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Détail de l'auteur
Auteur O. CONLON |
Documents disponibles écrits par cet auteur (1)
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Gender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD) / O. CONLON in Journal of Autism and Developmental Disorders, 49-5 (May 2019)
[article]
Titre : Gender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : O. CONLON, Auteur ; J. VOLDEN, Auteur ; I. M. SMITH, Auteur ; E. DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; C. WADDELL, Auteur ; P. SZATMARI, Auteur ; P. MIRENDA, Auteur ; T. VAILLANCOURT, Auteur ; Teresa BENNETT, Auteur ; S. GEORGIADES, Auteur ; M. ELSABBAGH, Auteur ; W. J. UNGAR, Auteur Article en page(s) : p.1937-1948 Langues : Anglais (eng) Mots-clés : Communication Gender Narrative Pragmatics Index. décimale : PER Périodiques Résumé : Possible gender differences in manifestations of autism spectrum disorder (ASD) were examined using data on production of narratives. The Expression, Reception and Recall of Narrative Instrument (ERRNI; Bishop, Expression, Reception and Recall of Narrative Instrument, Harcourt assessment, London, 2004) was administered to a sample of matched 8-year-old intellectually able boys and girls with ASD (13M, 13F), who had been selected from a large, longitudinal study. In addition, transcripts of the narratives were analyzed in detail. Significant gender differences were found in narrative production. Girls included more salient story elements than boys. On detailed language analysis, girls were also shown to tell richer stories, including more descriptors of planning or intention. Overall, our findings suggest that subtle differences in social communication may exist between intellectually able boys and girls with ASD. If reliably identifiable in young children, such gender differences may contribute to differential diagnosis of ASD. In addition, such differences may pave the way for differential approaches to intervention when the target is effective communication in sophisticated discourse contexts. En ligne : http://dx.doi.org/10.1007/s10803-018-03873-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1937-1948[article] Gender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / O. CONLON, Auteur ; J. VOLDEN, Auteur ; I. M. SMITH, Auteur ; E. DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; C. WADDELL, Auteur ; P. SZATMARI, Auteur ; P. MIRENDA, Auteur ; T. VAILLANCOURT, Auteur ; Teresa BENNETT, Auteur ; S. GEORGIADES, Auteur ; M. ELSABBAGH, Auteur ; W. J. UNGAR, Auteur . - p.1937-1948.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1937-1948
Mots-clés : Communication Gender Narrative Pragmatics Index. décimale : PER Périodiques Résumé : Possible gender differences in manifestations of autism spectrum disorder (ASD) were examined using data on production of narratives. The Expression, Reception and Recall of Narrative Instrument (ERRNI; Bishop, Expression, Reception and Recall of Narrative Instrument, Harcourt assessment, London, 2004) was administered to a sample of matched 8-year-old intellectually able boys and girls with ASD (13M, 13F), who had been selected from a large, longitudinal study. In addition, transcripts of the narratives were analyzed in detail. Significant gender differences were found in narrative production. Girls included more salient story elements than boys. On detailed language analysis, girls were also shown to tell richer stories, including more descriptors of planning or intention. Overall, our findings suggest that subtle differences in social communication may exist between intellectually able boys and girls with ASD. If reliably identifiable in young children, such gender differences may contribute to differential diagnosis of ASD. In addition, such differences may pave the way for differential approaches to intervention when the target is effective communication in sophisticated discourse contexts. En ligne : http://dx.doi.org/10.1007/s10803-018-03873-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393