An item response theory analysis of the Parenting Stress Index-Short Form with parents of children with autism spectrum disorders / Anat ZAIDMAN-ZAIT in Journal of Child Psychology and Psychiatry, 51-11 (November 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-11 (November 2010) . - p.1269-1277 Titre : An item response theory analysis of the Parenting Stress Index-Short Form with parents of children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Anat ZAIDMAN-ZAIT, Auteur ; Pat MIRENDA, Auteur ; Bruno D. ZUMBO, Auteur ; Stephen WELLINGTON, Auteur ; Vikram DUA, Auteur ; Karen KALYNCHUK, Auteur Année de publication : 2010 Article en page(s) : p.1269-1277 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders parenting-stress item-response-theory Index. décimale : PER Périodiques Résumé : Background:  The Parenting Stress Index-Short Form (PSI-SF) is one of the most widely used instruments for measuring parenting stress in families of children with autism spectrum disorders (ASD). However, no research to date has examined the psychometric properties of the PSI-SF in a sample of parents of young children with ASD. In this regard, item response theory (IRT) can be used to estimate how much information or discrimination each item of a scale offers across the entire range of the latent variable being measured, by creating individual item information curves or profiles. The purpose of this study was to use IRT to examine the discriminability of PSI-SF items in a sample of parents of young children with ASD who experience varying levels of parental stress. Methods:  The study involved the parents of 141 children with autism spectrum disorders (91.4% mothers; mean age 36.2 years) who completed the PSI-SF following diagnosis. Item characteristic curves were constructed for each of the PSI-SF items and examined with regard to item functioning. Results:  Results indicated that, for the most part, changes in parental distress severity were reflected in changes on item scores. However, several items on the subscales measuring parent–child dysfunctional interactions and child behavior difficulty functioned poorly to discriminate parents across a range of total stress severity. Conclusions:  The parent–child dysfunctional interaction and difficult child subscales of the PSI-SF scale should be used with caution with parents of young children with ASD. More research is required to examine PSI-SF content validity, at least among parents of children with ASD and perhaps parents of children with other disabilities as well. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02266.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 [article] An item response theory analysis of the Parenting Stress Index-Short Form with parents of children with autism spectrum disorders [Texte imprimé et/ou numérique] / Anat ZAIDMAN-ZAIT, Auteur ; Pat MIRENDA, Auteur ; Bruno D. ZUMBO, Auteur ; Stephen WELLINGTON, Auteur ; Vikram DUA, Auteur ; Karen KALYNCHUK, Auteur . - 2010 . - p.1269-1277. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-11 (November 2010) . - p.1269-1277 Mots-clés : Autism-spectrum-disorders parenting-stress item-response-theory Index. décimale : PER Périodiques Résumé : Background:  The Parenting Stress Index-Short Form (PSI-SF) is one of the most widely used instruments for measuring parenting stress in families of children with autism spectrum disorders (ASD). However, no research to date has examined the psychometric properties of the PSI-SF in a sample of parents of young children with ASD. In this regard, item response theory (IRT) can be used to estimate how much information or discrimination each item of a scale offers across the entire range of the latent variable being measured, by creating individual item information curves or profiles. The purpose of this study was to use IRT to examine the discriminability of PSI-SF items in a sample of parents of young children with ASD who experience varying levels of parental stress. Methods:  The study involved the parents of 141 children with autism spectrum disorders (91.4% mothers; mean age 36.2 years) who completed the PSI-SF following diagnosis. Item characteristic curves were constructed for each of the PSI-SF items and examined with regard to item functioning. Results:  Results indicated that, for the most part, changes in parental distress severity were reflected in changes on item scores. However, several items on the subscales measuring parent–child dysfunctional interactions and child behavior difficulty functioned poorly to discriminate parents across a range of total stress severity. Conclusions:  The parent–child dysfunctional interaction and difficult child subscales of the PSI-SF scale should be used with caution with parents of young children with ASD. More research is required to examine PSI-SF content validity, at least among parents of children with ASD and perhaps parents of children with other disabilities as well. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02266.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110

