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Auteur Yael KIMHI |
Documents disponibles écrits par cet auteur (5)
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Collaborative Problem Solving in Young Typical Development and HFASD / Yael KIMHI in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
[article]
Titre : Collaborative Problem Solving in Young Typical Development and HFASD Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Année de publication : 2012 Article en page(s) : p.1984-1997 Langues : Anglais (eng) Mots-clés : HFASD Collaborative problem solving Peer relations Preschool Index. décimale : PER Périodiques Résumé : Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1447-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1984-1997[article] Collaborative Problem Solving in Young Typical Development and HFASD [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - 2012 . - p.1984-1997.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1984-1997
Mots-clés : HFASD Collaborative problem solving Peer relations Preschool Index. décimale : PER Périodiques Résumé : Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1447-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 M. Suzanne Zeedyk (ed.): Promoting Social Interaction for Individuals with Communicative Impairments: Making Contact / Yael KIMHI in Journal of Autism and Developmental Disorders, 40-3 (March 2010)
[article]
Titre : M. Suzanne Zeedyk (ed.): Promoting Social Interaction for Individuals with Communicative Impairments: Making Contact : Jessica Kingsley Publishers, 2008, 192 pp (paper) Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur Année de publication : 2010 Article en page(s) : p.394-395 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0829-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=967
in Journal of Autism and Developmental Disorders > 40-3 (March 2010) . - p.394-395[article] M. Suzanne Zeedyk (ed.): Promoting Social Interaction for Individuals with Communicative Impairments: Making Contact : Jessica Kingsley Publishers, 2008, 192 pp (paper) [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur . - 2010 . - p.394-395.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-3 (March 2010) . - p.394-395
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0829-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=967 Reading comprehension strategies for expository texts: Children with and without ASD / Yael KIMHI in Research in Autism Spectrum Disorders, 105 (July 2023)
[article]
Titre : Reading comprehension strategies for expository texts: Children with and without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Irit Kempner MISHKIN, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : 102169 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Reading comprehension Expository text Open and closed questions Index. décimale : PER Périodiques Résumé : Background Reading comprehension difficulties have been widely reported in children with autism spectrum disorder (ASD). This study compared two comprehension strategies (main-idea extractor - MIE and visual-graphic organizer - VGO) for reading expository texts in school-age children with ASD versus those with typical development (TD). The research addressed the following: 1) Group differences (ASD/TD) for baseline expository text reading comprehension (without a strategy); 2) Improvement of reading comprehension using a given strategy, compared to baseline; 3) Within-group differences regarding the relative efficacy of the two strategies; and 4) Group differences (ASD/TD) regarding question type (open/closed). Method Two groups of 28 third-grade children were matched on verbal receptive language and the mother's level of education. The baseline reading comprehension test was administered first. Participants then underwent a short teaching procedure on how to use the assigned strategy (MIE/VGO) and were asked to utilize it when completing the second expository text. Results Without strategy use, children with ASD demonstrated significantly greater difficulty in comprehending implicit information. After strategy use, the VGO strategy significantly surpassed the MIE strategy in facilitating both groups' improvements in implicit knowledge, ability to answer closed questions, and general reading comprehension scores. When examining each group separately only the ASD group demonstrated significant improvements using VGO strategy (near-significance for implicit knowledge). Conclusions Strategy use is crucial for children with ASD to advance and enhance reading comprehension. As found, VGO can facilitate expository text comprehension, yet students often need more exposure to relevant expository text strategies. Educational and theoretical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508
in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102169[article] Reading comprehension strategies for expository texts: Children with and without ASD [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Irit Kempner MISHKIN, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - 102169.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102169
Mots-clés : Autism Spectrum Disorder Reading comprehension Expository text Open and closed questions Index. décimale : PER Périodiques Résumé : Background Reading comprehension difficulties have been widely reported in children with autism spectrum disorder (ASD). This study compared two comprehension strategies (main-idea extractor - MIE and visual-graphic organizer - VGO) for reading expository texts in school-age children with ASD versus those with typical development (TD). The research addressed the following: 1) Group differences (ASD/TD) for baseline expository text reading comprehension (without a strategy); 2) Improvement of reading comprehension using a given strategy, compared to baseline; 3) Within-group differences regarding the relative efficacy of the two strategies; and 4) Group differences (ASD/TD) regarding question type (open/closed). Method Two groups of 28 third-grade children were matched on verbal receptive language and the mother's level of education. The baseline reading comprehension test was administered first. Participants then underwent a short teaching procedure on how to use the assigned strategy (MIE/VGO) and were asked to utilize it when completing the second expository text. Results Without strategy use, children with ASD demonstrated significantly greater difficulty in comprehending implicit information. After strategy use, the VGO strategy significantly surpassed the MIE strategy in facilitating both groups' improvements in implicit knowledge, ability to answer closed questions, and general reading comprehension scores. When examining each group separately only the ASD group demonstrated significant improvements using VGO strategy (near-significance for implicit knowledge). Conclusions Strategy use is crucial for children with ASD to advance and enhance reading comprehension. As found, VGO can facilitate expository text comprehension, yet students often need more exposure to relevant expository text strategies. Educational and theoretical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development / Nirit BAUMINGER-ZVIELY in Journal of Child Psychology and Psychiatry, 55-4 (April 2014)
[article]
Titre : Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Eynat KARIN, Auteur ; Yael KIMHI, Auteur ; Galit AGAM-BEN-ARTZI, Auteur Article en page(s) : p.363-373 Mots-clés : High-functioning children with autism spectrum disorder (ASD) preschool friendship pragmatics social conversation Index. décimale : PER Périodiques Résumé : Background In typical development, early peer talk is crucial for pragmatic development. The pragmatic deficit, reflected in remarkably deficient conversational capabilities, is considered the hallmark of the language deficit in autism spectrum disorder (ASD); yet, spontaneous peer talk in preschoolers with ASD was rarely explored. Method We conducted comparative assessment of spontaneous peer talk during 10-min free-play scenarios in preschoolers with high-functioning ASD (HFASD; n = 27) versus those with typical development (n = 30). Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Correlations with CA, IQ, VMA, and NVMA were examined. We compared the two groups' interactions with a friend-partner versus a nonfriend partner; in addition, in the HFASD group, we examined interactions with a typical partner (mixed dyads) versus a partner with HFASD (nonmixed dyads). Children's conversations were videotaped and coded to tap pragmatic capabilities and conversational quality. Results Findings revealed group differences in pragmatic abilities and conversational quality, with the typical group showing more intact capacities than the HFASD group. However, in the HFASD group, interactions with friends surpassed interactions with nonfriends on several key pragmatic capabilities and on all conversational quality measures (meshing, assertiveness, and responsiveness), thus suggesting that friendship may enable children to converse in a more socially complex and coregulated way. Also, children with higher cognitive capabilities, especially in the HFASD group, demonstrated more intact pragmatic capacities. Conclusion Despite the robust pragmatic deficit in HFASD, reflected in conversational capabilities, involvement in friendship relationships and high cognitive capabilities were linked to more intact pragmatic capacities. Theoretical and therapeutic implications are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230
in Journal of Child Psychology and Psychiatry > 55-4 (April 2014) . - p.363-373[article] Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Eynat KARIN, Auteur ; Yael KIMHI, Auteur ; Galit AGAM-BEN-ARTZI, Auteur . - p.363-373.
