Gains in Literacy through the Use of a Spcially Developed Multimedia Computer Strategy: Positive Findings from 13 Children with Autism / Tomas TJUS in Autism, 2-2 (June 1998)  

Public ISBD [article]  inAutism > 2-2 (June 1998) . - p.139-156 Titre : Gains in Literacy through the Use of a Spcially Developed Multimedia Computer Strategy: Positive Findings from 13 Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Tomas TJUS, Auteur ; Mikael HEIMANN, Auteur ; Keith E. NELSON, Auteur Article en page(s) : p.139-156 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present study investigates the use of a specially developed multimedia program for enhancing language and reading development in children with autism. Thirteen children with autism(mean chronological age 9:8 years, mental age 7:3 years and language age 5:2 years) participated in the study. All the children used the program as a supplement to their ordinary reading and language training. A quasi-experimental design that included measures of reading and phonological awareness during baseline, treatment, and follow-up phases was used throughout. Highly significant gains were observed for both reading and phonological awareness during the treatment phase. A significant effect was also observed for phonology at follow-up, but not for reading. A response time index also revealed that reading became more rapid following intervention. It is concluded that the intervention improved reading and language development and that children with autism with various cognitive abilities might benefit from a strategy that combines a motivating multimedia program with focused and positive interactions with the teacher. En ligne : http://dx.doi.org/10.1177/1362361398022003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207 [article] Gains in Literacy through the Use of a Spcially Developed Multimedia Computer Strategy: Positive Findings from 13 Children with Autism [Texte imprimé et/ou numérique] / Tomas TJUS, Auteur ; Mikael HEIMANN, Auteur ; Keith E. NELSON, Auteur . - p.139-156. Langues : Anglais (eng) in Autism > 2-2 (June 1998) . - p.139-156 Index. décimale : PER Périodiques Résumé : The present study investigates the use of a specially developed multimedia program for enhancing language and reading development in children with autism. Thirteen children with autism(mean chronological age 9:8 years, mental age 7:3 years and language age 5:2 years) participated in the study. All the children used the program as a supplement to their ordinary reading and language training. A quasi-experimental design that included measures of reading and phonological awareness during baseline, treatment, and follow-up phases was used throughout. Highly significant gains were observed for both reading and phonological awareness during the treatment phase. A significant effect was also observed for phonology at follow-up, but not for reading. A response time index also revealed that reading became more rapid following intervention. It is concluded that the intervention improved reading and language development and that children with autism with various cognitive abilities might benefit from a strategy that combines a motivating multimedia program with focused and positive interactions with the teacher. En ligne : http://dx.doi.org/10.1177/1362361398022003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207

Interaction Patterns Between Children and their Teachers when Using a Specific Multimedia and Communication Strategy: Observations from Children with Autism and Mixed Intellectual Disabilities / Tomas TJUS in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.175-187 Titre : Interaction Patterns Between Children and their Teachers when Using a Specific Multimedia and Communication Strategy: Observations from Children with Autism and Mixed Intellectual Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Tomas TJUS, Auteur ; Mikael HEIMANN, Auteur ; Keith E. NELSON, Auteur Article en page(s) : p.175-187 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study reports on observed interaction patterns between 20 children with autism and mixed intellectual disabilities (mean chronological age = 11:4 years; language age = 4:7 years) and their nine teachers working with a specially developed multimedia program aiming to increase literacy skills. An increase in verbal expression was found over time for the total group. Children with autism also showed increased enjoyment and willingness to seek help from their teachers. Teachers for both diagnostic groups reduced their instructions on how to handle the computer during the program but the decrease was greater in the teachers for children with autism. When the total group of children was subdivided according to language age (high versus low), it appears that those with a low language age showed an increase in verbal expressiveness from start to end of training. Those with a high language age showed increased enjoyment. It is concluded that more detailed studies of the interaction patterns between teachers and children are needed, and these should be related to children’s language level as well as to diagnostic group. En ligne : http://dx.doi.org/10.1177/1362361301005002007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Interaction Patterns Between Children and their Teachers when Using a Specific Multimedia and Communication Strategy: Observations from Children with Autism and Mixed Intellectual Disabilities [Texte imprimé et/ou numérique] / Tomas TJUS, Auteur ; Mikael HEIMANN, Auteur ; Keith E. NELSON, Auteur . - p.175-187. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.175-187 Index. décimale : PER Périodiques Résumé : This study reports on observed interaction patterns between 20 children with autism and mixed intellectual disabilities (mean chronological age = 11:4 years; language age = 4:7 years) and their nine teachers working with a specially developed multimedia program aiming to increase literacy skills. An increase in verbal expression was found over time for the total group. Children with autism also showed increased enjoyment and willingness to seek help from their teachers. Teachers for both diagnostic groups reduced their instructions on how to handle the computer during the program but the decrease was greater in the teachers for children with autism. When the total group of children was subdivided according to language age (high versus low), it appears that those with a low language age showed an increase in verbal expressiveness from start to end of training. Those with a high language age showed increased enjoyment. It is concluded that more detailed studies of the interaction patterns between teachers and children are needed, and these should be related to children’s language level as well as to diagnostic group. En ligne : http://dx.doi.org/10.1177/1362361301005002007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Learning of idiomatic language expressions in a group intervention for children with autism / Elisabeth M. WHYTE in Autism, 17-4 (July 2013)  

Public ISBD [article]  inAutism > 17-4 (July 2013) . - p.449-464 Titre : Learning of idiomatic language expressions in a group intervention for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Elisabeth M. WHYTE, Auteur ; Keith E. NELSON, Auteur ; Kiren S. KHAN, Auteur Article en page(s) : p.449-464 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In typical development, children learn an extensive range of idioms and other figurative (non-literal) language expressions during childhood and adolescence. However, many children with autism fall far behind in their idiom comprehension and production and never fully reach adult levels. The current study measured the effectiveness of a group idiom intervention for ten children, aged 7 to 12 years, with autism spectrum disorders. This intervention was conducted by a community-based social skills program. The children were initially very low in idiom understanding, but were able to learn and remember the meaning of idiomatic phrases that they were taught during the 2-week-long intervention. The children showed greater increases at a delayed post-test for idioms trained in the intervention than idioms that were untrained controls. Implications for future educational possibilities are discussed. En ligne : http://dx.doi.org/10.1177/1362361311422530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206 [article] Learning of idiomatic language expressions in a group intervention for children with autism [Texte imprimé et/ou numérique] / Elisabeth M. WHYTE, Auteur ; Keith E. NELSON, Auteur ; Kiren S. KHAN, Auteur . - p.449-464. Langues : Anglais (eng) in Autism > 17-4 (July 2013) . - p.449-464 Index. décimale : PER Périodiques Résumé : In typical development, children learn an extensive range of idioms and other figurative (non-literal) language expressions during childhood and adolescence. However, many children with autism fall far behind in their idiom comprehension and production and never fully reach adult levels. The current study measured the effectiveness of a group idiom intervention for ten children, aged 7 to 12 years, with autism spectrum disorders. This intervention was conducted by a community-based social skills program. The children were initially very low in idiom understanding, but were able to learn and remember the meaning of idiomatic phrases that they were taught during the 2-week-long intervention. The children showed greater increases at a delayed post-test for idioms trained in the intervention than idioms that were untrained controls. Implications for future educational possibilities are discussed. En ligne : http://dx.doi.org/10.1177/1362361311422530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206

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