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Auteur Sue FLETCHER-WATSON |
Documents disponibles écrits par cet auteur (17)
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Information and Communication Technologies as Educational Supports / Susan HEDGES
Titre : Information and Communication Technologies as Educational Supports Type de document : Texte imprimé et/ou numérique Auteurs : Susan HEDGES, Auteur ; Sue FLETCHER-WATSON, Auteur Année de publication : 2019 Importance : p.406-416 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Information and Communication Technologies as Educational Supports [Texte imprimé et/ou numérique] / Susan HEDGES, Auteur ; Sue FLETCHER-WATSON, Auteur . - 2019 . - p.406-416.
Langues : Anglais (eng)
Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Innovation through neurodiversity: Diversity is beneficial / Harriet AXBEY in Autism, 27-7 (October 2023)
[article]
Titre : Innovation through neurodiversity: Diversity is beneficial Type de document : Texte imprimé et/ou numérique Auteurs : Harriet AXBEY, Auteur ; Nadin BECKMANN, Auteur ; Sue FLETCHER-WATSON, Auteur ; Alisdair TULLO, Auteur ; Catherine J CROMPTON, Auteur Article en page(s) : p.2193-2198 Langues : Anglais (eng) Mots-clés : autism creativity diffusion chains neurodiversity innovation Index. décimale : PER Périodiques Résumé : Those experiencing high rapport or strong social connection are more likely to copy each other, or emulate each other?s ideas, either consciously or sub-consciously. In this study, we use this phenomenon to examine whether neurotype match or mismatch impacts degree of imitation in a creative task. We asked 71 participants in neurodiverse pairs (including both autistic and non-autistic participants) and single-neurotype pairs (both autistic or both non-autistic), where one participant builds and one observes, to build the tallest possible tower from dried spaghetti and plasticine. We measured the height of each tower and photographed them to create a stimulus set. We then asked independent raters (n=351, 62 autistic) to rate towers for degree of similarity. We hypothesised that lower similarity scores would be generated for towers created by people in neurodiverse pairs, showing positive innovation. Results showed towers built in the neurodiverse condition had least similarity, whereas towers built in the autistic and non-autistic conditions were significantly more similar. There was no difference in performance (height of tower) based on condition. Our results are the first to examine creativity within single-neurotype and neurodiverse pairs; they indicate that neurological diversity may be beneficial within a group setting. Subsequent research is required to examine how this interacts with divergent communication styles.Lay abstractNeurodivergences such as autism have been previously viewed from a negative, 'deficit', perspective. However, research is beginning to show the benefits of being autistic, and the positive outcomes of neurodiverse interactions. Diversity in the way we think can lead to diversity in the outcomes we produce. In this study, we asked independent raters to compare the similarity of towers built by autistic and non-autistic individuals in single-neurotype (both people were autistic or both people were non-autistic) and neurodiverse (one autistic person and one non-autistic person) pairs, to see whether people would be more or less likely to copy someone who shared their diagnostic status. Our results showed there was the least similarity in design in the neurodiverse pairs; people were less likely to copy the design of the previous builder if that person had a different autistic status to themselves. This could imply people felt more confident in copying someone with a similar neurotype, mirroring results from rapport studies where autistic individuals reported greater rapport with other autistic participants than with non-autistic participants. This also shows there was more evidence of creativity in designs, and innovation from stimulus design (the tower they had watched being built) when the pairs had different autistic diagnoses. This could inform practice and support involving autistic people, encouraging education and care providers to create more diverse methods and designs for support mechanisms, content delivery, and research data collection. En ligne : http://dx.doi.org/10.1177/13623613231158685 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510
in Autism > 27-7 (October 2023) . - p.2193-2198[article] Innovation through neurodiversity: Diversity is beneficial [Texte imprimé et/ou numérique] / Harriet AXBEY, Auteur ; Nadin BECKMANN, Auteur ; Sue FLETCHER-WATSON, Auteur ; Alisdair TULLO, Auteur ; Catherine J CROMPTON, Auteur . - p.2193-2198.