Augmentative and Alternative Communication / David R. BEUKELMAN

Public ISBD Titre : Augmentative and Alternative Communication : Supporting Children and Adults with Complex Communication Needs Type de document : Texte imprimé et/ou numérique Auteurs : David R. BEUKELMAN, Directeur de publication ; Pat MIRENDA, Directeur de publication Mention d'édition : 4th Edition Editeur : Baltimore [Etats-Unis] : Brookes Publishing Année de publication : 2013 Importance : 593 p. Présentation : ill. Format : 18cm x 26cm x 3,7cm ISBN/ISSN/EAN : 978-1-59857-196-7 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Résumé : As AAC use continues to flourish and new technology revolutionizes the field, tomorrow's service providers need current, authoritative information on AAC for children and adults with communication disorders. That's why David Beukelman and Pat Mirenda have revised and updated the bestselling Augmentative and Alternative Communication—the trusted, widely adopted graduate-level text on communication disorders and AAC. The foundational textbook for SLPs, OTs, PTs, teachers, and other professionals in clinical and educational settings, this fourth edition is a definitive introduction to AAC processes, interventions, and technologies that help people best meet their daily communication needs. Future professionals will prepare for their work in the field with critical new information on - advancing literacy skills (new chapter by Janice Light and David McNaughton) - conducting effective, culturally appropriate assessment to determine AAC needs - choosing AAC interventions appropriate for age and ability - selecting AAC vocabulary tailored to individual needs - using new consumer technologies as easy, affordable, and non-stigmatizing communication devices - understanding types of symbols and how individuals use them - promoting social competence - supporting language learning and development - providing effective support to beginning communicators - planning an inclusive education for students with complex communication needs Readers will get a thorough overview of communication and AAC issues for people with specific developmental disabilities (including cerebral palsy, intellectual disability, and autism) and acquired disabilities (such as aphasia, traumatic brain injury, and degenerative cognitive and linguistic disorders). And with helpful photos, figures, and photocopiable forms, readers will be ready to collect and use important information on assessment, individual communication needs, classroom supports, and more. An essential core text for tomorrow's professionals—and a key reference for inservice practitioners—this new fourth edition expertly prepares readers to support the communicative competence of children and adults with a wide range of complex needs. [Résumé d'Auteur/Editeur Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264 Augmentative and Alternative Communication : Supporting Children and Adults with Complex Communication Needs [Texte imprimé et/ou numérique] / David R. BEUKELMAN, Directeur de publication ; Pat MIRENDA, Directeur de publication  . -  4th Edition . - Baltimore [Etats-Unis] : Brookes Publishing, 2013 . - 593 p. : ill. ; 18cm x 26cm x 3,7cm. ISBN : 978-1-59857-196-7 Bibliogr., Index Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Résumé : As AAC use continues to flourish and new technology revolutionizes the field, tomorrow's service providers need current, authoritative information on AAC for children and adults with communication disorders. That's why David Beukelman and Pat Mirenda have revised and updated the bestselling Augmentative and Alternative Communication—the trusted, widely adopted graduate-level text on communication disorders and AAC. The foundational textbook for SLPs, OTs, PTs, teachers, and other professionals in clinical and educational settings, this fourth edition is a definitive introduction to AAC processes, interventions, and technologies that help people best meet their daily communication needs. Future professionals will prepare for their work in the field with critical new information on - advancing literacy skills (new chapter by Janice Light and David McNaughton) - conducting effective, culturally appropriate assessment to determine AAC needs - choosing AAC interventions appropriate for age and ability - selecting AAC vocabulary tailored to individual needs - using new consumer technologies as easy, affordable, and non-stigmatizing communication devices - understanding types of symbols and how individuals use them - promoting social competence - supporting language learning and development - providing effective support to beginning communicators - planning an inclusive education for students with complex communication needs Readers will get a thorough overview of communication and AAC issues for people with specific developmental disabilities (including cerebral palsy, intellectual disability, and autism) and acquired disabilities (such as aphasia, traumatic brain injury, and degenerative cognitive and linguistic disorders). And with helpful photos, figures, and photocopiable forms, readers will be ready to collect and use important information on assessment, individual communication needs, classroom supports, and more. An essential core text for tomorrow's professionals—and a key reference for inservice practitioners—this new fourth edition expertly prepares readers to support the communicative competence of children and adults with a wide range of complex needs. [Résumé d'Auteur/Editeur Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264

