[article]
| Titre : |
Establishing metaphorical reasoning in children with autism |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur |
| Année de publication : |
2012 |
| Article en page(s) : |
p.913-920 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Metaphors Non-literal language Verbal behavior Relational frame theory Multiple exemplar training |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Researchers have shown that children with autism have difficulty with non-literal language, such as irony, sarcasm, deception, humor, and metaphors. To date, few studies have attempted to remediate these deficits, and no studies of which we are aware have attempted to teach children with autism to understand metaphors. Metaphorical reasoning consists of complex verbal behavior, involving relations of coordination, hierarchy, and distinction, at a minimum. The purpose of the current study was to evaluate multiple exemplar training for teaching children with autism to attend to relevant features of the context in which a metaphor is used and to engage in the required relational responding in order to respond correctly to metaphorical questions. Participants included three children, ages 5–7. Results suggest that multiple exemplar training is effective for teaching children with autism to understand metaphors. Furthermore, generalization to untrained metaphors was found for all participants. |
| En ligne : |
http://dx.doi.org/10.1016/j.rasd.2011.12.007 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 |
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.913-920
[article] Establishing metaphorical reasoning in children with autism [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur . - 2012 . - p.913-920. Langues : Anglais ( eng) in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.913-920
| Mots-clés : |
Metaphors Non-literal language Verbal behavior Relational frame theory Multiple exemplar training |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Researchers have shown that children with autism have difficulty with non-literal language, such as irony, sarcasm, deception, humor, and metaphors. To date, few studies have attempted to remediate these deficits, and no studies of which we are aware have attempted to teach children with autism to understand metaphors. Metaphorical reasoning consists of complex verbal behavior, involving relations of coordination, hierarchy, and distinction, at a minimum. The purpose of the current study was to evaluate multiple exemplar training for teaching children with autism to attend to relevant features of the context in which a metaphor is used and to engage in the required relational responding in order to respond correctly to metaphorical questions. Participants included three children, ages 5–7. Results suggest that multiple exemplar training is effective for teaching children with autism to understand metaphors. Furthermore, generalization to untrained metaphors was found for all participants. |
| En ligne : |
http://dx.doi.org/10.1016/j.rasd.2011.12.007 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 |
|  |
Establishing metaphorical reasoning in children with autism in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
