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Social Emotions and Social Relationships: Can Children With Autism Compensate / Connie KASARI
Titre : Social Emotions and Social Relationships: Can Children With Autism Compensate Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Brandt CHAMBERLAIN, Auteur ; Nirit BAUMINGER, Auteur Année de publication : 2001 Importance : p.309-323 Langues : Anglais (eng) Mots-clés : Fierté Embarras Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385 Social Emotions and Social Relationships: Can Children With Autism Compensate [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Brandt CHAMBERLAIN, Auteur ; Nirit BAUMINGER, Auteur . - 2001 . - p.309-323.
Langues : Anglais (eng)
Mots-clés : Fierté Embarras Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Social-Motor Coordination Between Peers: Joint Action Developmental Trajectories in ASD and TD / Shahar BAR YEHUDA in Journal of Autism and Developmental Disorders, 54-3 (March 2024)
[article]
Titre : Social-Motor Coordination Between Peers: Joint Action Developmental Trajectories in ASD and TD Type de document : Texte imprimé et/ou numérique Auteurs : Shahar BAR YEHUDA, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.811-828 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Coordinating a physical movement in time and space with social and nonsocial partners to achieve a shared goal - "joint action" (JA) - characterizes many peer-engagement situations that pose challenges for individuals with autism spectrum disorder (ASD). This cross-sectional study examined development of JA capabilities comparing ASD versus typically developing (TD) groups in early childhood, preadolescence, and adolescence while performing mirroring and complementing JA tasks with social (peer) and nonsocial (computer) partners. Results indicated better motor coordination abilities on computerized tasks than in peer dyads, with larger peer-dyad deficits shown by the ASD group. Developmental growth in JA abilities emerged, but the ASD group lagged behind same-age peers with TD. Socio-motor interventions may offer new channels to facilitate peer engagement in ASD. En ligne : https://doi.org/10.1007/s10803-022-05851-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524
in Journal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.811-828[article] Social-Motor Coordination Between Peers: Joint Action Developmental Trajectories in ASD and TD [Texte imprimé et/ou numérique] / Shahar BAR YEHUDA, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.811-828.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.811-828
Index. décimale : PER Périodiques Résumé : Coordinating a physical movement in time and space with social and nonsocial partners to achieve a shared goal - "joint action" (JA) - characterizes many peer-engagement situations that pose challenges for individuals with autism spectrum disorder (ASD). This cross-sectional study examined development of JA capabilities comparing ASD versus typically developing (TD) groups in early childhood, preadolescence, and adolescence while performing mirroring and complementing JA tasks with social (peer) and nonsocial (computer) partners. Results indicated better motor coordination abilities on computerized tasks than in peer dyads, with larger peer-dyad deficits shown by the ASD group. Developmental growth in JA abilities emerged, but the ASD group lagged behind same-age peers with TD. Socio-motor interventions may offer new channels to facilitate peer engagement in ASD. En ligne : https://doi.org/10.1007/s10803-022-05851-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 Speech Acts During Friends’ and Non-friends’ Spontaneous Conversations in Preschool Dyads with High-Functioning Autism Spectrum Disorder versus Typical Development / Nirit BAUMINGER-ZVIELY in Journal of Autism and Developmental Disorders, 47-5 (May 2017)
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Titre : Speech Acts During Friends’ and Non-friends’ Spontaneous Conversations in Preschool Dyads with High-Functioning Autism Spectrum Disorder versus Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Adi GOLAN-ITSHAKY, Auteur ; Gila TUBUL-LAVY, Auteur Article en page(s) : p.1380-1390 Langues : Anglais (eng) Mots-clés : High-functioning children with autism spectrum disorder (HFASD) Speech acts Friendship Peer talk Pragmatics Index. décimale : PER Périodiques Résumé : In this study, we videotaped two 10-min. free-play interactions and coded speech acts (SAs) in peer talk of 51 preschoolers (21 ASD, 30 typical), interacting with friend versus non-friend partners. Groups were matched for maternal education, IQ (verbal/nonverbal), and CA. We compared SAs by group (ASD/typical), by partner’s friendship status (friend/non-friend), and by partner’s disability status. Main results yielded a higher amount and diversity of SAs in the typical than the ASD group (mainly in assertive acts, organizational devices, object-dubbing, and pretend-play); yet, those categories, among others, showed better performance with friends versus non-friends. Overall, a more nuanced perception of the pragmatic deficit in ASD should be adopted, highlighting friendship as an important context for children’s development of SAs. En ligne : http://dx.doi.org/10.1007/s10803-017-3064-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1380-1390[article] Speech Acts During Friends’ and Non-friends’ Spontaneous Conversations in Preschool Dyads with High-Functioning Autism Spectrum Disorder versus Typical Development [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Adi GOLAN-ITSHAKY, Auteur ; Gila TUBUL-LAVY, Auteur . - p.1380-1390.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1380-1390
