Do Verbal Children with Autism Comprehend Gesture as Readily as Typically Developing Children? / Nevena DIMITROVA in Journal of Autism and Developmental Disorders, 47-10 (October 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3267-3280 Titre : Do Verbal Children with Autism Comprehend Gesture as Readily as Typically Developing Children? Type de document : Texte imprimé et/ou numérique Auteurs : Nevena DIMITROVA, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur Article en page(s) : p.3267-3280 Langues : Anglais (eng) Mots-clés : Gesture  Gesture comprehension  Gesture production  Autism  Iconicity  Gesture–speech combination Index. décimale : PER Périodiques Résumé : Gesture comprehension remains understudied, particularly in children with autism spectrum disorder (ASD) who have difficulties in gesture production. Using a novel gesture comprehension task, Study 1 examined how 2- to 4-year-old typically-developing (TD) children comprehend types of gestures and gesture–speech combinations, and showed better comprehension of deictic gestures and reinforcing gesture–speech combinations than iconic/conventional gestures and supplementary gesture–speech combinations at each age. Study 2 compared verbal children with ASD to TD children, comparable in receptive language ability, and showed similar patterns of comprehension in each group. Our results suggest that children comprehend deictic gestures and reinforcing gesture–speech combinations better than iconic/conventional gestures and supplementary combinations—a pattern that remains robust across different ages within TD children and children with ASD. En ligne : https://doi.org/10.1007/s10803-017-3243-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319 [article] Do Verbal Children with Autism Comprehend Gesture as Readily as Typically Developing Children? [Texte imprimé et/ou numérique] / Nevena DIMITROVA, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur . - p.3267-3280. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3267-3280 Mots-clés : Gesture  Gesture comprehension  Gesture production  Autism  Iconicity  Gesture–speech combination Index. décimale : PER Périodiques Résumé : Gesture comprehension remains understudied, particularly in children with autism spectrum disorder (ASD) who have difficulties in gesture production. Using a novel gesture comprehension task, Study 1 examined how 2- to 4-year-old typically-developing (TD) children comprehend types of gestures and gesture–speech combinations, and showed better comprehension of deictic gestures and reinforcing gesture–speech combinations than iconic/conventional gestures and supplementary gesture–speech combinations at each age. Study 2 compared verbal children with ASD to TD children, comparable in receptive language ability, and showed similar patterns of comprehension in each group. Our results suggest that children comprehend deictic gestures and reinforcing gesture–speech combinations better than iconic/conventional gestures and supplementary combinations—a pattern that remains robust across different ages within TD children and children with ASD. En ligne : https://doi.org/10.1007/s10803-017-3243-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319

Does autism affect gesturing during parent-child interactions in the early school years? / Stephanie D. BAUMANN in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101440 Titre : Does autism affect gesturing during parent-child interactions in the early school years? Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie D. BAUMANN, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur Article en page(s) : p.101440 Langues : Anglais (eng) Mots-clés : Gesture  ASD  Parent-child interaction  Language development  Nonverbal communication Index. décimale : PER Périodiques Résumé : Background Young children with autism spectrum disorder (ASD) have been shown to differ from typically developing (TD) children in their production of gesture, as well as the relationship between gesture and the content of their speech. In this study, we asked whether older children with ASD continue to differ from TD children in the types of gestures and gesture-speech combinations that they produce, and whether these differences reflect differences in parental gesture input. Method Our study examined the gestures and speech produced by 39 early school-age children (17 with ASD, 14 boys; Mage?=?7;2, and 22 with TD, 13 boys; Mage?=?5;4), comparable in expressive vocabulary, and their parents, during a 10-minute play interaction. Gestures were coded for total amount, gesture type (deictic, conventional, or iconic), and gesture-speech relationship (complementary, disambiguating, or supplementary). Results Children with ASD were similar to TD children in the amount and types of gestures that they produced, but differed in their gesture-speech combinations, using gesture primarily to complement their speech. Parents did not show any group differences in their production of different types of gestures and gesture-speech combinations. There were no correlations between parent and child gesture patterns. Conclusions These findings suggest that differences in children’s gesture use may reflect the child’s own communicative intentions rather than parental input. These finding have important implications in understanding how older children with ASD use gesture in everyday interactive contexts, which can inform intervention or school-based practices to support learning. En ligne : https://doi.org/10.1016/j.rasd.2019.101440 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Does autism affect gesturing during parent-child interactions in the early school years? [Texte imprimé et/ou numérique] / Stephanie D. BAUMANN, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur . - p.101440. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101440 Mots-clés : Gesture  ASD  Parent-child interaction  Language development  Nonverbal communication Index. décimale : PER Périodiques Résumé : Background Young children with autism spectrum disorder (ASD) have been shown to differ from typically developing (TD) children in their production of gesture, as well as the relationship between gesture and the content of their speech. In this study, we asked whether older children with ASD continue to differ from TD children in the types of gestures and gesture-speech combinations that they produce, and whether these differences reflect differences in parental gesture input. Method Our study examined the gestures and speech produced by 39 early school-age children (17 with ASD, 14 boys; Mage?=?7;2, and 22 with TD, 13 boys; Mage?=?5;4), comparable in expressive vocabulary, and their parents, during a 10-minute play interaction. Gestures were coded for total amount, gesture type (deictic, conventional, or iconic), and gesture-speech relationship (complementary, disambiguating, or supplementary). Results Children with ASD were similar to TD children in the amount and types of gestures that they produced, but differed in their gesture-speech combinations, using gesture primarily to complement their speech. Parents did not show any group differences in their production of different types of gestures and gesture-speech combinations. There were no correlations between parent and child gesture patterns. Conclusions These findings suggest that differences in children’s gesture use may reflect the child’s own communicative intentions rather than parental input. These finding have important implications in understanding how older children with ASD use gesture in everyday interactive contexts, which can inform intervention or school-based practices to support learning. En ligne : https://doi.org/10.1016/j.rasd.2019.101440 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Early deictic but not other gestures predict later vocabulary in both typical development and autism / ?eyda ÖZÇALI?KAN in Autism, 20-6 (August 2016)  

Public ISBD [article]  inAutism > 20-6 (August 2016) . - p.754-763 Titre : Early deictic but not other gestures predict later vocabulary in both typical development and autism Type de document : Texte imprimé et/ou numérique Auteurs : ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur ; Nevena DIMITROVA, Auteur Article en page(s) : p.754-763 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  development gesture  vocabulary development Index. décimale : PER Périodiques Résumé : Research with typically developing children suggests a strong positive relation between early gesture use and subsequent vocabulary development. In this study, we ask whether gesture production plays a similar role for children with autism spectrum disorder. We observed 23 18-month-old typically developing children and 23 30-month-old children with autism spectrum disorder interact with their caregivers (Communication Play Protocol) and coded types of gestures children produced (deictic, give, conventional, and iconic) in two communicative contexts (commenting and requesting). One year later, we assessed children’s expressive vocabulary, using Expressive Vocabulary Test. Children with autism spectrum disorder showed significant deficits in gesture production, particularly in deictic gestures (i.e. gestures that indicate objects by pointing at them or by holding them up). Importantly, deictic gestures—but not other gestures—predicted children’s vocabulary 1?year later regardless of communicative context, a pattern also found in typical development. We conclude that the production of deictic gestures serves as a stepping-stone for vocabulary development. En ligne : http://dx.doi.org/10.1177/1362361315605921 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Early deictic but not other gestures predict later vocabulary in both typical development and autism [Texte imprimé et/ou numérique] / ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur ; Nevena DIMITROVA, Auteur . - p.754-763. Langues : Anglais (eng) in Autism > 20-6 (August 2016) . - p.754-763 Mots-clés : autism spectrum disorders  communication and language  development gesture  vocabulary development Index. décimale : PER Périodiques Résumé : Research with typically developing children suggests a strong positive relation between early gesture use and subsequent vocabulary development. In this study, we ask whether gesture production plays a similar role for children with autism spectrum disorder. We observed 23 18-month-old typically developing children and 23 30-month-old children with autism spectrum disorder interact with their caregivers (Communication Play Protocol) and coded types of gestures children produced (deictic, give, conventional, and iconic) in two communicative contexts (commenting and requesting). One year later, we assessed children’s expressive vocabulary, using Expressive Vocabulary Test. Children with autism spectrum disorder showed significant deficits in gesture production, particularly in deictic gestures (i.e. gestures that indicate objects by pointing at them or by holding them up). Importantly, deictic gestures—but not other gestures—predicted children’s vocabulary 1?year later regardless of communicative context, a pattern also found in typical development. We conclude that the production of deictic gestures serves as a stepping-stone for vocabulary development. En ligne : http://dx.doi.org/10.1177/1362361315605921 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Early