Langues : Anglais (eng)
in Autism > 27-7 (October 2023) . - p.2193-2198
Mots-clés : autism creativity diffusion chains neurodiversity innovation Index. décimale : PER Périodiques Résumé : Those experiencing high rapport or strong social connection are more likely to copy each other, or emulate each other?s ideas, either consciously or sub-consciously. In this study, we use this phenomenon to examine whether neurotype match or mismatch impacts degree of imitation in a creative task. We asked 71 participants in neurodiverse pairs (including both autistic and non-autistic participants) and single-neurotype pairs (both autistic or both non-autistic), where one participant builds and one observes, to build the tallest possible tower from dried spaghetti and plasticine. We measured the height of each tower and photographed them to create a stimulus set. We then asked independent raters (n=351, 62 autistic) to rate towers for degree of similarity. We hypothesised that lower similarity scores would be generated for towers created by people in neurodiverse pairs, showing positive innovation. Results showed towers built in the neurodiverse condition had least similarity, whereas towers built in the autistic and non-autistic conditions were significantly more similar. There was no difference in performance (height of tower) based on condition. Our results are the first to examine creativity within single-neurotype and neurodiverse pairs; they indicate that neurological diversity may be beneficial within a group setting. Subsequent research is required to examine how this interacts with divergent communication styles.Lay abstractNeurodivergences such as autism have been previously viewed from a negative, 'deficit', perspective. However, research is beginning to show the benefits of being autistic, and the positive outcomes of neurodiverse interactions. Diversity in the way we think can lead to diversity in the outcomes we produce. In this study, we asked independent raters to compare the similarity of towers built by autistic and non-autistic individuals in single-neurotype (both people were autistic or both people were non-autistic) and neurodiverse (one autistic person and one non-autistic person) pairs, to see whether people would be more or less likely to copy someone who shared their diagnostic status. Our results showed there was the least similarity in design in the neurodiverse pairs; people were less likely to copy the design of the previous builder if that person had a different autistic status to themselves. This could imply people felt more confident in copying someone with a similar neurotype, mirroring results from rapport studies where autistic individuals reported greater rapport with other autistic participants than with non-autistic participants. This also shows there was more evidence of creativity in designs, and innovation from stimulus design (the tower they had watched being built) when the pairs had different autistic diagnoses. This could inform practice and support involving autistic people, encouraging education and care providers to create more diverse methods and designs for support mechanisms, content delivery, and research data collection. En ligne : http://dx.doi.org/10.1177/13623613231158685 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 Making the future together: Shaping autism research through meaningful participation / Sue FLETCHER-WATSON in Autism, 23-4 (May 2019)
[article]
Titre : Making the future together: Shaping autism research through meaningful participation Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; J. ADAMS, Auteur ; K. BROOK, Auteur ; Tony CHARMAN, Auteur ; L. CRANE, Auteur ; J. CUSACK, Auteur ; S. LEEKAM, Auteur ; D. MILTON, Auteur ; Jeremy R. PARR, Auteur ; E. PELLICANO, Auteur Article en page(s) : p.943-953 Langues : Anglais (eng) Mots-clés : autism community disability rights involvement methods participatory research Index. décimale : PER Périodiques Résumé : Participatory research methods connect researchers with relevant communities to achieve shared goals. These methods can deliver results that are relevant to people's lives and thus likely to have a positive impact. In the context of a large and growing body of autism research, with continued poor implementation, and some evidence of community dissatisfaction, there is a powerful case for participatory autism research. In order to develop a framework for such collaborative working, a UK seminar series was organised and co-produced by autistic and non-autistic people with academic, practitioner and lived expertise. This article reports on the outcomes from the series, identifying five topics relevant to building a community of practice in participatory research: Respect, Authenticity, Assumptions, Infrastructure and Empathy. Each topic is connected to a specific example from within and beyond research, to inspire new practices in the field. We call for the development of participatory research skills among the autism research community and the facilitation of greater autistic leadership of, and partnership in, research. Such work, if delivered to a high standard, is likely to lead to better translation into practice and improved outcomes for autistic people and those who support them. En ligne : http://dx.doi.org/10.1177/1362361318786721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Autism > 23-4 (May 2019) . - p.943-953[article] Making the future together: Shaping autism research through meaningful participation [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; J. ADAMS, Auteur ; K. BROOK, Auteur ; Tony CHARMAN, Auteur ; L. CRANE, Auteur ; J. CUSACK, Auteur ; S. LEEKAM, Auteur ; D. MILTON, Auteur ; Jeremy R. PARR, Auteur ; E. PELLICANO, Auteur . - p.943-953.