Mots-clés : High-functioning children with autism spectrum disorder (HFASD) Speech acts Friendship Peer talk Pragmatics Index. décimale : PER Périodiques Résumé : In this study, we videotaped two 10-min. free-play interactions and coded speech acts (SAs) in peer talk of 51 preschoolers (21 ASD, 30 typical), interacting with friend versus non-friend partners. Groups were matched for maternal education, IQ (verbal/nonverbal), and CA. We compared SAs by group (ASD/typical), by partner’s friendship status (friend/non-friend), and by partner’s disability status. Main results yielded a higher amount and diversity of SAs in the typical than the ASD group (mainly in assertive acts, organizational devices, object-dubbing, and pretend-play); yet, those categories, among others, showed better performance with friends versus non-friends. Overall, a more nuanced perception of the pragmatic deficit in ASD should be adopted, highlighting friendship as an important context for children’s development of SAs. En ligne : http://dx.doi.org/10.1007/s10803-017-3064-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 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)
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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 The Development and Maintenance of Friendship in High-Functioning Children with Autism: Maternal Perceptions / Nirit BAUMINGER in Autism, 7-1 (March 2003)
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Titre : The Development and Maintenance of Friendship in High-Functioning Children with Autism: Maternal Perceptions Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER, Auteur ; Cory SHULMAN, Auteur Article en page(s) : p.81-97 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study investigated mothers’ perceptions of the development of friendship in high-functioning children with autism and in typically developing children. Fourteen mothers in each group (autism, typical) completed the Childhood Friendship Survey regarding their children’s friendships. Main results indicated that both groups (autism and typical) tended to have same-gender and same-age friendships. However, friendships of children with autism differ compared with typical children’s friendships on number of friends, friendship duration, frequency of meetings, and type of activities. Half of the friendships in the autism group were mixed (friendship with a typically developing child). Mixed differed from non-mixed friendships in that mixed pairs met and played mostly at home, whereas non- mixed pairs met and played at school. Factors contributing to the development and formation of friendship in each group are discussed. En ligne : http://dx.doi.org/10.1177/1362361303007001007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210
in Autism > 7-1 (March 2003) . - p.81-97[article] The Development and Maintenance of Friendship in High-Functioning Children with Autism: Maternal Perceptions [Texte imprimé et/ou numérique] / Nirit BAUMINGER, Auteur ; Cory SHULMAN, Auteur . - p.81-97.
Langues : Anglais (eng)
in Autism > 7-1 (March 2003) . - p.81-97
Index. décimale : PER Périodiques Résumé : The current study investigated mothers’ perceptions of the development of friendship in high-functioning children with autism and in typically developing children. Fourteen mothers in each group (autism, typical) completed the Childhood Friendship Survey regarding their children’s friendships. Main results indicated that both groups (autism and typical) tended to have same-gender and same-age friendships. However, friendships of children with autism differ compared with typical children’s friendships on number of friends, friendship duration, frequency of meetings, and type of activities. Half of the friendships in the autism group were mixed (friendship with a typically developing child). Mixed differed from non-mixed friendships in that mixed pairs met and played mostly at home, whereas non- mixed pairs met and played at school. Factors contributing to the development and formation of friendship in each group are discussed. En ligne : http://dx.doi.org/10.1177/1362361303007001007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 The Experience of Loneliness and Friendship in Autism: Theoretical and Practical Issues / Nirit BAUMINGER
PermalinkThe Functioning and Well-Being of Siblings of Children With Autism: Behavioral-Genetic and Familial Contributions / Nirit BAUMINGER
PermalinkTheory 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)
PermalinkYoung Friendship in HFASD and Typical Development: Friend Versus Non-friend Comparisons / Nirit BAUMINGER-ZVIELY in Journal of Autism and Developmental Disorders, 44-7 (July 2014)
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