Common Threads, Age-related Differences, and Avenues for Future Research: Response to Heaton / Kevin G. STEPHENSON in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1494-1497 Titre : Common Threads, Age-related Differences, and Avenues for Future Research: Response to Heaton Type de document : Texte imprimé et/ou numérique Auteurs : Kevin G. STEPHENSON, Auteur ; Eve-Marie QUINTIN, Auteur ; Mikle SOUTH, Auteur Article en page(s) : p.1494-1497 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-016-2750-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Common Threads, Age-related Differences, and Avenues for Future Research: Response to Heaton [Texte imprimé et/ou numérique] / Kevin G. STEPHENSON, Auteur ; Eve-Marie QUINTIN, Auteur ; Mikle SOUTH, Auteur . - p.1494-1497. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1494-1497 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-016-2750-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

Correction to: Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers / Dianne MACDONALD in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1613 Titre : Correction to: Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : p.1613 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-020-04688-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Correction to: Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers [Texte imprimé et/ou numérique] / Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur . - p.1613. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1613 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-020-04688-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Early Reading Comprehension Intervention for Preschoolers with Autism Spectrum Disorder and Hyperlexia / Dianne MACDONALD in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1652-1672 Titre : Early Reading Comprehension Intervention for Preschoolers with Autism Spectrum Disorder and Hyperlexia Type de document : Texte imprimé et/ou numérique Auteurs : Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : p.1652-1672 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Comprehension  Humans  Language Disorders  Reading  Autism Spectrum Disorder  Hyperlexia  Intervention  Reading comprehension Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and hyperlexia (HPL) have both advanced word reading skills and a reading comprehension disorder, alongside impaired oral language. We developed a unique, parent-supported, tablet-based intervention aiming to improve oral and reading comprehension at the word-, phrase- and sentence-level, for preschoolers with ASD and hyperlexia (ASD?+?HPL). English-speaking preschoolers (N=30) with ASD?+?HPL (N=8), ASD without HPL (N=7) and typical development (N=15) underwent a 6-week no-intervention period followed by a 6-week intervention period. Findings revealed a significant increase in reading comprehension scores for the group with ASD?+?HPL as compared to the TD group (p=.023). Gains were also found for receptive but not expressive language for all groups. Implications for early intervention for preschoolers with ASD?+?HPL are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05057-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Early Reading Comprehension Intervention for Preschoolers with Autism Spectrum Disorder and Hyperlexia [Texte imprimé et/ou numérique] / Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur . - p.1652-1672. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1652-1672 Mots-clés : Autism Spectrum Disorder/therapy  Child  Comprehension  Humans  Language Disorders  Reading  Autism Spectrum Disorder  Hyperlexia  Intervention  Reading comprehension Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and hyperlexia (HPL) have both advanced word reading skills and a reading comprehension disorder, alongside impaired oral language. We developed a unique, parent-supported, tablet-based intervention aiming to improve oral and reading comprehension at the word-, phrase- and sentence-level, for preschoolers with ASD and hyperlexia (ASD?+?HPL). English-speaking preschoolers (N=30) with ASD?+?HPL (N=8), ASD without HPL (N=7) and typical development (N=15) underwent a 6-week no-intervention period followed by a 6-week intervention period. Findings revealed a significant increase in reading comprehension scores for the group with ASD?+?HPL as compared to the TD group (p=.023). Gains were also found for receptive but not expressive language for all groups. Implications for early intervention for preschoolers with ASD?+?HPL are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05057-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers / Dianne MACDONALD in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1598-1612 Titre : Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : p.1598-1612 Langues : Anglais (eng) Mots-clés : Alphabet knowledge  Autism  Hyperlexia  Phonological awareness Index. décimale : PER Périodiques Résumé : A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD?+?HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia. En ligne : http://dx.doi.org/10.1007/s10803-020-04628-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers [Texte imprimé et/ou numérique] / Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur . - p.1598-1612. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1598-1612 Mots-clés : Alphabet knowledge  Autism  Hyperlexia  Phonological awareness Index. décimale : PER Périodiques Résumé : A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD?+?HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia. En ligne : http://dx.doi.org/10.1007/s10803-020-04628-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Emergent literacy skills and autism: A scoping review of intervention programs / Charlotte RIMMER in Research in Autism Spectrum Disorders, 97 (September 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 97 (September 2022) . - 102004 Titre : Emergent literacy skills and autism: A scoping review of intervention programs Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte RIMMER, Auteur ; Hadas DAHARY, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : 102004 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Emergent literacy skills  Phonological awareness  Word recognition  Intervention  Children Index. décimale : PER Périodiques Résumé : This scoping review summarized the literature on interventions targeting the emergent literacy skills of children on the autism spectrum. Findings across 16 studies highlighted that interventions could be divided into two main categories, namely computer-based interventions and non-computer-based interventions. Overall, results are encouraging and suggest that both intervention modalities can lead to gains in oral and written emergent literacy skills pre to post-intervention for children on the autism spectrum with diverse support needs and developmental profiles. Knowledge gaps and limitations in emergent literacy intervention research for autism include a lack of participant characterization, variable use of emergent literacy terms and measures, and the absence of waitlist comparison groups and follow-up assessments after the end of intervention. Replication studies are needed to gain greater knowledge into evidence-based practice for teaching emergent literacy skills to autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Emergent literacy skills and autism: A scoping review of intervention programs [Texte imprimé et/ou numérique] / Charlotte RIMMER, Auteur ; Hadas DAHARY, Auteur ; Eve-Marie QUINTIN, Auteur . - 102004. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102004 Mots-clés : Autism spectrum disorder  Emergent literacy skills  Phonological awareness  Word recognition  Intervention  Children Index. décimale : PER Périodiques Résumé : This scoping review summarized the literature on interventions targeting the emergent literacy skills of children on the autism spectrum. Findings across 16 studies highlighted that interventions could be divided into two main categories, namely computer-based interventions and non-computer-based interventions. Overall, results are encouraging and suggest that both intervention modalities can lead to gains in oral and written emergent literacy skills pre to post-intervention for children on the autism spectrum with diverse support needs and developmental profiles. Knowledge gaps and limitations in emergent literacy intervention research for autism include a lack of participant characterization, variable use of emergent literacy terms and measures, and the absence of waitlist comparison groups and follow-up assessments after the end of intervention. Replication studies are needed to gain greater knowledge into evidence-based practice for teaching emergent literacy skills to autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Emotion Perception in Music in High-Functioning Adolescents With Autism Spectrum Disorders / Eve-Marie QUINTIN in Journal of Autism and Developmental Disorders, 41-9 (September 2011)  

