COMPETENCE VERBALE

A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder / Elizabeth R. LORAH in Journal of Autism and Developmental Disorders, 45-12 (December 2015) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3792-3804 Titre : A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Elizabeth R. LORAH, Auteur ; Ashley PARNELL, Auteur ; Peggy SCHAEFER WHITBY, Auteur ; Donald HANTULA, Auteur Année de publication : 2015 Article en page(s) : p.3792-3804 Langues : Anglais (eng) Catégories : AUTISME COMMUNICATION VERBALE COMPETENCE VERBALE ORDINATEUR TECHNOLOGIES DE L'INFORMATION ET DE LA COMMUNICATION (TIC) TROUBLE DU DEVELOPPEMENT Mots-clés : Autism spectrum disorder  Verbal behavior  Speech generating device  iPad  iPod Index. décimale : PER Périodiques Résumé : Powerful, portable, off-the-shelf handheld devices, such as tablet based computers (i.e., iPad®; Galaxy®) or portable multimedia players (i.e., iPod®), can be adapted to function as speech generating devices for individuals with autism spectrum disorders or related developmental disabilities. This paper reviews the research in this new and rapidly growing area and delineates an agenda for future investigations. In general, participants using these devices acquired verbal repertoires quickly. Studies comparing these devices to picture exchange or manual sign language found that acquisition was often quicker when using a tablet computer and that the vast majority of participants preferred using the device to picture exchange or manual sign language. Future research in interface design, user experience, and extended verbal repertoires is recommended. En ligne : http://dx.doi.org/10.1007/s10803-014-2314-4 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2737 [article] A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder [texte imprimé] / Elizabeth R. LORAH, Auteur ; Ashley PARNELL, Auteur ; Peggy SCHAEFER WHITBY, Auteur ; Donald HANTULA, Auteur . - 2015 . - p.3792-3804. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3792-3804 Catégories : AUTISME COMMUNICATION VERBALE COMPETENCE VERBALE ORDINATEUR TECHNOLOGIES DE L'INFORMATION ET DE LA COMMUNICATION (TIC) TROUBLE DU DEVELOPPEMENT Mots-clés : Autism spectrum disorder  Verbal behavior  Speech generating device  iPad  iPod Index. décimale : PER Périodiques Résumé : Powerful, portable, off-the-shelf handheld devices, such as tablet based computers (i.e., iPad®; Galaxy®) or portable multimedia players (i.e., iPod®), can be adapted to function as speech generating devices for individuals with autism spectrum disorders or related developmental disabilities. This paper reviews the research in this new and rapidly growing area and delineates an agenda for future investigations. In general, participants using these devices acquired verbal repertoires quickly. Studies comparing these devices to picture exchange or manual sign language found that acquisition was often quicker when using a tablet computer and that the vast majority of participants preferred using the device to picture exchange or manual sign language. Future research in interface design, user experience, and extended verbal repertoires is recommended. En ligne : http://dx.doi.org/10.1007/s10803-014-2314-4 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2737

