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Correlating derived relational responding with linguistic and cognitive ability in children with Autism Spectrum Disorders / Laura MORAN in Research in Autism Spectrum Disorders, 19 (November 2015)
[article]
Titre : Correlating derived relational responding with linguistic and cognitive ability in children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Laura MORAN, Auteur ; Lisa WALSH, Auteur ; Ian STEWART, Auteur ; John MCELWEE, Auteur ; Siri MING, Auteur Article en page(s) : p.32-43 Langues : Anglais (eng) Mots-clés : Derived relations TARPA PLS-4 SB5 Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Many children with Autism Spectrum Disorders (ASD) show substantial deficits in linguistic and cognitive ability. When considered from the perspective of Relational Frame Theory (RFT), it is possible that these deficits are rooted in a deficiency in the capacity to derive relations. One key aim of the Training and Assessment of Relational Precursors and Abilities (TARPA) protocol is to assess derived relational responding. A number of previous studies have shown correlations between TARPA performance and linguistic ability in children with ASD. The current study has extended this work by (i) showing correlations between TARPA performance and cognitive as well as linguistic ability in a larger (n = 35) sample of children with ASD; (ii) providing evidence of TARPA test–retest reliability; (iii) providing additional evidence indicating differences in visual and auditory performance in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.32-43[article] Correlating derived relational responding with linguistic and cognitive ability in children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Laura MORAN, Auteur ; Lisa WALSH, Auteur ; Ian STEWART, Auteur ; John MCELWEE, Auteur ; Siri MING, Auteur . - p.32-43.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.32-43
Mots-clés : Derived relations TARPA PLS-4 SB5 Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Many children with Autism Spectrum Disorders (ASD) show substantial deficits in linguistic and cognitive ability. When considered from the perspective of Relational Frame Theory (RFT), it is possible that these deficits are rooted in a deficiency in the capacity to derive relations. One key aim of the Training and Assessment of Relational Precursors and Abilities (TARPA) protocol is to assess derived relational responding. A number of previous studies have shown correlations between TARPA performance and linguistic ability in children with ASD. The current study has extended this work by (i) showing correlations between TARPA performance and cognitive as well as linguistic ability in a larger (n = 35) sample of children with ASD; (ii) providing evidence of TARPA test–retest reliability; (iii) providing additional evidence indicating differences in visual and auditory performance in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism / Greg P. LEE in Research in Autism Spectrum Disorders, 19 (November 2015)
[article]
Titre : A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Greg P. LEE, Auteur ; Caio F. MIGUEL, Auteur ; Emily K. DARCEY, Auteur ; Adrienne M. JENNINGS, Auteur Article en page(s) : p.72-81 Langues : Anglais (eng) Mots-clés : Autism Categorization Derived relations Naming Verbal behavior Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism may accurately categorize visual stimuli after learning to both tact (i.e., speaker behavior) and receptively discriminate (i.e., listener behavior) them using common category names. The purpose of the current study was to further evaluate the effects of category listener training alone on the development of Visual Categorization and Category Tacts with four children diagnosed with autism. We administered standardized language assessments to evaluate participants’ skills prior to beginning the study and used a non-concurrent multiple-baseline design across participants. Two of the participants whose language assessments identified both speaker and listener scores greater than 36 months, passed Visual Categorization and Category Tact testing with previously unfamiliar stimuli following Category Listener training. The two participants whose language assessments identified a deficit in either speaker or listener scores failed Visual Categorization and Category Tact testing following Category Listener training. These results suggest that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting following listener training. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.72-81[article] A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism [Texte imprimé et/ou numérique] / Greg P. LEE, Auteur ; Caio F. MIGUEL, Auteur ; Emily K. DARCEY, Auteur ; Adrienne M. JENNINGS, Auteur . - p.72-81.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.72-81
Mots-clés : Autism Categorization Derived relations Naming Verbal behavior Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism may accurately categorize visual stimuli after learning to both tact (i.e., speaker behavior) and receptively discriminate (i.e., listener behavior) them using common category names. The purpose of the current study was to further evaluate the effects of category listener training alone on the development of Visual Categorization and Category Tacts with four children diagnosed with autism. We administered standardized language assessments to evaluate participants’ skills prior to beginning the study and used a non-concurrent multiple-baseline design across participants. Two of the participants whose language assessments identified both speaker and listener scores greater than 36 months, passed Visual Categorization and Category Tact testing with previously unfamiliar stimuli following Category Listener training. The two participants whose language assessments identified a deficit in either speaker or listener scores failed Visual Categorization and Category Tact testing following Category Listener training. These results suggest that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting following listener training. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270