Brief Report: Early Lexical Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and Parent Report / Courtney E. VENKER in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2260-2266 Titre : Brief Report: Early Lexical Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and Parent Report Type de document : texte imprimé Auteurs : Courtney E. VENKER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2260-2266 Langues : Anglais (eng) Mots-clés : Assessment  Receptive vocabulary  Lexical comprehension  Parent report  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Lexical comprehension is commonly measured by parent report, but it may be difficult for parents of children with ASD to accurately judge their child’s comprehension. We compared parent report to an eye-gaze measure of lexical comprehension in which participants observed pairs of images on a screen, along with accompanying speech that named one of the two images. Twenty-two toddlers with ASD participated. Trials were included if the target word was reported as unknown. Children spent significantly more time looking at the target after it was named than before (d = 0.66). These results provide evidence that eye-gaze measures can reveal emerging lexical knowledge in young children with ASD that may otherwise be overlooked. En ligne : http://dx.doi.org/10.1007/s10803-016-2747-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] Brief Report: Early Lexical Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and Parent Report [texte imprimé] / Courtney E. VENKER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2260-2266. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2260-2266 Mots-clés : Assessment  Receptive vocabulary  Lexical comprehension  Parent report  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Lexical comprehension is commonly measured by parent report, but it may be difficult for parents of children with ASD to accurately judge their child’s comprehension. We compared parent report to an eye-gaze measure of lexical comprehension in which participants observed pairs of images on a screen, along with accompanying speech that named one of the two images. Twenty-two toddlers with ASD participated. Trials were included if the target word was reported as unknown. Children spent significantly more time looking at the target after it was named than before (d = 0.66). These results provide evidence that eye-gaze measures can reveal emerging lexical knowledge in young children with ASD that may otherwise be overlooked. En ligne : http://dx.doi.org/10.1007/s10803-016-2747-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

Brief Report: Parent Verbal Responsiveness and Language Development in Toddlers on the Autism Spectrum / Eileen HAEBIG in Journal of Autism and Developmental Disorders, 43-9 (September 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2218-2227 Titre : Brief Report: Parent Verbal Responsiveness and Language Development in Toddlers on the Autism Spectrum Type de document : texte imprimé Auteurs : Eileen HAEBIG, Auteur ; Andrea MCDUFFIE, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2218-2227 Langues : Anglais (eng) Mots-clés : Autism  Parent responsiveness  Parent–child interactions Index. décimale : PER Périodiques Résumé : This study examined the longitudinal associations between parent verbal responsiveness and language 3 years later in 34 toddlers with a diagnosis of an autism spectrum disorder. Parent–child play samples were coded for child engagement and communication acts and for parent verbal responsiveness. Measures of responsive verbal behaviors were used to predict language gain scores 3 years later. Parent directives for language that followed into the child’s focus of attention were predictive of child receptive language gains. Parent comments that followed into the child’s focus of attention yielded differential effects depending on initial levels of child language. Children who were minimally verbal at age 2½ benefited from parent comments that followed into the their focus of attention, whereas children who were verbally fluent did not demonstrate such a benefit. En ligne : http://dx.doi.org/10.1007/s10803-013-1763-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] Brief Report: Parent Verbal Responsiveness and Language Development in Toddlers on the Autism Spectrum [texte imprimé] / Eileen HAEBIG, Auteur ; Andrea MCDUFFIE, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2218-2227. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2218-2227 Mots-clés : Autism  Parent responsiveness  Parent–child interactions Index. décimale : PER Périodiques Résumé : This study examined the longitudinal associations between parent verbal responsiveness and language 3 years later in 34 toddlers with a diagnosis of an autism spectrum disorder. Parent–child play samples were coded for child engagement and communication acts and for parent verbal responsiveness. Measures of responsive verbal behaviors were used to predict language gain scores 3 years later. Parent directives for language that followed into the child’s focus of attention were predictive of child receptive language gains. Parent comments that followed into the child’s focus of attention yielded differential effects depending on initial levels of child language. Children who were minimally verbal at age 2½ benefited from parent comments that followed into the their focus of attention, whereas children who were verbally fluent did not demonstrate such a benefit. En ligne : http://dx.doi.org/10.1007/s10803-013-1763-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

