Indigenous Australians with autism: A scoping review / Benjamin BAILEY in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1031-1046 Titre : Indigenous Australians with autism: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Benjamin BAILEY, Auteur ; Joanne ARCIULI, Auteur Article en page(s) : p.1031-1046 Langues : Anglais (eng) Mots-clés : Aboriginal and Torres Strait Islander people  Australia  Indigenous  autism  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Aboriginal and Torres Strait Islander people with developmental disabilities such as autism are among the most marginalised people in Australian society. We reviewed research involving Indigenous Australians with autism based on a search of the peer-reviewed and grey literature. Our search identified 1457 potentially relevant publications. Of these, 19 publications were in line with our main areas of inquiry: autism spectrum disorder diagnosis and prevalence, carer and service provider perspectives on autism, and autism support services. These included 12 journal publications, 3 conference presentations, 1 resource booklet and 1 thesis dissertation. Findings suggest similar prevalence rates for autism among Indigenous and non-Indigenous Australians, although some Aboriginal and Torres Strait Islander people with autism may not receive a diagnosis or may be misdiagnosed. We also discuss research on the perspectives of Aboriginal and Torres Strait Islander carers and Indigenous and non-Indigenous service providers, as well as barriers and strategies for improving access to diagnosis and support services. En ligne : http://dx.doi.org/10.1177/1362361319894829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Indigenous Australians with autism: A scoping review [Texte imprimé et/ou numérique] / Benjamin BAILEY, Auteur ; Joanne ARCIULI, Auteur . - p.1031-1046. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1031-1046 Mots-clés : Aboriginal and Torres Strait Islander people  Australia  Indigenous  autism  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Aboriginal and Torres Strait Islander people with developmental disabilities such as autism are among the most marginalised people in Australian society. We reviewed research involving Indigenous Australians with autism based on a search of the peer-reviewed and grey literature. Our search identified 1457 potentially relevant publications. Of these, 19 publications were in line with our main areas of inquiry: autism spectrum disorder diagnosis and prevalence, carer and service provider perspectives on autism, and autism support services. These included 12 journal publications, 3 conference presentations, 1 resource booklet and 1 thesis dissertation. Findings suggest similar prevalence rates for autism among Indigenous and non-Indigenous Australians, although some Aboriginal and Torres Strait Islander people with autism may not receive a diagnosis or may be misdiagnosed. We also discuss research on the perspectives of Aboriginal and Torres Strait Islander carers and Indigenous and non-Indigenous service providers, as well as barriers and strategies for improving access to diagnosis and support services. En ligne : http://dx.doi.org/10.1177/1362361319894829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Literacy instruction for autistic children who speak languages other than English / B. BAILEY in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.389-405 Titre : Literacy instruction for autistic children who speak languages other than English Type de document : Texte imprimé et/ou numérique Auteurs : B. BAILEY, Auteur ; Joanne ARCIULI, Auteur Article en page(s) : p.389-405 Langues : Anglais (eng) Mots-clés : Asd  autism  autism spectrum disorder  languages other than English  literacy Index. décimale : PER Périodiques Résumé : Many autistic children across the globe speak languages other than English. However, much of the research about teaching children with autism to read and write is derived from studies including people who speak English and no other languages. Here, we review the research on teaching children with autism to read and write in languages other than English. We did this because the world's languages, and the ways they are represented in written form, vary greatly. A broader overview that encompasses languages other than English can help us better understand how learning to read and write can be supported for autistic children around the world. The studies included in our review highlight some potential differences in effective literacy teaching for autistic children learning to read and write using different writing systems. The studies we reviewed tended to include relatively small samples of autistic children, among other limitations. We hope that our review will increase awareness and research efforts in the area of autism and global literacy. En ligne : http://dx.doi.org/10.1177/13623613211025422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Literacy instruction for autistic children who speak languages other than English [Texte imprimé et/ou numérique] / B. BAILEY, Auteur ; Joanne ARCIULI, Auteur . - p.389-405. