prosody to interpret the ambiguous phrase as rapidly and efficiently as their TD peers. However, when a different cue was presented in subsequent trials, the younger ASD group was more likely to respond in a manner consistent with the initial prosodic cue rather than the new one. Eye-tracking data indicated that both younger groups (ASD and TD) had trouble shifting their interpretation as the prosodic cue changed, but the younger TD group was able to overcome this interference and produce an action consistent with the prosodic cue. En ligne : http://dx.doi.org/10.1017/S0954579414000741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Development and Psychopathology > 27-3 (August 2015) . - p.867-884[article] The use of prosody during syntactic processing in children and adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Joshua John DIEHL, Auteur ; Carlyn FRIEDBERG, Auteur ; Rhea PAUL, Auteur ; Jesse SNEDEKER, Auteur . - p.867-884.
Langues : Anglais (eng)
in Development and Psychopathology > 27-3 (August 2015) . - p.867-884
Index. décimale : PER Périodiques Résumé : In this study, we employed an eye-gaze paradigm to explore whether children (ages 8–12) and adolescents (ages 12–18) with autism spectrum disorders (ASDs) are able to use prosodic cues to determine the syntactic structure of an utterance. Persons with ASD were compared to typically developing (TD) peers matched on age, IQ, gender, and receptive language abilities. The stimuli were syntactically ambiguous but had a prosodic break that indicated the appropriate interpretation (feel the frog … with the feather vs. feel … the frog with the feather). We found that all groups were equally sensitive to the initial prosodic cues that were presented. Children and teens with ASD used prosody to interpret the ambiguous phrase as rapidly and efficiently as their TD peers. However, when a different cue was presented in subsequent trials, the younger ASD group was more likely to respond in a manner consistent with the initial prosodic cue rather than the new one. Eye-tracking data indicated that both younger groups (ASD and TD) had trouble shifting their interpretation as the prosodic cue changed, but the younger TD group was able to overcome this interference and produce an action consistent with the prosodic cue. En ligne : http://dx.doi.org/10.1017/S0954579414000741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 What Is Social Skills Training? / Rhea PAUL
Titre : What Is Social Skills Training? Type de document : Texte imprimé et/ou numérique Auteurs : Rhea PAUL, Auteur Année de publication : 2011 Importance : p.198-200 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=139 What Is Social Skills Training? [Texte imprimé et/ou numérique] / Rhea PAUL, Auteur . - 2011 . - p.198-200.
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=139 Exemplaires
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