in Journal of Child Psychology and Psychiatry > 55-4 (April 2014) . - p.363-373
Mots-clés : High-functioning children with autism spectrum disorder (ASD) preschool friendship pragmatics social conversation Index. décimale : PER Périodiques Résumé : Background In typical development, early peer talk is crucial for pragmatic development. The pragmatic deficit, reflected in remarkably deficient conversational capabilities, is considered the hallmark of the language deficit in autism spectrum disorder (ASD); yet, spontaneous peer talk in preschoolers with ASD was rarely explored. Method We conducted comparative assessment of spontaneous peer talk during 10-min free-play scenarios in preschoolers with high-functioning ASD (HFASD; n = 27) versus those with typical development (n = 30). Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Correlations with CA, IQ, VMA, and NVMA were examined. We compared the two groups' interactions with a friend-partner versus a nonfriend partner; in addition, in the HFASD group, we examined interactions with a typical partner (mixed dyads) versus a partner with HFASD (nonmixed dyads). Children's conversations were videotaped and coded to tap pragmatic capabilities and conversational quality. Results Findings revealed group differences in pragmatic abilities and conversational quality, with the typical group showing more intact capacities than the HFASD group. However, in the HFASD group, interactions with friends surpassed interactions with nonfriends on several key pragmatic capabilities and on all conversational quality measures (meshing, assertiveness, and responsiveness), thus suggesting that friendship may enable children to converse in a more socially complex and coregulated way. Also, children with higher cognitive capabilities, especially in the HFASD group, demonstrated more intact pragmatic capacities. Conclusion Despite the robust pragmatic deficit in HFASD, reflected in conversational capabilities, involvement in friendship relationships and high cognitive capabilities were linked to more intact pragmatic capacities. Theoretical and therapeutic implications are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230 Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder / Yael KIMHI in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
[article]
Titre : Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Dana SHOAM-KUGELMAS, Auteur ; Galit AGAM-BEN-ARTZI, Auteur ; Inbal BEN-MOSHE, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.2341-2354 Langues : Anglais (eng) Mots-clés : ASD Theory of mind Executive functions Preschool Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have difficulties in theory of mind (ToM) and executive function (EF), which may be linked because one domain (EF) affects the other (ToM). Group differences (ASD vs. typical development) were examined in both cognitive domains, as well as EF’s associations and regressions with ToM. Participants included 29 intellectually able preschoolers with ASD and 30 typical preschoolers, aged 3–6 years. EF tasks included planning and cognitive shifting measures. ToM tasks included predicting and explaining affective and location false-belief tasks. The novelty of this study lies in its in-depth examination of ToM explanation abilities in ASD alongside the role of verbal abilities (VIQ). Significant group differences emerged on most EF and ToM measures, in favor of typically developing children. Overall in the study group, EF-planning skills, EF-cognitive shifting and VIQ significantly contributed to the explained variance of ToM measures. Implications are discussed regarding the social-cognitive deficit in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2104-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2341-2354[article] Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Dana SHOAM-KUGELMAS, Auteur ; Galit AGAM-BEN-ARTZI, Auteur ; Inbal BEN-MOSHE, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.2341-2354.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2341-2354
Mots-clés : ASD Theory of mind Executive functions Preschool Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have difficulties in theory of mind (ToM) and executive function (EF), which may be linked because one domain (EF) affects the other (ToM). Group differences (ASD vs. typical development) were examined in both cognitive domains, as well as EF’s associations and regressions with ToM. Participants included 29 intellectually able preschoolers with ASD and 30 typical preschoolers, aged 3–6 years. EF tasks included planning and cognitive shifting measures. ToM tasks included predicting and explaining affective and location false-belief tasks. The novelty of this study lies in its in-depth examination of ToM explanation abilities in ASD alongside the role of verbal abilities (VIQ). Significant group differences emerged on most EF and ToM measures, in favor of typically developing children. Overall in the study group, EF-planning skills, EF-cognitive shifting and VIQ significantly contributed to the explained variance of ToM measures. Implications are discussed regarding the social-cognitive deficit in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2104-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238