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Détail de l'auteur
Auteur Mark CARTER |
Documents disponibles écrits par cet auteur (22)
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Social Story™ Efficacy With a Child With Autism Spectrum Disorder and Moderate Intellectual Disability / Georgina REYNHOUT in Focus on Autism and Other Developmental Disabilities, 22-3 (Fall 2007)
[article]
Titre : Social Story™ Efficacy With a Child With Autism Spectrum Disorder and Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Georgina REYNHOUT, Auteur ; Mark CARTER, Auteur Année de publication : 2007 Article en page(s) : p.173-182 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social Stories™ have gained wide acceptance as an intervention for children with autism spectrum disorders (ASD), yet extant research provides little empirical evidence in support of their efficacy. This study examines the use of Social Stories to target repetitive tapping behavior displayed by a child with ASD, moderate intellectual disability, and associated language impairment. Over an extended period there was evidence of a decrease in the target behavior. Further, this decrease was associated with increased comprehension of the Social Story. The findings suggest that it is appropriate to consider language skills when evaluating the suitability of this intervention for students with moderate intellectual disabilities and to monitor comprehension. En ligne : http://dx.doi.org/10.1177/10883576070220030401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Focus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.173-182[article] Social Story™ Efficacy With a Child With Autism Spectrum Disorder and Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Georgina REYNHOUT, Auteur ; Mark CARTER, Auteur . - 2007 . - p.173-182.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.173-182
Index. décimale : PER Périodiques Résumé : Social Stories™ have gained wide acceptance as an intervention for children with autism spectrum disorders (ASD), yet extant research provides little empirical evidence in support of their efficacy. This study examines the use of Social Stories to target repetitive tapping behavior displayed by a child with ASD, moderate intellectual disability, and associated language impairment. Over an extended period there was evidence of a decrease in the target behavior. Further, this decrease was associated with increased comprehension of the Social Story. The findings suggest that it is appropriate to consider language skills when evaluating the suitability of this intervention for students with moderate intellectual disabilities and to monitor comprehension. En ligne : http://dx.doi.org/10.1177/10883576070220030401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 Spontaneity of Communication in Individuals with Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 38-4 (April 2008)
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Titre : Spontaneity of Communication in Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur ; Mark CARTER, Auteur Année de publication : 2008 Article en page(s) : p.693-705 Langues : Anglais (eng) Mots-clés : Spontaneous-communication Autism Index. décimale : PER Périodiques Résumé : This article provides an examination of issues related to spontaneity of communication in children with autism. Deficits relating to spontaneity or initiation are frequently reported in individuals with autism, particularly in relation to communication and social behavior. Nevertheless, spontaneity is not necessarily clearly conceptualized or measured. Several approaches to conceptualization of communicative spontaneity are examined with a particular focus on the continuum model and how it might be practically applied. A range of possible explanations for deficits in spontaneity of communication in children with autism is subsequently explored, including external factors (highly structured teaching programs, failure to systematically instruct for spontaneity) and intrinsic characteristics (intellectual disability, stimulus overselectivity, weak central coherence). Possible implications for future research are presented.
En ligne : http://dx.doi.org/10.1007/s10803-007-0436-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=341
in Journal of Autism and Developmental Disorders > 38-4 (April 2008) . - p.693-705[article] Spontaneity of Communication in Individuals with Autism [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur ; Mark CARTER, Auteur . - 2008 . - p.693-705.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-4 (April 2008) . - p.693-705
Mots-clés : Spontaneous-communication Autism Index. décimale : PER Périodiques Résumé : This article provides an examination of issues related to spontaneity of communication in children with autism. Deficits relating to spontaneity or initiation are frequently reported in individuals with autism, particularly in relation to communication and social behavior. Nevertheless, spontaneity is not necessarily clearly conceptualized or measured. Several approaches to conceptualization of communicative spontaneity are examined with a particular focus on the continuum model and how it might be practically applied. A range of possible explanations for deficits in spontaneity of communication in children with autism is subsequently explored, including external factors (highly structured teaching programs, failure to systematically instruct for spontaneity) and intrinsic characteristics (intellectual disability, stimulus overselectivity, weak central coherence). Possible implications for future research are presented.