Contenu

• Augmentative and Alternative Communication Processes / David R. BEUKELMAN
• Message Management: Vocabulary, Small Talk, and Narratives / David R. BEUKELMAN
• Symbols and Rate Enhancement / David R. BEUKELMAN
• Alternative Access / David R. BEUKELMAN
• Principles of Assessment / David R. BEUKELMAN
• Assessment of Specific Capabilities / David R. BEUKELMAN
• Principles of Decision Making, Intervention, and Evaluation / David R. BEUKELMAN
• Augmentative and Alternative Communication Issues for People with Developmental Disabilities / David R. BEUKELMAN
• Supporting Participation and Communication for Beginning Communicators / David R. BEUKELMAN
• Language Development and Intervention: Challenges, Supports, and Instructional Approaches / David R. BEUKELMAN
• Instruction to Support Linguistic and Social Competence / David R. BEUKELMAN
• Literacy Intervention for Individuals with Complex Communication Needs / Janice C. LIGHT
• Educational Inclusion of Students with Complex Communication Needs / David R. BEUKELMAN
• Adults with Degenerative Cognitive and Linguistic Disorders / Elizabeth HANSON
• Individuals with Traumatic Brain Injury / Susan FAGER
• Augmentative and Alternative Communication in Intensive, Acute, and Long-Term Acute Medical Settings / David R. BEUKELMAN
• Adults with Acquired Physical Conditions / Laura BALL
• Adults with Severe Aphasia and Apraxia of Speech / Kathryn L. GARRETT

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0003397	COM-C BEU	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	COM - Communication	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

Accompagnement orthophonique des personnes présentant un trouble envahissant du développement, dont l'autisme. Dépistage et évaluation	DENNI-KRICHEL, Nicole
Essential for Living	MCGREEVY, Patrick
C’est mieux qu’ils soient dans notre école	PHILIP, Christine
Recueil d’activités de stimulation du langage pour les enfants de 0 à 5ans. Tome 1	DUBE, Maude
Parler, un jeu à deux	PEPPER, Jan
TEACCH, un modèle de prise en charge de l'autisme	TREMBLAY, Pierre H.

Autism Spectrum Disorders and AAC / Pat MIRENDA

Public ISBD Titre : Autism Spectrum Disorders and AAC Type de document : Texte imprimé et/ou numérique Auteurs : Pat MIRENDA, Directeur de publication ; Teresa IACONO, Directeur de publication Editeur : Baltimore [Etats-Unis] : Brookes Publishing Année de publication : 2009 Collection : AAC Series Importance : 484 p. Présentation : ill. Format : 16cm x 23,5cm x 3cm ISBN/ISSN/EAN : 978-1-55766-953-7 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Résumé : For children, adolescents, and adults with autism, AAC can have a tremendous positive impact on communication, social skills, and behavior. Now there's a comprehensive, up-to-date research volume that shows professionals what today's most effective AAC methods are—and why they're a perfect fit with a variety of learning approaches that work for people with autism. Pat Mirenda—a leading authority on AAC and autism—and Teresa Iacono partner with more than 30 other experts to give readers the most current, in-depth information on a wide range of AAC methods and technologies. Through clear and compelling examinations of the latest research studies, professionals supporting people with autism will discover how these evidence-based AAC interventions can be used to - promote children's natural speech and language development - expand literacy skills - modify challenging behavior - build young children's social interaction skills - encourage students' full membership and participation in inclusive classrooms - give children socially appropriate ways to express needs and preferences - replace unconventional communicative acts with more conventional ones - help adolescents and adults develop strong social networks within their community Readers will also get clarification of the common characteristics of effective AAC interventions and insight into the future research required to make AAC technologies more meaningful and motivating. Essential for educators, SLPs, OTs, PTs, and other direct service providers, this new addition to the renowned Augmentative and Alternative Communication series will give readers a complete understanding of today's diverse AAC options—knowledge they'll use to help people with autism develop the communication and social skills they need to succeed. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264 Autism Spectrum Disorders and AAC [Texte imprimé et/ou numérique] / Pat MIRENDA, Directeur de publication ; Teresa IACONO, Directeur de publication . - Baltimore [Etats-Unis] : Brookes Publishing, 2009 . - 484 p. : ill. ; 16cm x 23,5cm x 3cm. - (AAC Series) . ISBN : 978-1-55766-953-7 Bibliogr., Index Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Résumé : For children, adolescents, and adults with autism, AAC can have a tremendous positive impact on communication, social skills, and behavior. Now there's a comprehensive, up-to-date research volume that shows professionals what today's most effective AAC methods are—and why they're a perfect fit with a variety of learning approaches that work for people with autism. Pat Mirenda—a leading authority on AAC and autism—and Teresa Iacono partner with more than 30 other experts to give readers the most current, in-depth information on a wide range of AAC methods and technologies. Through clear and compelling examinations of the latest research studies, professionals supporting people with autism will discover how these evidence-based AAC interventions can be used to - promote children's natural speech and language development - expand literacy skills - modify challenging behavior - build young children's social interaction skills - encourage students' full membership and participation in inclusive classrooms - give children socially appropriate ways to express needs and preferences - replace unconventional communicative acts with more conventional ones - help adolescents and adults develop strong social networks within their community Readers will also get clarification of the common characteristics of effective AAC interventions and insight into the future research required to make AAC technologies more meaningful and motivating. Essential for educators, SLPs, OTs, PTs, and other direct service providers, this new addition to the renowned Augmentative and Alternative Communication series will give readers a complete understanding of today's diverse AAC options—knowledge they'll use to help people with autism develop the communication and social skills they need to succeed. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264

