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Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder / J. Y. T. LO in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
[article]
Titre : Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. Y. T. LO, Auteur ; K. K. SHUM, Auteur Article en page(s) : p.2146-2154 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology Child Child Language Child, Preschool Comprehension Female Humans Male Parents Reading Verbal Learning Autism spectrum disorder Dialogic reading Intervention Preschoolers Randomized controlled trial Index. décimale : PER Périodiques Résumé : This study investigated the effects of a parent-implemented dialogic reading approach-Reading to Engage Children with Autism in Language and Learning (RECALL)-on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age?=?5.90 years, SD?=?0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. En ligne : http://dx.doi.org/10.1007/s10803-020-04692-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2146-2154[article] Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. Y. T. LO, Auteur ; K. K. SHUM, Auteur . - p.2146-2154.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2146-2154
Mots-clés : Autism Spectrum Disorder/psychology Child Child Language Child, Preschool Comprehension Female Humans Male Parents Reading Verbal Learning Autism spectrum disorder Dialogic reading Intervention Preschoolers Randomized controlled trial Index. décimale : PER Périodiques Résumé : This study investigated the effects of a parent-implemented dialogic reading approach-Reading to Engage Children with Autism in Language and Learning (RECALL)-on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age?=?5.90 years, SD?=?0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. En ligne : http://dx.doi.org/10.1007/s10803-020-04692-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Brief Report: Socioeconomic Factors Associated with Minimally Verbal Status in Individuals with ASD / N. MALTMAN in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
[article]
Titre : Brief Report: Socioeconomic Factors Associated with Minimally Verbal Status in Individuals with ASD Type de document : Texte imprimé et/ou numérique Auteurs : N. MALTMAN, Auteur ; Leann S. DAWALT, Auteur ; J. HONG, Auteur ; M. MAILICK, Auteur Article en page(s) : p.2139-2145 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder/economics/psychology Child Female Humans Language Development Male Parents Socioeconomic Factors Verbal Learning Young Adult Adi-r Asd Lifespan development Minimally verbal Ses Index. décimale : PER Périodiques Résumé : About 30% of adults with autism are minimally verbal. Past research suggested that after age five, few gain verbal fluency, but studies have rarely investigated whether family environmental factors contribute to the acquisition of verbal fluency. The present study utilized data from the Autism Diagnostic Interview-Revised to compare changes in verbal fluency for 404 individuals with autism from childhood to adolescence and adulthood. Socioeconomic factors were examined across fluency groups (i.e., those who did/did not achieve verbal fluency). Findings indicated that fully 60% of those who were minimally verbal in early childhood acquired verbal fluency in adolescence and adulthood. Parent socioeconomic status differed across fluency groups, suggesting the importance of environmental factors for individual development. En ligne : http://dx.doi.org/10.1007/s10803-020-04646-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2139-2145[article] Brief Report: Socioeconomic Factors Associated with Minimally Verbal Status in Individuals with ASD [Texte imprimé et/ou numérique] / N. MALTMAN, Auteur ; Leann S. DAWALT, Auteur ; J. HONG, Auteur ; M. MAILICK, Auteur . - p.2139-2145.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2139-2145
Mots-clés : Adolescent Adult Autism Spectrum Disorder/economics/psychology Child Female Humans Language Development Male Parents Socioeconomic Factors Verbal Learning Young Adult Adi-r Asd Lifespan development Minimally verbal Ses Index. décimale : PER Périodiques Résumé : About 30% of adults with autism are minimally verbal. Past research suggested that after age five, few gain verbal fluency, but studies have rarely investigated whether family environmental factors contribute to the acquisition of verbal fluency. The present study utilized data from the Autism Diagnostic Interview-Revised to compare changes in verbal fluency for 404 individuals with autism from childhood to adolescence and adulthood. Socioeconomic factors were examined across fluency groups (i.e., those who did/did not achieve verbal fluency). Findings indicated that fully 60% of those who were minimally verbal in early childhood acquired verbal fluency in adolescence and adulthood. Parent socioeconomic status differed across fluency groups, suggesting the importance of environmental factors for individual development. En ligne : http://dx.doi.org/10.1007/s10803-020-04646-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Brief Report: Children on the Autism Spectrum are Challenged by Complex Word Meanings / S. FLOYD in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Brief Report: Children on the Autism Spectrum are Challenged by Complex Word Meanings Type de document : Texte imprimé et/ou numérique Auteurs : S. FLOYD, Auteur ; C. JEPPSEN, Auteur ; A. E. GOLDBERG, Auteur Article en page(s) : p.2543-2549 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/complications Autistic Disorder Child Child Development Disorders, Pervasive Cognition Communication Humans Learning Linguistics Male Verbal Learning Vocabulary Language Polysemy Index. décimale : PER Périodiques Résumé : The current work suggests that two factors conspire to make vocabulary learning challenging for youth on the Autism spectrum: (1) a tendency to focus on specifics rather than on relationships among entities and (2) the fact that most words are associated with distinct but related meanings (e.g. baseball cap, pen cap, bottle cap). Neurotypical (NT) children find it easier to learn multiple related meanings of words (polysemy) in comparison to multiple unrelated meanings (homonymy). We exposed 60 NT children and 40 verbal youth on the Autism spectrum to novel words. The groups' performance learning homonyms was comparable, but unlike their NT peers, youth on the spectrum did not display the same advantage for learning polysemous words compared to homonyms. En ligne : http://dx.doi.org/10.1007/s10803-020-04687-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2543-2549[article] Brief Report: Children on the Autism Spectrum are Challenged by Complex Word Meanings [Texte imprimé et/ou numérique] / S. FLOYD, Auteur ; C. JEPPSEN, Auteur ; A. E. GOLDBERG, Auteur . - p.2543-2549.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2543-2549
Mots-clés : Adolescent Autism Spectrum Disorder/complications Autistic Disorder Child Child Development Disorders, Pervasive Cognition Communication Humans Learning Linguistics Male Verbal Learning Vocabulary Language Polysemy Index. décimale : PER Périodiques Résumé : The current work suggests that two factors conspire to make vocabulary learning challenging for youth on the Autism spectrum: (1) a tendency to focus on specifics rather than on relationships among entities and (2) the fact that most words are associated with distinct but related meanings (e.g. baseball cap, pen cap, bottle cap). Neurotypical (NT) children find it easier to learn multiple related meanings of words (polysemy) in comparison to multiple unrelated meanings (homonymy). We exposed 60 NT children and 40 verbal youth on the Autism spectrum to novel words. The groups' performance learning homonyms was comparable, but unlike their NT peers, youth on the spectrum did not display the same advantage for learning polysemous words compared to homonyms. En ligne : http://dx.doi.org/10.1007/s10803-020-04687-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452