Does Language Guide Behavior in Children with Autism? / Jennifer C. GIDLEY LARSON in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2147-2161 Titre : Does Language Guide Behavior in Children with Autism? Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer C. GIDLEY LARSON, Auteur ; Yana SUCHY, Auteur Article en page(s) : p.2147-2161 Langues : Anglais (eng) Mots-clés : Autism  Self-directed speech  Motor sequence learning  Motor control Index. décimale : PER Périodiques Résumé : It is unknown if children with high-functioning autism (HFA) employ self-directed speech to guide motor sequencing and motor control, or if they can benefit from using self-directed speech when prompted to do so. Participants performed a three-movement sequence across three conditions: Natural Learning, Task-Congruent Verbalization (TCV), and Task-Incongruent Verbalization (TIV). TIV deleteriously impacted performance in the typically-developing group (n = 22), and not the HFA group (n = 21). TCV improved performance in both groups, but to a greater extent in the HFA group. These findings suggest that children with HFA do not initiate self-directed speech spontaneously, but can use language to guide behavior when prompted to do so. En ligne : http://dx.doi.org/10.1007/s10803-014-2089-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Does Language Guide Behavior in Children with Autism? [Texte imprimé et/ou numérique] / Jennifer C. GIDLEY LARSON, Auteur ; Yana SUCHY, Auteur . - p.2147-2161. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2147-2161 Mots-clés : Autism  Self-directed speech  Motor sequence learning  Motor control Index. décimale : PER Périodiques Résumé : It is unknown if children with high-functioning autism (HFA) employ self-directed speech to guide motor sequencing and motor control, or if they can benefit from using self-directed speech when prompted to do so. Participants performed a three-movement sequence across three conditions: Natural Learning, Task-Congruent Verbalization (TCV), and Task-Incongruent Verbalization (TIV). TIV deleteriously impacted performance in the typically-developing group (n = 22), and not the HFA group (n = 21). TCV improved performance in both groups, but to a greater extent in the HFA group. These findings suggest that children with HFA do not initiate self-directed speech spontaneously, but can use language to guide behavior when prompted to do so. En ligne : http://dx.doi.org/10.1007/s10803-014-2089-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

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