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.389-405 Mots-clés : Asd  autism  autism spectrum disorder  languages other than English  literacy Index. décimale : PER Périodiques Résumé : Many autistic children across the globe speak languages other than English. However, much of the research about teaching children with autism to read and write is derived from studies including people who speak English and no other languages. Here, we review the research on teaching children with autism to read and write in languages other than English. We did this because the world's languages, and the ways they are represented in written form, vary greatly. A broader overview that encompasses languages other than English can help us better understand how learning to read and write can be supported for autistic children around the world. The studies included in our review highlight some potential differences in effective literacy teaching for autistic children learning to read and write using different writing systems. The studies we reviewed tended to include relatively small samples of autistic children, among other limitations. We hope that our review will increase awareness and research efforts in the area of autism and global literacy. En ligne : http://dx.doi.org/10.1177/13623613211025422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Social and joint attention during shared book reading in young autistic children: a potential marker for social development / Zahava AMBARCHI in Journal of Child Psychology and Psychiatry, 65-11 (November 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-11 (November 2024) . - p.1441-1452 Titre : Social and joint attention during shared book reading in young autistic children: a potential marker for social development Type de document : Texte imprimé et/ou numérique Auteurs : Zahava AMBARCHI, Auteur ; Kelsie A. BOULTON, Auteur ; Rinku THAPA, Auteur ; Joanne ARCIULI, Auteur ; Marilena M. DEMAYO, Auteur ; Ian B. HICKIE, Auteur ; Emma E. THOMAS, Auteur ; Adam J. GUASTELLA, Auteur Article en page(s) : p.1441-1452 Langues : Anglais (eng) Mots-clés : autism  social attention  eye tracking  joint attention  child development Index. décimale : PER Périodiques Résumé : Background Atypical patterns of social engagement and joint attention behaviors are diagnostic criteria for people with autism spectrum disorder. Experimental tasks using eye-tracking methodologies have, however, shown inconsistent results. The development of tasks with greater ecological validity and relevance for developmentally appropriate social milestones has been identified as important for the field. Methods We developed a novel, dynamic eye-tracking task emulating a shared book reading (SBR) scenario. Four SBR videos of an adult reader engaging with the viewer while reading a children's picture book and including sequenced bids for joint attention were developed. Participants included 90 children (N?=?56 autistic children, N?=?34 neurotypical children; aged 3?12). Social attention was also measured in a live free play task between participants and an experimenter. Results Compared to neurotypical children, autistic children displayed reduced attention to socially salient stimuli including the reader's face and picture book across SBR videos and during joint attention bids specifically. In contrast, they showed increased attention to nonsalient background stimuli compared to their neurotypical peers. These attention patterns in autistic children were associated with reduced verbal and nonverbal cognitive skills and increased symptoms associated with autism. Interestingly, positive correlations in the frequency of eye gaze between SBR and free play suggested a potential predictive value for social attention in live social interactions. Conclusions Findings highlight the utility of SBR eye-tracking tasks in understanding underlying divergences in social engagement and joint attention between autistic and neurotypical children. This commonly practiced early childhood activity may provide insights into the relationship between social engagement and learning to reveal how such attentional patterns might influence broader developmental and educational outcomes. En ligne : https://doi.org/10.1111/jcpp.13993 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Social and joint attention during shared book reading in young autistic children: a potential marker for social development [Texte imprimé et/ou numérique] / Zahava AMBARCHI, Auteur ; Kelsie A. BOULTON, Auteur ; Rinku THAPA, Auteur ; Joanne ARCIULI, Auteur ; Marilena M. DEMAYO, Auteur ; Ian B. HICKIE, Auteur ; Emma E. THOMAS, Auteur ; Adam J. GUASTELLA, Auteur . - p.1441-1452. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-11 (November 2024) . - p.1441-1452 Mots-clés : autism  social attention  eye tracking  joint attention  child development Index. décimale : PER Périodiques Résumé : Background Atypical patterns of social engagement and joint attention behaviors are diagnostic criteria for people with autism spectrum disorder. Experimental tasks using eye-tracking methodologies have, however, shown inconsistent results. The development of tasks with greater ecological validity and relevance for developmentally appropriate social milestones has been identified as important for the field. Methods We developed a novel, dynamic eye-tracking task emulating a shared book reading (SBR) scenario. Four SBR videos of an adult reader engaging with the viewer while reading a children's picture book and including sequenced bids for joint attention were developed. Participants included 90 children (N?=?56 autistic children, N?