Langues : Anglais (eng)
in Autism > 23-4 (May 2019) . - p.943-953
Mots-clés : autism community disability rights involvement methods participatory research Index. décimale : PER Périodiques Résumé : Participatory research methods connect researchers with relevant communities to achieve shared goals. These methods can deliver results that are relevant to people's lives and thus likely to have a positive impact. In the context of a large and growing body of autism research, with continued poor implementation, and some evidence of community dissatisfaction, there is a powerful case for participatory autism research. In order to develop a framework for such collaborative working, a UK seminar series was organised and co-produced by autistic and non-autistic people with academic, practitioner and lived expertise. This article reports on the outcomes from the series, identifying five topics relevant to building a community of practice in participatory research: Respect, Authenticity, Assumptions, Infrastructure and Empathy. Each topic is connected to a specific example from within and beyond research, to inspire new practices in the field. We call for the development of participatory research skills among the autism research community and the facilitation of greater autistic leadership of, and partnership in, research. Such work, if delivered to a high standard, is likely to lead to better translation into practice and improved outcomes for autistic people and those who support them. En ligne : http://dx.doi.org/10.1177/1362361318786721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 Measuring the Impact of Bilingualism on Executive Functioning Via Inhibitory Control Abilities in Autistic Children / Lewis MONTGOMERY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Measuring the Impact of Bilingualism on Executive Functioning Via Inhibitory Control Abilities in Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Lewis MONTGOMERY, Auteur ; Vicky CHONDROGIANNI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Hugh RABAGLIATI, Auteur ; Antonella SORACE, Auteur ; Rachael DAVIS, Auteur Article en page(s) : p.3560-3573 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Child Executive Function/physiology Humans Language Multilingualism Psychomotor Performance Autism Bilingualism Cognition Executive functioning Inhibitory control Second language exposure Index. décimale : PER Périodiques Résumé : One factor that may influence how executive functions develop is exposure to more than one language in childhood. This study explored the impact of bilingualism on inhibitory control in autistic (n=38) and non-autistic children (n=51). Bilingualism was measured on a continuum of exposure to investigate the effects of language environment on two facets of inhibitory control. Behavioural control of motor impulses was modulated positively through increased bilingual exposure, irrespective of diagnostic status, but bilingual exposure did not significantly affect inhibition involving visual attention. The results partially support the hypothesis that bilingual exposure differentially affects components of inhibitory control and provides important evidence for families that bilingualism is not detrimental to their development. En ligne : http://dx.doi.org/10.1007/s10803-021-05234-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3560-3573[article] Measuring the Impact of Bilingualism on Executive Functioning Via Inhibitory Control Abilities in Autistic Children [Texte imprimé et/ou numérique] / Lewis MONTGOMERY, Auteur ; Vicky CHONDROGIANNI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Hugh RABAGLIATI, Auteur ; Antonella SORACE, Auteur ; Rachael DAVIS, Auteur . - p.3560-3573.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3560-3573
Mots-clés : Autism Spectrum Disorder Child Executive Function/physiology Humans Language Multilingualism Psychomotor Performance Autism Bilingualism Cognition Executive functioning Inhibitory control Second language exposure Index. décimale : PER Périodiques Résumé : One factor that may influence how executive functions develop is exposure to more than one language in childhood. This study explored the impact of bilingualism on inhibitory control in autistic (n=38) and non-autistic children (n=51). Bilingualism was measured on a continuum of exposure to investigate the effects of language environment on two facets of inhibitory control. Behavioural control of motor impulses was modulated positively through increased bilingual exposure, irrespective of diagnostic status, but bilingual exposure did not significantly affect inhibition involving visual attention. The results partially support the hypothesis that bilingual exposure differentially affects components of inhibitory control and provides important evidence for families that bilingualism is not detrimental to their development. En ligne : http://dx.doi.org/10.1007/s10803-021-05234-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Preterm birth is associated with atypical social orienting in infancy detected using eye tracking / Emma J. TELFORD in Journal of Child Psychology and Psychiatry, 57-7 (July 2016)
[article]
