A comparison of contexts for assessing joint attention in toddlers on the autism spectrum / Elizabeth M. ROOS in Autism, 12-3 (May 2008)  

Public ISBD [article]  inAutism > 12-3 (May 2008) . - p.275-291 Titre : A comparison of contexts for assessing joint attention in toddlers on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth M. ROOS, Auteur ; Andrea MCDUFFIE, Auteur ; Morton Ann GERNSBACHER, Auteur ; Susan Ellis WEISMER, Auteur Année de publication : 2008 Article en page(s) : p.275-291 Langues : Anglais (eng) Mots-clés : autism joint-attention naturalistic-play social-communication Index. décimale : PER Périodiques Résumé : Children on the autism spectrum often demonstrate atypical joint attention, leading some researchers to consider joint attention defecits a core feature of the autism spectrum. Structured measures, such as the Early Social Communication Scales (ESCS), are commonly used to provide a metric of joint attention. To explore the assessment of joint attention in multiple contexts, we implemented an alternative system for coding joint attention behaviors. We compared initiation of joint attention (IJA) and response to joint attention (RJA) behaviors coded from naturalistic examiner—child play samples with similar IJA and RJA behaviors elicited within the structured ESCS protocol. Participants were 20 toddlers on the autism spectrum. Levels of IJA and RJA within the two assessment contexts were significantly and positively correlated, providing support for the use of naturalistic sampling of joint attention skills as a viable alternative, or supplement, to structured measures. En ligne : http://dx.doi.org/10.1177/1362361307089521 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=423 [article] A comparison of contexts for assessing joint attention in toddlers on the autism spectrum [Texte imprimé et/ou numérique] / Elizabeth M. ROOS, Auteur ; Andrea MCDUFFIE, Auteur ; Morton Ann GERNSBACHER, Auteur ; Susan Ellis WEISMER, Auteur . - 2008 . - p.275-291. Langues : Anglais (eng) in Autism > 12-3 (May 2008) . - p.275-291 Mots-clés : autism joint-attention naturalistic-play social-communication Index. décimale : PER Périodiques Résumé : Children on the autism spectrum often demonstrate atypical joint attention, leading some researchers to consider joint attention defecits a core feature of the autism spectrum. Structured measures, such as the Early Social Communication Scales (ESCS), are commonly used to provide a metric of joint attention. To explore the assessment of joint attention in multiple contexts, we implemented an alternative system for coding joint attention behaviors. We compared initiation of joint attention (IJA) and response to joint attention (RJA) behaviors coded from naturalistic examiner—child play samples with similar IJA and RJA behaviors elicited within the structured ESCS protocol. Participants were 20 toddlers on the autism spectrum. Levels of IJA and RJA within the two assessment contexts were significantly and positively correlated, providing support for the use of naturalistic sampling of joint attention skills as a viable alternative, or supplement, to structured measures. En ligne : http://dx.doi.org/10.1177/1362361307089521 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=423

Do puzzle pieces and autism puzzle piece logos evoke negative associations? / Morton Ann GERNSBACHER in Autism, 22-2 (February 2018)  

Public ISBD [article]  inAutism > 22-2 (February 2018) . - p.118-125 Titre : Do puzzle pieces and autism puzzle piece logos evoke negative associations? Type de document : Texte imprimé et/ou numérique Auteurs : Morton Ann GERNSBACHER, Auteur ; Adam R RAIMOND, Auteur ; Jennifer L STEVENSON, Auteur ; Jilana S BOSTON, Auteur ; Bev HARP, Auteur Année de publication : 2018 Article en page(s) : p.118-125 Langues : Anglais (eng) Mots-clés : free associations,IAT,Implicit Association Test,puzzle Index. décimale : PER Périodiques Résumé : Puzzle pieces have become ubiquitous symbols for autism. However, puzzle-piece imagery stirs debate between those who support and those who object to its use because they believe puzzle-piece imagery evokes negative associations. Our study empirically investigated whether puzzle pieces evoke negative associations in the general public. Participants’ (N?=?400) implicit negative associations were measured with an Implicit Association Task, which is a speeded categorization task, and participants’ explicit associations were measured with an Explicit Association Task, which is a standard task for assessing consumers’ explicit associations with brands (and images of those brands). Puzzle pieces, both those used as autism logos and those used more generically, evoked negative implicit associations (t(399)?=?–5.357, p? En ligne : https://doi.org/10.1177/1362361317727125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 [article] Do puzzle pieces and autism puzzle piece logos evoke negative associations? [Texte imprimé et/ou numérique] / Morton Ann GERNSBACHER, Auteur ; Adam R RAIMOND, Auteur ; Jennifer L STEVENSON, Auteur ; Jilana S BOSTON, Auteur ; Bev HARP, Auteur . - 2018 . - p.118-125. Langues : Anglais (eng) in Autism > 22-2 (February 2018) . - p.118-125 Mots-clés : free associations,IAT,Implicit Association Test,puzzle Index. décimale : PER Périodiques Résumé : Puzzle pieces have become ubiquitous symbols for autism. However, puzzle-piece imagery stirs debate between those who support and those who object to its use because they believe puzzle-piece imagery evokes negative associations. Our study empirically investigated whether puzzle pieces evoke negative associations in the general public. Participants’ (N?=?400) implicit negative associations were measured with an Implicit Association Task, which is a speeded categorization task, and participants’ explicit associations were measured with an Explicit Association Task, which is a standard task for assessing consumers’ explicit associations with brands (and images of those brands). Puzzle pieces, both those used as autism logos and those used more generically, evoked negative implicit associations (t(399)?=?–5.357, p? En ligne : https://doi.org/10.1177/1362361317727125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335

