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Do children with autism spectrum disorders have motor learning difficulties? / Jin BO in Research in Autism Spectrum Disorders, 23 (March 2016)
[article]
Titre : Do children with autism spectrum disorders have motor learning difficulties? Type de document : Texte imprimé et/ou numérique Auteurs : Jin BO, Auteur ; Chi-Mei LEE, Auteur ; Alison COLBERT, Auteur ; Bo SHEN, Auteur Article en page(s) : p.50-62 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Motor adaptation Motor sequence learning Implicit and explicit learning Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social and communication impairments as well as a wide range of behavioral symptoms. For years, motor disturbance reported in ASD has not been treated as a core deficit because of the overwhelming problems in sociability and communication. Recent studies, however, reveal that motor deficits are also fundamental to ASD presentation and contribute to the core symptoms of ASD. Untreated motor problems can persist well into adolescence and adulthood, resulting in long-term physical, psychological, and behavioral issues in individuals with ASD. Thus, the ability to understand and address the overall picture of a child with ASD, including motor dysfunction, has become a critical need. This review focuses on sensorimotor adaptation and motor sequence learning in children with ASD and presents related evidence that compromised motor learning may play a critical role in motor dysfunctions of ASD. It addresses possible factors that explain controversial findings in the literature and discusses potential strategies for facilitating motor learning. Future intervention studies should address the importance of motor learning beyond social and language domains in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282
in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.50-62[article] Do children with autism spectrum disorders have motor learning difficulties? [Texte imprimé et/ou numérique] / Jin BO, Auteur ; Chi-Mei LEE, Auteur ; Alison COLBERT, Auteur ; Bo SHEN, Auteur . - p.50-62.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.50-62
Mots-clés : Autism spectrum disorders Motor adaptation Motor sequence learning Implicit and explicit learning Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social and communication impairments as well as a wide range of behavioral symptoms. For years, motor disturbance reported in ASD has not been treated as a core deficit because of the overwhelming problems in sociability and communication. Recent studies, however, reveal that motor deficits are also fundamental to ASD presentation and contribute to the core symptoms of ASD. Untreated motor problems can persist well into adolescence and adulthood, resulting in long-term physical, psychological, and behavioral issues in individuals with ASD. Thus, the ability to understand and address the overall picture of a child with ASD, including motor dysfunction, has become a critical need. This review focuses on sensorimotor adaptation and motor sequence learning in children with ASD and presents related evidence that compromised motor learning may play a critical role in motor dysfunctions of ASD. It addresses possible factors that explain controversial findings in the literature and discusses potential strategies for facilitating motor learning. Future intervention studies should address the importance of motor learning beyond social and language domains in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 Does Language Guide Behavior in Children with Autism? / Jennifer C. GIDLEY LARSON in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
[article]
Titre : Does Language Guide Behavior in Children with Autism? Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer C. GIDLEY LARSON, Auteur ; Yana SUCHY, Auteur Article en page(s) : p.2147-2161 Langues : Anglais (eng) Mots-clés : Autism Self-directed speech Motor sequence learning Motor control Index. décimale : PER Périodiques Résumé : It is unknown if children with high-functioning autism (HFA) employ self-directed speech to guide motor sequencing and motor control, or if they can benefit from using self-directed speech when prompted to do so. Participants performed a three-movement sequence across three conditions: Natural Learning, Task-Congruent Verbalization (TCV), and Task-Incongruent Verbalization (TIV). TIV deleteriously impacted performance in the typically-developing group (n = 22), and not the HFA group (n = 21). TCV improved performance in both groups, but to a greater extent in the HFA group. These findings suggest that children with HFA do not initiate self-directed speech spontaneously, but can use language to guide behavior when prompted to do so. En ligne : http://dx.doi.org/10.1007/s10803-014-2089-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2147-2161[article] Does Language Guide Behavior in Children with Autism? [Texte imprimé et/ou numérique] / Jennifer C. GIDLEY LARSON, Auteur ; Yana SUCHY, Auteur . - p.2147-2161.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2147-2161
Mots-clés : Autism Self-directed speech Motor sequence learning Motor control Index. décimale : PER Périodiques Résumé : It is unknown if children with high-functioning autism (HFA) employ self-directed speech to guide motor sequencing and motor control, or if they can benefit from using self-directed speech when prompted to do so. Participants performed a three-movement sequence across three conditions: Natural Learning, Task-Congruent Verbalization (TCV), and Task-Incongruent Verbalization (TIV). TIV deleteriously impacted performance in the typically-developing group (n = 22), and not the HFA group (n = 21). TCV improved performance in both groups, but to a greater extent in the HFA group. These findings suggest that children with HFA do not initiate self-directed speech spontaneously, but can use language to guide behavior when prompted to do so. En ligne : http://dx.doi.org/10.1007/s10803-014-2089-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238