Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders / Daniela PLESA SKWERER in Autism, 20-5 (July 2016)  

Public ISBD [article]  inAutism > 20-5 (July 2016) . - p.591-604 Titre : Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Daniela PLESA SKWERER, Auteur ; Samantha E JORDAN, Auteur ; Brianna BRUKILACCHIO, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.591-604 Langues : Anglais (eng) Mots-clés : eye-tracking  minimally verbal  receptive language  standardized assessments Index. décimale : PER Périodiques Résumé : This research addresses the challenges of assessing receptive language abilities in minimally verbal children with autism spectrum disorder by comparing several adapted measurement tools: a standardized direct assessment of receptive vocabulary (i.e. Peabody Picture Vocabulary Test-4); caregiver report measures including scores on the Vineland-II Communication domain and a vocabulary questionnaire consisting of a list of words ranging from simple, developmentally early, to more advanced words expected to be understood by at least some older children and adolescents; an eye-tracking test of word comprehension, using a word–image pair matching paradigm similar to that often used in studies of infant language acquisition; and a computerized assessment using a touch screen for directly measuring word comprehension with the same stimuli used in the eye-tracking experiment. Results of this multiple-method approach revealed significant heterogeneity in receptive language abilities across participants and across assessment methods. Our findings underscore the need to find individualized approaches for capturing the potential for language comprehension of minimally verbal children with autism spectrum disorder who remain otherwise untestable, using several types of assessment that may include methods based on eye-tracking or touch-screen responding. En ligne : http://dx.doi.org/10.1177/1362361315600146 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Daniela PLESA SKWERER, Auteur ; Samantha E JORDAN, Auteur ; Brianna BRUKILACCHIO, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.591-604. Langues : Anglais (eng) in Autism > 20-5 (July 2016) . - p.591-604 Mots-clés : eye-tracking  minimally verbal  receptive language  standardized assessments Index. décimale : PER Périodiques Résumé : This research addresses the challenges of assessing receptive language abilities in minimally verbal children with autism spectrum disorder by comparing several adapted measurement tools: a standardized direct assessment of receptive vocabulary (i.e. Peabody Picture Vocabulary Test-4); caregiver report measures including scores on the Vineland-II Communication domain and a vocabulary questionnaire consisting of a list of words ranging from simple, developmentally early, to more advanced words expected to be understood by at least some older children and adolescents; an eye-tracking test of word comprehension, using a word–image pair matching paradigm similar to that often used in studies of infant language acquisition; and a computerized assessment using a touch screen for directly measuring word comprehension with the same stimuli used in the eye-tracking experiment. Results of this multiple-method approach revealed significant heterogeneity in receptive language abilities across participants and across assessment methods. Our findings underscore the need to find individualized approaches for capturing the potential for language comprehension of minimally verbal children with autism spectrum disorder who remain otherwise untestable, using several types of assessment that may include methods based on eye-tracking or touch-screen responding. En ligne : http://dx.doi.org/10.1177/1362361315600146 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Conducting research with minimally verbal participants with autism spectrum disorder / Helen TAGER-FLUSBERG in Autism, 21-7 (October 2017)  

Public ISBD [article]  inAutism > 21-7 (October 2017) . - p.852-861 Titre : Conducting research with minimally verbal participants with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helen TAGER-FLUSBERG, Auteur ; Daniela PLESA SKWERER, Auteur ; Robert M. JOSEPH, Auteur ; Brianna BRUKILACCHIO, Auteur ; Jessica DECKER, Auteur ; Brady EGGLESTON, Auteur ; Steven MEYER, Auteur ; Anne YODER, Auteur Article en page(s) : p.852-861 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A growing number of research groups are now including older minimally verbal individuals with autism spectrum disorder in their studies to encompass the full range of heterogeneity in the population. There are numerous barriers that prevent researchers from collecting high-quality data from these individuals, in part because of the challenging behaviors with which they present alongside their very limited means for communication. In this article, we summarize the practices that we have developed, based on applied behavioral analysis techniques, and have used in our ongoing research on behavioral, eye-tracking, and electrophysiological studies of minimally verbal children and adolescents with autism spectrum disorder. Our goal is to provide the field with useful guidelines that will promote the inclusion of the entire spectrum of individuals with autism spectrum disorder in future research investigations. En ligne : https://doi.org/10.1177/1362361316654605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319 [article] Conducting research with minimally verbal participants with autism spectrum disorder [Texte imprimé et/ou numérique] / Helen TAGER-FLUSBERG, Auteur ; Daniela PLESA SKWERER, Auteur ; Robert M. JOSEPH, Auteur ; Brianna BRUKILACCHIO, Auteur ; Jessica DECKER, Auteur ; Brady EGGLESTON, Auteur ; Steven MEYER, Auteur ; Anne YODER, Auteur . - p.852-861. Langues : Anglais (eng) in Autism > 21-7 (October 2017) . - p.852-861 Index. décimale : PER Périodiques Résumé : A growing number of research groups are now including older minimally verbal individuals with autism spectrum disorder in their studies to encompass the full range of heterogeneity in the population. There are numerous barriers that prevent researchers from collecting high-quality data from these individuals, in part because of the challenging behaviors with which they present alongside their very limited means for communication. In this article, we summarize the practices that we have developed, based on applied behavioral analysis techniques, and have used in our ongoing research on behavioral, eye-tracking, and electrophysiological studies of minimally verbal children and adolescents with autism spectrum disorder. Our goal is to provide the field with useful guidelines that will promote the inclusion of the entire spectrum of individuals with autism spectrum disorder in future research investigations. En ligne : https://doi.org/10.1177/1362361316654605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319