Editorial Perspective: The use of person-first language in scholarly writing may accentuate stigma / Morton Ann GERNSBACHER in Journal of Child Psychology and Psychiatry, 58-7 (July 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.859-861 Titre : Editorial Perspective: The use of person-first language in scholarly writing may accentuate stigma Type de document : Texte imprimé et/ou numérique Auteurs : Morton Ann GERNSBACHER, Auteur Article en page(s) : p.859-861 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Numerous style guides, including those issued by the American Psychological and the American Psychiatric Associations, prescribe that writers use only person-first language so that nouns referring to persons (e.g. children) always precede phrases referring to characteristics (e.g. children with typical development). Person-first language is based on the premise that everyone, regardless of whether they have a disability, is a person-first, and therefore everyone should be referred to with person-first language. However, my analysis of scholarly writing suggests that person-first language is used more frequently to refer to children with disabilities than to refer to children without disabilities; person-first language is more frequently used to refer to children with disabilities than adults with disabilities; and person-first language is most frequently used to refer to children with the most stigmatized disabilities. Therefore, the use of person-first language in scholarly writing may actually accentuate stigma rather than attenuate it. Recommendations are forwarded for language use that may reduce stigma. En ligne : http://dx.doi.org/10.1111/jcpp.12706 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] Editorial Perspective: The use of person-first language in scholarly writing may accentuate stigma [Texte imprimé et/ou numérique] / Morton Ann GERNSBACHER, Auteur . - p.859-861. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.859-861 Index. décimale : PER Périodiques Résumé : Numerous style guides, including those issued by the American Psychological and the American Psychiatric Associations, prescribe that writers use only person-first language so that nouns referring to persons (e.g. children) always precede phrases referring to characteristics (e.g. children with typical development). Person-first language is based on the premise that everyone, regardless of whether they have a disability, is a person-first, and therefore everyone should be referred to with person-first language. However, my analysis of scholarly writing suggests that person-first language is used more frequently to refer to children with disabilities than to refer to children without disabilities; person-first language is more frequently used to refer to children with disabilities than adults with disabilities; and person-first language is most frequently used to refer to children with the most stigmatized disabilities. Therefore, the use of person-first language in scholarly writing may actually accentuate stigma rather than attenuate it. Recommendations are forwarded for language use that may reduce stigma. En ligne : http://dx.doi.org/10.1111/jcpp.12706 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

