Emergent literacy skills and autism: A scoping review of intervention programs / Charlotte RIMMER in Research in Autism Spectrum Disorders, 97 (September 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 97 (September 2022) . - 102004 Titre : Emergent literacy skills and autism: A scoping review of intervention programs Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte RIMMER, Auteur ; Hadas DAHARY, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : 102004 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Emergent literacy skills  Phonological awareness  Word recognition  Intervention  Children Index. décimale : PER Périodiques Résumé : This scoping review summarized the literature on interventions targeting the emergent literacy skills of children on the autism spectrum. Findings across 16 studies highlighted that interventions could be divided into two main categories, namely computer-based interventions and non-computer-based interventions. Overall, results are encouraging and suggest that both intervention modalities can lead to gains in oral and written emergent literacy skills pre to post-intervention for children on the autism spectrum with diverse support needs and developmental profiles. Knowledge gaps and limitations in emergent literacy intervention research for autism include a lack of participant characterization, variable use of emergent literacy terms and measures, and the absence of waitlist comparison groups and follow-up assessments after the end of intervention. Replication studies are needed to gain greater knowledge into evidence-based practice for teaching emergent literacy skills to autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Emergent literacy skills and autism: A scoping review of intervention programs [Texte imprimé et/ou numérique] / Charlotte RIMMER, Auteur ; Hadas DAHARY, Auteur ; Eve-Marie QUINTIN, Auteur . - 102004. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102004 Mots-clés : Autism spectrum disorder  Emergent literacy skills  Phonological awareness  Word recognition  Intervention  Children Index. décimale : PER Périodiques Résumé : This scoping review summarized the literature on interventions targeting the emergent literacy skills of children on the autism spectrum. Findings across 16 studies highlighted that interventions could be divided into two main categories, namely computer-based interventions and non-computer-based interventions. Overall, results are encouraging and suggest that both intervention modalities can lead to gains in oral and written emergent literacy skills pre to post-intervention for children on the autism spectrum with diverse support needs and developmental profiles. Knowledge gaps and limitations in emergent literacy intervention research for autism include a lack of participant characterization, variable use of emergent literacy terms and measures, and the absence of waitlist comparison groups and follow-up assessments after the end of intervention. Replication studies are needed to gain greater knowledge into evidence-based practice for teaching emergent literacy skills to autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Musical Beat Perception Skills of Autistic and Neurotypical Children / Hadas DAHARY in Journal of Autism and Developmental Disorders, 54-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-4 (April 2024) . - p.1453-1467 Titre : Musical Beat Perception Skills of Autistic and Neurotypical Children Type de document : Texte imprimé et/ou numérique Auteurs : Hadas DAHARY, Auteur ; Charlotte RIMMER, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : p.1453-1467 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many autistic children show musical interests and good musical skills including pitch and melodic memory. Autistic children may also perceive temporal regularities in music such as the primary beat underlying the rhythmic structure of music given some work showing preserved rhythm processing in the context of basic, nonverbal auditory stimuli. The temporal regularity and prediction of musical beats can potentially serve as an excellent framework for building skills in non-musical areas of growth for autistic children. We examine if autistic children are perceptually sensitive to the primary beat of music by comparing the musical beat perception skills of autistic and neurotypical children. Twenty-three autistic children and 23 neurotypical children aged 6-13 years with no group differences in chronological age and verbal and nonverbal mental ages completed a musical beat perception task where they identified whether beeps superimposed on musical excerpts were on or off the musical beat. Overall task performance was above the theoretical chance threshold of 50% but not the statistical chance threshold of 70% across groups. On-beat (versus off-beat) accuracy was higher for the autistic group but not the neurotypical group. The autistic group was just as accurate at detecting beat alignments (on-beat) but less precise at detecting beat misalignments (off-beat) compared to the neurotypical group. Perceptual sensitivity to beat alignments provides support for spared music processing among autistic children and informs on the accessibility of using musical beats and rhythm for cultivating related skills and behaviours (e.g., language and motor abilities). En ligne : https://doi.org/10.1007/s10803-022-05864-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] Musical Beat Perception Skills of Autistic and Neurotypical Children [Texte imprimé et/ou numérique] / Hadas DAHARY, Auteur ; Charlotte RIMMER, Auteur ; Eve-Marie QUINTIN, Auteur . - p.1453-1467. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-4 (April 2024) . - p.1453-1467 Index. décimale : PER Périodiques Résumé : Many autistic children show musical interests and good musical skills including pitch and melodic memory. Autistic children may also perceive temporal regularities in music such as the primary beat underlying the rhythmic structure of music given some work showing preserved rhythm processing in the context of basic, nonverbal auditory stimuli. The temporal regularity and prediction of musical beats can potentially serve as an excellent framework for building skills in non-musical areas of growth for autistic children. We examine if autistic children are perceptually sensitive to the primary beat of music by comparing the musical beat perception skills of autistic and neurotypical children. Twenty-three autistic children and 23 neurotypical children aged 6-13 years with no group differences in chronological age and verbal and nonverbal mental ages completed a musical beat perception task where they identified whether beeps superimposed on musical excerpts were on or off the musical beat. Overall task performance was above the theoretical chance threshold of 50% but not the statistical chance threshold of 70% across groups. On-beat (versus off-beat) accuracy was higher for the autistic group but not the neurotypical group. The autistic group was just as accurate at detecting beat alignments (on-beat) but less precise at detecting beat misalignments (off-beat) compared to the neurotypical group. Perceptual sensitivity to beat alignments provides support for spared music processing among autistic children and informs on the accessibility of using musical beats and rhythm for cultivating related skills and behaviours (e.g., language and motor abilities). En ligne : https://doi.org/10.1007/s10803-022-05864-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

The Contribution of Perceptual Reasoning Skills to Phonological Awareness for School Age Autistic Children / Charlotte RIMMER in Journal of Autism and Developmental Disorders, 54-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-4 (April 2024) . - p.1361-1375 Titre : The Contribution of Perceptual Reasoning Skills to Phonological Awareness for School Age Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte RIMMER, Auteur ; Gwenaëlle PHILIBERT-LIGNIÈRES, Auteur ; Grace IAROCCI, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : p.1361-1375 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to investigate the phonological awareness (PA) skills of school age autistic children (age range = 6-12) in two parts: (1) comparing their performance on a PA task to non-autistic children with groups matched on chronological age, verbal and non-verbal cognitive skills, and (2) exploring the role of cognitive skills and autism characteristics on PA skills. Results revealed that the groups did not differ in their PA skills (study 1) and that perceptual reasoning skills are associated with the PA skills of autistic participants (study 2). Results highlight the role of non-verbal cognitive skills in literacy development for autistic children and suggest that their perceptual reasoning abilities likely contribute a great deal when learning to read. En ligne : https://doi.org/10.1007/s10803-022-05834-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] The Contribution of Perceptual Reasoning Skills to Phonological Awareness for School Age Autistic Children [Texte imprimé et/ou numérique] / Charlotte RIMMER, Auteur ; Gwenaëlle PHILIBERT-LIGNIÈRES, Auteur ; Grace IAROCCI, Auteur ; Eve-Marie QUINTIN, Auteur . - p.1361-1375. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-4 (April 2024) . - p.1361-1375 Index. décimale : PER Périodiques Résumé : This study aimed to investigate the phonological awareness (PA) skills of school age autistic children (age range = 6-12) in two parts: (1) comparing their performance on a PA task to non-autistic children with groups matched on chronological age, verbal and non-verbal cognitive skills, and (2) exploring the role of cognitive skills and autism characteristics on PA skills. Results revealed that the groups did not differ in their PA skills (study 1) and that perceptual reasoning skills are associated with the PA skills of autistic participants (study 2). Results highlight the role of non-verbal cognitive skills in literacy development for autistic children and suggest that their perceptual reasoning abilities likely contribute a great deal when learning to read. En ligne : https://doi.org/10.1007/s10803-022-05834-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

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