Contenu

• Introduction to AAC for Individuals with Autism Spectrum Disorders / Pat MIRENDA
• Assessment Issues / Teresa IACONO
• Presymbolic Communicators with Autism Spectrum Disorders / Charity M. ROWLAND
• Research on the Use of Manual Signs and Graphic Symbols in Autism Spectrum Disorders: A Systematic Review / Oliver WENDT
• Speech Output and Speech-Generating Devices in Autism Spectrum Disorders / Ralf W. SCHLOSSER
• Effects of AAC on the Natural Speech Development of Individuals with Autism Spectrum Disorders / Diane C. MILLAR
• The System for Augmenting Language: Implications for Young Children with Autism Spectrum Disorders / MaryAnn ROMSKI
• AAC and the SCERTS® Model: Incorporating AAC within a Comprehensive, Multidisciplinary Educational Program / Emily RUBIN
• Using AAC Technologies to Build Social Interaction with Young Children with Autism Spectrum Disorders / Kathryn D.R. DRAGER
• The Picture Exchange Communication System: Clinical and Research Applications / Andy BONDY
• A Picture Is Worth a Thousand Words: Using Visual Supports for Augmented Input with Individuals with Autism Spectrum Disorders / Pat MIRENDA
• Functional Communication Training and Choice-Making Interventions for the Treatment of Problem Behavior in Individuals with Autism Spectrum Disorders / Jeff SIGAFOOS
• The Role of Aided AAC in Replacing Unconventional Communicative Acts with More Conventional Ones / Krista M. WILKINSON
• Literacy in Individuals with Autism Spectrum Disorders Who Use AAC / David A. KOPPENHAVER
• Membership, Participation, and Learning in General Education Classrooms for Students with Autism Spectrum Disorders Who Use AAC / Michael MCSHEEHAN
• Supporting the Participation of Adolescents and Adults with Complex Communication Needs / Teresa IACONO

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0003354	COM-C MIR	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	COM - Communication	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

Essential for Living. A Communication, Behavior, and Functional Skills Assessment, Curriculum and Teaching Manual	MCGREEVY, Patrick
Accompagnement orthophonique des personnes présentant un trouble envahissant du développement, dont l'autisme. Dépistage et évaluation	DENNI-KRICHEL, Nicole
Parler, un jeu à deux	PEPPER, Jan
Evaluer la communication et intervenir	VERPOORTEN, Roger
Jouer à bien manger	REGIMBALD, Danielle
Social and Communication Development in Autism Spectrum Disorders	CHARMAN, Tony

Autism voices: Perspectives of the needs, challenges, and hopes for the future of autistic youth / Rackeb TESFAYE in Autism, 27-4 (May 2023)  

