Collaborative Problem Solving in Young Typical Development and HFASD / Yael KIMHI in Journal of Autism and Developmental Disorders, 42-9 (September 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1984-1997 Titre : Collaborative Problem Solving in Young Typical Development and HFASD Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Année de publication : 2012 Article en page(s) : p.1984-1997 Langues : Anglais (eng) Mots-clés : HFASD  Collaborative problem solving  Peer relations  Preschool Index. décimale : PER Périodiques Résumé : Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1447-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] Collaborative Problem Solving in Young Typical Development and HFASD [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - 2012 . - p.1984-1997. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1984-1997 Mots-clés : HFASD  Collaborative problem solving  Peer relations  Preschool Index. décimale : PER Périodiques Résumé : Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1447-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180

M. Suzanne Zeedyk (ed.): Promoting Social Interaction for Individuals with Communicative Impairments: Making Contact / Yael KIMHI in Journal of Autism and Developmental Disorders, 40-3 (March 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-3 (March 2010) . - p.394-395 Titre : M. Suzanne Zeedyk (ed.): Promoting Social Interaction for Individuals with Communicative Impairments: Making Contact : Jessica Kingsley Publishers, 2008, 192 pp (paper) Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur Année de publication : 2010 Article en page(s) : p.394-395 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0829-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=967 [article] M. Suzanne Zeedyk (ed.): Promoting Social Interaction for Individuals with Communicative Impairments: Making Contact : Jessica Kingsley Publishers, 2008, 192 pp (paper) [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur . - 2010 . - p.394-395. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-3 (March 2010) . - p.394-395 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0829-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=967