Les techniques d'apprentissage du comportement verbal / Mary LYNCH BARBERA

Public ISBD Titre : Les techniques d'apprentissage du comportement verbal : Enseignement de la communication et du langage par les techniques de la méthode A.B.A. aux enfants atteints de troubles du syndrome autistique Type de document : texte imprimé Auteurs : Mary LYNCH BARBERA, Auteur ; Tracy RASMUSSEN, Collaborateur Editeur : Mouans Sartoux [France] : Autisme France Diffusion Année de publication : 2010 Importance : 258 p. Format : 16cm x 24cm x 1,5cm ISBN/ISSN/EAN : 978-2-917150-10-8 Langues : Français (fre) Catégories : APPRENTISSAGES APPROCHE COMPORTEMENTALE AUTISME COMMUNICATION COMMUNICATION NON-VERBALE COMMUNICATION VERBALE COMPETENCE VERBALE ENFANT EVALUATION EVALUATION EDUCATIVE LANGAGE LANGUE DES SIGNES FRANCAISE (LSF) PROGRAMME D'ANALYSE APPLIQUEE DU COMPORTEMENT (ABA) PROPRETE CORPORELLE TROUBLE AUTISTIQUE Index. décimale : APP-A APP-A ABA - FBA - Approches Comportementales Résumé : L'approche comportementale et verbale (V.B) est un dérivé de l'analyse appliquée du comportement (A.B.A), tirée des travaux de B.F. Skinner. Elle est particulièrement efficace auprès d'enfants n'ayant pas ou peu de capacités verbales. Dans ce livre, Mary Linch Barbera expose son expérience personnelle en tant qu'Analyste du Comportement Certifiée (Board Certified Behavior Analyst) mais aussi son vécu de parent d'enfant autiste, pour mieux expliquer ce qu'est le V.B et la façon d'utiliser cette méthode. Ce guide, pas à pas, fournit une abondance d'informations sur la façon d'aider son enfant afin qu'il développe de plus grandes capacités de communication et de langage. Il explique aussi comment enseigner à des enfants non verbaux, le langage des signes. Un chapitre entier est consacré à la diminution des problèmes de comportement, et on y trouve des conseils utiles sur l'apprentissage de la propreté et d'autres compétences d'autonomie, indispensables à l'enfant. Ce livre permettra certainement aux parents mais aussi aux professionnels peu familiarisés avec les principes de l’A.B.A. ou du V.B de commencer immédiatement à utiliser les stratégies de l'Approche Comportementale et Verbale pour éduquer les enfants atteints d'autisme et de troubles de comportements associés. Mary Lynch Barbera, (registered nurse, Master of Science in Nursing, BCBA), a tout d'abord été infirmière diplômée puis est devenue analyste comportementale certifiée. Elle est la tête de file du Projet sur le Comportement Verbal de Pensylvanie, projet étudiant l'impact de la méthode comportementale et verbale sur plusieurs classes d'enfants, à travers tout l'état. Barbera est la présidente fondatrice de l'association autisme du comté de Berks. Elle a travaillé avec des centaines d'enfants qui présentent les troubles du spectre autistique. Elle a aussi une vaste expérience en tant qu'enseignante de professionnels. Elle est mère d'un enfant autiste de 13 ans. Tracy Rasmussen est journaliste, récompensée par de nombreux prix, ayant plus de 25 ans d'expérience dans le domaine médical. Elle a fréquemment pris la parole pour l'Alliance Nationale des Maladies Mentales. [Résumé d'Auteur/Editeur] Note de contenu : Bibliogr., Glossaire Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1131 Les techniques d'apprentissage du comportement verbal : Enseignement de la communication et du langage par les techniques de la méthode A.B.A. aux enfants atteints de troubles du syndrome autistique [texte imprimé] / Mary LYNCH BARBERA, Auteur ; Tracy RASMUSSEN, Collaborateur . - Mouans Sartoux (Lot 110-111, Voie K - 460 avenue de la Quiera, 06370, France) : Autisme France Diffusion, 2010 . - 258 p. ; 16cm x 24cm x 1,5cm. ISBN : 978-2-917150-10-8 Langues : Français (fre) Catégories : APPRENTISSAGES APPROCHE COMPORTEMENTALE AUTISME COMMUNICATION COMMUNICATION NON-VERBALE COMMUNICATION VERBALE COMPETENCE VERBALE ENFANT EVALUATION EVALUATION EDUCATIVE LANGAGE LANGUE DES SIGNES FRANCAISE (LSF) PROGRAMME D'ANALYSE APPLIQUEE DU COMPORTEMENT (ABA) PROPRETE CORPORELLE TROUBLE AUTISTIQUE Index. décimale : APP-A APP-A ABA - FBA - Approches Comportementales Résumé : L'approche comportementale et verbale (V.B) est un dérivé de l'analyse appliquée du comportement (A.B.A), tirée des travaux de B.F. Skinner. Elle est particulièrement efficace auprès d'enfants n'ayant pas ou peu de capacités verbales. Dans ce livre, Mary Linch Barbera expose son expérience personnelle en tant qu'Analyste du Comportement Certifiée (Board Certified Behavior Analyst) mais aussi son vécu de parent d'enfant autiste, pour mieux expliquer ce qu'est le V.B et la façon d'utiliser cette méthode. Ce guide, pas à pas, fournit une abondance d'informations sur la façon d'aider son enfant afin qu'il développe de plus grandes capacités de communication et de langage. Il explique aussi comment enseigner à des enfants non verbaux, le langage des signes. Un chapitre entier est consacré à la diminution des problèmes de comportement, et on y trouve des conseils utiles sur l'apprentissage de la propreté et d'autres compétences d'autonomie, indispensables à l'enfant. Ce livre permettra certainement aux parents mais aussi aux professionnels peu familiarisés avec les principes de l’A.B.A. ou du V.B de commencer immédiatement à utiliser les stratégies de l'Approche Comportementale et Verbale pour éduquer les enfants atteints d'autisme et de troubles de comportements associés. Mary Lynch Barbera, (registered nurse, Master of Science in Nursing, BCBA), a tout d'abord été infirmière diplômée puis est devenue analyste comportementale certifiée. Elle est la tête de file du Projet sur le Comportement Verbal de Pensylvanie, projet étudiant l'impact de la méthode comportementale et verbale sur plusieurs classes d'enfants, à travers tout l'état. Barbera est la présidente fondatrice de l'association autisme du comté de Berks. Elle a travaillé avec des centaines d'enfants qui présentent les troubles du spectre autistique. Elle a aussi une vaste expérience en tant qu'enseignante de professionnels. Elle est mère d'un enfant autiste de 13 ans. Tracy Rasmussen est journaliste, récompensée par de nombreux prix, ayant plus de 25 ans d'expérience dans le domaine médical. Elle a fréquemment pris la parole pour l'Alliance Nationale des Maladies Mentales. [Résumé d'Auteur/Editeur] Note de contenu : Bibliogr., Glossaire Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1131

