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Parents’ Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development / Nevena DIMITROVA in Journal of Autism and Developmental Disorders, 46-1 (January 2016)
[article]
Titre : Parents’ Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Nevena DIMITROVA, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur Année de publication : 2016 Article en page(s) : p.221-231 Langues : Anglais (eng) Mots-clés : Parental responsiveness Child gesture Parental verbal input Autism Down syndrome Language development Index. décimale : PER Périodiques Résumé : Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children’s acquisition of these words (Goldin-Meadow et al. in Dev Sci 10(6):778–785, 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show delayed vocabulary development. We observed 23 children with AU, 23 with DS, and 23 TD children with their parents over a year. Children used gestures to indicate objects before labeling them and parents translated their gestures into words. Importantly, children benefited from this input, acquiring more words for the translated gestures than the not translated ones. Results highlight the role contingent parental input to child gesture plays in language development of children with developmental disorders. En ligne : http://dx.doi.org/10.1007/s10803-015-2566-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.221-231[article] Parents’ Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development [Texte imprimé et/ou numérique] / Nevena DIMITROVA, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur . - 2016 . - p.221-231.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.221-231
Mots-clés : Parental responsiveness Child gesture Parental verbal input Autism Down syndrome Language development Index. décimale : PER Périodiques Résumé : Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children’s acquisition of these words (Goldin-Meadow et al. in Dev Sci 10(6):778–785, 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show delayed vocabulary development. We observed 23 children with AU, 23 with DS, and 23 TD children with their parents over a year. Children used gestures to indicate objects before labeling them and parents translated their gestures into words. Importantly, children benefited from this input, acquiring more words for the translated gestures than the not translated ones. Results highlight the role contingent parental input to child gesture plays in language development of children with developmental disorders. En ligne : http://dx.doi.org/10.1007/s10803-015-2566-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 Do Parents Model Gestures Differently When Children's Gestures Differ? / S. OZCALISKAN in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
[article]
Titre : Do Parents Model Gestures Differently When Children's Gestures Differ? Type de document : Texte imprimé et/ou numérique Auteurs : S. OZCALISKAN, Auteur ; Lauren B. ADAMSON, Auteur ; N. DIMITROVA, Auteur ; S. BAUMANN, Auteur Article en page(s) : p.1492-1507 Langues : Anglais (eng) Mots-clés : Autism Child gesture Down syndrome Gesture-speech combinations Nonverbal input Parent gesture Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) or with Down syndrome (DS) show diagnosis-specific differences from typically developing (TD) children in gesture production. We asked whether these differences reflect the differences in parental gesture input. Our systematic observations of 23 children with ASD and 23 with DS (Mages = 2;6)-compared to 23 TD children (Mage = 1;6) similar in expressive vocabulary-showed that across groups children and parents produced similar types of gestures and gesture-speech combinations. However, only children-but not their parents-showed diagnosis-specific variability in how often they produced each type of gesture and gesture-speech combination. These findings suggest that, even though parents model gestures similarly, the amount with which children produce each type largely reflects diagnosis-specific abilities. En ligne : http://dx.doi.org/10.1007/s10803-017-3411-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1492-1507[article] Do Parents Model Gestures Differently When Children's Gestures Differ? [Texte imprimé et/ou numérique] / S. OZCALISKAN, Auteur ; Lauren B. ADAMSON, Auteur ; N. DIMITROVA, Auteur ; S. BAUMANN, Auteur . - p.1492-1507.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1492-1507
Mots-clés : Autism Child gesture Down syndrome Gesture-speech combinations Nonverbal input Parent gesture Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) or with Down syndrome (DS) show diagnosis-specific differences from typically developing (TD) children in gesture production. We asked whether these differences reflect the differences in parental gesture input. Our systematic observations of 23 children with ASD and 23 with DS (Mages = 2;6)-compared to 23 TD children (Mage = 1;6) similar in expressive vocabulary-showed that across groups children and parents produced similar types of gestures and gesture-speech combinations. However, only children-but not their parents-showed diagnosis-specific variability in how often they produced each type of gesture and gesture-speech combination. These findings suggest that, even though parents model gestures similarly, the amount with which children produce each type largely reflects diagnosis-specific abilities. En ligne : http://dx.doi.org/10.1007/s10803-017-3411-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355