Ambiguity detection in adolescents with Asperger syndrome: Is central coherence or theory of mind impaired? / Sandrine LE SOURN-BISSAOUI in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.648-656 Titre : Ambiguity detection in adolescents with Asperger syndrome: Is central coherence or theory of mind impaired? Type de document : Texte imprimé et/ou numérique Auteurs : Sandrine LE SOURN-BISSAOUI, Auteur ; Stéphanie CAILLIES, Auteur ; Fabien GIERSKI, Auteur ; Jacques MOTTE, Auteur Année de publication : 2011 Article en page(s) : p.648-656 Langues : Anglais (eng) Mots-clés : Ambiguity-detection Weak-central-coherence Asperger-syndrome Second-order-theory-of-mind Index. décimale : PER Périodiques Résumé : The aim of this study was to investigate the role of central coherence skills and theory of mind competences in ambiguity detection in adolescents with Asperger syndrome (AS). We sought to pinpoint the level at which AS individuals experience difficulty detecting semantic ambiguity and identify the factors that account for their problems. We hypothesized that this difficulty could be related to a second-order false-belief misunderstanding and/or a weak central coherence (WCC). To test this hypothesis, we conducted an experiment investigating the processing of ambiguous idiomatic expressions (Caillies & Le Sourn-Bissaoui, 2006, 2008). Participants also performed a second-order false-belief task (Baron-Cohen, 1989) and Rey-Osterrieth Complex Figure test. Ten adolescents with AS and 10 typically developing controls matched for age, sex and verbal IQ took part in the study. Results indicated that the individuals with AS had greater difficulty in detecting ambiguity than the controls and that this difficulty could be partially related to a WCC or to second-order false-belief misunderstanding. The findings are discussed in the light of the multiple deficits account and the role of executive functions. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.07.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112 [article] Ambiguity detection in adolescents with Asperger syndrome: Is central coherence or theory of mind impaired? [Texte imprimé et/ou numérique] / Sandrine LE SOURN-BISSAOUI, Auteur ; Stéphanie CAILLIES, Auteur ; Fabien GIERSKI, Auteur ; Jacques MOTTE, Auteur . - 2011 . - p.648-656. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.648-656 Mots-clés : Ambiguity-detection Weak-central-coherence Asperger-syndrome Second-order-theory-of-mind Index. décimale : PER Périodiques Résumé : The aim of this study was to investigate the role of central coherence skills and theory of mind competences in ambiguity detection in adolescents with Asperger syndrome (AS). We sought to pinpoint the level at which AS individuals experience difficulty detecting semantic ambiguity and identify the factors that account for their problems. We hypothesized that this difficulty could be related to a second-order false-belief misunderstanding and/or a weak central coherence (WCC). To test this hypothesis, we conducted an experiment investigating the processing of ambiguous idiomatic expressions (Caillies & Le Sourn-Bissaoui, 2006, 2008). Participants also performed a second-order false-belief task (Baron-Cohen, 1989) and Rey-Osterrieth Complex Figure test. Ten adolescents with AS and 10 typically developing controls matched for age, sex and verbal IQ took part in the study. Results indicated that the individuals with AS had greater difficulty in detecting ambiguity than the controls and that this difficulty could be partially related to a WCC or to second-order false-belief misunderstanding. The findings are discussed in the light of the multiple deficits account and the role of executive functions. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.07.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112

L'analyse par grille "espace-état": une nouvelle approche pour explorer les trajectoires développementales individuelles d'interactions sociales dans un groupe d'habiletés sociales pour adolescents présentant un TSA / Pauline GIRARD in Bulletin Scientifique de l'arapi (Le), 37 (Eté 2016)

Public ISBD [article]  inBulletin Scientifique de l'arapi (Le) > 37 (Eté 2016) . - p.18-26 Titre : L'analyse par grille "espace-état": une nouvelle approche pour explorer les trajectoires développementales individuelles d'interactions sociales dans un groupe d'habiletés sociales pour adolescents présentant un TSA Type de document : Texte imprimé et/ou numérique Auteurs : Pauline GIRARD, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur ; Gaïd LE MANER-IDRISSI, Auteur ; Julie BRIEC, Auteur ; Agnès BOIDE, Auteur ; Charlotte VINCHON, Auteur ; Tanguy SEVENO, Auteur ; Claire CHEVREUIL, Auteur Année de publication : 2016 Article en page(s) : p.18-26 Langues : Français (fre) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] L'analyse par grille "espace-état": une nouvelle approche pour explorer les trajectoires développementales individuelles d'interactions sociales dans un groupe d'habiletés sociales pour adolescents présentant un TSA [Texte imprimé et/ou numérique] / Pauline GIRARD, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur ; Gaïd LE MANER-IDRISSI, Auteur ; Julie BRIEC, Auteur ; Agnès BOIDE, Auteur ; Charlotte VINCHON, Auteur ; Tanguy SEVENO, Auteur ; Claire CHEVREUIL, Auteur . - 2016 . - p.18-26. Langues : Français (fre) in Bulletin Scientifique de l'arapi (Le) > 37 (Eté 2016) . - p.18-26 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

