Mother-Child Interaction, Private Speech, and Task Performance in Preschool Children with Behavior Problems / Adam WINSLER in Journal of Child Psychology and Psychiatry, 40-6 (September 1999)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-6 (September 1999) . - p.891-904 Titre : Mother-Child Interaction, Private Speech, and Task Performance in Preschool Children with Behavior Problems Type de document : Texte imprimé et/ou numérique Auteurs : Adam WINSLER, Auteur ; Rafael M. DIAZ, Auteur ; Elizabeth M. MCCARTHY, Auteur ; David J. ATENCIO, Auteur ; Lori ADAMS CHABAY, Auteur Année de publication : 1999 Article en page(s) : p.891-904 Langues : Anglais (eng) Mots-clés : Behavior problems  emotion regulation  hyperactivity  parent-child interaction  preschool children  speech  private speech. Index. décimale : PER Périodiques Résumé : The purpose of the present study was to explore patterns of mother-child interaction, children's private speech use, and behavioral self-regulation among a sample of preschool children identified by their preschool teachers as evidencing behavior problems. Forty preschoolers were classified into two groups (behaviorally at-risk and a matched comparison group) on the basis of teacher ratings of impulsivity, inattention, and hyperactivity. Children completed a magnet board puzzle task once in collaboration with their mother and once individually, and maternal and child speech and behavior were coded from videotapes.Although there were no group differences in children's behavior or speech during the collaborative session, nor were there differences in children's individual task performance or on-task attention, mother-child interaction involving behaviorally at-risk children was characterized by more other-regulation, negative control, less praise, and less physical withdrawal over time, compared to interactions involving comparison children. Behaviorally at-risk children, compared to controls, used more overt, task-relevant private speech during individual problem solving. Partially internalized private speech use among at-risk preschoolers was positively associated with task performance. Group differences rather than similarities prevailed in terms of the relations between maternal behavior, child speech, and child performance. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 [article] Mother-Child Interaction, Private Speech, and Task Performance in Preschool Children with Behavior Problems [Texte imprimé et/ou numérique] / Adam WINSLER, Auteur ; Rafael M. DIAZ, Auteur ; Elizabeth M. MCCARTHY, Auteur ; David J. ATENCIO, Auteur ; Lori ADAMS CHABAY, Auteur . - 1999 . - p.891-904. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 40-6 (September 1999) . - p.891-904 Mots-clés : Behavior problems  emotion regulation  hyperactivity  parent-child interaction  preschool children  speech  private speech. Index. décimale : PER Périodiques Résumé : The purpose of the present study was to explore patterns of mother-child interaction, children's private speech use, and behavioral self-regulation among a sample of preschool children identified by their preschool teachers as evidencing behavior problems. Forty preschoolers were classified into two groups (behaviorally at-risk and a matched comparison group) on the basis of teacher ratings of impulsivity, inattention, and hyperactivity. Children completed a magnet board puzzle task once in collaboration with their mother and once individually, and maternal and child speech and behavior were coded from videotapes.Although there were no group differences in children's behavior or speech during the collaborative session, nor were there differences in children's individual task performance or on-task attention, mother-child interaction involving behaviorally at-risk children was characterized by more other-regulation, negative control, less praise, and less physical withdrawal over time, compared to interactions involving comparison children. Behaviorally at-risk children, compared to controls, used more overt, task-relevant private speech during individual problem solving. Partially internalized private speech use among at-risk preschoolers was positively associated with task performance. Group differences rather than similarities prevailed in terms of the relations between maternal behavior, child speech, and child performance. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124

