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Bilingualism in autism: Language learning profiles and social experiences / Bérengère G. DIGARD in Autism, 24-8 (November 2020)
[article]
Titre : Bilingualism in autism: Language learning profiles and social experiences Type de document : Texte imprimé et/ou numérique Auteurs : Bérengère G. DIGARD, Auteur ; Antonella SORACE, Auteur ; Andrew STANFIELD, Auteur ; Sue FLETCHER-WATSON, Auteur Article en page(s) : p.2166-2177 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders *bilingualism *communication and language *language learning *quality of life *social life quality Index. décimale : PER Périodiques Résumé : Bilingualism changes the way people relate to others. This is particularly interesting in the case of autism, where social interaction presents many challenges. A better understanding of the overlap between the social variations of bilingualism and autism could unveil new ways to support the social experiences of autistic people. This research aims to understand the language learning and social experiences of autistic people who speak one, two or more languages. A total of 297 autistic adults (aged between 16 and 80?years) completed an online questionnaire that included general demographic questions, social life quality self-rating questions, language history questions, and open questions about the respondents' bilingualism experience. Respondents had a wide range of language experiences: there were 89 monolingual English speakers, 98 bilinguals, 110 respondents knew three languages or more, all with a wide range of abilities in their languages. In the full group, younger respondents were more satisfied with their social life, and respondents with many languages were more satisfied with their social life than respondents with few languages. In the multilingual group, younger respondents were more satisfied with their social life, and the more skilled in their third language the more satisfied with their social life. This is the first study describing the language history and social experiences of a large group of bilingual and multilingual autistic adults. It highlights how autistic people can encounter a new language, learn it and use it in their daily life, and how their bilingualism experiences shape their social life. En ligne : http://dx.doi.org/10.1177/1362361320937845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2166-2177[article] Bilingualism in autism: Language learning profiles and social experiences [Texte imprimé et/ou numérique] / Bérengère G. DIGARD, Auteur ; Antonella SORACE, Auteur ; Andrew STANFIELD, Auteur ; Sue FLETCHER-WATSON, Auteur . - p.2166-2177.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2166-2177
Mots-clés : *autism spectrum disorders *bilingualism *communication and language *language learning *quality of life *social life quality Index. décimale : PER Périodiques Résumé : Bilingualism changes the way people relate to others. This is particularly interesting in the case of autism, where social interaction presents many challenges. A better understanding of the overlap between the social variations of bilingualism and autism could unveil new ways to support the social experiences of autistic people. This research aims to understand the language learning and social experiences of autistic people who speak one, two or more languages. A total of 297 autistic adults (aged between 16 and 80?years) completed an online questionnaire that included general demographic questions, social life quality self-rating questions, language history questions, and open questions about the respondents' bilingualism experience. Respondents had a wide range of language experiences: there were 89 monolingual English speakers, 98 bilinguals, 110 respondents knew three languages or more, all with a wide range of abilities in their languages. In the full group, younger respondents were more satisfied with their social life, and respondents with many languages were more satisfied with their social life than respondents with few languages. In the multilingual group, younger respondents were more satisfied with their social life, and the more skilled in their third language the more satisfied with their social life. This is the first study describing the language history and social experiences of a large group of bilingual and multilingual autistic adults. It highlights how autistic people can encounter a new language, learn it and use it in their daily life, and how their bilingualism experiences shape their social life. En ligne : http://dx.doi.org/10.1177/1362361320937845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Multi-component communication intervention for children with autism: A randomized controlled trial / Lauren H. HAMPTON in Autism, 24-8 (November 2020)
[article]
