Sensory Processing in Williams Syndrome: Individual differences and changes over time / Bradley POWELL in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3129-3141 Titre : Sensory Processing in Williams Syndrome: Individual differences and changes over time Type de document : Texte imprimé et/ou numérique Auteurs : Bradley POWELL, Auteur ; Jo VAN HERWEGEN, Auteur Article en page(s) : p.3129-3141 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Cross-Sectional Studies  Humans  Individuality  Perception  Williams Syndrome/genetics  Hyperacusis  Longitudinal  Sensory processing  Sensory registration  Williams syndrome Index. décimale : PER Périodiques Résumé : This study examined individual differences as well as the development of sensory processing difficulties in children with Williams syndrome (WS) using a cross-sectional (Experiment 1) and longitudinal design (Experiment 2). In Experiment 1, a clustering approach of sensory processing scores suggested two groups. Experiment 2 showed that the clusters identified in Experiment 1 were not stable across development, especially for those with high sensory impairments at either time point. Yet, most children experienced high impairments in sensory registration at both time points, suggesting impaired registration is a core phenotype of sensory processing in children with WS across development. Possible mechanisms, limitations and implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05197-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Sensory Processing in Williams Syndrome: Individual differences and changes over time [Texte imprimé et/ou numérique] / Bradley POWELL, Auteur ; Jo VAN HERWEGEN, Auteur . - p.3129-3141. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3129-3141 Mots-clés : Autism Spectrum Disorder  Cross-Sectional Studies  Humans  Individuality  Perception  Williams Syndrome/genetics  Hyperacusis  Longitudinal  Sensory processing  Sensory registration  Williams syndrome Index. décimale : PER Périodiques Résumé : This study examined individual differences as well as the development of sensory processing difficulties in children with Williams syndrome (WS) using a cross-sectional (Experiment 1) and longitudinal design (Experiment 2). In Experiment 1, a clustering approach of sensory processing scores suggested two groups. Experiment 2 showed that the clusters identified in Experiment 1 were not stable across development, especially for those with high sensory impairments at either time point. Yet, most children experienced high impairments in sensory registration at both time points, suggesting impaired registration is a core phenotype of sensory processing in children with WS across development. Possible mechanisms, limitations and implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05197-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

The Underreporting of Vision Problems in Statutory Documents of Children with Williams Syndrome and Down Syndrome / Hannah HARVEY in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4553-4556 Titre : The Underreporting of Vision Problems in Statutory Documents of Children with Williams Syndrome and Down Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Hannah HARVEY, Auteur ; Maria ASHWORTH, Auteur ; Olympia PALIKARA, Auteur ; Jo VAN HERWEGEN, Auteur Article en page(s) : p.4553-4556 Langues : Anglais (eng) Mots-clés : Down syndrome  Neurodevelopmental disorders  Special educational needs  Vision  Williams syndrome Index. décimale : PER Périodiques Résumé : Vision problems can lead to negative developmental outcomes. Children with Williams syndrome and Down syndrome are at higher risk of vision problems, and these are less likely to be detected due to diagnostic overshadowing and difficulty accessing eye-care. Education, Health and Care (EHC) plans are statutory documents, introduced by the Children and Families Act 2014 in England, with the intention of integrating provision across these domains. Vision issues should be reported in these plans, and recommendations made about appropriate adjustments for them. We analysed the EHC plans from 53 children with Down or Williams syndrome. Our results showed significant underreporting, especially for children with Williams syndrome, and little explanation of what adjustments should be made. We also report pockets of good practice. En ligne : http://dx.doi.org/10.1007/s10803-020-04520-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] The Underreporting of Vision Problems in Statutory Documents of Children with Williams Syndrome and Down Syndrome [Texte imprimé et/ou numérique] / Hannah HARVEY, Auteur ; Maria ASHWORTH, Auteur ; Olympia PALIKARA, Auteur ; Jo VAN HERWEGEN, Auteur . - p.4553-4556. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4553-4556 Mots-clés : Down syndrome  Neurodevelopmental disorders  Special educational needs  Vision  Williams syndrome Index. décimale : PER Périodiques Résumé : Vision problems can lead to negative developmental outcomes. Children with Williams syndrome and Down syndrome are at higher risk of vision problems, and these are less likely to be detected due to diagnostic overshadowing and difficulty accessing eye-care. Education, Health and Care (EHC) plans are statutory documents, introduced by the Children and Families Act 2014 in England, with the intention of integrating provision across these domains. Vision issues should be reported in these plans, and recommendations made about appropriate adjustments for them. We analysed the EHC plans from 53 children with Down or Williams syndrome. Our results showed significant underreporting, especially for children with Williams syndrome, and little explanation of what adjustments should be made. We also report pockets of good practice. En ligne : http://dx.doi.org/10.1007/s10803-020-04520-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Youth with Autism Spectrum Disorder Comprehend Lexicalized and Novel Primary Conceptual Metaphors / Eric L. OLOFSON in Journal of Autism and Developmental Disorders, 44-10 (October 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2568-2583 Titre : Youth with Autism Spectrum Disorder Comprehend Lexicalized and Novel Primary Conceptual Metaphors Type de document : Texte imprimé et/ou numérique Auteurs : Eric L. OLOFSON, Auteur ; Drew CASEY, Auteur ; Olufemi A. OLUYEDUN, Auteur ; Jo VAN HERWEGEN, Auteur ; Adam BECERRA, Auteur ; Gabriella RUNDBLAD, Auteur Article en page(s) : p.2568-2583 Langues : Anglais (eng) Mots-clés : Autism  Metaphor  Conceptual metaphor  Language Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have difficulty comprehending metaphors. However, no study to date has examined whether or not they understand conceptual metaphors (i.e. mappings between conceptual structures), which could be the building blocks of metaphoric thinking and understanding. We investigated whether 13 participants with ASD (age 7;03–22;03) and 13 age-matched typically developing (TD) controls could comprehend lexicalized conceptual metaphors (e.g., Susan is a warm person) and novel ones (e.g., Susan is a toasty person). Individuals with ASD performed at greater than chance levels on both metaphor types, although their performance was lower than TD participants. We discuss the theoretical relevance of these findings and educational implications. En ligne : http://dx.doi.org/10.1007/s10803-014-2129-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 [article] Youth with Autism Spectrum Disorder Comprehend Lexicalized and Novel Primary Conceptual Metaphors [Texte imprimé et/ou numérique] / Eric L. OLOFSON, Auteur ; Drew CASEY, Auteur ; Olufemi A. OLUYEDUN, Auteur ; Jo VAN HERWEGEN, Auteur ; Adam BECERRA, Auteur ; Gabriella RUNDBLAD, Auteur . - p.2568-2583. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2568-2583 Mots-clés : Autism  Metaphor  Conceptual metaphor  Language Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have difficulty comprehending metaphors. However, no study to date has examined whether or not they understand conceptual metaphors (i.e. mappings between conceptual structures), which could be the building blocks of metaphoric thinking and understanding. We investigated whether 13 participants with ASD (age 7;03–22;03) and 13 age-matched typically developing (TD) controls could comprehend lexicalized conceptual metaphors (e.g., Susan is a warm person) and novel ones (e.g., Susan is a toasty person). Individuals with ASD performed at greater than chance levels on both metaphor types, although their performance was lower than TD participants. We discuss the theoretical relevance of these findings and educational implications. En ligne : http://dx.doi.org/10.1007/s10803-014-2129-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240

---

1 (1 - 3 / 3)