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Visuospatial Processing in Children with Autism: No Evidence for (Training-Resistant) Abnormalities / Ellahe CHABANI in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
[article]
Titre : Visuospatial Processing in Children with Autism: No Evidence for (Training-Resistant) Abnormalities Type de document : Texte imprimé et/ou numérique Auteurs : Ellahe CHABANI, Auteur ; Bernhard HOMMEL, Auteur Article en page(s) : p.2230-2243 Langues : Anglais (eng) Mots-clés : Visual spatial Visualization School based intervention Response to intervention Computer based instruction Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASDs) have been assumed to show evidence of abnormal visuospatial processing, which has been attributed to a failure to integrate local features into coherent global Gestalts and/or to a bias towards local processing. As the available data are based on baseline performance only, which does not provide insight into cognitive/neural plasticity and actual cognitive potential, we investigated how training-resistant possible visuospatial processing differences between children with and without ASD are. In particular, we studied the effect of computerized versus face-to-face visuospatial training in a group of normally intelligent children with ASD and typically developing children as control. Findings show that (a) children with and without ASD do not differ much in visuospatial processing (as assessed by a tangram-like task) and the few differences we observed were all eliminated by training; (b) training can improve visuospatial processing (equally) in both children with ASD and normally developing children; and (c) computer-based and face-to-face training was equally effective. En ligne : http://dx.doi.org/10.1007/s10803-014-2107-9 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.2230-2243[article] Visuospatial Processing in Children with Autism: No Evidence for (Training-Resistant) Abnormalities [Texte imprimé et/ou numérique] / Ellahe CHABANI, Auteur ; Bernhard HOMMEL, Auteur . - p.2230-2243.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2230-2243
Mots-clés : Visual spatial Visualization School based intervention Response to intervention Computer based instruction Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASDs) have been assumed to show evidence of abnormal visuospatial processing, which has been attributed to a failure to integrate local features into coherent global Gestalts and/or to a bias towards local processing. As the available data are based on baseline performance only, which does not provide insight into cognitive/neural plasticity and actual cognitive potential, we investigated how training-resistant possible visuospatial processing differences between children with and without ASD are. In particular, we studied the effect of computerized versus face-to-face visuospatial training in a group of normally intelligent children with ASD and typically developing children as control. Findings show that (a) children with and without ASD do not differ much in visuospatial processing (as assessed by a tangram-like task) and the few differences we observed were all eliminated by training; (b) training can improve visuospatial processing (equally) in both children with ASD and normally developing children; and (c) computer-based and face-to-face training was equally effective. En ligne : http://dx.doi.org/10.1007/s10803-014-2107-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 What am I thinking? Perspective-taking from the perspective of adolescents with autism / G. ATHERTON in Autism, 23-5 (July 2019)
[article]
Titre : What am I thinking? Perspective-taking from the perspective of adolescents with autism Type de document : Texte imprimé et/ou numérique Auteurs : G. ATHERTON, Auteur ; B. LUMMIS, Auteur ; S. X. DAY, Auteur ; L. CROSS, Auteur Article en page(s) : p.1186-1200 Langues : Anglais (eng) Mots-clés : anthropomorphism autism spectrum disorder honesty humor interpretative phenomenological analysis mentalizing neurodiversity qualitative strange stories theory of mind visualization Index. décimale : PER Périodiques Résumé : Autistic people are often described as being impaired with regard to theory of mind, though more recent literature finds flaws in the theory of mind deficit paradigm. In addition, the predominant methods for examining theory of mind often rely on "observational" modes of assessment and do not adequately reflect the dynamic process of real-life perspective taking. Thus, it is imperative that researchers continue to test the autistic theory of mind deficit paradigm and explore theory of mind experiences through more naturalistic approaches. This study qualitatively examined theory of mind in 12 autistic adolescents through a series of semi-structured interviews. Interpretive phenomenological analysis of the data revealed four core themes in participants' theory of mind experiences and strategies, all of which highlighted how a more accurate representation of autistic theory of mind is one of difference rather than deficit. For instance, data showed that autistic heightened perceptual abilities may contribute to mentalizing strengths and that honesty in autism may be less dependent on systemizing rather than personal experience and choice. Such findings suggest that future research should reexamine autistic characteristics in light of their ability to enhance theory of mind processing. Understanding how an autistic theory of mind is uniquely functional is an imperative step toward both destigmatizing the condition and advocating for neurodiversity. En ligne : http://dx.doi.org/10.1177/1362361318793409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Autism > 23-5 (July 2019) . - p.1186-1200[article] What am I thinking? Perspective-taking from the perspective of adolescents with autism [Texte imprimé et/ou numérique] / G. ATHERTON, Auteur ; B. LUMMIS, Auteur ; S. X. DAY, Auteur ; L. CROSS, Auteur . - p.1186-1200.
Langues : Anglais (eng)
in Autism > 23-5 (July 2019) . - p.1186-1200
Mots-clés : anthropomorphism autism spectrum disorder honesty humor interpretative phenomenological analysis mentalizing neurodiversity qualitative strange stories theory of mind visualization Index. décimale : PER Périodiques Résumé : Autistic people are often described as being impaired with regard to theory of mind, though more recent literature finds flaws in the theory of mind deficit paradigm. In addition, the predominant methods for examining theory of mind often rely on "observational" modes of assessment and do not adequately reflect the dynamic process of real-life perspective taking. Thus, it is imperative that researchers continue to test the autistic theory of mind deficit paradigm and explore theory of mind experiences through more naturalistic approaches. This study qualitatively examined theory of mind in 12 autistic adolescents through a series of semi-structured interviews. Interpretive phenomenological analysis of the data revealed four core themes in participants' theory of mind experiences and strategies, all of which highlighted how a more accurate representation of autistic theory of mind is one of difference rather than deficit. For instance, data showed that autistic heightened perceptual abilities may contribute to mentalizing strengths and that honesty in autism may be less dependent on systemizing rather than personal experience and choice. Such findings suggest that future research should reexamine autistic characteristics in light of their ability to enhance theory of mind processing. Understanding how an autistic theory of mind is uniquely functional is an imperative step toward both destigmatizing the condition and advocating for neurodiversity. En ligne : http://dx.doi.org/10.1177/1362361318793409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401