Are Children with Autism Spectrum Disorder Initially Attuned to Object Function Rather Than Shape for Word Learning? / Charlotte FIELD in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1210-1219 Titre : Are Children with Autism Spectrum Disorder Initially Attuned to Object Function Rather Than Shape for Word Learning? Type de document : texte imprimé Auteurs : Charlotte FIELD, Auteur ; Melissa L. ALLEN, Auteur ; Charlie LEWIS, Auteur Année de publication : 2016 Article en page(s) : p.1210-1219 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Developmental disorder  Function bias  Shape bias  Word learning Index. décimale : PER Périodiques Résumé : We investigate the function bias—generalising words to objects with the same function—in typically developing (TD) children, children with autism spectrum disorder (ASD) and children with other developmental disorders. Across four trials, a novel object was named and its function was described and demonstrated. Children then selected the other referent from a shape match (same shape, different function) and function match (same function, different shape) object. TD children and children with ASD were ‘function biased’, although further investigation established that having a higher VMA facilitated function bias understanding in TD children, but having a lower VMA facilitated function bias understanding in children with ASD. This suggests that children with ASD are initially attuned to object function, not shape. En ligne : http://dx.doi.org/10.1007/s10803-015-2657-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Are Children with Autism Spectrum Disorder Initially Attuned to Object Function Rather Than Shape for Word Learning? [texte imprimé] / Charlotte FIELD, Auteur ; Melissa L. ALLEN, Auteur ; Charlie LEWIS, Auteur . - 2016 . - p.1210-1219. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1210-1219 Mots-clés : Autism spectrum disorder  Developmental disorder  Function bias  Shape bias  Word learning Index. décimale : PER Périodiques Résumé : We investigate the function bias—generalising words to objects with the same function—in typically developing (TD) children, children with autism spectrum disorder (ASD) and children with other developmental disorders. Across four trials, a novel object was named and its function was described and demonstrated. Children then selected the other referent from a shape match (same shape, different function) and function match (same function, different shape) object. TD children and children with ASD were ‘function biased’, although further investigation established that having a higher VMA facilitated function bias understanding in TD children, but having a lower VMA facilitated function bias understanding in children with ASD. This suggests that children with ASD are initially attuned to object function, not shape. En ligne : http://dx.doi.org/10.1007/s10803-015-2657-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders / Charlotte FIELD in Journal of Autism and Developmental Disorders, 46-10 (October 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3195-3206 Titre : Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Charlotte FIELD, Auteur ; Melissa L. ALLEN, Auteur ; Charlie LEWIS, Auteur Article en page(s) : p.3195-3206 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Shape bias  Shape-as-cue  Attentional-learning-account  Word learning  Delay versus deviance Index. décimale : PER Périodiques Résumé : The shape bias—generalising labels to same shaped objects—has been linked to attentional learning or referential intent. We explore these origins in children with typical development (TD), autism spectrum disorders (ASD) and other developmental disorders (DD). In two conditions, a novel object was presented and either named or described. Children selected another from a shape, colour or texture match. TD children choose the shape match in both conditions, children with DD and ‘high-verbal mental age’ (VMA) children with ASD (language age > 4.6) did so in the name condition and ‘low-VMA’ children with ASD never showed the heuristic. Thus, the shape bias arises from attentional learning in atypically developing children and is delayed in ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2401-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders [texte imprimé] / Charlotte FIELD, Auteur ; Melissa L. ALLEN, Auteur ; Charlie LEWIS, Auteur . - p.3195-3206. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3195-3206 Mots-clés : Autism spectrum disorders  Shape bias  Shape-as-cue  Attentional-learning-account  Word learning  Delay versus deviance Index. décimale : PER Périodiques Résumé : The shape bias—generalising labels to same shaped objects—has been linked to attentional learning or referential intent. We explore these origins in children with typical development (TD), autism spectrum disorders (ASD) and other developmental disorders (DD). In two conditions, a novel object was presented and either named or described. Children selected another from a shape, colour or texture match. TD children choose the shape match in both conditions, children with DD and ‘high-verbal mental age’ (VMA) children with ASD (language age > 4.6) did so in the name condition and ‘low-VMA’ children with ASD never showed the heuristic. Thus, the shape bias arises from attentional learning in atypically developing children and is delayed in ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2401-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