Characterizing the early vocabulary profiles of preverbal and minimally verbal children with autism spectrum disorder / Eileen HAEBIG in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.958-970 Titre : Characterizing the early vocabulary profiles of preverbal and minimally verbal children with autism spectrum disorder Type de document : texte imprimé Auteurs : Eileen HAEBIG, Auteur ; Eva JIMENEZ, Auteur ; Christopher R. COX, Auteur ; Thomas T. HILLS, Auteur Article en page(s) : p.958-970 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  minimally verbal  preverbal  vocabulary Index. décimale : PER Périodiques Résumé : Although preverbal and minimally verbal children with autism spectrum disorder represent a significant portion of the autism spectrum disorder population, we have a limited understanding of and characterization of them. Although it is a given that their lexical profiles contain fewer words, it is important to determine whether (a) the words preverbal and minimally verbal children with autism spectrum disorder produce are similar to the first words typically developing children produce or (b) there are unique features of the limited words that preverbal and minimally verbal children with autism spectrum disorder produce. The current study compared the early word profiles of preverbal and minimally verbal children with autism spectrum disorder to vocabulary-matched typically developing toddlers. Children with autism spectrum disorder produced proportionally more verbs than typically developing toddlers. Also, children with autism spectrum disorder produced proportionally more action and food words, while typically developing toddlers produced proportionally more animal words, animal sounds and sound effects, and people words. Children with autism spectrum disorder also produced "mommy" and "daddy" at lower rates. Our findings identified several areas of overlap in early word learning; however, our findings also point to differences that may be connected to core weaknesses in social communication (i.e. people words). The findings highlight words and categories that could serve as useful targets for communication intervention with preverbal and minimally verbal children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320973799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Characterizing the early vocabulary profiles of preverbal and minimally verbal children with autism spectrum disorder [texte imprimé] / Eileen HAEBIG, Auteur ; Eva JIMENEZ, Auteur ; Christopher R. COX, Auteur ; Thomas T. HILLS, Auteur . - p.958-970. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.958-970 Mots-clés : autism spectrum disorders  minimally verbal  preverbal  vocabulary Index. décimale : PER Périodiques Résumé : Although preverbal and minimally verbal children with autism spectrum disorder represent a significant portion of the autism spectrum disorder population, we have a limited understanding of and characterization of them. Although it is a given that their lexical profiles contain fewer words, it is important to determine whether (a) the words preverbal and minimally verbal children with autism spectrum disorder produce are similar to the first words typically developing children produce or (b) there are unique features of the limited words that preverbal and minimally verbal children with autism spectrum disorder produce. The current study compared the early word profiles of preverbal and minimally verbal children with autism spectrum disorder to vocabulary-matched typically developing toddlers. Children with autism spectrum disorder produced proportionally more verbs than typically developing toddlers. Also, children with autism spectrum disorder produced proportionally more action and food words, while typically developing toddlers produced proportionally more animal words, animal sounds and sound effects, and people words. Children with autism spectrum disorder also produced "mommy" and "daddy" at lower rates. Our findings identified several areas of overlap in early word learning; however, our findings also point to differences that may be connected to core weaknesses in social communication (i.e. people words). The findings highlight words and categories that could serve as useful targets for communication intervention with preverbal and minimally verbal children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320973799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Examining the Roles of Retrieval Practice and Post-Retrieval Feedback in Learning Among Autistic Adults / Brianna E. CAIRNEY in Autism, 30-9 (September 2026)  

