Different Ways of Making a Point: A Study of Gestural Communication in Typical and Atypical Early Development / Sara RAMOS-CABO in Autism Research, 14-5 (May 2021)  

Public ISBD [article]  inAutism Research > 14-5 (May 2021) . - p.984-996 Titre : Different Ways of Making a Point: A Study of Gestural Communication in Typical and Atypical Early Development Type de document : Texte imprimé et/ou numérique Auteurs : Sara RAMOS-CABO, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur Article en page(s) : p.984-996 Langues : Anglais (eng) Mots-clés : autism  distal gestures  handshape  nonverbal communication  pointing  proximal gestures Index. décimale : PER Périodiques Résumé : Deictic pointing is among the most impaired gestures in children with autism. Research on typical development demonstrates that contact with the referent and handshape when pointing, are associated with different communicative intentions and developmental stages. Despite their importance, the morphological features of pointing remain largely unexplored in autism. The aim of the present study was to map out pointing production in autism with a focus on handshape and contact with the referent. Participants (age range = 1-6?years old) with ASD (n = 16), at high risk for autism (n = 13) and typically developing children (n = 18) interacted with their caregivers in a gesture elicitation task. Results showed that children with ASD produced fewer pointing gestures overall and fewer index finger pointing without contact with the referent compared to the typically developing children. LAY SUMMARY: Children with autism produce less gestures than typical children, and pointing gestures appear to be more affected than other gesture types. Whether children point using their index finger or the palm, and whether they touch or not the referent is crucial for understanding communicative intentions. This is the first study to document experimentally exactly how pointing gestures differ in autism in comparison to typical development. We found important qualitative differences in the communicative patterns of children with autism and at risk for autism, that may serve to identify potential new markers for early diagnosis. Autism Res 2021, 14: 984-996. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Different Ways of Making a Point: A Study of Gestural Communication in Typical and Atypical Early Development [Texte imprimé et/ou numérique] / Sara RAMOS-CABO, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur . - p.984-996. Langues : Anglais (eng) in Autism Research > 14-5 (May 2021) . - p.984-996 Mots-clés : autism  distal gestures  handshape  nonverbal communication  pointing  proximal gestures Index. décimale : PER Périodiques Résumé : Deictic pointing is among the most impaired gestures in children with autism. Research on typical development demonstrates that contact with the referent and handshape when pointing, are associated with different communicative intentions and developmental stages. Despite their importance, the morphological features of pointing remain largely unexplored in autism. The aim of the present study was to map out pointing production in autism with a focus on handshape and contact with the referent. Participants (age range = 1-6?years old) with ASD (n = 16), at high risk for autism (n = 13) and typically developing children (n = 18) interacted with their caregivers in a gesture elicitation task. Results showed that children with ASD produced fewer pointing gestures overall and fewer index finger pointing without contact with the referent compared to the typically developing children. LAY SUMMARY: Children with autism produce less gestures than typical children, and pointing gestures appear to be more affected than other gesture types. Whether children point using their index finger or the palm, and whether they touch or not the referent is crucial for understanding communicative intentions. This is the first study to document experimentally exactly how pointing gestures differ in autism in comparison to typical development. We found important qualitative differences in the communicative patterns of children with autism and at risk for autism, that may serve to identify potential new markers for early diagnosis. Autism Res 2021, 14: 984-996. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Tell me where it is: Selective difficulties in spatial language on the autism spectrum / Agata BOCHYNSKA in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1740-1757 Titre : Tell me where it is: Selective difficulties in spatial language on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Agata BOCHYNSKA, Auteur ; Kenny R. COVENTRY, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur Article en page(s) : p.1740-1757 Langues : Anglais (eng) Mots-clés : *developmental delay  *linguistic development  *selective deficits  *spatial language  *spatial prepositions Index. décimale : PER Périodiques Résumé : How we think and talk about space is an essential ability, necessary for understanding the world around us. We recruit spatial thinking every day when finding our way or using tools but also in more advanced tasks, such as reading complex graphs or maps. We do so also in daily communication when we use spatial language, terms such as under, over, to the left of or in front of, and when we give instructions. Spatial terms appear in children's early vocabularies and continue to develop until late childhood or even early adolescence. Because spatial language develops over many years, some spatial terms are mastered very early, whereas others take longer to acquire. In the current set of studies, we tested how intellectually high-functioning children and adults on the autism spectrum use and understand these early- and late-acquired spatial terms in comparison to typically developing age-matched individuals. We found that children and adults on the autism spectrum experience difficulties with the use of some spatial terms (e.g. near and far or out of and down off) but not with others, which are acquired early (e.g. in and on or over and under). We also found that remembering spatial terms from short stories was more difficult for the individuals on the autism spectrum compared with typically developing individuals. These results reveal difficulties that can profoundly affect everyday communication of children and adults on the autism spectrum but also open new directions of research on language development in autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361320921040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Tell me where it is: Selective difficulties in spatial language on the autism spectrum [Texte imprimé et/ou numérique] / Agata BOCHYNSKA, Auteur ; Kenny R. COVENTRY, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur . - p.1740-1757. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1740-1757 Mots-clés : *developmental delay  *linguistic development  *selective deficits  *spatial language  *spatial prepositions Index. décimale : PER Périodiques Résumé : How we think and talk about space is an essential ability, necessary for understanding the world around us. We recruit spatial thinking every day when finding our way or using tools but also in more advanced tasks, such as reading complex graphs or maps. We do so also in daily communication when we use spatial language, terms such as under, over, to the left of or in front of, and when we give instructions. Spatial terms appear in children's early vocabularies and continue to develop until late childhood or even early adolescence. Because spatial language develops over many years, some spatial terms are mastered very early, whereas others take longer to acquire. In the current set of studies, we tested how intellectually high-functioning children and adults on the autism spectrum use and understand these early- and late-acquired spatial terms in comparison to typically developing age-matched individuals. We found that children and adults on the autism spectrum experience difficulties with the use of some spatial terms (e.g. near and far or out of and down off) but not with others, which are acquired early (e.g. in and on or over and under). We also found that remembering spatial terms from short stories was more difficult for the individuals on the autism spectrum compared with typically developing individuals. These results reveal difficulties that can profoundly affect everyday communication of children and adults on the autism spectrum but also open new directions of research on language development in autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361320921040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

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