Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review / Tamara KALANDADZE in Autism, 22-2 (February 2018)  

Public ISBD [article]  inAutism > 22-2 (February 2018) . - p.99-117 Titre : Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review Type de document : Texte imprimé et/ou numérique Auteurs : Tamara KALANDADZE, Auteur ; Courtenay F. NORBURY, Auteur ; Terje NÆRLAND, Auteur ; Kari-Anne B NÆSS, Auteur Année de publication : 2018 Article en page(s) : p.99-117 Langues : Anglais (eng) Mots-clés : autism spectrum disorder,figurative language,meta-analysis,metaphor Index. décimale : PER Périodiques Résumé : We present a meta-analysis of studies that compare figurative language comprehension in individuals with autism spectrum disorder and in typically developing controls who were matched based on chronological age or/and language ability. A total of 41 studies and 45 independent effect sizes were included based on predetermined inclusion criteria. Group matching strategy, age, types of figurative language, and cross-linguistic differences were examined as predictors that might explain heterogeneity in effect sizes. Overall, individuals with autism spectrum disorder showed poorer comprehension of figurative language than their typically developing peers (Hedges’ g?=?–0.57). A meta-regression analysis showed that group matching strategy and types of figurative language were significantly related to differences in effect sizes, whereas chronological age and cross-linguistic differences were not. Differences between the autism spectrum disorder and typically developing groups were small and nonsignificant when the groups were matched based on the language ability. Metaphors were more difficult to comprehend for individuals with autism spectrum disorder compared with typically developing controls than were irony and sarcasm. Our findings highlight the critical role of core language skills in figurative language comprehension. Interventions and educational programmes designed to improve social communication skills in individuals with autism spectrum disorder may beneficially target core language skills in addition to social skills. En ligne : https://doi.org/10.1177/1362361316668652 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 [article] Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review [Texte imprimé et/ou numérique] / Tamara KALANDADZE, Auteur ; Courtenay F. NORBURY, Auteur ; Terje NÆRLAND, Auteur ; Kari-Anne B NÆSS, Auteur . - 2018 . - p.99-117. Langues : Anglais (eng) in Autism > 22-2 (February 2018) . - p.99-117 Mots-clés : autism spectrum disorder,figurative language,meta-analysis,metaphor Index. décimale : PER Périodiques Résumé : We present a meta-analysis of studies that compare figurative language comprehension in individuals with autism spectrum disorder and in typically developing controls who were matched based on chronological age or/and language ability. A total of 41 studies and 45 independent effect sizes were included based on predetermined inclusion criteria. Group matching strategy, age, types of figurative language, and cross-linguistic differences were examined as predictors that might explain heterogeneity in effect sizes. Overall, individuals with autism spectrum disorder showed poorer comprehension of figurative language than their typically developing peers (Hedges’ g?=?–0.57). A meta-regression analysis showed that group matching strategy and types of figurative language were significantly related to differences in effect sizes, whereas chronological age and cross-linguistic differences were not. Differences between the autism spectrum disorder and typically developing groups were small and nonsignificant when the groups were matched based on the language ability. Metaphors were more difficult to comprehend for individuals with autism spectrum disorder compared with typically developing controls than were irony and sarcasm. Our findings highlight the critical role of core language skills in figurative language comprehension. Interventions and educational programmes designed to improve social communication skills in individuals with autism spectrum disorder may beneficially target core language skills in addition to social skills. En ligne : https://doi.org/10.1177/1362361316668652 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335

Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Core Language Skills Matter / Tamara KALANDADZE in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.316-326 Titre : Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Core Language Skills Matter Type de document : Texte imprimé et/ou numérique Auteurs : Tamara KALANDADZE, Auteur ; J. BRAEKEN, Auteur ; Cecilia BRYNSKOV, Auteur ; K. B. NÆSS, Auteur Article en page(s) : p.316-326 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Comprehension  Cross-Sectional Studies  Humans  Language  Metaphor  Autism  Figurative language  Pragmatics Index. décimale : PER Périodiques Résumé : Poor metaphor comprehension was considered a hallmark of autism spectrum disorder (ASD), but recent research has questioned the extent and the sources of these difficulties. In this cross-sectional study, we compared metaphor comprehension in individuals with ASD (N?=?29) and individuals with typical development (TD; N?=?31), and investigated the relationship between core language and metaphor comprehension. Individuals with ASD showed more difficulty but also a more variable performance in both metaphor and literal items of the task used than individuals with TD did. This indicates that core language ability accounts for metaphor comprehension and should be considered in future research and interventions aiming to improve metaphor comprehension in individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-04922-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Core Language Skills Matter [Texte imprimé et/ou numérique] / Tamara KALANDADZE, Auteur ; J. BRAEKEN, Auteur ; Cecilia BRYNSKOV, Auteur ; K. B. NÆSS, Auteur . - p.316-326. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.316-326 Mots-clés : Autism Spectrum Disorder  Comprehension  Cross-Sectional Studies  Humans  Language  Metaphor  Autism  Figurative language  Pragmatics Index. décimale : PER Périodiques Résumé : Poor metaphor comprehension was considered a hallmark of autism spectrum disorder (ASD), but recent research has questioned the extent and the sources of these difficulties. In this cross-sectional study, we compared metaphor comprehension in individuals with ASD (N?=?29) and individuals with typical development (TD; N?=?31), and investigated the relationship between core language and metaphor comprehension. Individuals with ASD showed more difficulty but also a more variable performance in both metaphor and literal items of the task used than individuals with TD did. This indicates that core language ability accounts for metaphor comprehension and should be considered in future research and interventions aiming to improve metaphor comprehension in individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-04922-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Towards reproducible and respectful autism research: Combining open and participatory autism research practices / Hannah HOBSON in Research in Autism Spectrum Disorders, 106 (August 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 106 (August 2023) . - 102196 Titre : Towards reproducible and respectful autism research: Combining open and participatory autism research practices Type de document : Texte imprimé et/ou numérique Auteurs : Hannah HOBSON, Auteur ; Audrey LINDEN, Auteur ; Laura CRANE, Auteur ; Tamara KALANDADZE, Auteur Année de publication : 2023 Article en page(s) : 102196 Langues : Anglais (eng) Mots-clés : Autism  Open science  Open research  Participatory research  Co-production Index. décimale : PER Périodiques Résumé : Background Open research broadly refers to a set of practices that aim to increase transparency, rigor, reproducibility and inclusivity of research. Participatory research refers to incorporating the views and sharing power with the autism community to decide what research gets done, how it is done and how it is implemented. There is growing interest in both open and participatory practices in autism research. To date, however, these practices have tended to be considered separately. Method In this paper, we outline the value of both open and participatory approaches to the autism research field, highlighting key points of overlap. Results We propose three core principles underpinning open and participatory autism research: (1) the need for adequate expertise and infrastructure to facilitate high quality research, (2) the need for a greater degree of accessibility at all stages of the research process, and (3) the need to foster trusting relationships between the autistic and research communities. Conclusion There are various challenges and opportunities of adopting open and participatory principles in autism research. We hope our principles support researchers to embed these approaches more fully within their work. En ligne : https://doi.org/10.1016/j.rasd.2023.102196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Towards reproducible and respectful autism research: Combining open and participatory autism research practices [Texte imprimé et/ou numérique] / Hannah HOBSON, Auteur ; Audrey LINDEN, Auteur ; Laura CRANE, Auteur ; Tamara KALANDADZE, Auteur . - 2023 . - 102196. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 106 (August 2023) . - 102196 Mots-clés : Autism  Open science  Open research  Participatory research  Co-production Index. décimale : PER Périodiques Résumé : Background Open research broadly refers to a set of practices that aim to increase transparency, rigor, reproducibility and inclusivity of research. Participatory research refers to incorporating the views and sharing power with the autism community to decide what research gets done, how it is done and how it is implemented. There is growing interest in both open and participatory practices in autism research. To date, however, these practices have tended to be considered separately. Method In this paper, we outline the value of both open and participatory approaches to the autism research field, highlighting key points of overlap. Results We propose three core principles underpinning open and participatory autism research: (1) the need for adequate expertise and infrastructure to facilitate high quality research, (2) the need for a greater degree of accessibility at all stages of the research process, and (3) the need to foster trusting relationships between the autistic and research communities. Conclusion There are various challenges and opportunities of adopting open and participatory principles in autism research. We hope our principles support researchers to embed these approaches more fully within their work. En ligne : https://doi.org/10.1016/j.rasd.2023.102196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review / Anders DECHSLING in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4692-4707 Titre : Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review Type de document : Texte imprimé et/ou numérique Auteurs : Anders DECHSLING, Auteur ; Stian ORM, Auteur ; Tamara KALANDADZE, Auteur ; Stefan SUTTERLIN, Auteur ; Roald A. ØIEN, Auteur ; Frederick SHIC, Auteur ; Anders NORDAHL-HANSEN, Auteur Article en page(s) : p.4692-4707 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Augmented Reality  Autism Spectrum Disorder/therapy  Child  Child, Preschool  Female  Humans  Social Skills  Technology  Virtual Reality  Augmented reality  Autism spectrum disorder  Virtual reality Index. décimale : PER Périodiques Résumé : In the last decade, there has been an increase in publications on technology-based interventions for autism spectrum disorder (ASD). Virtual reality based assessments and intervention tools are promising and have shown to be acceptable amongst individuals with ASD. This scoping review reports on 49 studies utilizing virtual reality and augmented reality technology in social skills interventions for individuals with ASD. The included studies mostly targeted children and adolescents, but few targeted very young children or adults. Our findings show that the mode number of participants with ASD is low, and that female participants are underrepresented. Our review suggests that there is need for studies that apply virtual and augmented realty with more rigorous designs involving established and evidenced-based intervention strategies. En ligne : http://dx.doi.org/10.1007/s10803-021-05338-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review [Texte imprimé et/ou numérique] / Anders DECHSLING, Auteur ; Stian ORM, Auteur ; Tamara KALANDADZE, Auteur ; Stefan SUTTERLIN, Auteur ; Roald A. ØIEN, Auteur ; Frederick SHIC, Auteur ; Anders NORDAHL-HANSEN, Auteur . - p.4692-4707. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4692-4707 Mots-clés : Adolescent  Adult  Augmented Reality  Autism Spectrum Disorder/therapy  Child  Child, Preschool  Female  Humans  Social Skills  Technology  Virtual Reality  Augmented reality  Autism spectrum disorder  Virtual reality Index. décimale : PER Périodiques Résumé : In the last decade, there has been an increase in publications on technology-based interventions for autism spectrum disorder (ASD). Virtual reality based assessments and intervention tools are promising and have shown to be acceptable amongst individuals with ASD. This scoping review reports on 49 studies utilizing virtual reality and augmented reality technology in social skills interventions for individuals with ASD. The included studies mostly targeted children and adolescents, but few targeted very young children or adults. Our findings show that the mode number of participants with ASD is low, and that female participants are underrepresented. Our review suggests that there is need for studies that apply virtual and augmented realty with more rigorous designs involving established and evidenced-based intervention strategies. En ligne : http://dx.doi.org/10.1007/s10803-021-05338-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

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