Public ISBD [article]  inAutism > 30-9 (September 2026) . - p.2272-2287 Titre : Examining the Roles of Retrieval Practice and Post-Retrieval Feedback in Learning Among Autistic Adults Type de document : texte imprimé Auteurs : Brianna E. CAIRNEY, Auteur ; Eileen HAEBIG, Auteur ; Heather D. LUCAS, Auteur Article en page(s) : p.2272-2287 Langues : Anglais (eng) Mots-clés : autism  autistic adults  retrieval practice  testing effect  feedback  learning  associative memory Index. décimale : PER Périodiques Résumé : Retrieval practice enhances learning and is most effective when feedback is provided. Despite robust evidence that retrieval practice and post-retrieval feedback benefit numerous clinical populations, these techniques have not been studied in autism. In two experiments, we measured retrieval practice and post-retrieval feedback effects on associative memory in autistic and non-autistic adults residing in the United States. Participants attempted to memorize semantically unrelated word pairs, which were then reviewed during a practice phase consisting of retrieval practice with and without feedback. In Experiment 1, word pairs were presented to participants (40 autistic; 40 non-autistic) auditorily. In Experiment 2, stimuli were presented visually and restudy trials were added to the practice phase. Additionally, feedback for retrieval practice trials was manipulated between-subjects (80 participants per group) and a four-alternative recognition test was used in the practice phase. In both experiments, the testing phase consisted of cued recall. Both experiments yielded benefits of feedback following initial retrieval practice across groups. In addition, Experiment 2 demonstrated that both groups benefited from retrieval practice compared to restudy, even without feedback. Our results suggest that the well-documented effects of retrieval practice, particularly in concert with post-retrieval feedback, extend to support learning among autistic as well as non-autistic individuals.Lay Abstract Every autistic person has their own unique sensory, perceptual, and social experiences that impact learning in different ways. Although many autistic learners have average or above-average IQ, individuals with a diagnosis of autism have an increased likelihood of co-occurring learning disabilities and episodic memory difficulties. These memory-related challenges make it especially important to identify strategies that can support learning in autistic populations. Retrieval practice may be one such strategy, which involves testing oneself on previously learned information. Notably, retrieval practice supports learning among many clinical populations who experience memory and learning difficulties, yet it has not been investigated among autistic learners. This study measured the effects of retrieval practice and post-retrieval feedback among autistic and non-autistic adults (40 per group in Experiment 1; 80 per group in Experiment 2) residing in the United States. The task was divided into three sections. First, participants completed a “learning” block where they attempted to memorize unrelated word pairings (e.g., typing flower). Second was a “practice” block, in which they reviewed the recently learned word pairs. Practice trials consisted of retrieval practice with feedback, retrieval practice without feedback, and restudy. In restudy trials, participants reviewed the full word pair (e.g., typing flower) and selected the second word (e.g., flower) among a list of three similar words (e.g., blossom, bud, bloom). In retrieval practice trials, participants were given the first word (e.g., typing) and attempted to remember its corresponding word (e.g., flower). In feedback trials, after participants made their response, they were presented with the full word pair (e.g., typing flower) regardless of their accuracy. In the third and final “testing” block, participants’ memory for word pairs was tested once more. This allowed us to compare the effect of retrieval practice with feedback, retrieval practice without feedback, and restudying on final test performance. In addition, we measured the generalizability of the testing effect in different learning contexts (listening to word pairs in Experiment 1; reading word pairs in Experiment 2) and retrieval practice formats (cued recall in Experiment 1; multiple choice in Experiment 2). In both experiments, the benefits of feedback following retrieval practice were evident, and retrieval practice was a more effective learning strategy than restudying word pairs. These outcomes wer present in autistic and non-autistic learners alike. This study is the first to demonstrate that retrieval practice with feedback promotes learning in autistic adults. It is well-documented that autistic individuals face suboptimal educational and vocational outcomes compared to their non-autistic peers; thus, strategies that support learning are important to study. These findings contribute to a large body of existing research affirming retrieval practice as a flexible learning strategy that is most effective when accompanied by feedback and may have the potential to improve outcomes for autistic learners. En ligne : https://dx.doi.org/10.1177/13623613261464659 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Examining the Roles of Retrieval Practice and Post-Retrieval Feedback in Learning Among Autistic Adults [texte imprimé] / Brianna E. CAIRNEY, Auteur ; Eileen HAEBIG, Auteur ; Heather D. LUCAS, Auteur . - p.2272-2287. Langues : Anglais (eng) in Autism > 30-9 (September 2026) . - p.2272-2287 Mots-clés : autism  autistic adults  retrieval practice  testing effect  feedback  learning  associative memory Index. décimale : PER Périodiques Résumé : Retrieval practice enhances learning and is most effective when feedback is provided. Despite robust evidence that retrieval practice and post-retrieval feedback benefit numerous clinical populations, these techniques have not been studied in autism. In two experiments, we measured retrieval practice and post-retrieval feedback effects on associative memory in autistic and non-autistic adults residing in the United States. Participants attempted to memorize semantically unrelated word pairs, which were then reviewed during a practice phase consisting of retrieval practice with and without feedback. In Experiment 1, word pairs were presented to participants (40 autistic; 40 non-autistic) auditorily. In Experiment 2, stimuli were presented visually and restudy trials were added to the practice phase. Additionally, feedback for retrieval practice trials was manipulated between-subjects (80 participants per group) and a four-alternative recognition test was used in the practice phase. In both experiments, the testing phase consisted of cued recall. Both experiments yielded benefits of feedback following initial retrieval practice across groups. In addition, Experiment 2 demonstrated that both groups benefited from retrieval practice compared to restudy, even without feedback. Our results suggest that the well-documented effects of retrieval practice, particularly in concert with post-retrieval feedback, extend to support learning among autistic as well as non-autistic individuals.Lay Abstract Every autistic person has their own unique sensory, perceptual, and social experiences that impact learning in different ways. Although many autistic learners have average or above-average IQ, individuals with a diagnosis of autism have an increased likelihood of co-occurring learning disabilities and episodic memory difficulties. These memory-related challenges make it especially important to identify strategies that can support learning in autistic populations. Retrieval practice may be one such strategy, which involves testing oneself on previously learned information. Notably, retrieval practice supports learning among many clinical populations who experience memory and learning difficulties, yet it has not been investigated among autistic learners. This study measured the effects of retrieval practice and post-retrieval feedback among autistic and non-autistic adults (40 per group in Experiment 1; 80 per group in Experiment 2) residing in the United States. The task was divided into three sections. First, participants completed a “learning” block where they attempted to memorize unrelated word pairings (e.g., typing flower). Second was a “practice” block, in which they reviewed the recently learned word pairs. Practice trials consisted of retrieval practice with feedback, retrieval practice without feedback, and restudy. In restudy trials, participants reviewed the full word pair (e.g., typing flower) and selected the second word (e.g., flower) among a list of three similar words (e.g., blossom, bud, bloom). In retrieval practice trials, participants were given the first word (e.g., typing) and attempted to remember its corresponding word (e.g., flower). In feedback trials, after participants made their response, they were presented with the full word pair (e.g., typing flower) regardless of their accuracy. In the third and final “testing” block, participants’ memory for word pairs was tested once more. This allowed us to compare the effect of retrieval practice with feedback, retrieval practice without feedback, and restudying on final test performance. In addition, we measured the generalizability of the testing effect in different learning contexts (listening to word pairs in Experiment 1; reading word pairs in Experiment 2) and retrieval practice formats (cued recall in Experiment 1; multiple choice in Experiment 2). In both experiments, the benefits of feedback following retrieval practice were evident, and retrieval practice was a more effective learning strategy than restudying word pairs. These outcomes wer present in autistic and non-autistic learners alike. This study is the first to demonstrate that retrieval practice with feedback promotes learning in autistic adults. It is well-documented that autistic individuals face suboptimal educational and vocational outcomes compared to their non-autistic peers; thus, strategies that support learning are important to study. These findings contribute to a large body of existing research affirming retrieval practice as a flexible learning strategy that is most effective when accompanied by feedback and may have the potential to improve outcomes for autistic learners. En ligne : https://dx.doi.org/10.1177/13623613261464659 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons / Elizabeth HILVERT in Autism & Developmental Language Impairments, 5 (January-December 2020)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 5 (January-December 2020) Titre : Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons Type de document : texte imprimé Auteurs : Elizabeth HILVERT, Auteur ; Audra STERLING, Auteur ; Eileen HAEBIG, Auteur ; Laura FRIEDMAN, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  fragile X syndrome  expressive language  language sampling Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520912118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons [texte imprimé] / Elizabeth HILVERT, Auteur ; Audra STERLING, Auteur ; Eileen HAEBIG, Auteur ; Laura FRIEDMAN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 5 (January-December 2020) Mots-clés : Autism spectrum disorder  fragile X syndrome  expressive language  language sampling Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520912118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Identifying Areas of Overlap and Distinction in Early Lexical Profiles of Children with Autism Spectrum Disorder, Late Talkers, and Typical Talkers / Eva JIMENEZ in Journal of Autism and Developmental Disorders, 51-9 (September 2021)  