Titre : Preterm birth is associated with atypical social orienting in infancy detected using eye tracking Type de document : Texte imprimé et/ou numérique Auteurs : Emma J. TELFORD, Auteur ; Sue FLETCHER-WATSON, Auteur ; Karri GILLESPIE-SMITH, Auteur ; Rozalia PATAKY, Auteur ; Sarah SPARROW, Auteur ; Ian C. MURRAY, Auteur ; Anne O'HARE, Auteur ; James P. BOARDMAN, Auteur Article en page(s) : p.861-868 Langues : Anglais (eng) Mots-clés : Social orienting development preterm infant eye tracking Index. décimale : PER Périodiques Résumé : Background Preterm birth is closely associated with neurocognitive impairment in childhood including increased risk for social difficulties. Eye tracking objectively assesses eye-gaze behaviour in response to visual stimuli, which permits inference about underlying cognitive processes. We tested the hypothesis that social orienting in infancy is altered by preterm birth. Methods Fifty preterm infants with mean (range) gestational age (GA) at birth of 29+1 (23+2–33+0) weeks and 50 term infants with mean (range) GA at birth 40+2 (37+0–42+3) weeks underwent eye tracking at median age of 7 months. Infants were presented with three categories of social stimuli of increasing complexity. Time to first fixate (TFF) and looking time (LT) on areas of interest (AoIs) were recorded using remote eye tracking. Results Preterm infants consistently fixated for a shorter time on social content than term infants across all three tasks: face-scanning (fixation to eyes minus mouth 0.61s vs. 1.47s, p = .013); face pop-out task (fixation to face 0.8s vs. 1.34s, p = .023); and social preferential looking (1.16s vs. 1.5s p = .02). Time given to AoIs containing social content as a proportion of LT at the whole stimulus was lower in preterm infants across all three tasks. These results were not explained by differences in overall looking time between the groups. Conclusions Eye tracking provides early evidence of atypical cognition after preterm birth, and may be a useful tool for stratifying infants at risk of impairment for early interventions designed to improve outcome. En ligne : http://dx.doi.org/10.1111/jcpp.12546 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291
in Journal of Child Psychology and Psychiatry > 57-7 (July 2016) . - p.861-868[article] Preterm birth is associated with atypical social orienting in infancy detected using eye tracking [Texte imprimé et/ou numérique] / Emma J. TELFORD, Auteur ; Sue FLETCHER-WATSON, Auteur ; Karri GILLESPIE-SMITH, Auteur ; Rozalia PATAKY, Auteur ; Sarah SPARROW, Auteur ; Ian C. MURRAY, Auteur ; Anne O'HARE, Auteur ; James P. BOARDMAN, Auteur . - p.861-868.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-7 (July 2016) . - p.861-868
Mots-clés : Social orienting development preterm infant eye tracking Index. décimale : PER Périodiques Résumé : Background Preterm birth is closely associated with neurocognitive impairment in childhood including increased risk for social difficulties. Eye tracking objectively assesses eye-gaze behaviour in response to visual stimuli, which permits inference about underlying cognitive processes. We tested the hypothesis that social orienting in infancy is altered by preterm birth. Methods Fifty preterm infants with mean (range) gestational age (GA) at birth of 29+1 (23+2–33+0) weeks and 50 term infants with mean (range) GA at birth 40+2 (37+0–42+3) weeks underwent eye tracking at median age of 7 months. Infants were presented with three categories of social stimuli of increasing complexity. Time to first fixate (TFF) and looking time (LT) on areas of interest (AoIs) were recorded using remote eye tracking. Results Preterm infants consistently fixated for a shorter time on social content than term infants across all three tasks: face-scanning (fixation to eyes minus mouth 0.61s vs. 1.47s, p = .013); face pop-out task (fixation to face 0.8s vs. 1.34s, p = .023); and social preferential looking (1.16s vs. 1.5s p = .02). Time given to AoIs containing social content as a proportion of LT at the whole stimulus was lower in preterm infants across all three tasks. These results were not explained by differences in overall looking time between the groups. Conclusions Eye tracking provides early evidence of atypical cognition after preterm birth, and may be a useful tool for stratifying infants at risk of impairment for early interventions designed to improve outcome. En ligne : http://dx.doi.org/10.1111/jcpp.12546 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291 Pros and Cons of Character Portrayals of Autism on TV and Film / Anders NORDAHL-HANSEN in Journal of Autism and Developmental Disorders, 48-2 (February 2018)
PermalinkPublishing standards for promoting excellence in autism research / Sue FLETCHER-WATSON in Autism, 25-6 (August 2021)
PermalinkPublishing standards for promoting excellence in autism research / Sue FLETCHER-WATSON in Autism, 26-6 (August 2022)
PermalinkRelations between specific and global outcome measures in a social-communication intervention for children with autism spectrum disorder / Anders NORDAHL-HANSEN in Research in Autism Spectrum Disorders, 29-30 (September–October 2016)
PermalinkSocial Interest in High-Functioning Adults With Autism Spectrum Disorders / Sue FLETCHER-WATSON in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)
PermalinkThe Impact of Bilingualism on Everyday Executive Functions of English-Arabic Autistic Children: Through a Parent-Teacher Lens / Shereen SHARAAN in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
PermalinkThe Impact of Bilingualism on the Executive Functions of Autistic Children: A Study of English-Arabic Children / Shereen SHARAAN in Autism Research, 14-3 (March 2021)
PermalinkThe Role of the Broader Autism Phenotype and Environmental Stressors in the Adjustment of Siblings of Children with Autism Spectrum Disorders in Taiwan and the United Kingdom / Hsiao-Wei Joy TSAI in Journal of Autism and Developmental Disorders, 47-8 (August 2017)
PermalinkThe Search for an Early Intervention Outcome Measurement Tool in Autism / Sue FLETCHER-WATSON in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)
PermalinkA trial of an iPad™ intervention targeting social communication skills in children with autism / Sue FLETCHER-WATSON in Autism, 20-7 (October 2016)
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