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Détail de l'auteur
Auteur Hsu-Min CHIANG |
Documents disponibles écrits par cet auteur (17)
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Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature / Hsu-Min CHIANG in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)
[article]
Titre : Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur Année de publication : 2007 Article en page(s) : p.259-267 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors reviewed studies on teaching reading comprehension to students with autism spectrum disorders (ASD) with a focus on text (academic reading) comprehension and sight word (functional) comprehension. Eleven of 754 studies met the inclusion criteria: participants with ASD, published in English in a peer-reviewed journal, and use of an experimental design. Participants, setting, academic or functional reading comprehension, and instructional methods across studies were summarized and examined. Instructional methods employed were compared to those identified by the National Reading Panel as effective for students without disabilities. Suggestions for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.259-267[article] Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur . - 2007 . - p.259-267.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.259-267
Index. décimale : PER Périodiques Résumé : The authors reviewed studies on teaching reading comprehension to students with autism spectrum disorders (ASD) with a focus on text (academic reading) comprehension and sight word (functional) comprehension. Eleven of 754 studies met the inclusion criteria: participants with ASD, published in English in a peer-reviewed journal, and use of an experimental design. Participants, setting, academic or functional reading comprehension, and instructional methods across studies were summarized and examined. Instructional methods employed were compared to those identified by the National Reading Panel as effective for students without disabilities. Suggestions for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 Spontaneity of Communication in Individuals with Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 38-4 (April 2008)
[article]
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