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Imitation Recognition by Minimally Verbal Young Children: A Comparison Between Down Syndrome and Autism Spectrum Disorder / Gökhan TÖRET in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)
[article]
Titre : Imitation Recognition by Minimally Verbal Young Children: A Comparison Between Down Syndrome and Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gökhan TÖRET, Auteur Article en page(s) : 34-45 Langues : Anglais (eng) Mots-clés : autism Down syndrome minimally verbal communication imitation recognition play abilities Index. décimale : PER Périodiques Résumé : Research has shown that children with autism spectrum disorder (ASD) display limited imitation recognition behaviors in comparison with typically developing children. However, the levels of imitation recognition of minimally verbal children with ASD relative to those with developmental disabilities are unknown. The purpose of this study was to compare the imitation recognition behaviors of 20 minimally verbal children with ASD and 20 minimally verbal children with Down syndrome (DS) when imitated by an adult in a play context. Results showed that children with ASD display more limited imitation recognition than children with DS. These results indicate that children with ASD are weaker in displaying imitation recognition. However, both groups displayed an association between imitation recognition and a variety of play actions in both groups. En ligne : http://dx.doi.org/10.1177/10883576211035030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460
in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 34-45[article] Imitation Recognition by Minimally Verbal Young Children: A Comparison Between Down Syndrome and Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Gökhan TÖRET, Auteur . - 34-45.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 34-45
Mots-clés : autism Down syndrome minimally verbal communication imitation recognition play abilities Index. décimale : PER Périodiques Résumé : Research has shown that children with autism spectrum disorder (ASD) display limited imitation recognition behaviors in comparison with typically developing children. However, the levels of imitation recognition of minimally verbal children with ASD relative to those with developmental disabilities are unknown. The purpose of this study was to compare the imitation recognition behaviors of 20 minimally verbal children with ASD and 20 minimally verbal children with Down syndrome (DS) when imitated by an adult in a play context. Results showed that children with ASD display more limited imitation recognition than children with DS. These results indicate that children with ASD are weaker in displaying imitation recognition. However, both groups displayed an association between imitation recognition and a variety of play actions in both groups. En ligne : http://dx.doi.org/10.1177/10883576211035030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder / Natalie I. BERGER in Autism Research, 8-4 (August 2015)
[article]
Titre : An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.442-453 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorder imitation imitation recognition social cognition Index. décimale : PER Périodiques Résumé : Previous work has indicated that both typically developing children and children with Autism Spectrum Disorder (ASD) display a range of imitation recognition behaviors in response to a contingent adult imitator. However, it is unknown how the two groups perform comparatively on this construct. In this study, imitation recognition behaviors for children with ASD and typically developing children were observed during periods of contingent imitation imbedded in a naturalistic imitation task. Results from this study indicate that children with ASD are impaired in their ability to recognize being imitated relative to typically developing peers as demonstrated both by behaviors representing basic social attention and more mature imitation recognition. Display of imitation recognition behaviors was independent of length of contingent imitation period in typically developing children, but rate of engagement in imitation recognition behaviors was positively correlated with length of contingent imitation period in children with ASD. Exploratory findings also suggest a link between the ability to demonstrate recognition of being imitated and ASD symptom severity, language, and object imitation for young children with ASD. Autism Res 2015, 8: 442–453. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1462 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268
in Autism Research > 8-4 (August 2015) . - p.442-453[article] An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur . - p.442-453.
