An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions / Rebecca LUCAS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.694-707 Titre : An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions Type de document : texte imprimé Auteurs : Rebecca LUCAS, Auteur ; Alana I. JAMES, Auteur Année de publication : 2018 Article en page(s) : p.694-707 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Higher education  Mental health conditions  Mentoring  Programme evaluation  University Index. décimale : PER Périodiques Résumé : Mentoring is often recommended to universities as a way of supporting students with Autism Spectrum Disorders (ASD) and/or mental health conditions (MHC), but there is little literature on optimising this support. We used mixed-methods to evaluate mentees' and mentors' experiences of a specialist mentoring programme. Mentees experienced academic, social and emotional support, although subtle group differences emerged between students with ASD and MHC. The quality of the mentee-mentor relationship was especially important. Mentors also reported benefits. Thematic analysis identified that effective mentoring requires a tailored partnership, which involves a personal relationship, empowerment, and building bridges into the university experience. Mentoring can effectively support students with ASD and/or MHC, but this is highly dependent on the development of tailored mentee-mentor partnerships. En ligne : https://doi.org/10.1007/s10803-017-3303-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions [texte imprimé] / Rebecca LUCAS, Auteur ; Alana I. JAMES, Auteur . - 2018 . - p.694-707. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.694-707 Mots-clés : Autism spectrum disorder  Higher education  Mental health conditions  Mentoring  Programme evaluation  University Index. décimale : PER Périodiques Résumé : Mentoring is often recommended to universities as a way of supporting students with Autism Spectrum Disorders (ASD) and/or mental health conditions (MHC), but there is little literature on optimising this support. We used mixed-methods to evaluate mentees' and mentors' experiences of a specialist mentoring programme. Mentees experienced academic, social and emotional support, although subtle group differences emerged between students with ASD and MHC. The quality of the mentee-mentor relationship was especially important. Mentors also reported benefits. Thematic analysis identified that effective mentoring requires a tailored partnership, which involves a personal relationship, empowerment, and building bridges into the university experience. Mentoring can effectively support students with ASD and/or MHC, but this is highly dependent on the development of tailored mentee-mentor partnerships. En ligne : https://doi.org/10.1007/s10803-017-3303-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context? / Rebecca LUCAS in Journal of Autism and Developmental Disorders, 47-7 (July 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2205-2216 Titre : Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context? Type de document : texte imprimé Auteurs : Rebecca LUCAS, Auteur ; Louisa THOMAS, Auteur ; Courtenay F. NORBURY, Auteur Article en page(s) : p.2205-2216 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Language impairment  Vocabulary instruction  Word learning  Context Index. décimale : PER Périodiques Résumé : This study investigated whether children with autism spectrum disorders (ASD) can learn vocabulary from linguistic context. Thirty-five children with ASD (18 with age-appropriate structural language; 17 with language impairment [ALI]) and 29 typically developing peers were taught 20 Science words. Half were presented in linguistic context from which meaning could be inferred, whilst half were accompanied by an explicit definition. Children with ASD were able to learn from context. Condition did not influence phonological learning, but receptive semantic knowledge was greatest in the context condition, and expressive semantic knowledge greatest in the definitional condition. The ALI group learnt less than their peers. This suggests that at least some vocabulary should be taught explicitly, and children with ALI may need additional tuition. En ligne : https://doi.org/10.1007/s10803-017-3151-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context? [texte imprimé] / Rebecca LUCAS, Auteur ; Louisa THOMAS, Auteur ; Courtenay F. NORBURY, Auteur . - p.2205-2216. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2205-2216 Mots-clés : Autism spectrum disorder  Language impairment  Vocabulary instruction  Word learning  Context Index. décimale : PER Périodiques Résumé : This study investigated whether children with autism spectrum disorders (ASD) can learn vocabulary from linguistic context. Thirty-five children with ASD (18 with age-appropriate structural language; 17 with language impairment [ALI]) and 29 typically developing peers were taught 20 Science words. Half were presented in linguistic context from which meaning could be inferred, whilst half were accompanied by an explicit definition. Children with ASD were able to learn from context. Condition did not influence phonological learning, but receptive semantic knowledge was greatest in the context condition, and expressive semantic knowledge greatest in the definitional condition. The ALI group learnt less than their peers. This suggests that at least some vocabulary should be taught explicitly, and children with ALI may need additional tuition. En ligne : https://doi.org/10.1007/s10803-017-3151-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

Levels of Text Comprehension in Children with Autism Spectrum Disorders (ASD): The Influence of Language Phenotype / Rebecca LUCAS in Journal of Autism and Developmental Disorders, 44-11 (November 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2756-2768 Titre : Levels of Text Comprehension in Children with Autism Spectrum Disorders (ASD): The Influence of Language Phenotype Type de document : texte imprimé Auteurs : Rebecca LUCAS, Auteur ; Courtenay F. NORBURY, Auteur Article en page(s) : p.2756-2768 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Language impairment  Sentence processing  Text comprehension Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) have reading comprehension difficulties, but the level of processing at which comprehension is most vulnerable and the influence of language phenotype on comprehension skill is currently unclear. We explored comprehension at sentence and passage levels across language phenotypes. Children with ASD and age-appropriate language skills (n = 25) demonstrated similar syntactic and semantic facilitation to typically developing peers. In contrast, few children with ASD and language impairments (n = 25) could read beyond the single word level. Those who could read sentences benefited from semantic coherence, but were less sensitive to syntactic coherence. At the passage level, the strongest predictor of comprehension was vocabulary knowledge. This emphasizes that the intimate relationship between language competence and both decoding skill and comprehension is evident at the sentence, as well as the passage level, for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2133-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Levels of Text Comprehension in Children with Autism Spectrum Disorders (ASD): The Influence of Language Phenotype [texte imprimé] / Rebecca LUCAS, Auteur ; Courtenay F. NORBURY, Auteur . - p.2756-2768. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2756-2768 Mots-clés : Autism spectrum disorder  Language impairment  Sentence processing  Text comprehension Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) have reading comprehension difficulties, but the level of processing at which comprehension is most vulnerable and the influence of language phenotype on comprehension skill is currently unclear. We explored comprehension at sentence and passage levels across language phenotypes. Children with ASD and age-appropriate language skills (n = 25) demonstrated similar syntactic and semantic facilitation to typically developing peers. In contrast, few children with ASD and language impairments (n = 25) could read beyond the single word level. Those who could read sentences benefited from semantic coherence, but were less sensitive to syntactic coherence. At the passage level, the strongest predictor of comprehension was vocabulary knowledge. This emphasizes that the intimate relationship between language competence and both decoding skill and comprehension is evident at the sentence, as well as the passage level, for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2133-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

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