Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition / Bethany R. WAINWRIGHT in Autism & Developmental Language Impairments, 5 (January-December 2020)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 5 (January-December 2020) Titre : Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur Langues : Anglais (eng) Mots-clés : Narrative comprehension  e-books  autism  engagement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520917943 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition [Texte imprimé et/ou numérique] / Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 5 (January-December 2020) Mots-clés : Narrative comprehension  e-books  autism  engagement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520917943 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement / Bethany R. WAINWRIGHT in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2941-2956 Titre : Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur Article en page(s) : p.2941-2956 Langues : Anglais (eng) Mots-clés : Autism  Engagement  Symbolic understanding  Word–picture–referent mapping  iPad Index. décimale : PER Périodiques Résumé : We investigated symbolic understanding, word-picture-referent mapping, and engagement in children with autism spectrum condition (ASC) and ability-matched typically developing children. Participants viewed coloured pictorial symbols of a novel object (given a novel name) on an iPad in one of three conditions: static 2D images and either automatically or manually rotating images (providing a three-dimensional context). We found no significant difference in word-picture-referent mapping between groups and conditions, however, children who manually rotated the picture had greater on-screen looking time compared to other conditions. Greater visual attention related to more successful word-picture-referent mapping only for the children with ASC. Interactive iPad tasks may increase visual attention in both typical and atypical populations and greater visual attention may benefit word-picture-referent mapping in ASC. En ligne : http://dx.doi.org/10.1007/s10803-020-04404-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement [Texte imprimé et/ou numérique] / Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur . - p.2941-2956. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2941-2956 Mots-clés : Autism  Engagement  Symbolic understanding  Word–picture–referent mapping  iPad Index. décimale : PER Périodiques Résumé : We investigated symbolic understanding, word-picture-referent mapping, and engagement in children with autism spectrum condition (ASC) and ability-matched typically developing children. Participants viewed coloured pictorial symbols of a novel object (given a novel name) on an iPad in one of three conditions: static 2D images and either automatically or manually rotating images (providing a three-dimensional context). We found no significant difference in word-picture-referent mapping between groups and conditions, however, children who manually rotated the picture had greater on-screen looking time compared to other conditions. Greater visual attention related to more successful word-picture-referent mapping only for the children with ASC. Interactive iPad tasks may increase visual attention in both typical and atypical populations and greater visual attention may benefit word-picture-referent mapping in ASC. En ligne : http://dx.doi.org/10.1007/s10803-020-04404-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

The influence of labelling on symbolic understanding and dual representation in autism spectrum condition / Bethany R. WAINWRIGHT in Autism & Developmental Language Impairments, 5 (January-December 2020)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 5 (January-December 2020) Titre : The influence of labelling on symbolic understanding and dual representation in autism spectrum condition Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur Langues : Anglais (eng) Mots-clés : Symbolic understanding  word–picture–referent mapping  autism  dual representation Index. décimale : PER Périodiques Résumé : AbstractBackground and aimsChildren with autism spectrum condition often have specific difficulties understanding that pictorial symbols refer to real-world objects in the environment. We investigated the influence of labelling on the symbolic understanding and dual representation of children with autism spectrum condition.MethodsChildren with autism spectrum condition and typically developing children were shown four coloured photographs of objects that had different functions across four separate trials. The participants were given either a novel label alongside a description of the object’s function or a description of the object’s function without a label. Children were then given 30?seconds to interact with an array of stimuli (pictures and objects) in a mapping test and in a generalisation test for each trial. This exploration phase allowed for spontaneous word–picture–referent mapping through free-play, providing an implicit measure of symbolic understanding.ResultsWe found no significant difference in word–picture–referent mapping between groups and conditions. Both groups more often performed the described action on the target object in the exploration phase regardless of condition.Conclusions and implicationsOur results suggest that a spontaneous measure of symbolic understanding (such as free-play) may reveal competencies in word–picture–referent mapping in autism spectrum condition. En ligne : http://dx.doi.org/10.1177/2396941520931728 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] The influence of labelling on symbolic understanding and dual representation in autism spectrum condition [Texte imprimé et/ou numérique] / Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 5 (January-December 2020) Mots-clés : Symbolic understanding  word–picture–referent mapping  autism  dual representation Index. décimale : PER Périodiques Résumé : AbstractBackground and aimsChildren with autism spectrum condition often have specific difficulties understanding that pictorial symbols refer to real-world objects in the environment. We investigated the influence of labelling on the symbolic understanding and dual representation of children with autism spectrum condition.MethodsChildren with autism spectrum condition and typically developing children were shown four coloured photographs of objects that had different functions across four separate trials. The participants were given either a novel label alongside a description of the object’s function or a description of the object’s function without a label. Children were then given 30?seconds to interact with an array of stimuli (pictures and objects) in a mapping test and in a generalisation test for each trial. This exploration phase allowed for spontaneous word–picture–referent mapping through free-play, providing an implicit measure of symbolic understanding.ResultsWe found no significant difference in word–picture–referent mapping between groups and conditions. Both groups more often performed the described action on the target object in the exploration phase regardless of condition.Conclusions and implicationsOur results suggest that a spontaneous measure of symbolic understanding (such as free-play) may reveal competencies in word–picture–referent mapping in autism spectrum condition. En ligne : http://dx.doi.org/10.1177/2396941520931728 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

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