Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Talia LIU |
Documents disponibles écrits par cet auteur (2)
Faire une suggestion Affiner la recherche
Social interaction links active musical rhythm engagement and expressive communication in autistic toddlers / Noah R. FRAM in Autism Research, 17-2 (February 2024)
[article]
Titre : Social interaction links active musical rhythm engagement and expressive communication in autistic toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Noah R. FRAM, Auteur ; Talia LIU, Auteur ; Miriam D. LENSE, Auteur Article en page(s) : p.338-354 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Rhythm is implicated in both social and linguistic development. Rhythm perception and production skills are also key vulnerabilities in neurodevelopmental disorders such as autism which impact social communication. However, direct links between musical rhythm engagement and expressive communication in autism is not clearly evident. This absence of a direct connection between rhythm and expressive communication indicates that the mechanism of action between rhythm and expressive communication may recruit other cognitive or developmental factors. We hypothesized that social interactions, including general interpersonal relationships and interactive music-making involving children and caregivers, were a significant such factor, particularly in autism. To test this, we collected data from parents of autistic and nonautistic children 14-36?months of age, including parent reports of their children's rhythmic musical engagement, general social skills, parent-child musical interactions, and expressive communication skills. Path analysis revealed a system of independent, indirect pathways from rhythmic musical engagement to expressive communication via social skills and parent-child musical interactions in autistic toddlers. Such a system implies both that social and musical interactions represent crucial links between rhythm and language and that different kinds of social interactions play parallel, independent roles linking rhythmic musical engagement with expressive communication skills. En ligne : https://doi.org/10.1002/aur.3090 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522
in Autism Research > 17-2 (February 2024) . - p.338-354[article] Social interaction links active musical rhythm engagement and expressive communication in autistic toddlers [Texte imprimé et/ou numérique] / Noah R. FRAM, Auteur ; Talia LIU, Auteur ; Miriam D. LENSE, Auteur . - p.338-354.
Langues : Anglais (eng)
in Autism Research > 17-2 (February 2024) . - p.338-354
Index. décimale : PER Périodiques Résumé : Abstract Rhythm is implicated in both social and linguistic development. Rhythm perception and production skills are also key vulnerabilities in neurodevelopmental disorders such as autism which impact social communication. However, direct links between musical rhythm engagement and expressive communication in autism is not clearly evident. This absence of a direct connection between rhythm and expressive communication indicates that the mechanism of action between rhythm and expressive communication may recruit other cognitive or developmental factors. We hypothesized that social interactions, including general interpersonal relationships and interactive music-making involving children and caregivers, were a significant such factor, particularly in autism. To test this, we collected data from parents of autistic and nonautistic children 14-36?months of age, including parent reports of their children's rhythmic musical engagement, general social skills, parent-child musical interactions, and expressive communication skills. Path analysis revealed a system of independent, indirect pathways from rhythmic musical engagement to expressive communication via social skills and parent-child musical interactions in autistic toddlers. Such a system implies both that social and musical interactions represent crucial links between rhythm and language and that different kinds of social interactions play parallel, independent roles linking rhythmic musical engagement with expressive communication skills. En ligne : https://doi.org/10.1002/aur.3090 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522 Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms / Emily F. FERGUSON in Autism, 24-5 (July 2020)
[article]
Titre : Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Emily F. FERGUSON, Auteur ; Allison S. NAHMIAS, Auteur ; Samantha CRABBE, Auteur ; Talia LIU, Auteur ; David S MANDELL, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : p.1232-1245 Langues : Anglais (eng) Mots-clés : autism spectrum disorders communication and language early intervention education services environmental factors pre-school children Index. décimale : PER Périodiques Résumé : Early intervention is important for preschoolers on the autism spectrum, but little is known about early intervention classrooms in the community. This study found that children with better language skills and lower autism severity have more verbal interactions with their classmates, especially in classrooms with typically developing peers (inclusion settings). Findings suggest that natural language sampling is a useful method for characterizing autistic children and their early intervention settings. In addition, natural language sampling may have important implications for understanding individual opportunities for development in community early intervention settings. En ligne : http://dx.doi.org/10.1177/1362361319894835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427
in Autism > 24-5 (July 2020) . - p.1232-1245[article] Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms [Texte imprimé et/ou numérique] / Emily F. FERGUSON, Auteur ; Allison S. NAHMIAS, Auteur ; Samantha CRABBE, Auteur ; Talia LIU, Auteur ; David S MANDELL, Auteur ; Julia PARISH-MORRIS, Auteur . - p.1232-1245.
Langues : Anglais (eng)
in Autism > 24-5 (July 2020) . - p.1232-1245
Mots-clés : autism spectrum disorders communication and language early intervention education services environmental factors pre-school children Index. décimale : PER Périodiques Résumé : Early intervention is important for preschoolers on the autism spectrum, but little is known about early intervention classrooms in the community. This study found that children with better language skills and lower autism severity have more verbal interactions with their classmates, especially in classrooms with typically developing peers (inclusion settings). Findings suggest that natural language sampling is a useful method for characterizing autistic children and their early intervention settings. In addition, natural language sampling may have important implications for understanding individual opportunities for development in community early intervention settings. En ligne : http://dx.doi.org/10.1177/1362361319894835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427