La compréhension du langage figuré et du discours émotionnel: une question d’insuffisance inférentielle / Sandrine LE SOURN-BISSAOUI in Rééducation Orthophonique, 266 (Juin 2016)

Public ISBD [article]  inRééducation Orthophonique > 266 (Juin 2016) . - p.79-92 Titre : La compréhension du langage figuré et du discours émotionnel: une question d’insuffisance inférentielle Type de document : Texte imprimé et/ou numérique Auteurs : Sandrine LE SOURN-BISSAOUI, Auteur ; Virginie DARDIER, Auteur Article en page(s) : p.79-92 Langues : Français (fre) Mots-clés : langage figuré  discours émotionnel  prosodie  remédiation Index. décimale : PER Périodiques Résumé : Cet article postule que les difficultés pragmatiques des enfants et adolescents présentant un TSA sans retard mental associé, résident en partie dans une insuffisance de raisonnement inférentiel et de prise de perspective langagière. Les auteurs présentent donc des travaux en lien avec une insuffisance inférentielle tant au niveau verbal par l’étude du langage non- littéral qu’au niveau des indices para-verbaux, par l’étude de la prosodie émotionnelle Des applications cliniques sont discutées au niveau de l’évaluation et de la prise en charge. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291 [article] La compréhension du langage figuré et du discours émotionnel: une question d’insuffisance inférentielle [Texte imprimé et/ou numérique] / Sandrine LE SOURN-BISSAOUI, Auteur ; Virginie DARDIER, Auteur . - p.79-92. Langues : Français (fre) in Rééducation Orthophonique > 266 (Juin 2016) . - p.79-92 Mots-clés : langage figuré  discours émotionnel  prosodie  remédiation Index. décimale : PER Périodiques Résumé : Cet article postule que les difficultés pragmatiques des enfants et adolescents présentant un TSA sans retard mental associé, résident en partie dans une insuffisance de raisonnement inférentiel et de prise de perspective langagière. Les auteurs présentent donc des travaux en lien avec une insuffisance inférentielle tant au niveau verbal par l’étude du langage non- littéral qu’au niveau des indices para-verbaux, par l’étude de la prosodie émotionnelle Des applications cliniques sont discutées au niveau de l’évaluation et de la prise en charge. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291

Inference processing in adolescents with Asperger syndrome: Relationship with theory of mind abilities / Sandrine LE SOURN-BISSAOUI in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.797-808 Titre : Inference processing in adolescents with Asperger syndrome: Relationship with theory of mind abilities Type de document : Texte imprimé et/ou numérique Auteurs : Sandrine LE SOURN-BISSAOUI, Auteur ; Stéphanie CAILLIES, Auteur ; Fabien GIERSKI, Auteur ; Jacques MOTTE, Auteur Année de publication : 2009 Article en page(s) : p.797-808 Langues : Anglais (eng) Mots-clés : Inference-processing Theory-of-mind Asperger-syndrome Pragmatic-deficit Semantic-deficit Index. décimale : PER Périodiques Résumé : The aim of this study was to investigate the role of theory of mind competence in inference processing in adolescents with Asperger syndrome (AS). We sought to pinpoint the level at which AS individuals experience difficulty drawing inferences and identify the factors that account for their inference-drawing problems. We hypothesized that this difficulty could be related to a theory of mind (ToM) deficit. To test this hypothesis, we conducted an experiment investigating the processing of causal, predictive and pragmatic inferences. Participants also performed a second-order false-belief task. Ten adolescents with AS and ten controls matched for age, sex and verbal IQ took part in the study. Results indicated that the individuals with AS had greater difficulty processing inferences (both semantic and pragmatic) than the controls and that ToM could subtend inference-drawing. The findings are discussed in the light of the two main psychological theories: theory of mind and weak central coherence. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] Inference processing in adolescents with Asperger syndrome: Relationship with theory of mind abilities [Texte imprimé et/ou numérique] / Sandrine LE SOURN-BISSAOUI, Auteur ; Stéphanie CAILLIES, Auteur ; Fabien GIERSKI, Auteur ; Jacques MOTTE, Auteur . - 2009 . - p.797-808. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.797-808 Mots-clés : Inference-processing Theory-of-mind Asperger-syndrome Pragmatic-deficit Semantic-deficit Index. décimale : PER Périodiques Résumé : The aim of this study was to investigate the role of theory of mind competence in inference processing in adolescents with Asperger syndrome (AS). We sought to pinpoint the level at which AS individuals experience difficulty drawing inferences and identify the factors that account for their inference-drawing problems. We hypothesized that this difficulty could be related to a theory of mind (ToM) deficit. To test this hypothesis, we conducted an experiment investigating the processing of causal, predictive and pragmatic inferences. Participants also performed a second-order false-belief task. Ten adolescents with AS and ten controls matched for age, sex and verbal IQ took part in the study. Results indicated that the individuals with AS had greater difficulty processing inferences (both semantic and pragmatic) than the controls and that ToM could subtend inference-drawing. The findings are discussed in the light of the two main psychological theories: theory of mind and weak central coherence. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