Public ISBD [article]  inAutism > 27-4 (May 2023) . - p.1142-1156 Titre : Autism voices: Perspectives of the needs, challenges, and hopes for the future of autistic youth Type de document : Texte imprimé et/ou numérique Auteurs : Rackeb TESFAYE, Auteur ; Valérie COURCHESNE, Auteur ; Pat MIRENDA, Auteur ; Wendy MITCHELL, Auteur ; David NICHOLAS, Auteur ; Ilina SINGH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.1142-1156 Langues : Anglais (eng) Mots-clés : adolescence,first-person perspective,inclusive methods,qualitative research,strength-based Index. décimale : PER Périodiques Résumé : The Autism Voices study draws on novel inclusive methods to obtain the first-person experiences of autistic youth with a range of cognitive and verbal abilities. Thirty-one autistic youth were interviewed with a strength-based protocol, enabling them to provide responses in the modality of their choice. Dynamics between youth and their environments such as home, school, and community were explored. Youth were questioned about their interests, plans for the future, experiences with various emotions, and experience of autism. Based on a thematic analysis, six themes emerged: (1) autistic identities, (2) thinking about the future, (3) seeking social connection on their own terms, (4) seeking autonomy, (5) school as both a stressor and social facilitator, and (6) experiences of stress and anxiety. The experiences described by autistic youth parallel many of the aspirations and challenges of typically developing adolescents, while being uniquely shaped by their autism. We discuss how these insights shared by autistic youth can facilitate active involvement in their communities, promote well-being, and promote optimal transition into adulthood. Autism Voices demonstrates that partnering with multiple stakeholders and the use of inclusive methodologies are pivotal steps toward capturing the voices of all autistic youth.Lay abstractCurrently, our understanding of the adolescent period for autistic youth has relied on the expertise of researchers, clinicians, parents, and teachers, yet rarely involves their unique first-person experiences. Our study attempted to understand the experiences and perspectives of autistic adolescents in their home, school, and community environments using the Autism Voices protocol, a semi-structured interview specifically designed and tailored to engage with autistic youth with various language and intellectual levels. The analysis of the 31 interviews conducted with autistic adolescents aged 11-18?years highlighted six themes: (1) autistic identities, (2) thinking about the future, (3) seeking social connection on their own terms, (4) seeking autonomy, (5) school as both a stressor and social facilitator, and (6) experiences of stress and anxiety. These results highlight similarities and differences in the adolescent experiences of autistic youth compared to their typically developing peers. Our findings suggest that by removing assumptions about the experiences of autistic individuals and investing in inclusive interview methods, we can faithfully capture the experiences of autistic youth regardless of their communication and cognitive abilities. Being able to capture and amplify these diverse voices will facilitate the active involvement of autistic communities in research and clinical and policy decisions that impact them. En ligne : https://doi.org/10.1177/13623613221132108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Autism voices: Perspectives of the needs, challenges, and hopes for the future of autistic youth [Texte imprimé et/ou numérique] / Rackeb TESFAYE, Auteur ; Valérie COURCHESNE, Auteur ; Pat MIRENDA, Auteur ; Wendy MITCHELL, Auteur ; David NICHOLAS, Auteur ; Ilina SINGH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur . - p.1142-1156. Langues : Anglais (eng) in Autism > 27-4 (May 2023) . - p.1142-1156 Mots-clés : adolescence,first-person perspective,inclusive methods,qualitative research,strength-based Index. décimale : PER Périodiques Résumé : The Autism Voices study draws on novel inclusive methods to obtain the first-person experiences of autistic youth with a range of cognitive and verbal abilities. Thirty-one autistic youth were interviewed with a strength-based protocol, enabling them to provide responses in the modality of their choice. Dynamics between youth and their environments such as home, school, and community were explored. Youth were questioned about their interests, plans for the future, experiences with various emotions, and experience of autism. Based on a thematic analysis, six themes emerged: (1) autistic identities, (2) thinking about the future, (3) seeking social connection on their own terms, (4) seeking autonomy, (5) school as both a stressor and social facilitator, and (6) experiences of stress and anxiety. The experiences described by autistic youth parallel many of the aspirations and challenges of typically developing adolescents, while being uniquely shaped by their autism. We discuss how these insights shared by autistic youth can facilitate active involvement in their communities, promote well-being, and promote optimal transition into adulthood. Autism Voices demonstrates that partnering with multiple stakeholders and the use of inclusive methodologies are pivotal steps toward capturing the voices of all autistic youth.Lay abstractCurrently, our understanding of the adolescent period for autistic youth has relied on the expertise of researchers, clinicians, parents, and teachers, yet rarely involves their unique first-person experiences. Our study attempted to understand the experiences and perspectives of autistic adolescents in their home, school, and community environments using the Autism Voices protocol, a semi-structured interview specifically designed and tailored to engage with autistic youth with various language and intellectual levels. The analysis of the 31 interviews conducted with autistic adolescents aged 11-18?years highlighted six themes: (1) autistic