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The Assessment of Basic Language and Learning Skills - ABLLS ®-R Protocol. / James W. PARTINGTON

Public ISBD Titre : The Assessment of Basic Language and Learning Skills - ABLLS ®-R Protocol. : An Assessment, Curriculum Guide, and Skills Tracking System for Children with Autism or Other Developmental Disabilities - Version 3.2 Type de document : texte imprimé Auteurs : James W. PARTINGTON, Auteur Editeur : Walnut Creek [USA] : Behavior Analysts, Inc. Année de publication : 2010 Importance : 94 p. Format : Spiralé, 21cm x 29,7cm x 1cm ISBN/ISSN/EAN : 978-0-974515-19-9 Langues : Anglais (eng) Catégories : ACQUISITION DU LANGAGE COMMUNICATION ORALE COMPETENCE VERBALE HABILETE DE LANGAGE HYGIENE IMITATION INTERACTION SOCIALE JEU LECTURE OUTIL D'EVALUATION PROGRAMME D'ANALYSE APPLIQUEE DU COMPORTEMENT (ABA) Mots-clés : Assessment of Basic Language and Learning Skills - ABLLS®-R Index. décimale : OUT-A OUT-A Outils d‘Evaluation - Tests Résumé : Developed by Dr. Partington, the ABLLS®-R system is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. This practical and parent-friendly tool can be used to facilitate the identification of skills needed by your child to effectively communicate and learn from everyday experiences. The ABLLS-R provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. The task items within each skill area are arranged from simpler to more complex tasks. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr. B.F. Skinner in his book, Verbal Behavior (1957). The assessment results allow parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive, highly personalized, language-based curriculum. The 2006 version of the ABLLS incorporates many new task items and provides a more specific sequence in the developmental order of items within the various skill areas. Significant changes were made in the revised version of the vocal imitation section with input from Denise Senick-Pirri, SLP-CCC. Additional improvements were made to incorporate items associated with social interaction skills, motor imitation and other joint attention skills, and to ensure the fluent use of established skills. The ABLLS-R is comprised of two documents: 1. The ABLLS-R Protocol is used to score a child's performance on the task items and provides 15 appendices that allow for the tracking of a variety of specific skills that are included in the assessment. The Protocol includes a set of grids that comprise a skills-tracking system that makes it possible to observe and document a child's progress in the acquisition of critical skills. 2. The ABLLS-R Guide provides information about the features of the ABLLS-R, how to correctly score items, and how to develop Individualized Education Program (IEP) goals and objectives that clearly define and target the learning needs of a student. [Résumé d'Auteur/Editeur] Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1657 The Assessment of Basic Language and Learning Skills - ABLLS ®-R Protocol. : An Assessment, Curriculum Guide, and Skills Tracking System for Children with Autism or Other Developmental Disabilities - Version 3.2 [texte imprimé] / James W. PARTINGTON, Auteur . - Walnut Creek (311 Lennon Lane Suite A, CA 94598, USA) : Behavior Analysts, Inc., 2010 . - 94 p. ; Spiralé, 21cm x 29,7cm x 1cm. ISBN : 978-0-974515-19-9 Langues : Anglais (eng) Catégories : ACQUISITION DU LANGAGE COMMUNICATION ORALE COMPETENCE VERBALE HABILETE DE LANGAGE HYGIENE IMITATION INTERACTION SOCIALE JEU LECTURE OUTIL D'EVALUATION PROGRAMME D'ANALYSE APPLIQUEE DU COMPORTEMENT (ABA) Mots-clés : Assessment of Basic Language and Learning Skills - ABLLS®-R Index. décimale : OUT-A OUT-A Outils d‘Evaluation - Tests Résumé : Developed by Dr. Partington, the ABLLS®-R system is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. This practical and parent-friendly tool can be used to facilitate the identification of skills needed by your child to effectively communicate and learn from everyday experiences. The ABLLS-R provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. The task items within each skill area are arranged from simpler to more complex tasks. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr. B.F. Skinner in his book, Verbal Behavior (1957). The assessment results allow parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive, highly personalized, language-based curriculum. The 2006 version of the ABLLS incorporates many new task items and provides a more specific sequence in the developmental order of items within the various skill areas. Significant changes were made in the revised version of the vocal imitation section with input from Denise Senick-Pirri, SLP-CCC. Additional improvements were made to incorporate items associated with social interaction skills, motor imitation and other joint attention skills, and to ensure the fluent use of established skills. The ABLLS-R is comprised of two documents: 1. The ABLLS-R Protocol is used to score a child's performance on the task items and provides 15 appendices that allow for the tracking of a variety of specific skills that are included in the assessment. The Protocol includes a set of grids that comprise a skills-tracking system that makes it possible to observe and document a child's progress in the acquisition of critical skills. 2. The ABLLS-R Guide provides information about the features of the ABLLS-R, how to correctly score items, and how to develop Individualized Education Program (IEP) goals and objectives that clearly define and target the learning needs of a student. [Résumé d'Auteur/Editeur] Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1657