Brief Report: Are Children with Autism Proficient Word Learners? / Tessa E. FRANKEN in Journal of Autism and Developmental Disorders, 40-2 (February 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-2 (February 2010) . - p.255-259 Titre : Brief Report: Are Children with Autism Proficient Word Learners? Type de document : texte imprimé Auteurs : Tessa E. FRANKEN, Auteur ; Charlie LEWIS, Auteur ; Stephanie A. MALONE, Auteur Année de publication : 2010 Article en page(s) : p.255-259 Langues : Anglais (eng) Mots-clés : Autism Word-learning Joint-attention Context Index. décimale : PER Périodiques Résumé : Many approaches to word learning argue for the importance of joint attention and other social-pragmatic abilities. This study explored word learning in children with autism (CWA), by examining it in ostensive and non-ostensive contexts, tested through both comprehension and elicited production. Novel nouns were taught to 17 CWA and 13 children with moderate learning difficulties (MLD) using an adapted version of Tomasello and Barton’s (Developmental Psychology, 30: 639–650, 1994) search paradigm. In elicited production for words learnt within an ostensive context, CWA performed at a significantly higher level than MLD children. This is contrary to prior findings and suggests that word learning abilities in CWA have been underestimated. En ligne : http://dx.doi.org/10.1007/s10803-009-0847-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=965 [article] Brief Report: Are Children with Autism Proficient Word Learners? [texte imprimé] / Tessa E. FRANKEN, Auteur ; Charlie LEWIS, Auteur ; Stephanie A. MALONE, Auteur . - 2010 . - p.255-259. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-2 (February 2010) . - p.255-259 Mots-clés : Autism Word-learning Joint-attention Context Index. décimale : PER Périodiques Résumé : Many approaches to word learning argue for the importance of joint attention and other social-pragmatic abilities. This study explored word learning in children with autism (CWA), by examining it in ostensive and non-ostensive contexts, tested through both comprehension and elicited production. Novel nouns were taught to 17 CWA and 13 children with moderate learning difficulties (MLD) using an adapted version of Tomasello and Barton’s (Developmental Psychology, 30: 639–650, 1994) search paradigm. In elicited production for words learnt within an ostensive context, CWA performed at a significantly higher level than MLD children. This is contrary to prior findings and suggests that word learning abilities in CWA have been underestimated. En ligne : http://dx.doi.org/10.1007/s10803-009-0847-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=965

Communication and Symbolic Research in Autism Spectrum Disorder: Linking Method and Theory / Melissa L. ALLEN in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.1-3 Titre : Communication and Symbolic Research in Autism Spectrum Disorder: Linking Method and Theory Type de document : texte imprimé Auteurs : Melissa L. ALLEN, Auteur ; Charlie LEWIS, Auteur Article en page(s) : p.1-3 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-014-2313-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Communication and Symbolic Research in Autism Spectrum Disorder: Linking Method and Theory [texte imprimé] / Melissa L. ALLEN, Auteur ; Charlie LEWIS, Auteur . - p.1-3. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.1-3 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-014-2313-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Executive Function Skills Are Linked to Restricted and Repetitive Behaviors: Three Correlational Meta Analyses / Rebecca Kvisler IVERSEN in Autism Research, 14-6 (June 2021)  