Do minimally verbal and verbally fluent individuals with autism spectrum disorder differ in their viewing patterns of dynamic social scenes? / D. PLESA SKWERER in Autism, 23-8 (November 2019)  

Public ISBD [article]  inAutism > 23-8 (November 2019) . - p.2131-2144 Titre : Do minimally verbal and verbally fluent individuals with autism spectrum disorder differ in their viewing patterns of dynamic social scenes? Type de document : Texte imprimé et/ou numérique Auteurs : D. PLESA SKWERER, Auteur ; Brianna BRUKILACCHIO, Auteur ; A. CHU, Auteur ; B. EGGLESTON, Auteur ; S. MEYER, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.2131-2144 Langues : Anglais (eng) Mots-clés : dynamic scene  eye tracking  minimally verbal autism spectrum disorder  visual social attention Index. décimale : PER Périodiques Résumé : Attending preferentially to social information in the environment is important in developing socio-communicative skills and language. Research using eye tracking to explore how individuals with autism spectrum disorder deploy visual attention has increased exponentially in the past decade; however, studies have typically not included minimally verbal participants. In this study, we compared 37 minimally verbal children and adolescents with autism spectrum disorder with 34 age-matched verbally fluent individuals with autism spectrum disorder in how they viewed a brief video in which a young woman, surrounded by interesting objects, engages the viewer, and later reacts with expected or unexpected gaze-shifts toward the objects. While both groups spent comparable amounts of time looking at different parts of the scene and looked longer at the person than at the objects, the minimally verbal autism spectrum disorder group spent significantly less time looking at the person's face during the episodes where gaze following-a precursor of joint attention-was critical for interpreting her behavior. Proportional looking-time toward key areas of interest in some episodes correlated with receptive language measures. These findings underscore the connections between social attention and the development of communicative abilities in autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319845563 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Do minimally verbal and verbally fluent individuals with autism spectrum disorder differ in their viewing patterns of dynamic social scenes? [Texte imprimé et/ou numérique] / D. PLESA SKWERER, Auteur ; Brianna BRUKILACCHIO, Auteur ; A. CHU, Auteur ; B. EGGLESTON, Auteur ; S. MEYER, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.2131-2144. Langues : Anglais (eng) in Autism > 23-8 (November 2019) . - p.2131-2144 Mots-clés : dynamic scene  eye tracking  minimally verbal autism spectrum disorder  visual social attention Index. décimale : PER Périodiques Résumé : Attending preferentially to social information in the environment is important in developing socio-communicative skills and language. Research using eye tracking to explore how individuals with autism spectrum disorder deploy visual attention has increased exponentially in the past decade; however, studies have typically not included minimally verbal participants. In this study, we compared 37 minimally verbal children and adolescents with autism spectrum disorder with 34 age-matched verbally fluent individuals with autism spectrum disorder in how they viewed a brief video in which a young woman, surrounded by interesting objects, engages the viewer, and later reacts with expected or unexpected gaze-shifts toward the objects. While both groups spent comparable amounts of time looking at different parts of the scene and looked longer at the person than at the objects, the minimally verbal autism spectrum disorder group spent significantly less time looking at the person's face during the episodes where gaze following-a precursor of joint attention-was critical for interpreting her behavior. Proportional looking-time toward key areas of interest in some episodes correlated with receptive language measures. These findings underscore the connections between social attention and the development of communicative abilities in autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319845563 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

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