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The Assessment of Basic Language and Learning Skills (The ABLLS®-R) - Scoring Instructions and IEP Development Guide / James W. PARTINGTON

Public ISBD Titre : The Assessment of Basic Language and Learning Skills (The ABLLS®-R) - Scoring Instructions and IEP Development Guide : The ABLLS®-R Guide - Version 3.2 Type de document : texte imprimé Auteurs : James W. PARTINGTON, Auteur Editeur : Walnut Creek [USA] : Behavior Analysts, Inc. Année de publication : 2010 Importance : 148 p. Format : Spiralé, 21cm x 29,7cm x 1cm ISBN/ISSN/EAN : 978-0-974515-15-1 Note générale : Bibliogr. Langues : Anglais (eng) Catégories : COMPETENCE VERBALE HABILETE DE LANGAGE OUTIL D'EVALUATION PROGRAMME D'ANALYSE APPLIQUEE DU COMPORTEMENT (ABA) Mots-clés : Assessment of Basic Language and Learning Skills - ABLLS®-R Index. décimale : OUT-A OUT-A Outils d‘Evaluation - Tests Résumé : Developed by Dr. Partington, the ABLLS®-R system is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. This practical and parent-friendly tool can be used to facilitate the identification of skills needed by your child to effectively communicate and learn from everyday experiences. The ABLLS-R provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. The task items within each skill area are arranged from simpler to more complex tasks. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr. B.F. Skinner in his book, Verbal Behavior (1957). The assessment results allow parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive, highly personalized, language-based curriculum. The 2006 version of the ABLLS incorporates many new task items and provides a more specific sequence in the developmental order of items within the various skill areas. Significant changes were made in the revised version of the vocal imitation section with input from Denise Senick-Pirri, SLP-CCC. Additional improvements were made to incorporate items associated with social interaction skills, motor imitation and other joint attention skills, and to ensure the fluent use of established skills. The ABLLS-R is comprised of two documents: 1. The ABLLS-R Protocol is used to score a child's performance on the task items and provides 15 appendices that allow for the tracking of a variety of specific skills that are included in the assessment. The Protocol includes a set of grids that comprise a skills-tracking system that makes it possible to observe and document a child's progress in the acquisition of critical skills. 2. The ABLLS-R Guide provides information about the features of the ABLLS-R, how to correctly score items, and how to develop Individualized Education Program (IEP) goals and objectives that clearly define and target the learning needs of a student. [Résumé d'Auteur/Editeur] Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1658 The Assessment of Basic Language and Learning Skills (The ABLLS®-R) - Scoring Instructions and IEP Development Guide : The ABLLS®-R Guide - Version 3.2 [texte imprimé] / James W. PARTINGTON, Auteur . - Walnut Creek (311 Lennon Lane Suite A, CA 94598, USA) : Behavior Analysts, Inc., 2010 . - 148 p. ; Spiralé, 21cm x 29,7cm x 1cm. ISBN : 978-0-974515-15-1 Bibliogr. Langues : Anglais (eng) Catégories : COMPETENCE VERBALE HABILETE DE LANGAGE OUTIL D'EVALUATION PROGRAMME D'ANALYSE APPLIQUEE DU COMPORTEMENT (ABA) Mots-clés : Assessment of Basic Language and Learning Skills - ABLLS®-R Index. décimale : OUT-A OUT-A Outils d‘Evaluation - Tests Résumé : Developed by Dr. Partington, the ABLLS®-R system is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. This practical and parent-friendly tool can be used to facilitate the identification of skills needed by your child to effectively communicate and learn from everyday experiences. The ABLLS-R provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. The task items within each skill area are arranged from simpler to more complex tasks. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr. B.F. Skinner in his book, Verbal Behavior (1957). The assessment results allow parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive, highly personalized, language-based curriculum. The 2006 version of the ABLLS incorporates many new task items and provides a more specific sequence in the developmental order of items within the various skill areas. Significant changes were made in the revised version of the vocal imitation section with input from Denise Senick-Pirri, SLP-CCC. Additional improvements were made to incorporate items associated with social interaction skills, motor imitation and other joint attention skills, and to ensure the fluent use of established skills. The ABLLS-R is comprised of two documents: 1. The ABLLS-R Protocol is used to score a child's performance on the task items and provides 15 appendices that allow for the tracking of a variety of specific skills that are included in the assessment. The Protocol includes a set of grids that comprise a skills-tracking system that makes it possible to observe and document a child's progress in the acquisition of critical skills. 2. The ABLLS-R Guide provides information about the features of the ABLLS-R, how to correctly score items, and how to develop Individualized Education Program (IEP) goals and objectives that clearly define and target the learning needs of a student. [Résumé d'Auteur/Editeur] Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1658

