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Détail de l'auteur
Auteur E. J. WEISBLATT |
Documents disponibles écrits par cet auteur (2)
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Effects of Delay, Question Type, and Socioemotional Support on Episodic Memory Retrieval by Children with Autism Spectrum Disorder / T. S. ALMEIDA in Journal of Autism and Developmental Disorders, 49-3 (March 2019)
[article]
Titre : Effects of Delay, Question Type, and Socioemotional Support on Episodic Memory Retrieval by Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : T. S. ALMEIDA, Auteur ; M. E. LAMB, Auteur ; E. J. WEISBLATT, Auteur Article en page(s) : p.1111-1130 Langues : Anglais (eng) Mots-clés : Autism Delay Eyewitness testimony Question types Socioemotional support Index. décimale : PER Périodiques Résumé : Twenty-seven autistic children and 32 typically developing (TD) peers were questioned about an experienced event after a two-week delay and again after a two-month delay, using the Revised National Institute of Child Health and Human Development (NICHD) Investigative Interview Protocol. Recall prompts elicited more detailed and more accurate responses from children than recognition prompts. Autistic children recalled fewer correct narrative details than TD peers when questioned using open invitations, cued invitations, and directive questions. Nonetheless, they were as accurate as TD peers when responding to all types of prompts. The informativeness and accuracy of children's reports remained unchanged over time. Social support was beneficial when children were interviewed for the first time but not after a longer delay. En ligne : http://dx.doi.org/10.1007/s10803-018-3815-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1111-1130[article] Effects of Delay, Question Type, and Socioemotional Support on Episodic Memory Retrieval by Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / T. S. ALMEIDA, Auteur ; M. E. LAMB, Auteur ; E. J. WEISBLATT, Auteur . - p.1111-1130.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1111-1130
Mots-clés : Autism Delay Eyewitness testimony Question types Socioemotional support Index. décimale : PER Périodiques Résumé : Twenty-seven autistic children and 32 typically developing (TD) peers were questioned about an experienced event after a two-week delay and again after a two-month delay, using the Revised National Institute of Child Health and Human Development (NICHD) Investigative Interview Protocol. Recall prompts elicited more detailed and more accurate responses from children than recognition prompts. Autistic children recalled fewer correct narrative details than TD peers when questioned using open invitations, cued invitations, and directive questions. Nonetheless, they were as accurate as TD peers when responding to all types of prompts. The informativeness and accuracy of children's reports remained unchanged over time. Social support was beneficial when children were interviewed for the first time but not after a longer delay. En ligne : http://dx.doi.org/10.1007/s10803-018-3815-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 Overcoming hurdles to intervention studies with autistic children with profound communication difficulties and their families / A. MCKINNEY in Autism, 25-6 (August 2021)
[article]
Titre : Overcoming hurdles to intervention studies with autistic children with profound communication difficulties and their families Type de document : Texte imprimé et/ou numérique Auteurs : A. MCKINNEY, Auteur ; E. J. WEISBLATT, Auteur ; K. L. HOTSON, Auteur ; Z. BILAL AHMED, Auteur ; C. DIAS, Auteur ; D. BENSHALOM, Auteur ; J. FOSTER, Auteur ; S. MURPHY, Auteur ; S. S. VILLAR, Auteur ; Matthew K. BELMONTE, Auteur Article en page(s) : p.1627-1639 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Communication Humans Intellectual Disability/therapy Parents autism clinical trial inclusion intellectual disability intervention minimally verbal nonverbal of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic children who speak few or no words or who have an intellectual disability are the most in need of new understandings and treatments, but the most often left out of the research that can bring these benefits. Researchers perceive difficulties around compliance with instructions, testing, challenging behaviours and family stress. Although research with these children can indeed be difficult, their continuing exclusion is unethical and unacceptable. Drawing on our experiences testing a possible treatment for children with profound autism, we provide 10 practical guidelines related to (1) interacting physically, (2) combining play and testing, (3) responding to challenging behaviour, (4) finding suitable tests, (5) relationships with parents, (6) relationships with siblings, (7) involving stakeholders, (8) planning the testing times, (9) the role of the clinical supervisor and (10) recruiting and retaining participants. We hope that these guidelines will prepare and embolden other research teams to work with profoundly autistic children, ending their historical exclusion from research. These guidelines also could be useful for conducting research with children with intellectual disabilities. En ligne : http://dx.doi.org/10.1177/1362361321998916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-6 (August 2021) . - p.1627-1639[article] Overcoming hurdles to intervention studies with autistic children with profound communication difficulties and their families [Texte imprimé et/ou numérique] / A. MCKINNEY, Auteur ; E. J. WEISBLATT, Auteur ; K. L. HOTSON, Auteur ; Z. BILAL AHMED, Auteur ; C. DIAS, Auteur ; D. BENSHALOM, Auteur ; J. FOSTER, Auteur ; S. MURPHY, Auteur ; S. S. VILLAR, Auteur ; Matthew K. BELMONTE, Auteur . - p.1627-1639.
Langues : Anglais (eng)
in Autism > 25-6 (August 2021) . - p.1627-1639
Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Communication Humans Intellectual Disability/therapy Parents autism clinical trial inclusion intellectual disability intervention minimally verbal nonverbal of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic children who speak few or no words or who have an intellectual disability are the most in need of new understandings and treatments, but the most often left out of the research that can bring these benefits. Researchers perceive difficulties around compliance with instructions, testing, challenging behaviours and family stress. Although research with these children can indeed be difficult, their continuing exclusion is unethical and unacceptable. Drawing on our experiences testing a possible treatment for children with profound autism, we provide 10 practical guidelines related to (1) interacting physically, (2) combining play and testing, (3) responding to challenging behaviour, (4) finding suitable tests, (5) relationships with parents, (6) relationships with siblings, (7) involving stakeholders, (8) planning the testing times, (9) the role of the clinical supervisor and (10) recruiting and retaining participants. We hope that these guidelines will prepare and embolden other research teams to work with profoundly autistic children, ending their historical exclusion from research. These guidelines also could be useful for conducting research with children with intellectual disabilities. En ligne : http://dx.doi.org/10.1177/1362361321998916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451