Facilitated Communication: The Contribution of Physical, Emotional and Mental Support / M. Mary KONSTANTAREAS in Autism, 2-4 (December 1998)  

Public ISBD [article]  inAutism > 2-4 (December 1998) . - p.389-414 Titre : Facilitated Communication: The Contribution of Physical, Emotional and Mental Support Type de document : Texte imprimé et/ou numérique Auteurs : M. Mary KONSTANTAREAS, Auteur ; Gregory GRAVELLE, Auteur Article en page(s) : p.389-414 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined types of support in Facilitated Communication with 12 non-verbal individuals with autism. Literacy tasks of graduated difficulty that included letter identification, word comprehension, labelling and sentence completion were employed to address the possible presence of literacy under three conditions of support: physical, emotional and mental. Although full facilitator support resulted in high performance levels on all tasks, emotional and physical support alone yielded unintelligible or minimal output. Thus, contrary to proponents' claims as to the importance of physical and emotional support, facilitated output hinges crucially on facilitator-provided mental support. In this study this was true regardless of task difficulty and motor requirement complexity, arguing against the technique's relevance to overcoming motor or emotional problems and demonstrating literacy in individuals with autism. En ligne : http://dx.doi.org/10.1177/1362361398024005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207 [article] Facilitated Communication: The Contribution of Physical, Emotional and Mental Support [Texte imprimé et/ou numérique] / M. Mary KONSTANTAREAS, Auteur ; Gregory GRAVELLE, Auteur . - p.389-414. Langues : Anglais (eng) in Autism > 2-4 (December 1998) . - p.389-414 Index. décimale : PER Périodiques Résumé : This study examined types of support in Facilitated Communication with 12 non-verbal individuals with autism. Literacy tasks of graduated difficulty that included letter identification, word comprehension, labelling and sentence completion were employed to address the possible presence of literacy under three conditions of support: physical, emotional and mental. Although full facilitator support resulted in high performance levels on all tasks, emotional and physical support alone yielded unintelligible or minimal output. Thus, contrary to proponents' claims as to the importance of physical and emotional support, facilitated output hinges crucially on facilitator-provided mental support. In this study this was true regardless of task difficulty and motor requirement complexity, arguing against the technique's relevance to overcoming motor or emotional problems and demonstrating literacy in individuals with autism. En ligne : http://dx.doi.org/10.1177/1362361398024005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207

Symbolic Play in Children with Autism Spectrum Disorder / Gillian C. STANLEY in Journal of Autism and Developmental Disorders, 37-7 (August 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-7 (August 2007) . - p.1215-1223 Titre : Symbolic Play in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gillian C. STANLEY, Auteur ; M. Mary KONSTANTAREAS, Auteur Année de publication : 2007 Article en page(s) : p.1215-1223 Langues : Anglais (eng) Mots-clés : Autism-Spectrum-Disorder Symbolic-play Functional-play Predictors-of-play Index. décimale : PER Périodiques Résumé : The relationship between symbolic play and other domains, such as degree of autistic symptomatology, nonverbal cognitive ability, receptive language, expressive language, and social development, was investigated. The assessment files of 101 children with Autism Spectrum Disorder were studied. Nonverbal cognitive ability and expressive language were both significantly and uniquely related to symbolic play, although receptive language was not. Autistic symptomatology ceased to be significantly related to symbolic play when controlling for two or more other variables. Social development was related to symbolic play in those children with high nonverbal cognitive ability but not those with low nonverbal cognitive ability. The diagnostic and treatment implications of these results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-006-0263-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Symbolic Play in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Gillian C. STANLEY, Auteur ; M. Mary KONSTANTAREAS, Auteur . - 2007 . - p.1215-1223. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-7 (August 2007) . - p.1215-1223 Mots-clés : Autism-Spectrum-Disorder Symbolic-play Functional-play Predictors-of-play Index. décimale : PER Périodiques Résumé : The relationship between symbolic play and other domains, such as degree of autistic symptomatology, nonverbal cognitive ability, receptive language, expressive language, and social development, was investigated. The assessment files of 101 children with Autism Spectrum Disorder were studied. Nonverbal cognitive ability and expressive language were both significantly and uniquely related to symbolic play, although receptive language was not. Autistic symptomatology ceased to be significantly related to symbolic play when controlling for two or more other variables. Social development was related to symbolic play in those children with high nonverbal cognitive ability but not those with low nonverbal cognitive ability. The diagnostic and treatment implications of these results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-006-0263-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

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