Effect of Augmented Sensorimotor Input on Learning Verbal and Nonverbal Tasks Among Children with Autism Spectrum Disorders / Susan O. LATHAM in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1288-1302 Titre : Effect of Augmented Sensorimotor Input on Learning Verbal and Nonverbal Tasks Among Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Susan O. LATHAM, Auteur ; Ida J. STOCKMAN, Auteur Article en page(s) : p.1288-1302 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Sensorimotor  Tactile–kinesthetic  PROMPT  Verbal/nonverbal learning Index. décimale : PER Périodiques Résumé : Thirty-four children, with autism spectrum disorders, ages 4–14 years, were matched and randomly assigned to one of two conditions for learning a novel juice-making task and producing two novel words about the event. Seventeen sighted children were manually guided to perform the task and tactually prompted during imitated productions of novel words for the event. Their matched controls heard the novel words and watched the juice-making task being performed. Performances on four verbal and two nonverbal measures right after instruction and at 24–48 h post-instruction, revealed higher scores for the “hands-on”, participation than observation group on both verbal and nonverbal tasks. This study offers a paradigm for exploring the instructional advantage of enhanced participatory experience. En ligne : http://dx.doi.org/10.1007/s10803-013-1990-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Effect of Augmented Sensorimotor Input on Learning Verbal and Nonverbal Tasks Among Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Susan O. LATHAM, Auteur ; Ida J. STOCKMAN, Auteur . - p.1288-1302. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1288-1302 Mots-clés : Autism spectrum disorders  Sensorimotor  Tactile–kinesthetic  PROMPT  Verbal/nonverbal learning Index. décimale : PER Périodiques Résumé : Thirty-four children, with autism spectrum disorders, ages 4–14 years, were matched and randomly assigned to one of two conditions for learning a novel juice-making task and producing two novel words about the event. Seventeen sighted children were manually guided to perform the task and tactually prompted during imitated productions of novel words for the event. Their matched controls heard the novel words and watched the juice-making task being performed. Performances on four verbal and two nonverbal measures right after instruction and at 24–48 h post-instruction, revealed higher scores for the “hands-on”, participation than observation group on both verbal and nonverbal tasks. This study offers a paradigm for exploring the instructional advantage of enhanced participatory experience. En ligne : http://dx.doi.org/10.1007/s10803-013-1990-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

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