Assessment of personal narrative writing in children with and without Autism Spectrum Disorder / Elizabeth HILVERT in Research in Autism Spectrum Disorders, 69 (January 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 69 (January 2020) . - p.101453 Titre : Assessment of personal narrative writing in children with and without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Perla B. GÁMEZ, Auteur Article en page(s) : p.101453 Langues : Anglais (eng) Mots-clés : Writing  Personal narrative  Autism Spectrum Disorder  Theory of mind Index. décimale : PER Périodiques Résumé : Background Research has demonstrated that writing may be challenging for many children with Autism Spectrum Disorder (ASD; Mayes & Calhoun, 2006). In our study, we used linguistic analysis to identify and examine the personal narrative writing skills of children with ASD in comparison to neurotypical (NT) children. Method This study included 22 children with ASD and 22?NT children. Groups did not differ in terms of age, IQ, and language. Writing samples were coded and compared for aspects of microstructure (e.g., lexical and syntactic complexity, errors) and macrostructure (e.g., quality, or ratings of coherence, structure, and content). We also examined the link between theory of mind (ToM) and personal narrative writing. Of interest was whether ToM uniquely predicted writing performance after controlling for diagnostic group, chronological age, and language ability. Results The texts of children with ASD were less syntactically diverse, contained more grammatical errors, and were reduced in overall quality compared to NT children. However, children with ASD did not differ from NT children in terms of lexical complexity, frequency of writing conventions errors, and use of evaluative devices. Overall, ToM uniquely predicted syntactic complexity and text quality in children. Conclusions Study findings showed that children with ASD demonstrate some challenges with personal narrative writing compared to NT children. Additionally, difficulty with narrative writing was linked to poorer ToM performance, particularly in children with ASD. Findings highlight the utility of obtaining a variety of writing outcomes, as well as mechanisms related to writing, when evaluating writing for educational decisions. En ligne : https://doi.org/10.1016/j.rasd.2019.101453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 [article] Assessment of personal narrative writing in children with and without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Perla B. GÁMEZ, Auteur . - p.101453. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 69 (January 2020) . - p.101453 Mots-clés : Writing  Personal narrative  Autism Spectrum Disorder  Theory of mind Index. décimale : PER Périodiques Résumé : Background Research has demonstrated that writing may be challenging for many children with Autism Spectrum Disorder (ASD; Mayes & Calhoun, 2006). In our study, we used linguistic analysis to identify and examine the personal narrative writing skills of children with ASD in comparison to neurotypical (NT) children. Method This study included 22 children with ASD and 22?NT children. Groups did not differ in terms of age, IQ, and language. Writing samples were coded and compared for aspects of microstructure (e.g., lexical and syntactic complexity, errors) and macrostructure (e.g., quality, or ratings of coherence, structure, and content). We also examined the link between theory of mind (ToM) and personal narrative writing. Of interest was whether ToM uniquely predicted writing performance after controlling for diagnostic group, chronological age, and language ability. Results The texts of children with ASD were less syntactically diverse, contained more grammatical errors, and were reduced in overall quality compared to NT children. However, children with ASD did not differ from NT children in terms of lexical complexity, frequency of writing conventions errors, and use of evaluative devices. Overall, ToM uniquely predicted syntactic complexity and text quality in children. Conclusions Study findings showed that children with ASD demonstrate some challenges with personal narrative writing compared to NT children. Additionally, difficulty with narrative writing was linked to poorer ToM performance, particularly in children with ASD. Findings highlight the utility of obtaining a variety of writing outcomes, as well as mechanisms related to writing, when evaluating writing for educational decisions. En ligne : https://doi.org/10.1016/j.rasd.2019.101453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412

Emotion recognition from congruent and incongruent emotional expressions and situational cues in children with autism spectrum disorder / Dina TELL in Autism, 19-3 (April 2015)  

