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Détail de l'auteur
Auteur Lillian N. STIEGLER |
Documents disponibles écrits par cet auteur (2)
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Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism / Eli G. COHN in Autism & Developmental Language Impairments, 7 (January-December 2022)
[article]
Titre : Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Eli G. COHN, Auteur ; Keith R. MCVILLY, Auteur ; Matthew J. HARRISON, Auteur ; Lillian N. STIEGLER, Auteur Langues : Anglais (eng) Mots-clés : Echolalia communication and language special education Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background and AimsEcholalia, the repetition of speech, is highly prevalent in school aged children with Autism. Prior research has found that individuals with echolalia use their repetitions to engage in communicatively functional speech, in the absence of self-generated speech. Educators are the natural audience for a wide vary of echoed utterances across environments and in differing contexts. The objectives of this paper were three-fold: (1) to systematically investigate how researchers identify and ascribe communicative function to echoed utterances; (2) to gather and evaluate the evidence that might assist teachers to identify and better understand echoed utterances as being communicatively purposeful; and (3) to provide teachers with evidence-informed response strategies they can use to assist their students on their journey towards more self-generated speech.Main ContributionPrior research in the field of echolalia has generally been segmented into opposing viewpoints. A paucity of work in the echolalia field has meant that there is limited work that has sought to view how a communicative function to echolalia has been ascribed from across multiple disciplines and fields. As such, there is limited literature to guide the practice of classroom educators. This review combines communicative models from across various disciplines with the view to supporting classroom educators by providing guidance on how they might assist their students with echolalia. This review represents the first contribution to the research literature in this area.Conclusions and ImplicationsResearch into echolalia did not originally emanate from the field of education; however, anecdotes from classroom educators were cited as the primary impetus for the creation of some of the communicatively functional models. We found that although there are many techniques that researchers have used to attribute a communicative function to echolalia, some of these can be easily employed by educators in their practice. By adopting these techniques, educators are placed in a position that may assist with the identification of communicative echolalia; subsequently they are better placed to acknowledge and respond to their students. En ligne : https://doi.org/10.1177/23969415221091928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism [Texte imprimé et/ou numérique] / Eli G. COHN, Auteur ; Keith R. MCVILLY, Auteur ; Matthew J. HARRISON, Auteur ; Lillian N. STIEGLER, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : Echolalia communication and language special education Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background and AimsEcholalia, the repetition of speech, is highly prevalent in school aged children with Autism. Prior research has found that individuals with echolalia use their repetitions to engage in communicatively functional speech, in the absence of self-generated speech. Educators are the natural audience for a wide vary of echoed utterances across environments and in differing contexts. The objectives of this paper were three-fold: (1) to systematically investigate how researchers identify and ascribe communicative function to echoed utterances; (2) to gather and evaluate the evidence that might assist teachers to identify and better understand echoed utterances as being communicatively purposeful; and (3) to provide teachers with evidence-informed response strategies they can use to assist their students on their journey towards more self-generated speech.Main ContributionPrior research in the field of echolalia has generally been segmented into opposing viewpoints. A paucity of work in the echolalia field has meant that there is limited work that has sought to view how a communicative function to echolalia has been ascribed from across multiple disciplines and fields. As such, there is limited literature to guide the practice of classroom educators. This review combines communicative models from across various disciplines with the view to supporting classroom educators by providing guidance on how they might assist their students with echolalia. This review represents the first contribution to the research literature in this area.Conclusions and ImplicationsResearch into echolalia did not originally emanate from the field of education; however, anecdotes from classroom educators were cited as the primary impetus for the creation of some of the communicatively functional models. We found that although there are many techniques that researchers have used to attribute a communicative function to echolalia, some of these can be easily employed by educators in their practice. By adopting these techniques, educators are placed in a position that may assist with the identification of communicative echolalia; subsequently they are better placed to acknowledge and respond to their students. En ligne : https://doi.org/10.1177/23969415221091928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Understanding Sound Sensitivity in Individuals with Autism Spectrum Disorders / Lillian N. STIEGLER in Focus on Autism and Other Developmental Disabilities, 25-2 (June 2010)
[article]
Titre : Understanding Sound Sensitivity in Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lillian N. STIEGLER, Auteur ; Rebecca DAVIS, Auteur Année de publication : 2010 Article en page(s) : p.67-75 Langues : Anglais (eng) Mots-clés : autism-spectrum-disorders-(ASD) sound-sensitivity hyperacusis auditory [one phrase]-hyperreactivity Index. décimale : PER Périodiques Résumé : Literature on sound sensitivity in individuals with and without autism spectrum disorders (ASD) is reviewed in this article. Empirical evidence is examined, and physiologic and psychoemotional-behavioral perspectives are described.There is virtually no evidence of true physiological differences in auditory systems of individuals with ASD. It is evident, however, that many people with ASD (a) feel fearful and anxious about sound, and (b) may experience unpleasant physiological sensations because of autonomic and/or behavioral responses to nonpreferred sounds, but (c) can learn to react in less stigmatizing, more effectively self-regulating ways. Current assessment and intervention practices are discussed, and a case is presented. Heightened understanding of this issue among caregivers and interventionists may ultimately improve life participation for individuals with ASD. En ligne : http://dx.doi.org/10.1177/1088357610364530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102
in Focus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.67-75[article] Understanding Sound Sensitivity in Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lillian N. STIEGLER, Auteur ; Rebecca DAVIS, Auteur . - 2010 . - p.67-75.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.67-75
Mots-clés : autism-spectrum-disorders-(ASD) sound-sensitivity hyperacusis auditory [one phrase]-hyperreactivity Index. décimale : PER Périodiques Résumé : Literature on sound sensitivity in individuals with and without autism spectrum disorders (ASD) is reviewed in this article. Empirical evidence is examined, and physiologic and psychoemotional-behavioral perspectives are described.There is virtually no evidence of true physiological differences in auditory systems of individuals with ASD. It is evident, however, that many people with ASD (a) feel fearful and anxious about sound, and (b) may experience unpleasant physiological sensations because of autonomic and/or behavioral responses to nonpreferred sounds, but (c) can learn to react in less stigmatizing, more effectively self-regulating ways. Current assessment and intervention practices are discussed, and a case is presented. Heightened understanding of this issue among caregivers and interventionists may ultimately improve life participation for individuals with ASD. En ligne : http://dx.doi.org/10.1177/1088357610364530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102