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Self-directed speech and self-regulation in childhood neurodevelopmental disorders: Current findings and future directions / Aisling MULVIHILL in Development and Psychopathology, 32-1 (February 2020)
[article]
Titre : Self-directed speech and self-regulation in childhood neurodevelopmental disorders: Current findings and future directions Type de document : Texte imprimé et/ou numérique Auteurs : Aisling MULVIHILL, Auteur ; Annemaree CARROLL, Auteur ; Paul E. DUX, Auteur ; Natasha MATTHEWS, Auteur Article en page(s) : p.205-217 Langues : Anglais (eng) Mots-clés : Adhd autism spectrum disorder language disorder private speech self-directed speech Index. décimale : PER Périodiques Résumé : Self-directed speech is considered an important developmental achievement as a self-regulatory mediator of thinking and behavior. Atypical self-directed speech is often implicated in the self-regulatory challenges characteristic of children with neurodevelopmental disorders. A growing body of evidence provides snapshots across age-levels and diagnoses, often presenting conflicting results. This systematic review is undertaken to impose clarity on the nature, extent, and self-regulatory implications of self-directed speech interruption in children with developmental language disorder (DLD), autism spectrum disorder (ASD), and attention deficit hyperactivity disorder (ADHD).A rigorous search process of relevant databases (i.e., PsychInfo, PubMed, CINAHL, ERIC) uncovered 19 relevant peer-reviewed articles that investigate self-directed speech in children with neurodevelopmental disorders. Consistent across the research, children with DLD, ASD, and ADHD present with differential development and use of self-directed speech.In its synthesis of findings, this systematic review clearly explicates the differential ontogenesis of self-directed speech in neurodevelopmental disorders and interprets the self-regulatory implications for children with DLD, ASD, and ADHD. Furthermore, the review spotlights important future research directions to better understand the mechanistic relationship between self-directed speech and self-regulation. En ligne : http://dx.doi.org/10.1017/s0954579418001670 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Development and Psychopathology > 32-1 (February 2020) . - p.205-217[article] Self-directed speech and self-regulation in childhood neurodevelopmental disorders: Current findings and future directions [Texte imprimé et/ou numérique] / Aisling MULVIHILL, Auteur ; Annemaree CARROLL, Auteur ; Paul E. DUX, Auteur ; Natasha MATTHEWS, Auteur . - p.205-217.
Langues : Anglais (eng)
in Development and Psychopathology > 32-1 (February 2020) . - p.205-217
Mots-clés : Adhd autism spectrum disorder language disorder private speech self-directed speech Index. décimale : PER Périodiques Résumé : Self-directed speech is considered an important developmental achievement as a self-regulatory mediator of thinking and behavior. Atypical self-directed speech is often implicated in the self-regulatory challenges characteristic of children with neurodevelopmental disorders. A growing body of evidence provides snapshots across age-levels and diagnoses, often presenting conflicting results. This systematic review is undertaken to impose clarity on the nature, extent, and self-regulatory implications of self-directed speech interruption in children with developmental language disorder (DLD), autism spectrum disorder (ASD), and attention deficit hyperactivity disorder (ADHD).A rigorous search process of relevant databases (i.e., PsychInfo, PubMed, CINAHL, ERIC) uncovered 19 relevant peer-reviewed articles that investigate self-directed speech in children with neurodevelopmental disorders. Consistent across the research, children with DLD, ASD, and ADHD present with differential development and use of self-directed speech.In its synthesis of findings, this systematic review clearly explicates the differential ontogenesis of self-directed speech in neurodevelopmental disorders and interprets the self-regulatory implications for children with DLD, ASD, and ADHD. Furthermore, the review spotlights important future research directions to better understand the mechanistic relationship between self-directed speech and self-regulation. En ligne : http://dx.doi.org/10.1017/s0954579418001670 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 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