Lateralization of Gestures in Autism: Right-Handed Points Predict Expressive Language / Nevena DIMITROVA in Journal of Autism and Developmental Disorders, 50-4 (April 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1147-1158 Titre : Early Lateralization of Gestures in Autism: Right-Handed Points Predict Expressive Language Type de document : Texte imprimé et/ou numérique Auteurs : Nevena DIMITROVA, Auteur ; Christine MOHR, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur Article en page(s) : p.1147-1158 Langues : Anglais (eng) Mots-clés : Autism  Gesture  Hand preference  Language development  Laterality  Pointing Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) produce fewer deictic gestures, accompanied by delays/deviations in speech development, compared to typically-developing (TD) children. We ask whether children with ASD-like TD children-show right-hand preference in gesturing and whether right-handed gestures predict their vocabulary size in speech. Our analysis of handedness in gesturing in children with ASD (n = 23, Mage = 30-months) and with TD (n = 23, Mage = 18-months) during mother-child play showed a right-hand preference for TD children-but not for children with ASD. Nonetheless, right-handed deictic gestures predicted expressive vocabulary 1 year later in both children with ASD and with TD. Handedness for gesture, both hand preference and amount of right-handed pointing, may be an important indicator of language development in autism and typical development. En ligne : http://dx.doi.org/10.1007/s10803-019-04347-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Early Lateralization of Gestures in Autism: Right-Handed Points Predict Expressive Language [Texte imprimé et/ou numérique] / Nevena DIMITROVA, Auteur ; Christine MOHR, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur . - p.1147-1158. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1147-1158 Mots-clés : Autism  Gesture  Hand preference  Language development  Laterality  Pointing Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) produce fewer deictic gestures, accompanied by delays/deviations in speech development, compared to typically-developing (TD) children. We ask whether children with ASD-like TD children-show right-hand preference in gesturing and whether right-handed gestures predict their vocabulary size in speech. Our analysis of handedness in gesturing in children with ASD (n = 23, Mage = 30-months) and with TD (n = 23, Mage = 18-months) during mother-child play showed a right-hand preference for TD children-but not for children with ASD. Nonetheless, right-handed deictic gestures predicted expressive vocabulary 1 year later in both children with ASD and with TD. Handedness for gesture, both hand preference and amount of right-handed pointing, may be an important indicator of language development in autism and typical development. En ligne : http://dx.doi.org/10.1007/s10803-019-04347-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Parents’ Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development / Nevena DIMITROVA in Journal of Autism and Developmental Disorders, 46-1 (January 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.221-231 Titre : Parents’ Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Nevena DIMITROVA, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur Année de publication : 2016 Article en page(s) : p.221-231 Langues : Anglais (eng) Mots-clés : Parental responsiveness  Child gesture  Parental verbal input  Autism  Down syndrome  Language development Index. décimale : PER Périodiques Résumé : Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children’s acquisition of these words (Goldin-Meadow et al. in Dev Sci 10(6):778–785, 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show delayed vocabulary development. We observed 23 children with AU, 23 with DS, and 23 TD children with their parents over a year. Children used gestures to indicate objects before labeling them and parents translated their gestures into words. Importantly, children benefited from this input, acquiring more words for the translated gestures than the not translated ones. Results highlight the role contingent parental input to child gesture plays in language development of children with developmental disorders. En ligne : http://dx.doi.org/10.1007/s10803-015-2566-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Parents’ Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development [Texte imprimé et/ou numérique] / Nevena DIMITROVA, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur . - 2016 . - p.221-231. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.221-231 Mots-clés : Parental responsiveness  Child gesture  Parental verbal input  Autism  Down syndrome  Language development Index. décimale : PER Périodiques Résumé : Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children’s acquisition of these words (Goldin-Meadow et al. in Dev Sci 10(6):778–785, 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show delayed vocabulary development. We observed 23 children with AU, 23 with DS, and 23 TD children with their parents over a year. Children used gestures to indicate objects before labeling them and parents translated their gestures into words. Importantly, children benefited from this input, acquiring more words for the translated gestures than the not translated ones. Results highlight the role contingent parental input to child gesture plays in language development of children with developmental disorders. En ligne : http://dx.doi.org/10.1007/s10803-015-2566-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

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