Public ISBD [article]  inAutism > 19-3 (April 2015) . - p.375-379 Titre : Emotion recognition from congruent and incongruent emotional expressions and situational cues in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dina TELL, Auteur ; Denise DAVIDSON, Auteur Article en page(s) : p.375-379 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  congruent and incongruent emotions  emotion recognition Index. décimale : PER Périodiques Résumé : In this research, the emotion recognition abilities of children with autism spectrum disorder and typically developing children were compared. When facial expressions and situational cues of emotion were congruent, accuracy in recognizing emotions was good for both children with autism spectrum disorder and typically developing children. When presented with facial expressions incongruent with situational cues, children with autism spectrum disorder relied more on facial cues than situational cues, whereas typically developing children relied more on situational cues. The exception was fear. When presented with incongruent information (i.e. a smiling boy surrounded by a swarm of bees), most children based their response on the situation and indicated that the boy felt scared. While the majority of typically developing children commented on the disparity between facial expressions and situational cues, children with autism spectrum disorder did not mention the conflicting cues. Although typically developing children were more accurate in recognizing emotion with situational cues, children with autism spectrum disorder were still adequate at identifying emotion from situational cues alone. These findings suggest that children with autism spectrum disorder show an understanding of simple emotions in prototypical situations, but may prefer facial expressions when facial expressions and situational cues are incongruent. Reasons for these findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361314535676 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Emotion recognition from congruent and incongruent emotional expressions and situational cues in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Dina TELL, Auteur ; Denise DAVIDSON, Auteur . - p.375-379. Langues : Anglais (eng) in Autism > 19-3 (April 2015) . - p.375-379 Mots-clés : autism spectrum disorder  congruent and incongruent emotions  emotion recognition Index. décimale : PER Périodiques Résumé : In this research, the emotion recognition abilities of children with autism spectrum disorder and typically developing children were compared. When facial expressions and situational cues of emotion were congruent, accuracy in recognizing emotions was good for both children with autism spectrum disorder and typically developing children. When presented with facial expressions incongruent with situational cues, children with autism spectrum disorder relied more on facial cues than situational cues, whereas typically developing children relied more on situational cues. The exception was fear. When presented with incongruent information (i.e. a smiling boy surrounded by a swarm of bees), most children based their response on the situation and indicated that the boy felt scared. While the majority of typically developing children commented on the disparity between facial expressions and situational cues, children with autism spectrum disorder did not mention the conflicting cues. Although typically developing children were more accurate in recognizing emotion with situational cues, children with autism spectrum disorder were still adequate at identifying emotion from situational cues alone. These findings suggest that children with autism spectrum disorder show an understanding of simple emotions in prototypical situations, but may prefer facial expressions when facial expressions and situational cues are incongruent. Reasons for these findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361314535676 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Examination of script and non-script based narrative retellings in children with autism spectrum disorders / Elizabeth HILVERT in Research in Autism Spectrum Disorders, 29-30 (September–October 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 29-30 (September–October 2016) . - p.79-92 Titre : Examination of script and non-script based narrative retellings in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Perla B. GÁMEZ, Auteur Article en page(s) : p.79-92 Langues : Anglais (eng) Mots-clés : Narrative  Autism spectrum disorders  Scripts  Theory of mind  Event schema Index. décimale : PER Périodiques Résumé : AbstractBackground Narrative production is challenging for children with Autism Spectrum Disorders (ASD), particularly in terms of creating coherent and cohesive stories. However, differences between the narratives of children with and without ASD may be attenuated when cognitive and linguistic demands are reduced. Therefore, the present study examined whether incorporating a script-framework, that structures the story around common events, reduced children's difficulties with narratives. Method This study compared the narrative abilities of children with ASD (N = 19) and neurotypical (NT; N = 26) children on a script-based and a non-script based retelling task. Narratives were coded for microstructure, macrostructure, and type of script-based story events (script, non-script). The relation between narrative and theory of mind (ToM) was also assessed. Results In comparison to their NT peers, children with ASD exhibited lower narrative production in terms of microstructure and macrostructure on both script and non-script based stories. In general, the narratives by children with ASD were less cohesive and coherent than the NT group. ToM ability and FSIQ predicted narrative coherence and cohesion in children with ASD. Moreover, examination of the script-based story revealed that children with ASD included the same number of script details as the NT children, but were less likely to include non-script details. Conclusions These findings provide evidence that narrative impairments may be present across narrative type, and that ToM ability in particular, predicts these difficulties in children with ASD. These findings have implications for common event understanding and highlight the need for early narrative intervention for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Examination of script and non-script based narrative retellings in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Perla B. GÁMEZ, Auteur . - p.79-92. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 29-30 (September–October 2016) . - p.79-92 Mots-clés : Narrative  Autism spectrum disorders  Scripts  Theory of mind  Event schema Index. décimale : PER Périodiques Résumé : AbstractBackground Narrative production is challenging for children with Autism Spectrum Disorders (ASD), particularly in terms of creating coherent and cohesive stories. However, differences between the narratives of children with and without ASD may be attenuated when cognitive and linguistic demands are reduced. Therefore, the present study examined whether incorporating a script-framework, that structures the story around common events, reduced children's difficulties with narratives. Method This study compared the narrative abilities of children with ASD (N = 19) and neurotypical (NT; N = 26) children on a script-based and a non-script based retelling task. Narratives were coded for microstructure, macrostructure, and type of script-based story events (script, non-script). The relation between narrative and theory of mind (ToM) was also assessed. Results In comparison to their NT peers, children with ASD exhibited lower narrative production in terms of microstructure and macrostructure on both script and non-script based stories. In general, the narratives by children with ASD were less cohesive and coherent than the NT group. ToM ability and FSIQ predicted narrative coherence and cohesion in children with ASD. Moreover, examination of the script-based story revealed that children with ASD included the same number of script details as the NT children, but were less likely to include non-script details. Conclusions These findings provide evidence that narrative impairments may be present across narrative type, and that ToM ability in particular, predicts these difficulties in children with ASD. These findings have implications for common event understanding and highlight the need for early narrative intervention for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Investigating distinct and related contributions of Weak Central Coherence, Executive Dysfunction, and Systemizing theories to the cognitive profiles of children with Autism Spectrum Disorders and typically developing children / Sandra B. VANEGAS in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.77-92 Titre : Investigating distinct and related contributions of Weak Central Coherence, Executive Dysfunction, and Systemizing theories to the cognitive profiles of children with Autism Spectrum Disorders and typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : Sandra B. VANEGAS, Auteur ; Denise DAVIDSON, Auteur Article en page(s) : p.77-92 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorders  Weak Central Coherence  Executive Dysfunction  Systemizing Index. décimale : PER Périodiques Résumé : Many attempts have been made to explain the cognitive profiles of children and adults with Autism Spectrum Disorders (ASD). The current study investigated three prominent theories of cognitive processing – Weak Central Coherence, Executive Dysfunction, and Systemizing – to determine how they could define the cognitive patterns of performance in children with ASD. Utilizing tasks that tapped into visuospatial and linguistic domains, and both parent-report and child performance, the present research found support for the Weak Central Coherence and Executive Dysfunction theories in accounting for distinct cognitive profiles in children with ASD. No differences were observed between children with ASD and TD children on Systemizing abilities or preferences. The results also indicate that cognitive profiles in ASD may manifest in different ways in children historically considered High-Functioning Autism and Asperger's Syndrome. Additionally, the present research demonstrated the importance of using comprehensive measures to assess cognition and behavior in children with ASD. These results provide support for the consideration of individual differences in cognitive profiles of children with HFA and children with AS when developing educational and therapeutic programming. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Investigating distinct and related contributions of Weak Central Coherence, Executive Dysfunction, and Systemizing theories to the cognitive profiles of children with Autism Spectrum Disorders and typically developing children [Texte imprimé et/ou numérique] / Sandra B. VANEGAS, Auteur ; Denise DAVIDSON, Auteur . - p.77-92. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.77-92 Mots-clés : Autism Spectrum Disorders  Weak Central Coherence  Executive Dysfunction  Systemizing Index. décimale : PER Périodiques Résumé : Many attempts have been made to explain the cognitive profiles of children and adults with Autism Spectrum Disorders (ASD). The current study investigated three prominent theories of cognitive processing – Weak Central Coherence, Executive Dysfunction, and Systemizing – to determine how they could define the cognitive patterns of performance in children with ASD. Utilizing tasks that tapped into visuospatial and linguistic domains, and both parent-report and child performance, the present research found support for the Weak Central Coherence and Executive Dysfunction theories in accounting for distinct cognitive profiles in children with ASD. No differences were observed between children with ASD and TD children on Systemizing abilities or preferences. The results also indicate that cognitive profiles in ASD may manifest in different ways in children historically considered High-Functioning Autism and Asperger's Syndrome. Additionally, the present research demonstrated the importance of using comprehensive measures to assess cognition and behavior in children with ASD. These results provide support for the consideration of individual differences in cognitive profiles of children with HFA and children with AS when developing educational and therapeutic programming. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Learning from the experts: Evaluating a participatory autism and universal design training for university educators / TC WAISMAN in Autism, 27-2 (February 2023)  

