Expressive Communication of Children with Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 38-3 (March 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-3 (March 2008) . - p.538-545 Titre : Expressive Communication of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur Année de publication : 2008 Article en page(s) : p.538-545 Langues : Anglais (eng) Mots-clés : Autism Expressive-communication AAC Index. décimale : PER Périodiques Résumé : Expressive communication of Australian and Taiwanese children with autism who had limited spoken language was observed in naturalistic settings. Communicative forms, functions, and partners were investigated. No significant differences existed in the characteristics of expressive communication between children with speech and those without speech. No significant differences existed in characteristics of expressive communication between children who used aided augmentative and alternative communication (AAC) and those who did not use aided AAC. Children with autism who were observed at regular schools communicated with their peers more often than did those who were observed at special schools. En ligne : http://dx.doi.org/10.1007/s10803-007-0423-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 [article] Expressive Communication of Children with Autism [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur . - 2008 . - p.538-545. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-3 (March 2008) . - p.538-545 Mots-clés : Autism Expressive-communication AAC Index. décimale : PER Périodiques Résumé : Expressive communication of Australian and Taiwanese children with autism who had limited spoken language was observed in naturalistic settings. Communicative forms, functions, and partners were investigated. No significant differences existed in the characteristics of expressive communication between children with speech and those without speech. No significant differences existed in characteristics of expressive communication between children who used aided augmentative and alternative communication (AAC) and those who did not use aided AAC. Children with autism who were observed at regular schools communicated with their peers more often than did those who were observed at special schools. En ligne : http://dx.doi.org/10.1007/s10803-007-0423-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335

Language comprehension of children with Asperger's disorder and children with autistic disorder / Yueh-Hsien LIN in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.767-774 Titre : Language comprehension of children with Asperger's disorder and children with autistic disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yueh-Hsien LIN, Auteur ; Hsu-Min CHIANG, Auteur Article en page(s) : p.767-774 Langues : Anglais (eng) Mots-clés : Asperger's disorder  Autistic disorder  Typical development  Language comprehension  Mandarin Token Test  Middle childhood Index. décimale : PER Périodiques Résumé : Abstract This study investigated language comprehension of Mandarin-speaking children with Asperger's disorder (AspD) (n = 88) and children with autistic disorder (AD) (n = 136) and compared their language comprehension to that of children with typical development (TD) (n = 832). The Mandarin Token Test was used in this study. This study found that (a) when IQ was not controlled, children with AspD showed higher language comprehension than did children with AD. But, when IQ was controlled, there was no significant difference between the two groups; (b) children with AspD did not differ from children with TD in language comprehension; (c) gender difference was found in the AspD group at the middle childhood age level (10–12 years). En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Language comprehension of children with Asperger's disorder and children with autistic disorder [Texte imprimé et/ou numérique] / Yueh-Hsien LIN, Auteur ; Hsu-Min CHIANG, Auteur . - p.767-774. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.767-774 Mots-clés : Asperger's disorder  Autistic disorder  Typical development  Language comprehension  Mandarin Token Test  Middle childhood Index. décimale : PER Périodiques Résumé : Abstract This study investigated language comprehension of Mandarin-speaking children with Asperger's disorder (AspD) (n = 88) and children with autistic disorder (AD) (n = 136) and compared their language comprehension to that of children with typical development (TD) (n = 832). The Mandarin Token Test was used in this study. This study found that (a) when IQ was not controlled, children with AspD showed higher language comprehension than did children with AD. But, when IQ was controlled, there was no significant difference between the two groups; (b) children with AspD did not differ from children with TD in language comprehension; (c) gender difference was found in the AspD group at the middle childhood age level (10–12 years). En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Mathematical ability of students with Asperger syndrome and high-functioning autism / Hsu-Min CHIANG in Autism, 11-6 (November 2007)  

Public ISBD [article]  inAutism > 11-6 (November 2007) . - p.547-556 Titre : Mathematical ability of students with Asperger syndrome and high-functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur Année de publication : 2007 Article en page(s) : p.547-556 Langues : Anglais (eng) Mots-clés : Asperger-syndrome High-functioning-autism Mathematics Review Index. décimale : PER Périodiques Résumé : This article reviews studies investigating cognitive ability and academic achievement of students with Asperger syndrome (AS) and high-functioning autism (HFA). Particular emphasis is placed on the mathematical ability of people with AS/HFA. A preliminary analysis of empirical data is presented. Findings indicate that: (1) the majority of individuals with AS/HFA have average mathematical ability; (2) the majority of individuals with AS/HFA have a significant but clinically modest math weakness; (3) some individuals with AS/HFA have mathematical giftedness. En ligne : http://dx.doi.org/10.1177/1362361307083259 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Mathematical ability of students with Asperger syndrome and high-functioning autism [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur . - 2007 . - p.547-556. Langues : Anglais (eng) in Autism > 11-6 (November 2007) . - p.547-556 Mots-clés : Asperger-syndrome High-functioning-autism Mathematics Review Index. décimale : PER Périodiques Résumé : This article reviews studies investigating cognitive ability and academic achievement of students with Asperger syndrome (AS) and high-functioning autism (HFA). Particular emphasis is placed on the mathematical ability of people with AS/HFA. A preliminary analysis of empirical data is presented. Findings indicate that: (1) the majority of individuals with AS/HFA have average mathematical ability; (2) the majority of individuals with AS/HFA have a significant but clinically modest math weakness; (3) some individuals with AS/HFA have mathematical giftedness. En ligne : http://dx.doi.org/10.1177/1362361307083259 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature / Hsu-Min CHIANG in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.259-267 Titre : Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur Année de publication : 2007 Article en page(s) : p.259-267 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors reviewed studies on teaching reading comprehension to students with autism spectrum disorders (ASD) with a focus on text (academic reading) comprehension and sight word (functional) comprehension. Eleven of 754 studies met the inclusion criteria: participants with ASD, published in English in a peer-reviewed journal, and use of an experimental design. Participants, setting, academic or functional reading comprehension, and instructional methods across studies were summarized and examined. Instructional methods employed were compared to those identified by the National Reading Panel as effective for students without disabilities. Suggestions for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur . - 2007 . - p.259-267. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.259-267 Index. décimale : PER Périodiques Résumé : The authors reviewed studies on teaching reading comprehension to students with autism spectrum disorders (ASD) with a focus on text (academic reading) comprehension and sight word (functional) comprehension. Eleven of 754 studies met the inclusion criteria: participants with ASD, published in English in a peer-reviewed journal, and use of an experimental design. Participants, setting, academic or functional reading comprehension, and instructional methods across studies were summarized and examined. Instructional methods employed were compared to those identified by the National Reading Panel as effective for students without disabilities. Suggestions for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

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