Do Children with Autism Learn to Read more Readily by Computer Assisted Instruction or Traditional Book Methods?: A Pilot Study / Christine WILLIAMS in Autism, 6-1 (March 2002)  

Public ISBD [article]  inAutism > 6-1 (March 2002) . - p.71-91 Titre : Do Children with Autism Learn to Read more Readily by Computer Assisted Instruction or Traditional Book Methods?: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Christine WILLIAMS, Auteur ; Barry WRIGHT, Auteur ; Gillian CALLAGHAN, Auteur ; Brian COUGHLAN, Auteur Article en page(s) : p.71-91 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. All of the children spent more time on task in the computer condition than in the book condition. By the end of the study after computer assisted learning, five of the eight children could reliably identify at least three words. It was found that children with autism spent more time on reading material when they accessed it through a computer and were less resistant to its use. En ligne : http://dx.doi.org/10.1177/1362361302006001006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Do Children with Autism Learn to Read more Readily by Computer Assisted Instruction or Traditional Book Methods?: A Pilot Study [Texte imprimé et/ou numérique] / Christine WILLIAMS, Auteur ; Barry WRIGHT, Auteur ; Gillian CALLAGHAN, Auteur ; Brian COUGHLAN, Auteur . - p.71-91. Langues : Anglais (eng) in Autism > 6-1 (March 2002) . - p.71-91 Index. décimale : PER Périodiques Résumé : The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. All of the children spent more time on task in the computer condition than in the book condition. By the end of the study after computer assisted learning, five of the eight children could reliably identify at least three words. It was found that children with autism spent more time on reading material when they accessed it through a computer and were less resistant to its use. En ligne : http://dx.doi.org/10.1177/1362361302006001006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Emotion recognition in faces and the use of visual context Vo in young people with high-functioning autism spectrum disorders / Barry WRIGHT in Autism, 12-6 (November 2008)  

Public ISBD [article]  inAutism > 12-6 (November 2008) . - p.607-626 Titre : Emotion recognition in faces and the use of visual context Vo in young people with high-functioning autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; Jeremy N.V. MILES, Auteur ; Kate NATION, Auteur ; Natalie CLARKE, Auteur ; JO JORDAN, Auteur ; Andrew W. YOUNG, Auteur ; Leesa CLARKE, Auteur ; Christine WILLIAMS, Auteur ; Paula J. CLARKE, Auteur Année de publication : 2008 Article en page(s) : p.607-626 Langues : Anglais (eng) Mots-clés : Asperger-syndrome autism central-coherence emotion-recognition facial-expression visual-context Index. décimale : PER Périodiques Résumé : We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and IQ matched controls on emotion recognition of faces and pictorial context. Each participant completed two tests of emotion recognition. The first used Ekman series faces. The second used facial expressions in visual context. A control task involved identifying occupations using visual context. The ability to recognize emotions in faces (with or without context) and the ability to identify occupations from context was positively correlated with both increasing age and IQ score. Neither a diagnosis of ASD nor a measure of severity (Autism Quotient score) affected these abilities, except that the participants with ASD were significantly worse at recognizing angry and happy facial expressions. Unlike the control group, most participants with ASD mirrored the facial expression before interpreting it. Test conditions may lead to results different from everyday life. Alternatively, deficits in emotion recognition in high-functioning ASD may be less marked than previously thought. En ligne : http://dx.doi.org/10.1177/1362361308097118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] Emotion recognition in faces and the use of visual context Vo in young people with high-functioning autism spectrum disorders [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; Jeremy N.V. MILES, Auteur ; Kate NATION, Auteur ; Natalie CLARKE, Auteur ; JO JORDAN, Auteur ; Andrew W. YOUNG, Auteur ; Leesa CLARKE, Auteur ; Christine WILLIAMS, Auteur ; Paula J. CLARKE, Auteur . - 2008 . - p.607-626. Langues : Anglais (eng) in Autism > 12-6 (November 2008) . - p.607-626 Mots-clés : Asperger-syndrome autism central-coherence emotion-recognition facial-expression visual-context Index. décimale : PER Périodiques Résumé : We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and IQ matched controls on emotion recognition of faces and pictorial context. Each participant completed two tests of emotion recognition. The first used Ekman series faces. The second used facial expressions in visual context. A control task involved identifying occupations using visual context. The ability to recognize emotions in faces (with or without context) and the ability to identify occupations from context was positively correlated with both increasing age and IQ score. Neither a diagnosis of ASD nor a measure of severity (Autism Quotient score) affected these abilities, except that the participants with ASD were significantly worse at recognizing angry and happy facial expressions. Unlike the control group, most participants with ASD mirrored the facial expression before interpreting it. Test conditions may lead to results different from everyday life. Alternatively, deficits in emotion recognition in high-functioning ASD may be less marked than previously thought. En ligne : http://dx.doi.org/10.1177/1362361308097118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

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