Titre : Multi-component communication intervention for children with autism: A randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Lauren H. HAMPTON, Auteur ; Ann P. KAISER, Auteur ; Elizabeth A. FULLER, Auteur Article en page(s) : p.2104-2116 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders *communication and language *minimally verbal *parent training *preschool *speech-generating device Index. décimale : PER Périodiques Résumé : This study reports the results of a randomized trial for preverbal preschoolers with autism that demonstrates the effects of multiple intervention strategies including caregiver training. About 50% of children with autism are not talking by age 3 and up to 30% of children with autism will remain minimally verbal past age 5. Interventions delivered by clinicians and caregivers have the greatest effects on spoken language and may reduce the rate of those who remain minimally verbal. Sixty-eight children ages 3-5 with autism and their caregivers participated in this randomized trial comparing the communication intervention to a comparison group. A brief, multi-component, communication intervention (including a speech-generating device) for children with autism that addresses core deficits may be effective in improving joint attention skills immediately following intervention and social communication skills 4?months following intervention. Future research is needed to understand for whom and under what conditions this intervention is most effective. En ligne : http://dx.doi.org/10.1177/1362361320934558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2104-2116[article] Multi-component communication intervention for children with autism: A randomized controlled trial [Texte imprimé et/ou numérique] / Lauren H. HAMPTON, Auteur ; Ann P. KAISER, Auteur ; Elizabeth A. FULLER, Auteur . - p.2104-2116.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2104-2116
Mots-clés : *autism spectrum disorders *communication and language *minimally verbal *parent training *preschool *speech-generating device Index. décimale : PER Périodiques Résumé : This study reports the results of a randomized trial for preverbal preschoolers with autism that demonstrates the effects of multiple intervention strategies including caregiver training. About 50% of children with autism are not talking by age 3 and up to 30% of children with autism will remain minimally verbal past age 5. Interventions delivered by clinicians and caregivers have the greatest effects on spoken language and may reduce the rate of those who remain minimally verbal. Sixty-eight children ages 3-5 with autism and their caregivers participated in this randomized trial comparing the communication intervention to a comparison group. A brief, multi-component, communication intervention (including a speech-generating device) for children with autism that addresses core deficits may be effective in improving joint attention skills immediately following intervention and social communication skills 4?months following intervention. Future research is needed to understand for whom and under what conditions this intervention is most effective. En ligne : http://dx.doi.org/10.1177/1362361320934558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Parent perceptions of participation in a parent-mediated communication-focussed intervention with their young child with autism spectrum disorder / Kathy LEADBITTER in Autism, 24-8 (November 2020)
[article]
Titre : Parent perceptions of participation in a parent-mediated communication-focussed intervention with their young child with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kathy LEADBITTER, Auteur ; Wendy MACDONALD, Auteur ; Carol TAYLOR, Auteur ; Karen Leneh BUCKLE, Auteur Article en page(s) : p.2129-2141 Langues : Anglais (eng) Mots-clés : *Autism spectrum disorders *communication and language *interventions *parent-mediated *pre-school children *psychosocial/behavioural *qualitative research of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Paediatric Autism Communication Therapy is an intervention for young children with autism spectrum disorder that focuses on parent-child communication. In Paediatric Autism Communication Therapy, the therapist and parent watch videos of the parent and child playing together. The therapist coaches the parent to carefully observe the child's communication and to interact with their child in a more sensitive and responsive way. Parents are encouraged to use the strategies with their child at home. Paediatric Autism Communication Therapy has been shown to lead to long-term improvements in parent-child communication and family quality of life. This study aimed to explore parents' perceptions of their participation in Paediatric Autism Communication Therapy. Interviews were carried out by an independent researcher with 18 parents. Parents discussed the learning processes they went through when working with Paediatric Autism Communication Therapy therapists and carrying out home practice. Some parents described initial doubts about the approach and hesitations about being videoed and analysing video material. In time, most parents came to really value the therapy and their relationship with the therapist. They reported positive changes in their interaction and relationship with their child and improvements to their child's communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnosis therapy. Practical difficulties were also emphasised, including the time commitment, accessibility of therapy venues and difficulties in occupying the child during therapist-parent discussion. Implications for the clinical practice of parent-mediated interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361320936394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2129-2141[article] Parent perceptions of participation in a parent-mediated communication-focussed intervention with their young child with autism spectrum disorder [Texte imprimé et/ou numérique] / Kathy LEADBITTER, Auteur ; Wendy MACDONALD, Auteur ; Carol TAYLOR, Auteur ; Karen Leneh BUCKLE, Auteur . - p.2129-2141.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2129-2141