En ligne : http://dx.doi.org/10.1007/s10803-007-0436-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=341 A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education / Anastasia H. ANDERSON in Research in Autism Spectrum Disorders, 39 (July 2017)
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Titre : A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia H. ANDERSON, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur Article en page(s) : p.33-53 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder ASD Higher education Post-secondary education Experiences Educational supports Index. décimale : PER Périodiques Résumé : AbstractBackground Post-secondary students with ASD experience a range of academic and non-academic difficulties and represent approximately one percent of the post-secondary cohort. The purpose of this review is to conduct a systematic literature review of articles that examined the barriers, challenges, and benefits experienced by post-secondary students with ASD, and the supports and services provided to them, and also to analyze student satisfaction with those supports. Method Three databases were searched and articles were screened against eligibility criteria. The twenty-three studies (reported in twenty-nine articles) that met criteria were also assessed for quality. Data pertaining to the benefits, challenges, and barriers experienced, and student satisfaction with supports and services provided, were extracted and analyzed. Results The studies highlighted the diverse range of social, emotional and sensory difficulties experienced by students with ASD, and how those difficulties negatively impacted all aspects of their post-secondary education. Also, the supports provided were often incongruous with need and produced idiosyncratic benefits, demonstrating the need for individualized supports and novel solutions to be identified. Suggestions for future research were made. Conclusions While prior research on post-secondary students with ASD is limited and geographically circumscribed, the current body of research suggests that students with ASD are often more concerned with non-academic issues than with their academic studies. Also, many post-secondary educational institutions were found proficient at providing traditional academic supports while non-academic supports and resources were often found inadequate. In addition, many students with ASD experienced anxiety or had poor advocacy skills and this impeded their ability to access available supports. Finally, students with ASD were found to be very diverse and to experience idiosyncratic responses to supports, suggesting that supports ideally needed to be individualized, ubiquitous, and continually monitored. En ligne : https://doi.org/10.1016/j.rasd.2017.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308
in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.33-53[article] A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education [Texte imprimé et/ou numérique] / Anastasia H. ANDERSON, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur . - p.33-53.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.33-53
Mots-clés : Autism spectrum disorder ASD Higher education Post-secondary education Experiences Educational supports Index. décimale : PER Périodiques Résumé : AbstractBackground Post-secondary students with ASD experience a range of academic and non-academic difficulties and represent approximately one percent of the post-secondary cohort. The purpose of this review is to conduct a systematic literature review of articles that examined the barriers, challenges, and benefits experienced by post-secondary students with ASD, and the supports and services provided to them, and also to analyze student satisfaction with those supports. Method Three databases were searched and articles were screened against eligibility criteria. The twenty-three studies (reported in twenty-nine articles) that met criteria were also assessed for quality. Data pertaining to the benefits, challenges, and barriers experienced, and student satisfaction with supports and services provided, were extracted and analyzed. Results The studies highlighted the diverse range of social, emotional and sensory difficulties experienced by students with ASD, and how those difficulties negatively impacted all aspects of their post-secondary education. Also, the supports provided were often incongruous with need and produced idiosyncratic benefits, demonstrating the need for individualized supports and novel solutions to be identified. Suggestions for future research were made. Conclusions While prior research on post-secondary students with ASD is limited and geographically circumscribed, the current body of research suggests that students with ASD are often more concerned with non-academic issues than with their academic studies. Also, many post-secondary educational institutions were found proficient at providing traditional academic supports while non-academic supports and resources were often found inadequate. In addition, many students with ASD experienced anxiety or had poor advocacy skills and this impeded their ability to access available supports. Finally, students with ASD were found to be very diverse and to experience idiosyncratic responses to supports, suggesting that supports ideally needed to be individualized, ubiquitous, and continually monitored. En ligne : https://doi.org/10.1016/j.rasd.2017.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 A systematic review of the comparative pragmatic differences in conversational skills of individuals with autism / Cheong YING SNG in Autism & Developmental Language Impairments, 3 (January-December 2018)
[article]
