Establishing metaphorical reasoning in children with autism / Angela PERSICKE in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.913-920 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 [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

Teaching children with autism to detect and respond to sarcasm / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-1 (January 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-1 (January 2013) . - p.193–198 Titre : Teaching children with autism to detect and respond to sarcasm 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 : 2013 Article en page(s) : p.193–198 Langues : Anglais (eng) Mots-clés : Sarcasm  Irony  Multiple exemplar training  Relational frame theory Index. décimale : PER Périodiques Résumé : Previous research has demonstrated that children with autism often have difficulty using and understanding non-literal language (e.g., irony, sarcasm, deception, humor, and metaphors). Irony and sarcasm may be especially difficult for children with autism because the meaning of an utterance is the opposite of what is stated. The current study evaluated the effectiveness of a training package, including rules and in vivo multiple exemplar training, to teach three children with autism to detect and respond appropriately to sarcastic statements. The training package was effective and generalization was obtained across novel exemplars, settings, and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181 [article] Teaching children with autism to detect and respond to sarcasm [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur . - 2013 . - p.193–198. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.193–198 Mots-clés : Sarcasm  Irony  Multiple exemplar training  Relational frame theory Index. décimale : PER Périodiques Résumé : Previous research has demonstrated that children with autism often have difficulty using and understanding non-literal language (e.g., irony, sarcasm, deception, humor, and metaphors). Irony and sarcasm may be especially difficult for children with autism because the meaning of an utterance is the opposite of what is stated. The current study evaluated the effectiveness of a training package, including rules and in vivo multiple exemplar training, to teach three children with autism to detect and respond appropriately to sarcastic statements. The training package was effective and generalization was obtained across novel exemplars, settings, and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181

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