Parent–Child Gesture Use During Problem Solving in Autistic Spectrum Disorder / Kristen MEDEIROS in Journal of Autism and Developmental Disorders, 44-8 (August 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1946-1958 Titre : Parent–Child Gesture Use During Problem Solving in Autistic Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kristen MEDEIROS, Auteur ; Adam WINSLER, Auteur Article en page(s) : p.1946-1958 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Gesture  Receptive communication  Parent–child interaction Index. décimale : PER Périodiques Résumé : This study examined the relationship between child language skills and parent and child gestures of 58 youths with and without an autism spectrum disorder (ASD) diagnosis. Frequencies and rates of total gesture use as well as five categories of gestures (deictic, conventional, beat, iconic, and metaphoric) were reliably coded during the collaborative Tower of Hanoi task. Children with ASD had lower Peabody Picture Vocabulary Test scores and gestured less and at lower rates compared to typically developing children. Gesture use was unrelated to vocabulary for typically developing children, but positively associated with vocabulary for those with ASD. Demographic correlates of gesturing differed by group. Gesture may be a point of communication intervention for families with children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2069-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Parent–Child Gesture Use During Problem Solving in Autistic Spectrum Disorder [Texte imprimé et/ou numérique] / Kristen MEDEIROS, Auteur ; Adam WINSLER, Auteur . - p.1946-1958. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1946-1958 Mots-clés : Autism spectrum disorder  Gesture  Receptive communication  Parent–child interaction Index. décimale : PER Périodiques Résumé : This study examined the relationship between child language skills and parent and child gestures of 58 youths with and without an autism spectrum disorder (ASD) diagnosis. Frequencies and rates of total gesture use as well as five categories of gestures (deictic, conventional, beat, iconic, and metaphoric) were reliably coded during the collaborative Tower of Hanoi task. Children with ASD had lower Peabody Picture Vocabulary Test scores and gestured less and at lower rates compared to typically developing children. Gesture use was unrelated to vocabulary for typically developing children, but positively associated with vocabulary for those with ASD. Demographic correlates of gesturing differed by group. Gesture may be a point of communication intervention for families with children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2069-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236

Private Speech and Executive Functioning among High-Functioning Children with Autistic Spectrum Disorders / Adam WINSLER in Journal of Autism and Developmental Disorders, 37-9 (October 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1617-1635 Titre : Private Speech and Executive Functioning among High-Functioning Children with Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Adam WINSLER, Auteur ; Beau ABAR, Auteur ; Michael A. FEDER, Auteur ; Christian D. SCHUNN, Auteur ; David ALARCON RUBIO, Auteur Année de publication : 2007 Article en page(s) : p.1617-1635 Langues : Anglais (eng) Mots-clés : High-functioning-autism private-speech self-talk executive-function self-regulation verbal-mediation ADHD Index. décimale : PER Périodiques Résumé : Private speech used by high-functioning children with autistic spectrum disorders (ASD) (n = 33) during two executive functioning tasks was compared to that of typically developing children (n = 28), and children with ADHD (n = 21). Children with ASD were as likely as others to talk to themselves and their speech was similarly relevant and likely to appear in moments of task difficulty. Unlike others, children with ASD were more likely to get items correct when they were talking than when they were silent. Group differences in performance were observed when children were silent but not when children were talking. Findings suggest that autistic children talk to themselves in relevant ways during problem-solving and that such speech is helpful in normalizing their executive performance relative to controls. En ligne : http://dx.doi.org/10.1007/s10803-006-0294-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=174 [article] Private Speech and Executive Functioning among High-Functioning Children with Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Adam WINSLER, Auteur ; Beau ABAR, Auteur ; Michael A. FEDER, Auteur ; Christian D. SCHUNN, Auteur ; David ALARCON RUBIO, Auteur . - 2007 . - p.1617-1635. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1617-1635 Mots-clés : High-functioning-autism private-speech self-talk executive-function self-regulation verbal-mediation ADHD Index. décimale : PER Périodiques Résumé : Private speech used by high-functioning children with autistic spectrum disorders (ASD) (n = 33) during two executive functioning tasks was compared to that of typically developing children (n = 28), and children with ADHD (n = 21). Children with ASD were as likely as others to talk to themselves and their speech was similarly relevant and likely to appear in moments of task difficulty. Unlike others, children with ASD were more likely to get items correct when they were talking than when they were silent. Group differences in performance were observed when children were silent but not when children were talking. Findings suggest that autistic children talk to themselves in relevant ways during problem-solving and that such speech is helpful in normalizing their executive performance relative to controls. En ligne : http://dx.doi.org/10.1007/s10803-006-0294-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=174

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