Titre : A systematic review of the comparative pragmatic differences in conversational skills of individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Cheong YING SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aims: Given that problems with social interaction and communication are defining features of autism spectrum disorder, it stands to reason that individuals with autism spectrum disorder have difficulties in conversation. There is a growing body of research on the conversation skills of individuals with autism spectrum disorder, including research conducted to compare these skills to those of typically developing individuals and those with other disabilities. Such comparisons may offer insight into the extent to which conversational skills may be deficient and whether deficits are unique to a particular diagnostic group.Main contribution: This review provides an examination of comparative studies of pragmatic aspects of conversation that included individuals with autism spectrum disorder. Only a small number of consistent findings emerged from the analysis. Groups with autism spectrum disorder find it difficult to stay on topic and provide novel, relevant information. They also tend to perseverate more and initiate and respond less during conversation but, contrary to expectation, similar numbers of turns were offered to partners, and there was little difference in the way communication breakdowns were repaired or clarified. There was a contradictory finding on the use of eye gaze.Conclusions and implications: Some consistent findings were reported but overall, fewer than expected between group differences were found. The fragmented nature of the research and inconsistent operational definitions of variables measured made analysis problematic. Further research and replication of studies is recommended before definitive conclusions can be drawn. En ligne : https://doi.org/10.1177/2396941518803806 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism & Developmental Language Impairments > 3 (January-December 2018)[article] A systematic review of the comparative pragmatic differences in conversational skills of individuals with autism [Texte imprimé et/ou numérique] / Cheong YING SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 3 (January-December 2018)
Index. décimale : PER Périodiques Résumé : Background and aims: Given that problems with social interaction and communication are defining features of autism spectrum disorder, it stands to reason that individuals with autism spectrum disorder have difficulties in conversation. There is a growing body of research on the conversation skills of individuals with autism spectrum disorder, including research conducted to compare these skills to those of typically developing individuals and those with other disabilities. Such comparisons may offer insight into the extent to which conversational skills may be deficient and whether deficits are unique to a particular diagnostic group.Main contribution: This review provides an examination of comparative studies of pragmatic aspects of conversation that included individuals with autism spectrum disorder. Only a small number of consistent findings emerged from the analysis. Groups with autism spectrum disorder find it difficult to stay on topic and provide novel, relevant information. They also tend to perseverate more and initiate and respond less during conversation but, contrary to expectation, similar numbers of turns were offered to partners, and there was little difference in the way communication breakdowns were repaired or clarified. There was a contradictory finding on the use of eye gaze.Conclusions and implications: Some consistent findings were reported but overall, fewer than expected between group differences were found. The fragmented nature of the research and inconsistent operational definitions of variables measured made analysis problematic. Further research and replication of studies is recommended before definitive conclusions can be drawn. En ligne : https://doi.org/10.1177/2396941518803806 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 The nature of friendship in children with autism spectrum disorders: A systematic review / Neysa PETRINA in Research in Autism Spectrum Disorders, 8-2 (February 2014)
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Titre : The nature of friendship in children with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Neysa PETRINA, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur Article en page(s) : p.111-126 Langues : Anglais (eng) Mots-clés : Friendship Relationship Peer relationship Autism spectrum disorders Children Adolescents Index. décimale : PER Périodiques Résumé : Abstract This paper provides a systematic review of 24 studies that addressed the characteristics of friendship in school-age children with a diagnosis of autism spectrum disorder (ASD). The following questions were addressed: who are the participants, what methodologies have been employed, and what is our understanding of friendship in children with ASD. The results of this review indicate important differences in the manifestation of friendships in individuals with ASD as compared to typical children. While there is consistent evidence for several topographical differences in friendship characteristics, a number of gaps in our knowledge are evident. These include limited data on children who have intellectual disability, and on the perspective of nominated friends as well as circumscribed data on satisfaction with friendship relationships. In addition, there are a number of methodological limitations that restrict interpretation of extant research. Implications for future studies are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221
in Research in Autism Spectrum Disorders > 8-2 (February 2014) . - p.111-126[article] The nature of friendship in children with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Neysa PETRINA, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur . - p.111-126.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-2 (February 2014) . - p.111-126
Mots-clés : Friendship Relationship Peer relationship Autism spectrum disorders Children Adolescents Index. décimale : PER Périodiques Résumé : Abstract This paper provides a systematic review of 24 studies that addressed the characteristics of friendship in school-age children with a diagnosis of autism spectrum disorder (ASD). The following questions were addressed: who are the participants, what methodologies have been employed, and what is our understanding of friendship in children with ASD. The results of this review indicate important differences in the manifestation of friendships in individuals with ASD as compared to typical children. While there is consistent evidence for several topographical differences in friendship characteristics, a number of gaps in our knowledge are evident. These include limited data on children who have intellectual disability, and on the perspective of nominated friends as well as circumscribed data on satisfaction with friendship relationships. In addition, there are a number of methodological limitations that restrict interpretation of extant research. Implications for future studies are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 The use of Social Stories by teachers and their perceived efficacy / Georgina REYNHOUT in Research in Autism Spectrum Disorders, 3-1 (January 2009)
PermalinkThe Use of Weighted Vests with Children with Autism Spectrum Disorders and Other Disabilities / Jennifer STEPHENSON in Journal of Autism and Developmental Disorders, 39-1 (January 2009)
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