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Emotion processing and autism spectrum disorder: A review of the relative contributions of alexithymia and verbal IQ / Shalini SIVATHASAN in Research in Autism Spectrum Disorders, 77 (September 2020)  

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Des interactions enrichies qui soutiennent le développement du langage : effets à court et moyen terme (6 mois) d’une guidance parentale logopédique / Christelle MAILLART in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 112-113 (Mai-Juin 2011)

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Musical Beat Perception Skills of Autistic and Neurotypical Children / Hadas DAHARY in Journal of Autism and Developmental Disorders, 54-4 (April 2024)  

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Perception of emotion in musical performance in adolescents with autism spectrum disorders / Anjali BHATARA in Autism Research, 3-5 (October 2010)  

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The cognitive developmental profile associated with fragile X syndrome: A longitudinal investigation of cognitive strengths and weaknesses through childhood and adolescence / Eve-Marie QUINTIN in Development and Psychopathology, 28-4 pt2 (November 2016)  

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The Contribution of Perceptual Reasoning Skills to Phonological Awareness for School Age Autistic Children / Charlotte RIMMER in Journal of Autism and Developmental Disorders, 54-4 (April 2024)  

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The Relationship Between Autistic Symptomatology and Independent Living Skills in Adolescents and Young Adults with Fragile X Syndrome / Kristin M. HUSTYI in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

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