Langues : Anglais (eng)
in Autism Research > 8-4 (August 2015) . - p.442-453
Mots-clés : autism autism spectrum disorder imitation imitation recognition social cognition Index. décimale : PER Périodiques Résumé : Previous work has indicated that both typically developing children and children with Autism Spectrum Disorder (ASD) display a range of imitation recognition behaviors in response to a contingent adult imitator. However, it is unknown how the two groups perform comparatively on this construct. In this study, imitation recognition behaviors for children with ASD and typically developing children were observed during periods of contingent imitation imbedded in a naturalistic imitation task. Results from this study indicate that children with ASD are impaired in their ability to recognize being imitated relative to typically developing peers as demonstrated both by behaviors representing basic social attention and more mature imitation recognition. Display of imitation recognition behaviors was independent of length of contingent imitation period in typically developing children, but rate of engagement in imitation recognition behaviors was positively correlated with length of contingent imitation period in children with ASD. Exploratory findings also suggest a link between the ability to demonstrate recognition of being imitated and ASD symptom severity, language, and object imitation for young children with ASD. Autism Res 2015, 8: 442–453. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1462 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 An Exploration of Imitation Recognition in Young Children With Autism Spectrum Disorders / Natalie I. BERGER in Autism Research, 6-5 (October 2013)
[article]
Titre : An Exploration of Imitation Recognition in Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.411-416 Langues : Anglais (eng) Mots-clés : autism imitation imitation recognition social cognition Index. décimale : PER Périodiques Résumé : The ability to recognize when one is being imitated has been hypothesized to be an important developmental process related to the emergence of more advanced social-cognitive skills. While a series of behaviors indicating progressively more mature imitation recognition (IR) skills has been assessed in typically developing children, empirical work with children with autism spectrum disorders (ASDs) has largely focused on basic social responses to an imitative adult (e.g. increases in eye contact). Limited work has explored more mature IR behaviors in this population. This study compared the degree to which children with ASD engage in different behaviors thought to be indicative of IR during a naturalistic imitation task and the relationship between different types of IR behaviors and social-cognitive skills (i.e. imitation, language, social reciprocity, and joint attention). Thirty children with ASD were administered standardized measures of cognitive level, language, joint attention, social reciprocity, and imitation. IR behaviors were observed during periods of contingent imitation by an adult. Participants engaged more frequently in less mature (e.g. looking at the experimenter's toy or face) than more mature IR behaviors (e.g. testing the experimenter's intent to imitate). After controlling for developmental level, social reciprocity, object imitation, and gesture imitation were positively correlated with more mature IR. These findings suggest that the development of more mature IR skills is related to the development of other social-cognitive skills in children with ASD and provide additional empirical support for reports of more mature IR observed in this population. En ligne : http://dx.doi.org/10.1002/aur.1303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Autism Research > 6-5 (October 2013) . - p.411-416[article] An Exploration of Imitation Recognition in Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur . - p.411-416.
Langues : Anglais (eng)
in Autism Research > 6-5 (October 2013) . - p.411-416
Mots-clés : autism imitation imitation recognition social cognition Index. décimale : PER Périodiques Résumé : The ability to recognize when one is being imitated has been hypothesized to be an important developmental process related to the emergence of more advanced social-cognitive skills. While a series of behaviors indicating progressively more mature imitation recognition (IR) skills has been assessed in typically developing children, empirical work with children with autism spectrum disorders (ASDs) has largely focused on basic social responses to an imitative adult (e.g. increases in eye contact). Limited work has explored more mature IR behaviors in this population. This study compared the degree to which children with ASD engage in different behaviors thought to be indicative of IR during a naturalistic imitation task and the relationship between different types of IR behaviors and social-cognitive skills (i.e. imitation, language, social reciprocity, and joint attention). Thirty children with ASD were administered standardized measures of cognitive level, language, joint attention, social reciprocity, and imitation. IR behaviors were observed during periods of contingent imitation by an adult. Participants engaged more frequently in less mature (e.g. looking at the experimenter's toy or face) than more mature IR behaviors (e.g. testing the experimenter's intent to imitate). After controlling for developmental level, social reciprocity, object imitation, and gesture imitation were positively correlated with more mature IR. These findings suggest that the development of more mature IR skills is related to the development of other social-cognitive skills in children with ASD and provide additional empirical support for reports of more mature IR observed in this population. En ligne : http://dx.doi.org/10.1002/aur.1303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218