Public ISBD [article]  inAutism > 27-2 (February 2023) . - p.356-370 Titre : Learning from the experts: Evaluating a participatory autism and universal design training for university educators Type de document : Texte imprimé et/ou numérique Auteurs : TC WAISMAN, Auteur ; Zachary J. WILLIAMS, Auteur ; Eilidh CAGE, Auteur ; Siva Priya SANTHANAM, Auteur ; Iliana MAGIATI, Auteur ; Patrick DWYER, Auteur ; Kayden M. STOCKWELL, Auteur ; Bella KOFNER, Auteur ; Heather BROWN, Auteur ; Denise DAVIDSON, Auteur ; Jessye HERRELL, Auteur ; Stephen M. SHORE, Auteur ; Dave CAUDEL, Auteur ; Emine GURBUZ, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.356-370 Langues : Anglais (eng) Mots-clés : autism training  autistic university students  higher education  participatory  stigma  universal design Index. décimale : PER Périodiques Résumé : Autistic students experience strengths and challenges that can impact their full inclusion in higher education, including stigma. A participatory team of autistic and non-autistic scholars developed an autism and universal design (UD) training. This participatory approach centered the voices of autistic collaborators in training design and evaluation. Ninety-eight educators from 53 institutions across five countries completed assessments before training (pre-tests), 89 completed post-tests (after training), and 82 completed maintenance assessments (a month after post-test). Pre-test autism stigma was heightened among males, educators with less autism knowledge, and those who reported heightened social dominance orientation. Autism knowledge, autism stigma, and attitudes toward UD improved with training. Improvements remained apparent a month after post-test but were somewhat attenuated for knowledge and stigma. To the best of our knowledge, this is the first evidence of maintenance of benefits of an autism training over time. Participants’ main reason for enrolling in the study was to gain a better understanding about neurodiversity. Feedback indicates that this goal was reached by most with the added benefit of gaining understanding about UD. Results suggest that interest in one type of diversity (e.g. autism) can motivate faculty to learn UD-aligned teaching strategies that benefit diverse students more generally. En ligne : http://dx.doi.org/10.1177/13623613221097207 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Learning from the experts: Evaluating a participatory autism and universal design training for university educators [Texte imprimé et/ou numérique] / TC WAISMAN, Auteur ; Zachary J. WILLIAMS, Auteur ; Eilidh CAGE, Auteur ; Siva Priya SANTHANAM, Auteur ; Iliana MAGIATI, Auteur ; Patrick DWYER, Auteur ; Kayden M. STOCKWELL, Auteur ; Bella KOFNER, Auteur ; Heather BROWN, Auteur ; Denise DAVIDSON, Auteur ; Jessye HERRELL, Auteur ; Stephen M. SHORE, Auteur ; Dave CAUDEL, Auteur ; Emine GURBUZ, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.356-370. Langues : Anglais (eng) in Autism > 27-2 (February 2023) . - p.356-370 Mots-clés : autism training  autistic university students  higher education  participatory  stigma  universal design Index. décimale : PER Périodiques Résumé : Autistic students experience strengths and challenges that can impact their full inclusion in higher education, including stigma. A participatory team of autistic and non-autistic scholars developed an autism and universal design (UD) training. This participatory approach centered the voices of autistic collaborators in training design and evaluation. Ninety-eight educators from 53 institutions across five countries completed assessments before training (pre-tests), 89 completed post-tests (after training), and 82 completed maintenance assessments (a month after post-test). Pre-test autism stigma was heightened among males, educators with less autism knowledge, and those who reported heightened social dominance orientation. Autism knowledge, autism stigma, and attitudes toward UD improved with training. Improvements remained apparent a month after post-test but were somewhat attenuated for knowledge and stigma. To the best of our knowledge, this is the first evidence of maintenance of benefits of an autism training over time. Participants’ main reason for enrolling in the study was to gain a better understanding about neurodiversity. Feedback indicates that this goal was reached by most with the added benefit of gaining understanding about UD. Results suggest that interest in one type of diversity (e.g. autism) can motivate faculty to learn UD-aligned teaching strategies that benefit diverse students more generally. En ligne : http://dx.doi.org/10.1177/13623613221097207 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

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