A Comparative Review of Early Forms of Object-Directed Play and Parent-Infant Play in Typical Infants and Young Children with Autism / Emma WILLIAMS in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.361-374 Titre : A Comparative Review of Early Forms of Object-Directed Play and Parent-Infant Play in Typical Infants and Young Children with Autism Type de document : texte imprimé Auteurs : Emma WILLIAMS, Auteur Article en page(s) : p.361-374 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The article reviews the empirical evidence relating to the development of early solitary object and parent-infant play in typical infants and children diagnosed with autism. Whilst, collectively, the findings indicate that there may be both qualitative and quantitative differences in the early play of children with autism, relative to that of other children, it is also clear that significant gaps exist in our current knowledge. It is proposed that longitudinal studies, which make a detailed examination of the form and developmental trajectory of early play, are needed if we are to devise the most effective content, design and outcome measures for intervention programmes using play as a therapeutic medium. En ligne : http://dx.doi.org/10.1177/1362361303007004003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] A Comparative Review of Early Forms of Object-Directed Play and Parent-Infant Play in Typical Infants and Young Children with Autism [texte imprimé] / Emma WILLIAMS, Auteur . - p.361-374. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.361-374 Index. décimale : PER Périodiques Résumé : The article reviews the empirical evidence relating to the development of early solitary object and parent-infant play in typical infants and children diagnosed with autism. Whilst, collectively, the findings indicate that there may be both qualitative and quantitative differences in the early play of children with autism, relative to that of other children, it is also clear that significant gaps exist in our current knowledge. It is proposed that longitudinal studies, which make a detailed examination of the form and developmental trajectory of early play, are needed if we are to devise the most effective content, design and outcome measures for intervention programmes using play as a therapeutic medium. En ligne : http://dx.doi.org/10.1177/1362361303007004003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Engaging with the self: Mirror behaviour in autism, Down syndrome and typical development / Vasudevi REDDY in Autism, 14-5 (September 2010)  

Public ISBD [article]  inAutism > 14-5 (September 2010) . - p.531-546 Titre : Engaging with the self: Mirror behaviour in autism, Down syndrome and typical development Type de document : texte imprimé Auteurs : Vasudevi REDDY, Auteur ; Emma WILLIAMS, Auteur ; Cristina COSTANTINI, Auteur ; Britta LAN, Auteur Année de publication : 2010 Article en page(s) : p.531-546 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with autism achieve mirror self-recognition appropriate to developmental age, but are nonetheless reported to have problems in other aspects of a sense of self. We observed behaviour in the mirror in 12 pre-school children with autism, 13 pre-school children with Down syndrome (DS) and 13 typically developing (TD) toddlers. Reliable differences in reflecting actions, social relatedness and positive affect towards themselves, and an absence of coy smiles differentiated the children with autism from the others. The children with DS showed the highest interest in their own faces. These differences were largely independent of mirror self-recognition (MSR), broadly supporting arguments for dissociation between interpersonal and conceptual aspects of self. Mirror behaviour may be a subtle but easily elicited measure of the social quality of a sense of self. En ligne : http://dx.doi.org/10.1177/1362361310370397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112 [article] Engaging with the self: Mirror behaviour in autism, Down syndrome and typical development [texte imprimé] / Vasudevi REDDY, Auteur ; Emma WILLIAMS, Auteur ; Cristina COSTANTINI, Auteur ; Britta LAN, Auteur . - 2010 . - p.531-546. Langues : Anglais (eng) in Autism > 14-5 (September 2010) . - p.531-546 Index. décimale : PER Périodiques Résumé : Children with autism achieve mirror self-recognition appropriate to developmental age, but are nonetheless reported to have problems in other aspects of a sense of self. We observed behaviour in the mirror in 12 pre-school children with autism, 13 pre-school children with Down syndrome (DS) and 13 typically developing (TD) toddlers. Reliable differences in reflecting actions, social relatedness and positive affect towards themselves, and an absence of coy smiles differentiated the children with autism from the others. The children with DS showed the highest interest in their own faces. These differences were largely independent of mirror self-recognition (MSR), broadly supporting arguments for dissociation between interpersonal and conceptual aspects of self. Mirror behaviour may be a subtle but easily elicited measure of the social quality of a sense of self. En ligne : http://dx.doi.org/10.1177/1362361310370397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112

How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis / Emma I. WILLIAMS in Autism, 23-1 (January 2019)  

Public ISBD [article]  inAutism > 23-1 (January 2019) . - p.8-28 Titre : How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis Type de document : texte imprimé Auteurs : Emma I. WILLIAMS, Auteur ; Kate GLEESON, Auteur ; Bridget E. JONES, Auteur Article en page(s) : p.8-28 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorder  lived experience  metasummary  metasynthesis  qualitative research  school-aged children  self-understanding  asperger-syndrome  psychological adjustment  gender-differences  secondary-school  peer rejection  meta-synthesis  children  friendship  identity  students  Psychology Index. décimale : PER Périodiques Résumé : Evidence that interpersonal interactions and self-appraisal in social context are crucial in developing self-understanding raises concerns about how pupils with autism spectrum disorder make sense of themselves in school settings where many experience social marginalisation. Metasynthesis was used to systematically extract and integrate findings from qualitative studies examining the mainstream school experiences of these students. Synthesised findings identified three, intermeshing, aspects of experience which contribute to many pupils with autism spectrum disorder making sense of themselves as 'different' to typical peers in a negative way: difficulties linked to autism spectrum disorder; interpersonal relationships, particularly with peers; and accessibility of the school environment. Typical pupils' attitudes and responses towards peers with autism spectrum disorder, unusual sensory reactions to the physical school environment and individual sense-making about the self are highlighted as key areas requiring further research and intervention to improve the experiences, self-esteem and well-being of pupils with autism spectrum disorder in inclusive settings and to inform educational policy and practice. En ligne : http://dx.doi.org/10.1177/1362361317723836 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis [texte imprimé] / Emma I. WILLIAMS, Auteur ; Kate GLEESON, Auteur ; Bridget E. JONES, Auteur . - p.8-28. Langues : Anglais (eng) in Autism > 23-1 (January 2019) . - p.8-28 Mots-clés : adolescents  autism spectrum disorder  lived experience  metasummary  metasynthesis  qualitative research  school-aged children  self-understanding  asperger-syndrome  psychological adjustment  gender-differences  secondary-school  peer rejection  meta-synthesis  children  friendship  identity  students  Psychology Index. décimale : PER Périodiques Résumé : Evidence that interpersonal interactions and self-appraisal in social context are crucial in developing self-understanding raises concerns about how pupils with autism spectrum disorder make sense of themselves in school settings where many experience social marginalisation. Metasynthesis was used to systematically extract and integrate findings from qualitative studies examining the mainstream school experiences of these students. Synthesised findings identified three, intermeshing, aspects of experience which contribute to many pupils with autism spectrum disorder making sense of themselves as 'different' to typical peers in a negative way: difficulties linked to autism spectrum disorder; interpersonal relationships, particularly with peers; and accessibility of the school environment. Typical pupils' attitudes and responses towards peers with autism spectrum disorder, unusual sensory reactions to the physical school environment and individual sense-making about the self are highlighted as key areas requiring further research and intervention to improve the experiences, self-esteem and well-being of pupils with autism spectrum disorder in inclusive settings and to inform educational policy and practice. En ligne : http://dx.doi.org/10.1177/1362361317723836 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

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