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Lexical processing in individuals with high-functioning autism and Asperger’s disorder / Samantha SPEIRS in Autism, 15-3 (May 2011)
[article]
Titre : Lexical processing in individuals with high-functioning autism and Asperger’s disorder Type de document : Texte imprimé et/ou numérique Auteurs : Samantha SPEIRS, Auteur ; Greg YELLAND, Auteur ; Nicole J. RINEHART, Auteur ; Bruce J. TONGE, Auteur Année de publication : 2011 Article en page(s) : p.307-325 Langues : Anglais (eng) Mots-clés : Asperger’s disorder autism language lexical processing masked priming word recognition Index. décimale : PER Périodiques Résumé : The presence or absence of clinically delayed language development prior to 3 years of age is a key, but contentious, clinical feature distinguishing autism from Asperger’s disorder. The aim of this study was to examine language processing in children with high-functioning autism (HFA) and Asperger’s disorder (AD) using a task which taps lexical processing, a core language ability. Eleven individuals with HFA, 11 with AD and 11 typically developing (TD) individuals completed a masked priming task, a psycholinguistic paradigm that directly examines lexical processes. Within-group analyses revealed the AD and TD groups had intact lexical processing systems and orthographic processing of the written word. The outcomes for the HFA group were ambiguous, suggesting that their lexical processing system is either delayed or is structurally different. This suggests that fundamental differences in lexical processing exist between HFA and AD and remain evident later in development. En ligne : http://dx.doi.org/10.1177/1362361310386501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130
in Autism > 15-3 (May 2011) . - p.307-325[article] Lexical processing in individuals with high-functioning autism and Asperger’s disorder [Texte imprimé et/ou numérique] / Samantha SPEIRS, Auteur ; Greg YELLAND, Auteur ; Nicole J. RINEHART, Auteur ; Bruce J. TONGE, Auteur . - 2011 . - p.307-325.
Langues : Anglais (eng)
in Autism > 15-3 (May 2011) . - p.307-325
Mots-clés : Asperger’s disorder autism language lexical processing masked priming word recognition Index. décimale : PER Périodiques Résumé : The presence or absence of clinically delayed language development prior to 3 years of age is a key, but contentious, clinical feature distinguishing autism from Asperger’s disorder. The aim of this study was to examine language processing in children with high-functioning autism (HFA) and Asperger’s disorder (AD) using a task which taps lexical processing, a core language ability. Eleven individuals with HFA, 11 with AD and 11 typically developing (TD) individuals completed a masked priming task, a psycholinguistic paradigm that directly examines lexical processes. Within-group analyses revealed the AD and TD groups had intact lexical processing systems and orthographic processing of the written word. The outcomes for the HFA group were ambiguous, suggesting that their lexical processing system is either delayed or is structurally different. This suggests that fundamental differences in lexical processing exist between HFA and AD and remain evident later in development. En ligne : http://dx.doi.org/10.1177/1362361310386501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 Emergent literacy skills and autism: A scoping review of intervention programs / Charlotte RIMMER in Research in Autism Spectrum Disorders, 97 (September 2022)
[article]
Titre : Emergent literacy skills and autism: A scoping review of intervention programs Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte RIMMER, Auteur ; Hadas DAHARY, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : 102004 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Emergent literacy skills Phonological awareness Word recognition Intervention Children Index. décimale : PER Périodiques Résumé : This scoping review summarized the literature on interventions targeting the emergent literacy skills of children on the autism spectrum. Findings across 16 studies highlighted that interventions could be divided into two main categories, namely computer-based interventions and non-computer-based interventions. Overall, results are encouraging and suggest that both intervention modalities can lead to gains in oral and written emergent literacy skills pre to post-intervention for children on the autism spectrum with diverse support needs and developmental profiles. Knowledge gaps and limitations in emergent literacy intervention research for autism include a lack of participant characterization, variable use of emergent literacy terms and measures, and the absence of waitlist comparison groups and follow-up assessments after the end of intervention. Replication studies are needed to gain greater knowledge into evidence-based practice for teaching emergent literacy skills to autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102004[article] Emergent literacy skills and autism: A scoping review of intervention programs [Texte imprimé et/ou numérique] / Charlotte RIMMER, Auteur ; Hadas DAHARY, Auteur ; Eve-Marie QUINTIN, Auteur . - 102004.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102004
Mots-clés : Autism spectrum disorder Emergent literacy skills Phonological awareness Word recognition Intervention Children Index. décimale : PER Périodiques Résumé : This scoping review summarized the literature on interventions targeting the emergent literacy skills of children on the autism spectrum. Findings across 16 studies highlighted that interventions could be divided into two main categories, namely computer-based interventions and non-computer-based interventions. Overall, results are encouraging and suggest that both intervention modalities can lead to gains in oral and written emergent literacy skills pre to post-intervention for children on the autism spectrum with diverse support needs and developmental profiles. Knowledge gaps and limitations in emergent literacy intervention research for autism include a lack of participant characterization, variable use of emergent literacy terms and measures, and the absence of waitlist comparison groups and follow-up assessments after the end of intervention. Replication studies are needed to gain greater knowledge into evidence-based practice for teaching emergent literacy skills to autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486