=?34 neurotypical children; aged 3?12). Social attention was also measured in a live free play task between participants and an experimenter. Results Compared to neurotypical children, autistic children displayed reduced attention to socially salient stimuli including the reader's face and picture book across SBR videos and during joint attention bids specifically. In contrast, they showed increased attention to nonsalient background stimuli compared to their neurotypical peers. These attention patterns in autistic children were associated with reduced verbal and nonverbal cognitive skills and increased symptoms associated with autism. Interestingly, positive correlations in the frequency of eye gaze between SBR and free play suggested a potential predictive value for social attention in live social interactions. Conclusions Findings highlight the utility of SBR eye-tracking tasks in understanding underlying divergences in social engagement and joint attention between autistic and neurotypical children. This commonly practiced early childhood activity may provide insights into the relationship between social engagement and learning to reveal how such attentional patterns might influence broader developmental and educational outcomes. En ligne : https://doi.org/10.1111/jcpp.13993 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Subskills associated with spelling ability in children with and without autism spectrum disorders / Benjamin BAILEY in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Subskills associated with spelling ability in children with and without autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Benjamin BAILEY, Auteur ; Joanne ARCIULI, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsEffective literacy instruction demands a clear understanding of the subskills that underpin children?s reading and writing abilities. Some previous research on reading has questioned whether the same subskills support literacy acquisition for typically developing children and children with autism spectrum disorders. This study examined the subskills associated with spelling ability in a group of 20 children with ASD aged 5?12 years (ASD group). A group of 20 typically developing children matched for age and word spelling accuracy (TD group) provided comparative data.MethodsParticipants completed standardised assessments of vocabulary, phonological awareness, letter knowledge and word spelling. Errors produced in response to the word spelling assessment were analysed for evidence of phonological awareness. In addition, all spelling attempts were analysed for evidence of phonological, orthographic, and morphological awareness, ?linguistic awareness?, using the Computerised Spelling Sensitivity System.ResultsCorrelation and regression analyses showed statistically significant relationships between phonological awareness and word spelling accuracy for children in the ASD and TD groups. Spelling errors produced by both groups contained evidence of phonological awareness. Analysis of all spelling attempts showed that the overall level of linguistic awareness encoded by children in the ASD and TD groups was not significantly different.ConclusionsThese findings provide evidence that phonological awareness and other subskills support spelling in children with autism spectrum disorders as they do in typically developing children.ImplicationsThe similar spelling profiles exhibited by children with autism spectrum disorders and their typically developing peers suggest that these populations may benefit from literacy instruction that targets the same underpinning subskills. En ligne : https://doi.org/10.1177/2396941518803807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Subskills associated with spelling ability in children with and without autism spectrum disorders [Texte imprimé et/ou numérique] / Benjamin BAILEY, Auteur ; Joanne ARCIULI, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsEffective literacy instruction demands a clear understanding of the subskills that underpin children?s reading and writing abilities. Some previous research on reading has questioned whether the same subskills support literacy acquisition for typically developing children and children with autism spectrum disorders. This study examined the subskills associated with spelling ability in a group of 20 children with ASD aged 5?12 years (ASD group). A group of 20 typically developing children matched for age and word spelling accuracy (TD group) provided comparative data.MethodsParticipants completed standardised assessments of vocabulary, phonological awareness, letter knowledge and word spelling. Errors produced in response to the word spelling assessment were analysed for evidence of phonological awareness. In addition, all spelling attempts were analysed for evidence of phonological, orthographic, and morphological awareness, ?linguistic awareness?, using the Computerised Spelling Sensitivity System.ResultsCorrelation and regression analyses showed statistically significant relationships between phonological awareness and word spelling accuracy for children in the ASD and TD groups. Spelling errors produced by both groups contained evidence of phonological awareness. Analysis of all spelling attempts showed that the overall level of linguistic awareness encoded by children in the ASD and TD groups was not significantly different.ConclusionsThese findings provide evidence that phonological awareness and other subskills support spelling in children with autism spectrum disorders as they do in typically developing children.ImplicationsThe similar spelling profiles exhibited by children with autism spectrum disorders and their typically developing peers suggest that these populations may benefit from literacy instruction that targets the same underpinning subskills. En ligne : https://doi.org/10.1177/2396941518803807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

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