A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1086-1101 Titre : A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Ryan P. GRIMM, Auteur ; Lindsay E. LERRO, Auteur ; Joseph E. GONZALES, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.1086-1101 Langues : Anglais (eng) Mots-clés : Reading  Language  Reading profiles  Higher functioning autism Index. décimale : PER Périodiques Résumé : The goal of this study was to identify unique profiles of readers in a sample of 8–16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-017-3029-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity [Texte imprimé et/ou numérique] / Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Ryan P. GRIMM, Auteur ; Lindsay E. LERRO, Auteur ; Joseph E. GONZALES, Auteur ; Peter C. MUNDY, Auteur . - p.1086-1101. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1086-1101 Mots-clés : Reading  Language  Reading profiles  Higher functioning autism Index. décimale : PER Périodiques Résumé : The goal of this study was to identify unique profiles of readers in a sample of 8–16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-017-3029-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation / Kara HUME in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.514-514 Titre : Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy S. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur Article en page(s) : p.514-514 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05438-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy S. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur . - p.514-514. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.514-514 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05438-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Effects of Autism on Social Learning and Social Attention / Peter C. MUNDY

Public ISBD in Educational Interventions for Students with Autism / Peter C. MUNDY Titre : Effects of Autism on Social Learning and Social Attention Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur ; Nancy S. MCINTYRE, Auteur Année de publication : 2012 Importance : p.3-33 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 in Educational Interventions for Students with Autism / Peter C. MUNDY Effects of Autism on Social Learning and Social Attention [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur ; Nancy S. MCINTYRE, Auteur . - 2012 . - p.3-33. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

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Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development / Nancy S. MCINTYRE in Research in Autism Spectrum Disorders, 54 (October 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 54 (October 2018) . - p.9-20 Titre : Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S. MCINTYRE, Auteur ; Tasha M. OSWALD, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Lindsay E. LERRO, Auteur ; Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.9-20 Langues : Anglais (eng) Mots-clés : ASD  Social cognition  Theory of mind  Oral language  Reading comprehension Index. décimale : PER Périodiques Résumé : Background Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method 70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors. Results The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development [Texte imprimé et/ou numérique] / Nancy S. MCINTYRE, Auteur ; Tasha M. OSWALD, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Lindsay E. LERRO, Auteur ; Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Peter C. MUNDY, Auteur . - p.9-20. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 54 (October 2018) . - p.9-20 Mots-clés : ASD  Social cognition  Theory of mind  Oral language  Reading comprehension Index. décimale : PER Périodiques Résumé : Background Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method 70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors. Results The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism / Emily J. SOLARI in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101501 Titre : Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur Article en page(s) : p.101501 Langues : Anglais (eng) Mots-clés : Listening comprehension  Narrative generation  Social communication Index. décimale : PER Périodiques Résumé : Many school-age children with autism spectrum disorder (ASD) experience difficulties with reading comprehension, yet few studies have examined intervention practices to support their early reading comprehension development. The current study used a small randomly assigned treatment control design (N = 12) to investigate the preliminary effects of a listening comprehension intervention on narrative retell, vocabulary, and listening comprehension skills for students with ASD. Children who received the intervention grew significantly on proximal measures of these skills. Significant group differences were noted at post-test on narrative retell ability. Although preliminary, these findings suggest that storybook-based interventions that target the oral language and social-cognitive underpinnings of comprehension development may be successful for school-age children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism [Texte imprimé et/ou numérique] / Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur . - p.101501. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101501 Mots-clés : Listening comprehension  Narrative generation  Social communication Index. décimale : PER Périodiques Résumé : Many school-age children with autism spectrum disorder (ASD) experience difficulties with reading comprehension, yet few studies have examined intervention practices to support their early reading comprehension development. The current study used a small randomly assigned treatment control design (N = 12) to investigate the preliminary effects of a listening comprehension intervention on narrative retell, vocabulary, and listening comprehension skills for students with ASD. Children who received the intervention grew significantly on proximal measures of these skills. Significant group differences were noted at post-test on narrative retell ability. Although preliminary, these findings suggest that storybook-based interventions that target the oral language and social-cognitive underpinnings of comprehension development may be successful for school-age children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

The relation between text reading fluency and reading comprehension for students with autism spectrum disorders / Emily J. SOLARI in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

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The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-9 (September 2017)  

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Writing Self-Concept, Text Engagement, and Writing Practices Across Contexts: Comparisons Between School-Age Children on the Autism Spectrum and Their Non-Autistic Peers / Matthew C. ZAJIC in Journal of Autism and Developmental Disorders, 54-10 (October 2024)  

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