Peer mediation in play settings for minimally verbal students with autism Spectrum disorder / Gaïd LE MANER-IDRISSI ; Tanguy SEVENO ; Olivier LE MAREC ; Sandrine LE SOURN-BISSAOUI in Autism & Developmental Language Impairments, 8 (January-December 2023)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 8 (January-December 2023) Titre : Peer mediation in play settings for minimally verbal students with autism Spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gaïd LE MANER-IDRISSI, Auteur ; Tanguy SEVENO, Auteur ; Olivier LE MAREC, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Autism spectrum disorder  Minimally verbal children  Inclusive education  Play Index. décimale : PER Périodiques Résumé : Background and aimsPeer-mediated interventions (PMIs) are effective strategies to foster socialization of children with autism spectrum disorder (ASD) in natural settings. However, research examining the efficacy of peer mediation for students with ASD who have the greatest cognitive and language impairments remains limited. Additionally, previous studies essentially targeted communicative abilities of participants. To address this gap, the present study evaluated the effects of a play-based PMI on three socio-communicative skills (play, social engagement and imitation) of minimally verbal students with ASD who also have a comorbidity of intellectual disability (ID).MethodsSeven children with ASD attending ordinary school settings and 14 typically developing (TD) preschoolers participated. Seven single-sex groups were formed, and children played together during two 30?min weekly sessions. TD children were trained according to the principles of the integrated play group model. We used a multiple-baseline design across participants to measure the effects of the intervention on play skills, social engagement and motor imitation of students with ASD.ResultsOutcomes revealed an intervention effect for most of the participants, despite some variations across children. After the peer training, four children increased their duration of functional/symbolic play, six children improved their duration of interactive play and five children increased their rates of motor imitation. Concerning maintenance gains, inter-individual differences are also important.Conclusions and implicationsThese findings suggest that a play-based PMI may be a feasible option for targeting inclusive education and improving socio-communicative skills of some minimally verbal students with ASD who also have an ID. However, variations across children invite further research to clarify how individual factors can moderate the effects of PMIs in children with ASD who are the most impaired. En ligne : https://dx.doi.org/10.1177/23969415231204837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] Peer mediation in play settings for minimally verbal students with autism Spectrum disorder [Texte imprimé et/ou numérique] / Gaïd LE MANER-IDRISSI, Auteur ; Tanguy SEVENO, Auteur ; Olivier LE MAREC, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 8 (January-December 2023) Mots-clés : Peer-mediated intervention  Autism spectrum disorder  Minimally verbal children  Inclusive education  Play Index. décimale : PER Périodiques Résumé : Background and aimsPeer-mediated interventions (PMIs) are effective strategies to foster socialization of children with autism spectrum disorder (ASD) in natural settings. However, research examining the efficacy of peer mediation for students with ASD who have the greatest cognitive and language impairments remains limited. Additionally, previous studies essentially targeted communicative abilities of participants. To address this gap, the present study evaluated the effects of a play-based PMI on three socio-communicative skills (play, social engagement and imitation) of minimally verbal students with ASD who also have a comorbidity of intellectual disability (ID).MethodsSeven children with ASD attending ordinary school settings and 14 typically developing (TD) preschoolers participated. Seven single-sex groups were formed, and children played together during two 30?min weekly sessions. TD children were trained according to the principles of the integrated play group model. We used a multiple-baseline design across participants to measure the effects of the intervention on play skills, social engagement and motor imitation of students with ASD.ResultsOutcomes revealed an intervention effect for most of the participants, despite some variations across children. After the peer training, four children increased their duration of functional/symbolic play, six children improved their duration of interactive play and five children increased their rates of motor imitation. Concerning maintenance gains, inter-individual differences are also important.Conclusions and implicationsThese findings suggest that a play-based PMI may be a feasible option for targeting inclusive education and improving socio-communicative skills of some minimally verbal students with ASD who also have an ID. However, variations across children invite further research to clarify how individual factors can moderate the effects of PMIs in children with ASD who are the most impaired. En ligne : https://dx.doi.org/10.1177/23969415231204837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

La tablette tactile : un outil de médiation sociale au service de la scolarisation des enfants avec autisme / Gaëtan BRIET

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Le trouble du spectre de l’autisme / Sandrine LE SOURN-BISSAOUI

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