identities, (2) thinking about the future, (3) seeking social connection on their own terms, (4) seeking autonomy, (5) school as both a stressor and social facilitator, and (6) experiences of stress and anxiety. These results highlight similarities and differences in the adolescent experiences of autistic youth compared to their typically developing peers. Our findings suggest that by removing assumptions about the experiences of autistic individuals and investing in inclusive interview methods, we can faithfully capture the experiences of autistic youth regardless of their communication and cognitive abilities. Being able to capture and amplify these diverse voices will facilitate the active involvement of autistic communities in research and clinical and policy decisions that impact them. En ligne : https://doi.org/10.1177/13623613221132108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Brief Report: An Exploratory Study of Lexical Skills in Bilingual Children with Autism Spectrum Disorder / Jill M. PETERSEN in Journal of Autism and Developmental Disorders, 42-7 (July 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1499-1503 Titre : Brief Report: An Exploratory Study of Lexical Skills in Bilingual Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jill M. PETERSEN, Auteur ; Stefka MARINOVA-TODD, Auteur ; Pat MIRENDA, Auteur Année de publication : 2012 Article en page(s) : p.1499-1503 Langues : Anglais (eng) Mots-clés : Bilingual  ASD – Vocabulary  CDI  Chinese Index. décimale : PER Périodiques Résumé : Studying lexical diversity in bilingual children with autism spectrum disorders (ASD) can contribute important information to our understanding of language development in this diverse population. In this exploratory study, lexical comprehension and production and overall language skills were investigated in 14 English–Chinese bilingual and 14 English monolingual preschool-age children with ASD. Results indicated that both groups had equivalent scores on all but one measure of language and vocabulary, including English production vocabulary, conceptual production vocabulary, and vocabulary comprehension. When comparing the two languages of bilingual participants, there were no significant differences in production vocabulary size or vocabulary comprehension scores. The results provide evidence that bilingual English–Chinese preschool-age children with ASD have the capacity to function successfully as bilinguals. En ligne : http://dx.doi.org/10.1007/s10803-011-1366-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Brief Report: An Exploratory Study of Lexical Skills in Bilingual Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jill M. PETERSEN, Auteur ; Stefka MARINOVA-TODD, Auteur ; Pat MIRENDA, Auteur . - 2012 . - p.1499-1503. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1499-1503 Mots-clés : Bilingual  ASD – Vocabulary  CDI  Chinese Index. décimale : PER Périodiques Résumé : Studying lexical diversity in bilingual children with autism spectrum disorders (ASD) can contribute important information to our understanding of language development in this diverse population. In this exploratory study, lexical comprehension and production and overall language skills were investigated in 14 English–Chinese bilingual and 14 English monolingual preschool-age children with ASD. Results indicated that both groups had equivalent scores on all but one measure of language and vocabulary, including English production vocabulary, conceptual production vocabulary, and vocabulary comprehension. When comparing the two languages of bilingual participants, there were no significant differences in production vocabulary size or vocabulary comprehension scores. The results provide evidence that bilingual English–Chinese preschool-age children with ASD have the capacity to function successfully as bilinguals. En ligne : http://dx.doi.org/10.1007/s10803-011-1366-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Communication alternative et augmentée / David R. BEUKELMAN

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Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders / Kaori OHASHI J. in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

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Comparison of community-based verbal behavior and pivotal response treatment programs for young children with autism spectrum disorder / Richard STOCK in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

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Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? / Teresa BENNETT in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

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Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder / Thea BRAIN in Research in Autism Spectrum Disorders, 62 (June 2019)  

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Examination of Bidirectional Relationships Between Parent Stress and Two Types of Problem Behavior in Children with Autism Spectrum Disorder / Anat ZAIDMAN-ZAIT in Journal of Autism and Developmental Disorders, 44-8 (August 2014)  

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Factor analysis of the Parenting Stress Index-Short Form with parents of young children with autism spectrum disorders / Anat ZAIDMAN-ZAIT in Autism Research, 4-5 (October 2011)  

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Impact of personal and social resources on parenting stress in mothers of children with autism spectrum disorder / Anat ZAIDMAN-ZAIT in Autism, 21-2 (February 2017)  

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Influence of reporting effects on the association between maternal depression and child autism spectrum disorder behaviors / Teresa BENNETT in Journal of Child Psychology and Psychiatry, 53-1 (January 2012)  

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Introduction to AAC for Individuals with Autism Spectrum Disorders / Pat MIRENDA

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