Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? / C. K. CARTER in Journal of Autism and Developmental Disorders, 51-9 (September 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3050-3062 Titre : Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? Type de document : Texte imprimé et/ou numérique Auteurs : C. K. CARTER, Auteur ; C. HARTLEY, Auteur Article en page(s) : p.3050-3062 Langues : Anglais (eng) Mots-clés : African Americans  Autism Spectrum Disorder  Autistic Disorder  Case-Control Studies  Child  Color  Humans  Autism spectrum disorder  Fast mapping  Iconicity  Pictures  Retention  Word learning Index. décimale : PER Périodiques Résumé : For the first time, this study investigated whether children with autism spectrum disorder (ASD) and typically developing (TD) children matched on language comprehension (M age equivalent?=??~?44 months) are more likely to retain words when learning from colour photographs than black-and-white cartoons. Participants used mutual exclusivity to fast map novel word-picture relationships and retention was assessed following a 5-min delay. Children with ASD achieved significantly greater retention accuracy when learning from photographs rather than cartoons and, surprisingly, responded more accurately than TD children when learning from photographs. Our results demonstrate that children with ASD benefit from greater iconicity when learning words from pictures, providing a data-grounded rationale for using colour photographs when administering picture-based interventions. En ligne : http://dx.doi.org/10.1007/s10803-020-04771-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? [Texte imprimé et/ou numérique] / C. K. CARTER, Auteur ; C. HARTLEY, Auteur . - p.3050-3062. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3050-3062 Mots-clés : African Americans  Autism Spectrum Disorder  Autistic Disorder  Case-Control Studies  Child  Color  Humans  Autism spectrum disorder  Fast mapping  Iconicity  Pictures  Retention  Word learning Index. décimale : PER Périodiques Résumé : For the first time, this study investigated whether children with autism spectrum disorder (ASD) and typically developing (TD) children matched on language comprehension (M age equivalent?=??~?44 months) are more likely to retain words when learning from colour photographs than black-and-white cartoons. Participants used mutual exclusivity to fast map novel word-picture relationships and retention was assessed following a 5-min delay. Children with ASD achieved significantly greater retention accuracy when learning from photographs rather than cartoons and, surprisingly, responded more accurately than TD children when learning from photographs. Our results demonstrate that children with ASD benefit from greater iconicity when learning words from pictures, providing a data-grounded rationale for using colour photographs when administering picture-based interventions. En ligne : http://dx.doi.org/10.1007/s10803-020-04771-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Do Children with Autism Spectrum Disorder Share Fairly and Reciprocally? / C. HARTLEY in Journal of Autism and Developmental Disorders, 48-8 (August 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2714-2726 Titre : Do Children with Autism Spectrum Disorder Share Fairly and Reciprocally? Type de document : Texte imprimé et/ou numérique Auteurs : C. HARTLEY, Auteur ; S. FISHER, Auteur Article en page(s) : p.2714-2726 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Dictator Game  Fairness  Reciprocity  Sharing  Ultimatum Game Index. décimale : PER Périodiques Résumé : This study investigated whether children with autism spectrum disorder (ASD) and typically developing children matched on receptive language share resources fairly and reciprocally. Children completed age-appropriate versions of the Ultimatum and Dictator Games with real stickers and an interactive partner. Both groups offered similar numbers of stickers (preferring equality over self-interest), offered more stickers in the Ultimatum Game, and verbally referenced 'fairness' at similar rates. However, children with ASD were significantly more likely to accept unfair offers and were significantly less likely to reciprocate the puppet's offers. Failure to reciprocate fair sharing may significantly impact on social cohesion and children's ability to build relationships. These important differences may be linked to broader deficits in social-cognitive development and potentially self-other understanding. En ligne : http://dx.doi.org/10.1007/s10803-018-3528-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Do Children with Autism Spectrum Disorder Share Fairly and Reciprocally? [Texte imprimé et/ou numérique] / C. HARTLEY, Auteur ; S. FISHER, Auteur . - p.2714-2726. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2714-2726 Mots-clés : Autism spectrum disorder  Dictator Game  Fairness  Reciprocity  Sharing  Ultimatum Game Index. décimale : PER Périodiques Résumé : This study investigated whether children with autism spectrum disorder (ASD) and typically developing children matched on receptive language share resources fairly and reciprocally. Children completed age-appropriate versions of the Ultimatum and Dictator Games with real stickers and an interactive partner. Both groups offered similar numbers of stickers (preferring equality over self-interest), offered more stickers in the Ultimatum Game, and verbally referenced 'fairness' at similar rates. However, children with ASD were significantly more likely to accept unfair offers and were significantly less likely to reciprocate the puppet's offers. Failure to reciprocate fair sharing may significantly impact on social cohesion and children's ability to build relationships. These important differences may be linked to broader deficits in social-cognitive development and potentially self-other understanding. En ligne : http://dx.doi.org/10.1007/s10803-018-3528-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Does Autism Affect Children's Identification of Ownership and Defence of Ownership Rights? / C. HARTLEY in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4227-4238 Titre : Does Autism Affect Children's Identification of Ownership and Defence of Ownership Rights? Type de document : Texte imprimé et/ou numérique Auteurs : C. HARTLEY, Auteur ; N. HARRISON, Auteur ; J. J. SHAW, Auteur Article en page(s) : p.4227-4238 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child Development  Child, Preschool  Humans  Ownership  Autism spectrum disorder  Ownership identification  Ownership rights  Pronouns  Typical development Index. décimale : PER Périodiques Résumé : This study investigated how autism spectrum disorder (ASD) impacts children's ability to identify ownership from linguistic cues (proper nouns vs. possessive pronouns) and their awareness of ownership rights. In comparison to typically developing (TD) children matched on receptive language (M age equivalents: 53-56 months), children with ASD were less accurate at tracking owner-object relationships based on possessive pronouns and were less accurate at identifying the property of third parties. We also found that children with ASD were less likely to defend their own and others' ownership rights. We hypothesise that these results may be attributed to differences in representing the self and propose that ASD may be characterised by reduced concern for ownership and associated concepts. En ligne : http://dx.doi.org/10.1007/s10803-021-04872-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Does Autism Affect Children's Identification of Ownership and Defence of Ownership Rights? [Texte imprimé et/ou numérique] / C. HARTLEY, Auteur ; N. HARRISON, Auteur ; J. J. SHAW, Auteur . - p.4227-4238. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4227-4238 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child Development  Child, Preschool  Humans  Ownership  Autism spectrum disorder  Ownership identification  Ownership rights  Pronouns  Typical development Index. décimale : PER Périodiques Résumé : This study investigated how autism spectrum disorder (ASD) impacts children's ability to identify ownership from linguistic cues (proper nouns vs. possessive pronouns) and their awareness of ownership rights. In comparison to typically developing (TD) children matched on receptive language (M age equivalents: 53-56 months), children with ASD were less accurate at tracking owner-object relationships based on possessive pronouns and were less accurate at identifying the property of third parties. We also found that children with ASD were less likely to defend their own and others' ownership rights. We hypothesise that these results may be attributed to differences in representing the self and propose that ASD may be characterised by reduced concern for ownership and associated concepts. En ligne : http://dx.doi.org/10.1007/s10803-021-04872-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Investigating the relationship between language and picture understanding in children with autism spectrum disorder / C. HARTLEY in Autism, 23-1 (January 2019)  

Public ISBD [article]  inAutism > 23-1 (January 2019) . - p.187-198 Titre : Investigating the relationship between language and picture understanding in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. HARTLEY, Auteur ; A. TRAINER, Auteur ; M. L. ALLEN, Auteur Article en page(s) : p.187-198 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  comprehension  language  pictures  production  symbolic understanding  symbolic play  typical development  ability  tests  shape  Psychology Index. décimale : PER Périodiques Résumé : Previous studies report that minimally verbal children with autism spectrum disorder show impaired picture comprehension when matched to typically developing controls on language comprehension. Here, we compare both picture comprehension and picture production abilities in linguistically delayed children with autism spectrum