Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder / Sarah LEVINSON in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4165-4175 Titre : Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur ; Hillary H. BUSH, Auteur ; Alice S. CARTER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.4165-4175 Langues : Anglais (eng) Mots-clés : Asd  Autism spectrum disorder  Grammar  Language skills  Pragmatic  Semantic  Social skills  Syntax  Vocabulary  Young children Index. décimale : PER Périodiques Résumé : The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. En ligne : http://dx.doi.org/10.1007/s10803-020-04445-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder [texte imprimé] / Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur ; Hillary H. BUSH, Auteur ; Alice S. CARTER, Auteur ; Jan BLACHER, Auteur . - p.4165-4175. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4165-4175 Mots-clés : Asd  Autism spectrum disorder  Grammar  Language skills  Pragmatic  Semantic  Social skills  Syntax  Vocabulary  Young children Index. décimale : PER Périodiques Résumé : The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. En ligne : http://dx.doi.org/10.1007/s10803-020-04445-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Good intentions are not enough: Autistic perspectives on structural ableism within the walls of our classrooms / Nicole NADWODNY in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1176-1190 Titre : Good intentions are not enough: Autistic perspectives on structural ableism within the walls of our classrooms Type de document : texte imprimé Auteurs : Nicole NADWODNY, Auteur ; Ben VANHOOK, Auteur ; Brady ESHAM, Auteur ; Luna N. LARSEN, Auteur ; Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur Article en page(s) : p.1176-1190 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  education services  policy  qualitative research  school-age children  self-advocacy Index. décimale : PER Périodiques Résumé : This study aimed to examine how structural ableism affects autistic learners by collecting first-person perspectives of current and former autistic students about how their school experiences shaped their ability to self-advocate. In addition, the study aimed to further highlight autistic perspectives by incorporating a community-participatory research design, which consisted of a primarily autistic research team. Participants consisted of 19 autistic adolescents and adults who represented a wide array of intersectional sociodemographic identities. Participants were engaged in a 90-min semi-structured interview to discuss their school experiences. Interviews were analyzed qualitatively and inductively through a critical constructivist approach to grounded theory. Data analysis highlighted many structural barriers to autistic self-advocacy for our participants. These barriers were described within six distinct domains which emerged as themes in our analysis: erasure, conformity, isolation, oppression, hidden expectations, and authority. This qualitative, community-participatory research study exposes the degree to which systems-level ableism exists within US K–12 systems. Specifically, our participants emphasized ableism that went beyond the individual or interpersonal level. We conclude with a series of recommendations on how to combat these manifestations of ableism in schools.Lay summary The goal of this study was to ask current and former autistic students about their school experiences and self-advocacy. Self-advocacy means being able to ask for what you need and to make your own choices. Nineteen autistic students were interviewed about self-advocacy at school. These autistic students told the research team that schools often made it hard for them to self-advocate. They also told the research team that schools were ableist, meaning that they did not respect the rights of disabled people. This study is important because it shows ways in which schools do not support autistic people and recommends ways for schools to treat autistic people better. This study is also important because the research team was mostly autistic. The expertise of autistic researchers on our team helped us create research that highlights autistic people’s voices. En ligne : https://dx.doi.org/10.1177/13623613261426691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Good intentions are not enough: Autistic perspectives on structural ableism within the walls of our classrooms [texte imprimé] / Nicole NADWODNY, Auteur ; Ben VANHOOK, Auteur ; Brady ESHAM, Auteur ; Luna N. LARSEN, Auteur ; Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur . - p.1176-1190. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1176-1190 Mots-clés : autism spectrum disorders  education services  policy  qualitative research  school-age children  self-advocacy Index. décimale : PER Périodiques Résumé : This study aimed to examine how structural ableism affects autistic learners by collecting first-person perspectives of current and former autistic students about how their school experiences shaped their ability to self-advocate. In addition, the study aimed to further highlight autistic perspectives by incorporating a community-participatory research design, which consisted of a primarily autistic research team. Participants consisted of 19 autistic adolescents and adults who represented a wide array of intersectional sociodemographic identities. Participants were engaged in a 90-min semi-structured interview to discuss their school experiences. Interviews were analyzed qualitatively and inductively through a critical constructivist approach to grounded theory. Data analysis highlighted many structural barriers to autistic self-advocacy for our participants. These barriers were described within six distinct domains which emerged as themes in our analysis: erasure, conformity, isolation, oppression, hidden expectations, and authority. This qualitative, community-participatory research study exposes the degree to which systems-level ableism exists within US K–12 systems. Specifically, our participants emphasized ableism that went beyond the individual or interpersonal level. We conclude with a series of recommendations on how to combat these manifestations of ableism in schools.Lay summary The goal of this study was to ask current and former autistic students about their school experiences and self-advocacy. Self-advocacy means being able to ask for what you need and to make your own choices. Nineteen autistic students were interviewed about self-advocacy at school. These autistic students told the research team that schools often made it hard for them to self-advocate. They also told the research team that schools were ableist, meaning that they did not respect the rights of disabled people. This study is important because it shows ways in which schools do not support autistic people and recommends ways for schools to treat autistic people better. This study is also important because the research team was mostly autistic. The expertise of autistic researchers on our team helped us create research that highlights autistic people’s voices. En ligne : https://dx.doi.org/10.1177/13623613261426691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Parent-Teacher Disagreement on Ratings of Behavior Problems in Children with ASD: Associations with Parental School Involvement Over Time / Sarah LEVINSON in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1966-1982 Titre : Parent-Teacher Disagreement on Ratings of Behavior Problems in Children with ASD: Associations with Parental School Involvement Over Time Type de document : texte imprimé Auteurs : Sarah LEVINSON, Auteur ; Juliana NEUSPIEL, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.1966-1982 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology  Child  Dissent and Disputes  Humans  Male  Parents  Problem Behavior  Schools  Asd  Achenbach rating scale  Behavior problems  Cbcl  Externalizing  Informant disagreement  Internalizing  Parent school involvement Index. décimale : PER Périodiques Résumé : ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the school year. When child, teacher, and class characteristics were considered simultaneously, only ASD symptom severity predicted informant disagreement on internalizing and externalizing behavior problems. We also examined associations between informant disagreement and parent school involvement. Cross-lagged panel analyses revealed that higher informant disagreement on children's behavior problems in the fall predicted lower parent school involvement in the spring, suggesting that greater informant agreement may foster parental school involvement over time. En ligne : http://dx.doi.org/10.1007/s10803-020-04675-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Parent-Teacher Disagreement on Ratings of Behavior Problems in Children with ASD: Associations with Parental School Involvement Over Time [texte imprimé] / Sarah LEVINSON, Auteur ; Juliana NEUSPIEL, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.1966-1982. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1966-1982 Mots-clés : Autism Spectrum Disorder/psychology  Child  Dissent and Disputes  Humans  Male  Parents  Problem Behavior  Schools  Asd  Achenbach rating scale  Behavior problems  Cbcl  Externalizing  Informant disagreement  Internalizing  Parent school involvement Index. décimale : PER Périodiques Résumé : ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the school year. When child, teacher, and class characteristics were considered simultaneously, only ASD symptom severity predicted informant disagreement on internalizing and externalizing behavior problems. We also examined associations between informant disagreement and parent school involvement. Cross-lagged panel analyses revealed that higher informant disagreement on children's behavior problems in the fall predicted lower parent school involvement in the spring, suggesting that greater informant agreement may foster parental school involvement over time. En ligne : http://dx.doi.org/10.1007/s10803-020-04675-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

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