Reading comprehension strategies for expository texts: Children with and without ASD / Yael KIMHI in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102169 Titre : Reading comprehension strategies for expository texts: Children with and without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Irit Kempner MISHKIN, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : 102169 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Reading comprehension  Expository text  Open and closed questions Index. décimale : PER Périodiques Résumé : Background Reading comprehension difficulties have been widely reported in children with autism spectrum disorder (ASD). This study compared two comprehension strategies (main-idea extractor - MIE and visual-graphic organizer - VGO) for reading expository texts in school-age children with ASD versus those with typical development (TD). The research addressed the following: 1) Group differences (ASD/TD) for baseline expository text reading comprehension (without a strategy); 2) Improvement of reading comprehension using a given strategy, compared to baseline; 3) Within-group differences regarding the relative efficacy of the two strategies; and 4) Group differences (ASD/TD) regarding question type (open/closed). Method Two groups of 28 third-grade children were matched on verbal receptive language and the mother's level of education. The baseline reading comprehension test was administered first. Participants then underwent a short teaching procedure on how to use the assigned strategy (MIE/VGO) and were asked to utilize it when completing the second expository text. Results Without strategy use, children with ASD demonstrated significantly greater difficulty in comprehending implicit information. After strategy use, the VGO strategy significantly surpassed the MIE strategy in facilitating both groups' improvements in implicit knowledge, ability to answer closed questions, and general reading comprehension scores. When examining each group separately only the ASD group demonstrated significant improvements using VGO strategy (near-significance for implicit knowledge). Conclusions Strategy use is crucial for children with ASD to advance and enhance reading comprehension. As found, VGO can facilitate expository text comprehension, yet students often need more exposure to relevant expository text strategies. Educational and theoretical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Reading comprehension strategies for expository texts: Children with and without ASD [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Irit Kempner MISHKIN, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - 102169. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102169 Mots-clés : Autism Spectrum Disorder  Reading comprehension  Expository text  Open and closed questions Index. décimale : PER Périodiques Résumé : Background Reading comprehension difficulties have been widely reported in children with autism spectrum disorder (ASD). This study compared two comprehension strategies (main-idea extractor - MIE and visual-graphic organizer - VGO) for reading expository texts in school-age children with ASD versus those with typical development (TD). The research addressed the following: 1) Group differences (ASD/TD) for baseline expository text reading comprehension (without a strategy); 2) Improvement of reading comprehension using a given strategy, compared to baseline; 3) Within-group differences regarding the relative efficacy of the two strategies; and 4) Group differences (ASD/TD) regarding question type (open/closed). Method Two groups of 28 third-grade children were matched on verbal receptive language and the mother's level of education. The baseline reading comprehension test was administered first. Participants then underwent a short teaching procedure on how to use the assigned strategy (MIE/VGO) and were asked to utilize it when completing the second expository text. Results Without strategy use, children with ASD demonstrated significantly greater difficulty in comprehending implicit information. After strategy use, the VGO strategy significantly surpassed the MIE strategy in facilitating both groups' improvements in implicit knowledge, ability to answer closed questions, and general reading comprehension scores. When examining each group separately only the ASD group demonstrated significant improvements using VGO strategy (near-significance for implicit knowledge). Conclusions Strategy use is crucial for children with ASD to advance and enhance reading comprehension. As found, VGO can facilitate expository text comprehension, yet students often need more exposure to relevant expository text strategies. Educational and theoretical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development / Nirit BAUMINGER-ZVIELY in Journal of Child Psychology and Psychiatry, 55-4 (April 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-4 (April 2014) . - p.363-373 Titre : Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Eynat KARIN, Auteur ; Yael KIMHI, Auteur ; Galit AGAM-BEN-ARTZI, Auteur Article en page(s) : p.363-373 Mots-clés : High-functioning children with autism spectrum disorder (ASD)  preschool  friendship  pragmatics  social conversation Index. décimale : PER Périodiques Résumé : Background In typical development, early peer talk is crucial for pragmatic development. The pragmatic deficit, reflected in remarkably deficient conversational capabilities, is considered the hallmark of the language deficit in autism spectrum disorder (ASD); yet, spontaneous peer talk in preschoolers with ASD was rarely explored. Method We conducted comparative assessment of spontaneous peer talk during 10-min free-play scenarios in preschoolers with high-functioning ASD (HFASD; n = 27) versus those with typical development (n = 30). Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Correlations with CA, IQ, VMA, and NVMA were examined. We compared the two groups' interactions with a friend-partner versus a nonfriend partner; in addition, in the HFASD group, we examined interactions with a typical partner (mixed dyads) versus a partner with HFASD (nonmixed dyads). Children's conversations were videotaped and coded to tap pragmatic capabilities and conversational quality. Results Findings revealed group differences in pragmatic abilities and conversational quality, with the typical group showing more intact capacities than the HFASD group. However, in the HFASD group, interactions with friends surpassed interactions with nonfriends on several key pragmatic capabilities and on all conversational quality measures (meshing, assertiveness, and responsiveness), thus suggesting that friendship may enable children to converse in a more socially complex and coregulated way. Also, children with higher cognitive capabilities, especially in the HFASD group, demonstrated more intact pragmatic capacities. Conclusion Despite the robust pragmatic deficit in HFASD, reflected in conversational capabilities, involvement in friendship relationships and high cognitive capabilities were linked to more intact pragmatic capacities. Theoretical and therapeutic implications are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230 [article] Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Eynat KARIN, Auteur ; Yael KIMHI, Auteur ; Galit AGAM-BEN-ARTZI, Auteur . - p.363-373. in Journal of Child Psychology and Psychiatry > 55-4 (April 2014) . - p.363-373 Mots-clés : High-functioning children with autism spectrum disorder (ASD)  preschool  friendship  pragmatics  social conversation Index. décimale : PER Périodiques Résumé : Background In typical development, early peer talk is crucial for pragmatic development. The pragmatic deficit, reflected in remarkably deficient conversational capabilities, is considered the hallmark of the language deficit in autism spectrum disorder (ASD); yet, spontaneous peer talk in preschoolers with ASD was rarely explored. Method We conducted comparative assessment of spontaneous peer talk during 10-min free-play scenarios in preschoolers with high-functioning ASD (HFASD; n = 27) versus those with typical development (n = 30). Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Correlations with CA, IQ, VMA, and NVMA were examined. We compared the two groups' interactions with a friend-partner versus a nonfriend partner; in addition, in the HFASD group, we examined interactions with a typical partner (mixed dyads) versus a partner with HFASD (nonmixed dyads). Children's conversations were videotaped and coded to tap pragmatic capabilities and conversational quality. Results Findings revealed group differences in pragmatic abilities and conversational quality, with the typical group showing more intact capacities than the HFASD group. However, in the HFASD group, interactions with friends surpassed interactions with nonfriends on several key pragmatic capabilities and on all conversational quality measures (meshing, assertiveness, and responsiveness), thus suggesting that friendship may enable children to converse in a more socially complex and coregulated way. Also, children with higher cognitive capabilities, especially in the HFASD group, demonstrated more intact pragmatic capacities. Conclusion Despite the robust pragmatic deficit in HFASD, reflected in conversational capabilities, involvement in friendship relationships and high cognitive capabilities were linked to more intact pragmatic capacities. Theoretical and therapeutic implications are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230