Mots-clés : *Autism spectrum disorders *communication and language *interventions *parent-mediated *pre-school children *psychosocial/behavioural *qualitative research of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Paediatric Autism Communication Therapy is an intervention for young children with autism spectrum disorder that focuses on parent-child communication. In Paediatric Autism Communication Therapy, the therapist and parent watch videos of the parent and child playing together. The therapist coaches the parent to carefully observe the child's communication and to interact with their child in a more sensitive and responsive way. Parents are encouraged to use the strategies with their child at home. Paediatric Autism Communication Therapy has been shown to lead to long-term improvements in parent-child communication and family quality of life. This study aimed to explore parents' perceptions of their participation in Paediatric Autism Communication Therapy. Interviews were carried out by an independent researcher with 18 parents. Parents discussed the learning processes they went through when working with Paediatric Autism Communication Therapy therapists and carrying out home practice. Some parents described initial doubts about the approach and hesitations about being videoed and analysing video material. In time, most parents came to really value the therapy and their relationship with the therapist. They reported positive changes in their interaction and relationship with their child and improvements to their child's communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnosis therapy. Practical difficulties were also emphasised, including the time commitment, accessibility of therapy venues and difficulties in occupying the child during therapist-parent discussion. Implications for the clinical practice of parent-mediated interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361320936394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Autistic peer-to-peer information transfer is highly effective / Catherine J. CROMPTON in Autism, 24-7 (October 2020)
[article]
Titre : Autistic peer-to-peer information transfer is highly effective Type de document : Texte imprimé et/ou numérique Auteurs : Catherine J. CROMPTON, Auteur ; Danielle ROPAR, Auteur ; Claire V. M. EVANS-WILLIAMS, Auteur ; Emma G. FLYNN, Auteur ; Sue FLETCHER-WATSON, Auteur Article en page(s) : p.1704-1712 Langues : Anglais (eng) Mots-clés : *adults *communication and language *psychological theories of autism *social cognition and social behaviour Index. décimale : PER Périodiques Résumé : Sharing information with other people relies on the ability to communicate well. Autism is defined clinically by deficits in social communication. It may therefore be expected that autistic people find it difficult to share information with other people. We wanted to find out whether this was the case, and whether it was different when autistic people were sharing information with other autistic people or with non-autistic people. We recruited nine groups, each with eight people. In three of the groups, everyone was autistic; in three of the groups, everyone was non-autistic; and three of the groups were mixed groups where half the group was autistic and half the group was non-autistic. We told one person in each group a story and asked them to share it with another person, and for that person to share it again and so on, until everyone in the group had heard the story. We then looked at how many details of the story had been shared at each stage. We found that autistic people share information with other autistic people as well as non-autistic people do with other non-autistic people. However, when there are mixed groups of autistic and non-autistic people, much less information is shared. Participants were also asked how they felt they had got on with the other person in the interaction. The people in the mixed groups also experienced lower rapport with the person they were sharing the story with. This finding is important as it shows that autistic people have the skills to share information well with one another and experience good rapport, and that there are selective problems when autistic and non-autistic people are interacting. En ligne : http://dx.doi.org/10.1177/1362361320919286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-7 (October 2020) . - p.1704-1712[article] Autistic peer-to-peer information transfer is highly effective [Texte imprimé et/ou numérique] / Catherine J. CROMPTON, Auteur ; Danielle ROPAR, Auteur ; Claire V. M. EVANS-WILLIAMS, Auteur ; Emma G. FLYNN, Auteur ; Sue FLETCHER-WATSON, Auteur . - p.1704-1712.
