An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder / Elizabeth HILVERT in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3412-3425 Titre : An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Cheryl M. SCOTT, Auteur Article en page(s) : p.3412-3425 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Executive functioning  Expository  Writing Index. décimale : PER Périodiques Résumé : Using detailed linguistic analysis, this study examined the expository writing abilities of school-age children with autism spectrum disorder (ASD) in comparison to neurotypical (NT) children. Associations between executive functioning (EF) and writing ability in children with and without ASD were also explored. Compared to NT peers, children with ASD wrote shorter expository texts that contained more grammatical errors, and needed more assistance from the experimenter to complete the writing assessment. However, the texts of children with and without ASD did not differ in their lexical diversity, use of writing conventions, and overall quality. Analyses also revealed that greater EF was associated with better writing outcomes in both groups. Educational implications of these findings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04057-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder [texte imprimé] / Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Cheryl M. SCOTT, Auteur . - p.3412-3425. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3412-3425 Mots-clés : Autism spectrum disorder  Executive functioning  Expository  Writing Index. décimale : PER Périodiques Résumé : Using detailed linguistic analysis, this study examined the expository writing abilities of school-age children with autism spectrum disorder (ASD) in comparison to neurotypical (NT) children. Associations between executive functioning (EF) and writing ability in children with and without ASD were also explored. Compared to NT peers, children with ASD wrote shorter expository texts that contained more grammatical errors, and needed more assistance from the experimenter to complete the writing assessment. However, the texts of children with and without ASD did not differ in their lexical diversity, use of writing conventions, and overall quality. Analyses also revealed that greater EF was associated with better writing outcomes in both groups. Educational implications of these findings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04057-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

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 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] / 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

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 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] / 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

Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons / Elizabeth HILVERT in Autism & Developmental Language Impairments, 5 (January-December 2020)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 5 (January-December 2020) Titre : Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons Type de document : texte imprimé Auteurs : Elizabeth HILVERT, Auteur ; Audra STERLING, Auteur ; Eileen HAEBIG, Auteur ; Laura FRIEDMAN, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  fragile X syndrome  expressive language  language sampling Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520912118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons [texte imprimé] / Elizabeth HILVERT, Auteur ; Audra STERLING, Auteur ; Eileen HAEBIG, Auteur ; Laura FRIEDMAN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 5 (January-December 2020) Mots-clés : Autism spectrum disorder  fragile X syndrome  expressive language  language sampling Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520912118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Proneness to guilt, shame, and pride in children with Autism Spectrum Disorders and neurotypical children / Denise DAVIDSON in Autism Research, 11-6 (June 2018)  

Public ISBD [article]  inAutism Research > 11-6 (June 2018) . - p.883-892 Titre : Proneness to guilt, shame, and pride in children with Autism Spectrum Disorders and neurotypical children Type de document : texte imprimé Auteurs : Denise DAVIDSON, Auteur ; Elizabeth HILVERT, Auteur ; Ieva MISIUNAITE, Auteur ; Michael GIORDANO, Auteur Article en page(s) : p.883-892 Langues : Anglais (eng) Mots-clés : autism  guilt  pride  self-conscious emotions  shame  symptom severity  theory of mind Index. décimale : PER Périodiques Résumé : Self-conscious emotions (e.g., guilt, shame, and pride) are complex emotions that require self-reflection and self-evaluation, and are thought to facilitate the maintenance of societal norms and personal standards. Despite the importance of self-conscious emotions, most research has focused on basic emotion processing in children with Autism Spectrum Disorders (ASD). Therefore, in the present study, we used the Test of Self-Conscious Affect for Children (TOSCA-C) to assess proneness to, or propensity to experience, the self-conscious emotions guilt, shame, and pride in children with ASD and neurotypical children. The TOSCA-C is designed to capture a child's natural tendency to experience a given emotion across a range of everyday situations [Tangney, Stuewig, & Mashek, 2007]. We also assessed how individual characteristics contribute to the development of proneness to self-conscious emotions, including theory of mind (ToM) and ASD symptomatology. In comparison to neurotypical children, children with ASD showed less proneness to guilt, although all children showed relatively high levels of proneness to guilt. Greater ToM ability was related to more proneness to guilt and authentic pride in children with ASD. Additionally, we found that children with ASD with more severe symptomatology were more prone to hubristic pride. Our results provide evidence of differences in proneness to self-conscious emotions in children with ASD, as well as highlight important mechanisms contributing to how children with ASD may experience self-conscious emotions. Autism Res 2018,11:883-892. (c)2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This research examined proneness to guilt, shame, and pride in children with Autism Spectrum Disorders (ASD) and neurotypical children. We found that children with ASD showed less proneness to guilt than neurotypical children. Better understanding of theory of mind was related to greater proneness to guilt and pride, but only for children with ASD. These findings are important because these complex emotions are linked with both positive and negative social behaviors towards others and oneself. En ligne : http://dx.doi.org/10.1002/aur.1937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366 [article] Proneness to guilt, shame, and pride in children with Autism Spectrum Disorders and neurotypical children [texte imprimé] / Denise DAVIDSON, Auteur ; Elizabeth HILVERT, Auteur ; Ieva MISIUNAITE, Auteur ; Michael GIORDANO, Auteur . - p.883-892. Langues : Anglais (eng) in Autism Research > 11-6 (June 2018) . - p.883-892 Mots-clés : autism  guilt  pride  self-conscious emotions  shame  symptom severity  theory of mind Index. décimale : PER Périodiques Résumé : Self-conscious emotions (e.g., guilt, shame, and pride) are complex emotions that require self-reflection and self-evaluation, and are thought to facilitate the maintenance of societal norms and personal standards. Despite the importance of self-conscious emotions, most research has focused on basic emotion processing in children with Autism Spectrum Disorders (ASD). Therefore, in the present study, we used the Test of Self-Conscious Affect for Children (TOSCA-C) to assess proneness to, or propensity to experience, the self-conscious emotions guilt, shame, and pride in children with ASD and neurotypical children. The TOSCA-C is designed to capture a child's natural tendency to experience a given emotion across a range of everyday situations [Tangney, Stuewig, & Mashek, 2007]. We also assessed how individual characteristics contribute to the development of proneness to self-conscious emotions, including theory of mind (ToM) and ASD symptomatology. In comparison to neurotypical children, children with ASD showed less proneness to guilt, although all children showed relatively high levels of proneness to guilt. Greater ToM ability was related to more proneness to guilt and authentic pride in children with ASD. Additionally, we found that children with ASD with more severe symptomatology were more prone to hubristic pride. Our results provide evidence of differences in proneness to self-conscious emotions in children with ASD, as well as highlight important mechanisms contributing to how children with ASD may experience self-conscious emotions. Autism Res 2018,11:883-892. (c)2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This research examined proneness to guilt, shame, and pride in children with Autism Spectrum Disorders (ASD) and neurotypical children. We found that children with ASD showed less proneness to guilt than neurotypical children. Better understanding of theory of mind was related to greater proneness to guilt and pride, but only for children with ASD. These findings are important because these complex emotions are linked with both positive and negative social behaviors towards others and oneself. En ligne : http://dx.doi.org/10.1002/aur.1937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366

Proneness to Self-Conscious Emotions in Adults With and Without Autism Traits / Denise DAVIDSON in Journal of Autism and Developmental Disorders, 47-11 (November 2017)  

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