Imitation of Intentional and Accidental Actions by Children with Autism / Barbara D’ENTREMONT 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.1665-1678 Titre : Imitation of Intentional and Accidental Actions by Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Barbara D’ENTREMONT, Auteur ; Aimée YAZBEK, Auteur Année de publication : 2007 Article en page(s) : p.1665-1678 Langues : Anglais (eng) Mots-clés : Imitation Intentionality Joint-attention Social-cognition Index. décimale : PER Périodiques Résumé : To determine whether children with autism (CWA) would selectively imitate intentional, as opposed to accidental actions, an experimenter demonstrated either an “intentional” and an “accidental” action or two “intentional” actions on the same toy [Carpenter, Akhtar, & Tomasello (1998a) Infant Behavior and Development, 21, 315–330]. CWA tended to imitate the experimenter exactly. Children with developmental delay and older typically developing children (TD) reproduced only the intentional action as often as they imitated the experimenter exactly. Younger TD mostly produced only the intentional action. It is concluded that, contrary to comparison groups, the CWA did not show an appreciation of the model’s intentions. Results are discussed in terms of theories of social cognition. En ligne : http://dx.doi.org/10.1007/s10803-006-0291-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=174 [article] Imitation of Intentional and Accidental Actions by Children with Autism [Texte imprimé et/ou numérique] / Barbara D’ENTREMONT, Auteur ; Aimée YAZBEK, Auteur . - 2007 . - p.1665-1678. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1665-1678 Mots-clés : Imitation Intentionality Joint-attention Social-cognition Index. décimale : PER Périodiques Résumé : To determine whether children with autism (CWA) would selectively imitate intentional, as opposed to accidental actions, an experimenter demonstrated either an “intentional” and an “accidental” action or two “intentional” actions on the same toy [Carpenter, Akhtar, & Tomasello (1998a) Infant Behavior and Development, 21, 315–330]. CWA tended to imitate the experimenter exactly. Children with developmental delay and older typically developing children (TD) reproduced only the intentional action as often as they imitated the experimenter exactly. Younger TD mostly produced only the intentional action. It is concluded that, contrary to comparison groups, the CWA did not show an appreciation of the model’s intentions. Results are discussed in terms of theories of social cognition. En ligne : http://dx.doi.org/10.1007/s10803-006-0291-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=174

Utility of the Psychoeducational Profile-3 for Assessing Cognitive and Language Skills of Children with Autism Spectrum Disorders / Mandy L. FULTON in Journal of Autism and Developmental Disorders, 43-10 (October 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2460-2471 Titre : Utility of the Psychoeducational Profile-3 for Assessing Cognitive and Language Skills of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Mandy L. FULTON, Auteur ; Barbara D’ENTREMONT, Auteur Article en page(s) : p.2460-2471 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Psychoeducational Profile-3  Psychometric properties  Diagnostic symptomatology Index. décimale : PER Périodiques Résumé : The Psychoeducational Profile-3’s (PEP-3) ability to estimate cognitive and language skills of 136 children (20–75 months) with autism spectrum disorders (ASDs) across a range of functioning, and the association between the PEP-3 and ASD symptomatology was examined using retrospective data. PEP-3 cognitive and language measures were positively correlated with similar measures on the Child Development Inventory, the Merrill-Palmer Revised, and the Vineland Adaptive Behaviour Scale-2. The PEP-3 sometimes provided higher or lower estimates than other measures. Significant differences were found between diagnostic groups on PEP-3 cognitive and language measures. PEP-3 cognitive scores correlated positively with scores on the Autism Diagnostic Observation Schedule. Findings support the use of the PEP-3 to measure cognition and language in children with ASDs. En ligne : http://dx.doi.org/10.1007/s10803-013-1794-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 [article] Utility of the Psychoeducational Profile-3 for Assessing Cognitive and Language Skills of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Mandy L. FULTON, Auteur ; Barbara D’ENTREMONT, Auteur . - p.2460-2471. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2460-2471 Mots-clés : Autism spectrum disorders  Psychoeducational Profile-3  Psychometric properties  Diagnostic symptomatology Index. décimale : PER Périodiques Résumé : The Psychoeducational Profile-3’s (PEP-3) ability to estimate cognitive and language skills of 136 children (20–75 months) with autism spectrum disorders (ASDs) across a range of functioning, and the association between the PEP-3 and ASD symptomatology was examined using retrospective data. PEP-3 cognitive and language measures were positively correlated with similar measures on the Child Development Inventory, the Merrill-Palmer Revised, and the Vineland Adaptive Behaviour Scale-2. The PEP-3 sometimes provided higher or lower estimates than other measures. Significant differences were found between diagnostic groups on PEP-3 cognitive and language measures. PEP-3 cognitive scores correlated positively with scores on the Autism Diagnostic Observation Schedule. Findings support the use of the PEP-3 to measure cognition and language in children with ASDs. En ligne : http://dx.doi.org/10.1007/s10803-013-1794-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215

---

1 (1 - 2 / 2)