Deferred Imitation and Social Communication in Speaking and Nonspeaking Children With Autism / Karin STRID in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.230-240 Titre : Deferred Imitation and Social Communication in Speaking and Nonspeaking Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Karin STRID, Auteur ; Mikael HEIMANN, Auteur ; Christopher GILLBERG, Auteur ; Lars SMITH, Auteur ; Tomas TJUS, Auteur Année de publication : 2013 Article en page(s) : p.230-240 Langues : Anglais (eng) Mots-clés : autism  social communication  deferred imitation  joint attention Index. décimale : PER Périodiques Résumé : Deferred imitation and early social communication skills were compared among speaking and nonspeaking children with autism and children developing typically. Overall, the children with autism showed a lower frequency on measures of deferred imitation and social communication compared with typically developing children. Deferred imitation was observed at a significantly lower level among the speaking and nonspeaking groups of children with autism. However, when comparing the speaking autism group with the typical group, many differences in observed social communication disappeared. These results underscore the importance of considering children’s verbal ability in autism research and clinical practice, and indicate that there are specific difficulties in deferred imitation in autism but that the social communication deficits that are observed are greatly influenced by low level of verbal ability. En ligne : http://dx.doi.org/10.1177/1088357612468030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Deferred Imitation and Social Communication in Speaking and Nonspeaking Children With Autism [Texte imprimé et/ou numérique] / Karin STRID, Auteur ; Mikael HEIMANN, Auteur ; Christopher GILLBERG, Auteur ; Lars SMITH, Auteur ; Tomas TJUS, Auteur . - 2013 . - p.230-240. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.230-240 Mots-clés : autism  social communication  deferred imitation  joint attention Index. décimale : PER Périodiques Résumé : Deferred imitation and early social communication skills were compared among speaking and nonspeaking children with autism and children developing typically. Overall, the children with autism showed a lower frequency on measures of deferred imitation and social communication compared with typically developing children. Deferred imitation was observed at a significantly lower level among the speaking and nonspeaking groups of children with autism. However, when comparing the speaking autism group with the typical group, many differences in observed social communication disappeared. These results underscore the importance of considering children’s verbal ability in autism research and clinical practice, and indicate that there are specific difficulties in deferred imitation in autism but that the social communication deficits that are observed are greatly influenced by low level of verbal ability. En ligne : http://dx.doi.org/10.1177/1088357612468030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

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

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