Public ISBD [article]  inAutism Research > 14-6 (June 2021) . - p.1163-1185 Titre : Executive Function Skills Are Linked to Restricted and Repetitive Behaviors: Three Correlational Meta Analyses Type de document : texte imprimé Auteurs : Rebecca Kvisler IVERSEN, Auteur ; Charlie LEWIS, Auteur Article en page(s) : p.1163-1185 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Cognition  Executive Function  Humans  Meta-Analysis as Topic  Parents  autism  executive function  meta-analysis  restricted and repetitive behaviors  systematic review Index. décimale : PER Périodiques Résumé : There is a consensus on the centrality of restricted and repetitive behaviors (RRBs) in the diagnosis of Autism Spectrum Disorder (ASD), yet the origins of these behaviors are still debated. We reconsider whether executive function (EF) accounts of RRBs should be revisited. EF deficits and high levels of RRBs are often pronounced in individuals with ASD and are also prevalent in young typically developing children. Despite this, the evidence is mixed, and there has been no systematic attempt to evaluate the relationship across studies and between task batteries. We examine recent evidence, and in three highly powered random-effects analyses (N = 2964), examine the strength of the association between RRB levels and performance on set shifting, inhibitory control, and parental-report based EF batteries. The analyses confirm significant associations between high levels of the behaviors and poor EF skills. Moreover, the associations remained stable across typical development and in individuals with ASD and across different types of EF measures. These meta-analyses consolidate recent evidence identifying that cognitive mechanisms correlate with high RRBs that are seen in individuals with ASD, as well as in typical development. We propose that the EF account may be critical for guiding future interventions in ASD research. LAY SUMMARY: Restricted and repetitive behaviors (RRBs) are diagnostic criteria for Autism yet also common in typical development, and if they persist over time some can have a negative impact on learning and social acceptance. The present meta-analyses found that high levels of RRBs related to poor performance on set-shifting and inhibitory control tasks, as well as high ratings on parental report scales. Future studies should create interventions that aim to improve these skills as they may help manage challenging RRBs. En ligne : http://dx.doi.org/10.1002/aur.2468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Executive Function Skills Are Linked to Restricted and Repetitive Behaviors: Three Correlational Meta Analyses [texte imprimé] / Rebecca Kvisler IVERSEN, Auteur ; Charlie LEWIS, Auteur . - p.1163-1185. Langues : Anglais (eng) in Autism Research > 14-6 (June 2021) . - p.1163-1185 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Cognition  Executive Function  Humans  Meta-Analysis as Topic  Parents  autism  executive function  meta-analysis  restricted and repetitive behaviors  systematic review Index. décimale : PER Périodiques Résumé : There is a consensus on the centrality of restricted and repetitive behaviors (RRBs) in the diagnosis of Autism Spectrum Disorder (ASD), yet the origins of these behaviors are still debated. We reconsider whether executive function (EF) accounts of RRBs should be revisited. EF deficits and high levels of RRBs are often pronounced in individuals with ASD and are also prevalent in young typically developing children. Despite this, the evidence is mixed, and there has been no systematic attempt to evaluate the relationship across studies and between task batteries. We examine recent evidence, and in three highly powered random-effects analyses (N = 2964), examine the strength of the association between RRB levels and performance on set shifting, inhibitory control, and parental-report based EF batteries. The analyses confirm significant associations between high levels of the behaviors and poor EF skills. Moreover, the associations remained stable across typical development and in individuals with ASD and across different types of EF measures. These meta-analyses consolidate recent evidence identifying that cognitive mechanisms correlate with high RRBs that are seen in individuals with ASD, as well as in typical development. We propose that the EF account may be critical for guiding future interventions in ASD research. LAY SUMMARY: Restricted and repetitive behaviors (RRBs) are diagnostic criteria for Autism yet also common in typical development, and if they persist over time some can have a negative impact on learning and social acceptance. The present meta-analyses found that high levels of RRBs related to poor performance on set-shifting and inhibitory control tasks, as well as high ratings on parental report scales. Future studies should create interventions that aim to improve these skills as they may help manage challenging RRBs. En ligne : http://dx.doi.org/10.1002/aur.2468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Sibling Interaction of Children with Autism: Development Over 12 Months / Fiona KNOTT in Journal of Autism and Developmental Disorders, 37-10 (November 2007)  

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