Langues : Anglais (eng)
in Autism > 24-7 (October 2020) . - p.1704-1712
Mots-clés : *adults *communication and language *psychological theories of autism *social cognition and social behaviour Index. décimale : PER Périodiques Résumé : Sharing information with other people relies on the ability to communicate well. Autism is defined clinically by deficits in social communication. It may therefore be expected that autistic people find it difficult to share information with other people. We wanted to find out whether this was the case, and whether it was different when autistic people were sharing information with other autistic people or with non-autistic people. We recruited nine groups, each with eight people. In three of the groups, everyone was autistic; in three of the groups, everyone was non-autistic; and three of the groups were mixed groups where half the group was autistic and half the group was non-autistic. We told one person in each group a story and asked them to share it with another person, and for that person to share it again and so on, until everyone in the group had heard the story. We then looked at how many details of the story had been shared at each stage. We found that autistic people share information with other autistic people as well as non-autistic people do with other non-autistic people. However, when there are mixed groups of autistic and non-autistic people, much less information is shared. Participants were also asked how they felt they had got on with the other person in the interaction. The people in the mixed groups also experienced lower rapport with the person they were sharing the story with. This finding is important as it shows that autistic people have the skills to share information well with one another and experience good rapport, and that there are selective problems when autistic and non-autistic people are interacting. En ligne : http://dx.doi.org/10.1177/1362361320919286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder / Jessica BRADSHAW in Autism, 24-7 (October 2020)
[article]
Titre : Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jessica BRADSHAW, Auteur ; Ashley TRUMBULL, Auteur ; Jennifer STAPEL-WAX, Auteur ; Scott GILLESPIE, Auteur ; Nisha GEORGE, Auteur ; Celine A. SAULNIER, Auteur ; Cheryl KLAIMAN, Auteur ; Juliann WOODS, Auteur ; Nathan A. CALL, Auteur ; Ami KLIN, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.1874-1884 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders *clinical trial *communication and language *infant *interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Early intervention helps to address developmental delays in young children with autism spectrum disorder. Yet, research suggests there are barriers to enrollment into research studies that test the effectiveness of these interventions for infants at risk. This study identifies family characteristics that were associated with agreement to enroll in a clinical trial of early intervention for 12-month-old infants at risk for autism spectrum disorder. As part of a large longitudinal study, infants were evaluated for early signs of autism spectrum disorder at 1?year of age. Of the fifty-seven infants who were showing signs of autism and deemed eligible for the early intervention trial, 44% declined enrollment. Results suggest that families were more likely to decline enrolling into the intervention study if the mother was working full time, the total household income was between US$60,000 and US$100,000, and they lived further from the clinic. In contrast, infant autism symptoms and parental concern at 12?months were not significantly associated with enrollment. These findings highlight the need for intervention studies that are more accessible to parents, for example, intervention that takes place in the home, in addition to more research on how parental understanding of, and willingness to act on, early social-communication delays impact intervention study enrollment. Future research can then examine how to address these barriers to enrollment in early intervention studies. Such findings will shed light on best practices for dissemination of early identification and intervention strategies. En ligne : http://dx.doi.org/10.1177/1362361320928829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-7 (October 2020) . - p.1874-1884[article] Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder [Texte imprimé et/ou numérique] / Jessica BRADSHAW, Auteur ; Ashley TRUMBULL, Auteur ; Jennifer STAPEL-WAX, Auteur ; Scott GILLESPIE, Auteur ; Nisha GEORGE, Auteur ; Celine A. SAULNIER, Auteur ; Cheryl KLAIMAN, Auteur ; Juliann WOODS, Auteur ; Nathan A. CALL, Auteur ; Ami KLIN, Auteur ; Amy M. WETHERBY, Auteur . - p.1874-1884.
Langues : Anglais (eng)
in Autism > 24-7 (October 2020) . - p.1874-1884
Mots-clés : *autism spectrum disorders *clinical trial *communication and language *infant *interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Early intervention helps to address developmental delays in young children with autism spectrum disorder. Yet, research suggests there are barriers to enrollment into research studies that test the effectiveness of these interventions for infants at risk. This study identifies family characteristics that were associated with agreement to enroll in a clinical trial of early intervention for 12-month-old infants at risk for autism spectrum disorder. As part of a large longitudinal study, infants were evaluated for early signs of autism spectrum disorder at 1?year of age. Of the fifty-seven infants who were showing signs of autism and deemed eligible for the early intervention trial, 44% declined enrollment. Results suggest that families were more likely to decline enrolling into the intervention study if the mother was working full time, the total household income was between US$60,000 and US$100,000, and they lived further from the clinic. In contrast, infant autism symptoms and parental concern at 12?months were not significantly associated with enrollment. These findings highlight the need for intervention studies that are more accessible to parents, for example, intervention that takes place in the home, in addition to more research on how parental understanding of, and willingness to act on, early social-communication delays impact intervention study enrollment. Future research can then examine how to address these barriers to enrollment in early intervention studies. Such findings will shed light on best practices for dissemination of early identification and intervention strategies. En ligne : http://dx.doi.org/10.1177/1362361320928829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431