Infant and toddler oral- and manual-motor skills predict later speech fluency in autism / Morton Ann GERNSBACHER in Journal of Child Psychology and Psychiatry, 49-1 (January 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-1 (January 2008) . - p.43–50 Titre : Infant and toddler oral- and manual-motor skills predict later speech fluency in autism Type de document : Texte imprimé et/ou numérique Auteurs : Morton Ann GERNSBACHER, Auteur ; H. HILL GOLDSMITH, Auteur ; Eve A. SAUER, Auteur ; Heather M. GEYE, Auteur ; Emily K. SCHWEIGERT, Auteur Année de publication : 2007 Article en page(s) : p.43–50 Langues : Anglais (eng) Mots-clés : Early-motor-development autism communication dyspraxia motor-skills Index. décimale : PER Périodiques Résumé : Background: Spoken and gestural communication proficiency varies greatly among autistic individuals. Three studies examined the role of oral- and manual-motor skill in predicting autistic children's speech development. Methods: Study 1 investigated whether infant and toddler oral- and manual-motor skills predict middle childhood and teenage speech fluency; Study 2 verified those early infant and toddler predictions with historical home video; and Study 3 assessed the relation between autistic children's current-day oral-motor skill and their speech fluency. Results: Infant and toddler oral-motor and manual-motor skills inter-correlated significantly, distinguished autistic children (N = 115) from typically developing children (N = 44), and distinguished autistic children whose current-day speech was minimally fluent (N = 33), moderately fluent (N = 39), and highly fluent (N = 39). These results were corroborated by analysis of historical home video (N = 32) and verified with current-day assessment (N = 40). Conclusions: The prominent associations among early oral- and manual-motor skills and later speech fluency bear implications for understanding communication in autism. For instance, these associations challenge the common assumption (made even in diagnostic criteria) that manual modes of communication are available to autistic individuals – if simply they choose to use them. These associations also highlight a potential confound from manual-motor skills when assessing autistic cognition, receptive language, and ‘nonverbal’ social communication. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01820.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Infant and toddler oral- and manual-motor skills predict later speech fluency in autism [Texte imprimé et/ou numérique] / Morton Ann GERNSBACHER, Auteur ; H. HILL GOLDSMITH, Auteur ; Eve A. SAUER, Auteur ; Heather M. GEYE, Auteur ; Emily K. SCHWEIGERT, Auteur . - 2007 . - p.43–50. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-1 (January 2008) . - p.43–50 Mots-clés : Early-motor-development autism communication dyspraxia motor-skills Index. décimale : PER Périodiques Résumé : Background: Spoken and gestural communication proficiency varies greatly among autistic individuals. Three studies examined the role of oral- and manual-motor skill in predicting autistic children's speech development. Methods: Study 1 investigated whether infant and toddler oral- and manual-motor skills predict middle childhood and teenage speech fluency; Study 2 verified those early infant and toddler predictions with historical home video; and Study 3 assessed the relation between autistic children's current-day oral-motor skill and their speech fluency. Results: Infant and toddler oral-motor and manual-motor skills inter-correlated significantly, distinguished autistic children (N = 115) from typically developing children (N = 44), and distinguished autistic children whose current-day speech was minimally fluent (N = 33), moderately fluent (N = 39), and highly fluent (N = 39). These results were corroborated by analysis of historical home video (N = 32) and verified with current-day assessment (N = 40). Conclusions: The prominent associations among early oral- and manual-motor skills and later speech fluency bear implications for understanding communication in autism. For instance, these associations challenge the common assumption (made even in diagnostic criteria) that manual modes of communication are available to autistic individuals – if simply they choose to use them. These associations also highlight a potential confound from manual-motor skills when assessing autistic cognition, receptive language, and ‘nonverbal’ social communication. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01820.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

Lexical and Grammatical Skills in Toddlers on the Autism Spectrum Compared to Late Talking Toddlers / Susan Ellis WEISMER in Journal of Autism and Developmental Disorders, 41-8 (August 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1065-1075 Titre : Lexical and Grammatical Skills in Toddlers on the Autism Spectrum Compared to Late Talking Toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Susan Ellis WEISMER, Auteur ; Morton Ann GERNSBACHER, Auteur ; Sheri T. STRONACH, Auteur ; Courtney KARASINSKI, Auteur ; Elizabeth R. EERNISSE, Auteur ; Courtney E. VENKER, Auteur ; Heidi SINDBERG, Auteur Année de publication : 2011 Article en page(s) : p.1065-1075 Langues : Anglais (eng) Mots-clés : Autism  Language  Late talkers  Vocabulary  Semantic categories  Grammar  Psychological state terms Index. décimale : PER Périodiques Résumé : This study compared language development in 30-month-old toddlers on the autism spectrum and 25-month-old late talking toddlers without autism. Groups were matched on overall productive vocabulary (and nonverbal cognition was controlled) in order to compare language acquisition patterns related to vocabulary composition and early lexical–grammatical relationships. Findings revealed that semantic categories of words—including psychological state terms—used by toddlers on the autism spectrum were very similar to those of late talkers. Both groups were equivalent with respect to grammatical complexity and proportion of toddlers combining words, though late talkers displayed a relatively stronger association between lexical–grammatical abilities. These tentative findings are consistent with a dimensional account of early, core linguistic abilities across different populations of children with language delay. En ligne : http://dx.doi.org/10.1007/s10803-010-1134-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132 [article] Lexical and Grammatical Skills in Toddlers on the Autism Spectrum Compared to Late Talking Toddlers [Texte imprimé et/ou numérique] / Susan Ellis WEISMER, Auteur ; Morton Ann GERNSBACHER, Auteur ; Sheri T. STRONACH, Auteur ; Courtney KARASINSKI, Auteur ; Elizabeth R. EERNISSE, Auteur ; Courtney E. VENKER, Auteur ; Heidi SINDBERG, Auteur . - 2011 . - p.1065-1075. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1065-1075 Mots-clés : Autism  Language  Late talkers  Vocabulary  Semantic categories  Grammar  Psychological state terms Index. décimale : PER Périodiques Résumé : This study compared language development in 30-month-old toddlers on the autism spectrum and 25-month-old late talking toddlers without autism. Groups were matched on overall productive vocabulary (and nonverbal cognition was controlled) in order to compare language acquisition patterns related to vocabulary composition and early lexical–grammatical relationships. Findings revealed that semantic categories of words—including psychological state terms—used by toddlers on the autism spectrum were very similar to those of late talkers. Both groups were equivalent with respect to grammatical complexity and proportion of toddlers combining words, though late talkers displayed a relatively stronger association between lexical–grammatical abilities. These tentative findings are consistent with a dimensional account of early, core linguistic abilities across different populations of children with language delay. En ligne : http://dx.doi.org/10.1007/s10803-010-1134-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132

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