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Investigating the Receptive-Expressive Vocabulary Profile in Children with Idiopathic ASD and Comorbid ASD and Fragile X Syndrome / Eileen HAEBIG in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

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Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics / Eileen HAEBIG in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

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Lexical Processing in Toddlers with ASD: Does Weak Central Coherence Play a Role? / Susan ELLIS WEISMER in Journal of Autism and Developmental Disorders, 46-12 (December 2016)  

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A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder / Laurence B. LEONARD in Journal of Neurodevelopmental Disorders, 13 (2021)  

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Network Analysis of Autistic Language Learners Along the Small World Spectrum / Eileen HAEBIG in Autism Research, 18-8 (August 2025)  

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Neural patterns elicited by sentence processing uniquely characterize typical development, SLI recovery, and SLI persistence / Eileen HAEBIG in Journal of Neurodevelopmental Disorders, 9-1 (December 2017)  

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Rates and predictors of co-occurring autism spectrum disorder in boys with fragile X syndrome / Eileen HAEBIG in Autism & Developmental Language Impairments, 5 (January-December 2020)  

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Statistical word learning in children with autism spectrum disorder and specific language impairment / Eileen HAEBIG in Journal of Child Psychology and Psychiatry, 58-11 (November 2017)  

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The contributions of immediate retrieval and spaced retrieval to word learning in preschoolers with developmental language disorder / Laurence B. LEONARD in Autism & Developmental Language Impairments, 7 (January-December 2022)  

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