disorder and typically developing controls matched on language comprehension and language production. Participants were 20 children with autism spectrum disorder (M age: 11.2 years) and 20 typically developing children (M age: 4.4 years) matched on age equivalents for receptive language (autism spectrum disorder, M: 4.6 years; typically developing, M: 4.5 years) and expressive language (autism spectrum disorder, M: 4.4 years; typically developing, M: 4.5 years). Picture comprehension was assessed by asking children to identify the three-dimensional referents of line drawings. Picture production was assessed by asking children to create representational drawings of unfamiliar objects and having raters identify their referents. The results of both picture tasks revealed statistically equivalent performance for typically developing children and children with autism spectrum disorder, and identical patterns of performance across trial types. These findings suggest that early deficits in pictorial understanding displayed by minimally verbal individuals may diminish as their expressive language skills develop. Theoretically, our study indicates that development in linguistic and pictorial domains may be inter-related for children with autism spectrum disorder (as is the case for typical development). En ligne : http://dx.doi.org/10.1177/1362361317729613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Investigating the relationship between language and picture understanding in children with autism spectrum disorder [Texte imprimé et/ou numérique] / C. HARTLEY, Auteur ; A. TRAINER, Auteur ; M. L. ALLEN, Auteur . - p.187-198. Langues : Anglais (eng) in Autism > 23-1 (January 2019) . - p.187-198 Mots-clés : autism spectrum disorder  comprehension  language  pictures  production  symbolic understanding  symbolic play  typical development  ability  tests  shape  Psychology Index. décimale : PER Périodiques Résumé : Previous studies report that minimally verbal children with autism spectrum disorder show impaired picture comprehension when matched to typically developing controls on language comprehension. Here, we compare both picture comprehension and picture production abilities in linguistically delayed children with autism spectrum disorder and typically developing controls matched on language comprehension and language production. Participants were 20 children with autism spectrum disorder (M age: 11.2 years) and 20 typically developing children (M age: 4.4 years) matched on age equivalents for receptive language (autism spectrum disorder, M: 4.6 years; typically developing, M: 4.5 years) and expressive language (autism spectrum disorder, M: 4.4 years; typically developing, M: 4.5 years). Picture comprehension was assessed by asking children to identify the three-dimensional referents of line drawings. Picture production was assessed by asking children to create representational drawings of unfamiliar objects and having raters identify their referents. The results of both picture tasks revealed statistically equivalent performance for typically developing children and children with autism spectrum disorder, and identical patterns of performance across trial types. These findings suggest that early deficits in pictorial understanding displayed by minimally verbal individuals may diminish as their expressive language skills develop. Theoretically, our study indicates that development in linguistic and pictorial domains may be inter-related for children with autism spectrum disorder (as is the case for typical development). En ligne : http://dx.doi.org/10.1177/1362361317729613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Peer-adult network structure and suicide attempts in 38 high schools: implications for network-informed suicide prevention / P. A. WYMAN in Journal of Child Psychology and Psychiatry, 60-10 (October 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-10 (October 2019) . - p.1065-1075 Titre : Peer-adult network structure and suicide attempts in 38 high schools: implications for network-informed suicide prevention Type de document : Texte imprimé et/ou numérique Auteurs : P. A. WYMAN, Auteur ; T. A. PICKERING, Auteur ; A. R. PISANI, Auteur ; K. RULISON, Auteur ; K. SCHMEELK-CONE, Auteur ; C. HARTLEY, Auteur ; M. GOULD, Auteur ; E. D. CAINE, Auteur ; M. LOMURRAY, Auteur ; C. H. BROWN, Auteur ; T. W. VALENTE, Auteur Article en page(s) : p.1065-1075 Langues : Anglais (eng) Mots-clés : Suicide prevention  network interventions  social integration  social networks Index. décimale : PER Périodiques Résumé : BACKGROUND: Strengthening social integration could prevent suicidal behavior. However, minimal research has examined social integration through relationship network structure. To address this important gap, we tested whether structural characteristics of school networks predict school rates of ideation and attempts. METHODS: In 38 US high schools, 10,291 students nominated close friends and trusted adults to construct