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The Big Picture: Storytelling Ability in Adults with Autism Spectrum Conditions / Jennifer L. BARNES in Journal of Autism and Developmental Disorders, 42-8 (August 2012) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1557-1565 Titre : The Big Picture: Storytelling Ability in Adults with Autism Spectrum Conditions Type de document : texte imprimé Auteurs : Jennifer L. BARNES, Auteur ; Simon BARON-COHEN, Auteur Année de publication : 2012 Article en page(s) : p.1557-1565 Langues : Anglais (eng) Catégories : AUTISME COHERENCE CENTRALE COMPETENCE VERBALE LANGAGE Mots-clés : Autism  Story-telling  Narrative  Verbal ability  Central coherence  Film Index. décimale : PER Périodiques Résumé : Previous work on story-telling ability in autism spectrum conditions (ASC) has found a pattern of relatively intact use of story grammar in ASC narratives; however, prior analysis has concentrated primarily on whether specific story components are included, rather than how they are included. The present study analyzes an existing narrative dataset, concentrating on the kind of information that individuals with and without high functioning autism or Asperger syndrome include about story elements such as setting, character, conflict, and resolution. This analysis showed that individuals with ASC are biased toward providing local over global details about each element, regardless of whether the element involved mental content. These results are discussed in terms of the Weak Central Coherence and Hyper-Systemizing theories. En ligne : http://dx.doi.org/10.1007/s10803-011-1388-5 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1782 [article] The Big Picture: Storytelling Ability in Adults with Autism Spectrum Conditions [texte imprimé] / Jennifer L. BARNES, Auteur ; Simon BARON-COHEN, Auteur . - 2012 . - p.1557-1565. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1557-1565 Catégories : AUTISME COHERENCE CENTRALE COMPETENCE VERBALE LANGAGE Mots-clés : Autism  Story-telling  Narrative  Verbal ability  Central coherence  Film Index. décimale : PER Périodiques Résumé : Previous work on story-telling ability in autism spectrum conditions (ASC) has found a pattern of relatively intact use of story grammar in ASC narratives; however, prior analysis has concentrated primarily on whether specific story components are included, rather than how they are included. The present study analyzes an existing narrative dataset, concentrating on the kind of information that individuals with and without high functioning autism or Asperger syndrome include about story elements such as setting, character, conflict, and resolution. This analysis showed that individuals with ASC are biased toward providing local over global details about each element, regardless of whether the element involved mental content. These results are discussed in terms of the Weak Central Coherence and Hyper-Systemizing theories. En ligne : http://dx.doi.org/10.1007/s10803-011-1388-5 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1782

The Social and Life Skills MeNu / Karra M. BARBER

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Verbal ability, social stress, and anxiety in children with Autistic Disorder / Kimberly E. LANNI in Autism, 16-2 (March 2012) 

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Verbal mediation of cognition in children with specific language impairment / Jane S. M. LIDSTONE in Development and Psychopathology, 24-2 (May 2012) 

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