The Role of Theory of Mind, Executive Functions, and Central Coherence in Reading Comprehension for Children with ASD and Typical Development / Yael KIMHI in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1302-1317 Titre : The Role of Theory of Mind, Executive Functions, and Central Coherence in Reading Comprehension for Children with ASD and Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Yifat MIRSKY, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.1302-1317 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) have challenges in reading comprehension, especially when implicit information in narrative texts is involved. Three interrelated factors influencing reading comprehension have been proposed to explain these challenges: Theory of Mind - ToM; executive functions - EF; and central coherence - CC. This study investigated the differential contribution of these cognitive abilities to reading comprehension among cognitively able children with ASD compared to matched peers with typical development (TD). 28 third-grade children with ASD and 28 third-grade children with TD participated in the study. Four measures were administered: ToM, CC, EF (working memory, planning, inhibitory control, cognitive flexibility), and reading comprehension. One-way ANOVAs were computed to examine group differences in cognitive characteristics (ToM, CC, EF) and reading comprehension. Regressions were performed to examine the contribution of cognitive characteristics (ToM, CC, EF) to reading comprehension abilities (explicit, implicit, and general score) in ASD and TD. The TD group outperformed the ASD group in ToM and various EF measures but not in CC or reading comprehension. Positive main effects were found for ToM, and EF measures (planning - 3rd level, inhibition, and cognitive flexibility), demonstrating their contribution to reading comprehension abilities in both groups. Interactions revealed positive main effects for EF planning and CC for the ASD group only, showing the contribution of EF planning and CC for better reading comprehension. Our findings suggest different processing mechanisms regarding reading comprehension in each group. En ligne : https://doi.org/10.1007/s10803-024-06272-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] The Role of Theory of Mind, Executive Functions, and Central Coherence in Reading Comprehension for Children with ASD and Typical Development [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Yifat MIRSKY, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.1302-1317. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1302-1317 Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) have challenges in reading comprehension, especially when implicit information in narrative texts is involved. Three interrelated factors influencing reading comprehension have been proposed to explain these challenges: Theory of Mind - ToM; executive functions - EF; and central coherence - CC. This study investigated the differential contribution of these cognitive abilities to reading comprehension among cognitively able children with ASD compared to matched peers with typical development (TD). 28 third-grade children with ASD and 28 third-grade children with TD participated in the study. Four measures were administered: ToM, CC, EF (working memory, planning, inhibitory control, cognitive flexibility), and reading comprehension. One-way ANOVAs were computed to examine group differences in cognitive characteristics (ToM, CC, EF) and reading comprehension. Regressions were performed to examine the contribution of cognitive characteristics (ToM, CC, EF) to reading comprehension abilities (explicit, implicit, and general score) in ASD and TD. The TD group outperformed the ASD group in ToM and various EF measures but not in CC or reading comprehension. Positive main effects were found for ToM, and EF measures (planning - 3rd level, inhibition, and cognitive flexibility), demonstrating their contribution to reading comprehension abilities in both groups. Interactions revealed positive main effects for EF planning and CC for the ASD group only, showing the contribution of EF planning and CC for better reading comprehension. Our findings suggest different processing mechanisms regarding reading comprehension in each group. En ligne : https://doi.org/10.1007/s10803-024-06272-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder / Yael KIMHI in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Permalink

---

1 (1 - 6 / 6)