social networks. We used mixed-effects logistic regression models to test individual student networks and likelihood of suicidal ideation (SI) and suicide attempts (SA); and linear regression models to estimate associations between school network characteristics and school rates of SI, SA, and SA among all with ideation. RESULTS: Lower peer network integration and cohesion increased likelihood of SI and SA across individual and school-level models. Two factors increased SA: student isolation from adults and suicidal students' popularity and clustering. A multivariable model identified higher SA in schools where youth-adult relationships were concentrated in fewer students (B = 4.95 [1.46, 8.44]) and suicidal students had higher relative popularity versus nonsuicidal peers (B = 0.93 [0.10, 1.77]). Schools had lower SA rates when more students named the same trusted adults named by friends and many students named the same trusted adults. When adjusting for depression, violence victimization and bullying, estimates for adult network characteristics were substantially unchanged whereas some peer effects decreased. CONCLUSIONS: Schoolwide peer and youth-adult relationship patterns influence SA rates beyond individual student connections. Network characteristics associated with suicide attempts map onto three theory-informed domains: social integration versus thwarted relational needs, group cohesion, and suicidal students' social influence. Network interventions addressing these processes, such as maximizing youth-adult connections schoolwide and heightening influence of youth with healthy coping, could create more protective schools. Longitudinal and intervention studies are needed to determine how schools differentiate in network structure and clarify reciprocal dynamics between network characteristics and suicidal behavior. En ligne : http://dx.doi.org/10.1111/jcpp.13102 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Peer-adult network structure and suicide attempts in 38 high schools: implications for network-informed suicide prevention [Texte imprimé et/ou numérique] / P. A. WYMAN, Auteur ; T. A. PICKERING, Auteur ; A. R. PISANI, Auteur ; K. RULISON, Auteur ; K. SCHMEELK-CONE, Auteur ; C. HARTLEY, Auteur ; M. GOULD, Auteur ; E. D. CAINE, Auteur ; M. LOMURRAY, Auteur ; C. H. BROWN, Auteur ; T. W. VALENTE, Auteur . - p.1065-1075. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-10 (October 2019) . - p.1065-1075 Mots-clés : Suicide prevention  network interventions  social integration  social networks Index. décimale : PER Périodiques Résumé : BACKGROUND: Strengthening social integration could prevent suicidal behavior. However, minimal research has examined social integration through relationship network structure. To address this important gap, we tested whether structural characteristics of school networks predict school rates of ideation and attempts. METHODS: In 38 US high schools, 10,291 students nominated close friends and trusted adults to construct social networks. We used mixed-effects logistic regression models to test individual student networks and likelihood of suicidal ideation (SI) and suicide attempts (SA); and linear regression models to estimate associations between school network characteristics and school rates of SI, SA, and SA among all with ideation. RESULTS: Lower peer network integration and cohesion increased likelihood of SI and SA across individual and school-level models. Two factors increased SA: student isolation from adults and suicidal students' popularity and clustering. A multivariable model identified higher SA in schools where youth-adult relationships were concentrated in fewer students (B = 4.95 [1.46, 8.44]) and suicidal students had higher relative popularity versus nonsuicidal peers (B = 0.93 [0.10, 1.77]). Schools had lower SA rates when more students named the same trusted adults named by friends and many students named the same trusted adults. When adjusting for depression, violence victimization and bullying, estimates for adult network characteristics were substantially unchanged whereas some peer effects decreased. CONCLUSIONS: Schoolwide peer and youth-adult relationship patterns influence SA rates beyond individual student connections. Network characteristics associated with suicide attempts map onto three theory-informed domains: social integration versus thwarted relational needs, group cohesion, and suicidal students' social influence. Network interventions addressing these processes, such as maximizing youth-adult connections schoolwide and heightening influence of youth with healthy coping, could create more protective schools. Longitudinal and intervention studies are needed to determine how schools differentiate in network structure and clarify reciprocal dynamics between network characteristics and suicidal behavior. En ligne : http://dx.doi.org/10.1111/jcpp.13102 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

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