
- <Centre d'Information et de documentation du CRA Rhône-Alpes
- CRA
- Informations pratiques
-
Adresse
Centre d'information et de documentation
Horaires
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexLundi au Vendredi
Contact
9h00-12h00 13h30-16h00Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Adresse
Détail de l'auteur
Auteur Keely HARPER-HILL |
Documents disponibles écrits par cet auteur (5)



Do spoken nonword and sentence repetition tasks discriminate language impairment in children with an ASD? / Keely HARPER-HILL in Research in Autism Spectrum Disorders, 7-2 (February 2013)
![]()
[article]
Titre : Do spoken nonword and sentence repetition tasks discriminate language impairment in children with an ASD? Type de document : Texte imprimé et/ou numérique Auteurs : Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur Article en page(s) : p.265-275 Langues : Anglais (eng) Mots-clés : Language impairment Attention skills Reading impairment Nonword repetition Verbal short term memory Index. décimale : PER Périodiques Résumé : The primary aim of this paper was to investigate heterogeneity in language abilities of children with a confirmed diagnosis of an ASD (N = 20) and children with typical development (TD; N = 15). Group comparisons revealed no differences between ASD and TD participants on standard clinical assessments of language ability, reading ability or nonverbal intelligence. However, a hierarchical cluster analysis based on spoken nonword repetition and sentence repetition identified two clusters within the combined group of ASD and TD participants. The first cluster (N = 6) presented with significantly poorer performances than the second cluster (N = 29) on both of the clustering variables in addition to single word and nonword reading. The significant differences between the two clusters occur within a context of Cluster 1 having language impairment and a tendency towards more severe autistic symptomatology. Differences between the oral language abilities of the first and second clusters are considered in light of diagnosis, attention and verbal short term memory skills and reading impairment. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186
in Research in Autism Spectrum Disorders > 7-2 (February 2013) . - p.265-275[article] Do spoken nonword and sentence repetition tasks discriminate language impairment in children with an ASD? [Texte imprimé et/ou numérique] / Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur . - p.265-275.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-2 (February 2013) . - p.265-275
Mots-clés : Language impairment Attention skills Reading impairment Nonword repetition Verbal short term memory Index. décimale : PER Périodiques Résumé : The primary aim of this paper was to investigate heterogeneity in language abilities of children with a confirmed diagnosis of an ASD (N = 20) and children with typical development (TD; N = 15). Group comparisons revealed no differences between ASD and TD participants on standard clinical assessments of language ability, reading ability or nonverbal intelligence. However, a hierarchical cluster analysis based on spoken nonword repetition and sentence repetition identified two clusters within the combined group of ASD and TD participants. The first cluster (N = 6) presented with significantly poorer performances than the second cluster (N = 29) on both of the clustering variables in addition to single word and nonword reading. The significant differences between the two clusters occur within a context of Cluster 1 having language impairment and a tendency towards more severe autistic symptomatology. Differences between the oral language abilities of the first and second clusters are considered in light of diagnosis, attention and verbal short term memory skills and reading impairment. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186 Efficiency of Lexical Access in Children with Autism Spectrum Disorders: Does Modality Matter? / Keely HARPER-HILL in Journal of Autism and Developmental Disorders, 44-8 (August 2014)
![]()
[article]
Titre : Efficiency of Lexical Access in Children with Autism Spectrum Disorders: Does Modality Matter? Type de document : Texte imprimé et/ou numérique Auteurs : Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur Article en page(s) : p.1819-1832 Langues : Anglais (eng) Mots-clés : Children Language Semantic priming Retrospective semantic matching Attention Visual support Autism spectrum disorders Index. décimale : PER Périodiques Résumé : The provision of visual support to individuals with an autism spectrum disorder (ASD) is widely recommended. We explored one mechanism underlying the use of visual supports: efficiency of language processing. Two groups of children, one with and one without an ASD, participated. The groups had comparable oral and written language skills and nonverbal cognitive abilities. In two semantic priming experiments, prime modality and prime–target relatedness were manipulated. Response time and accuracy of lexical decisions on the spoken word targets were measured. In the first uni-modal experiment, both groups demonstrated significant priming effects. In the second experiment which was cross-modal, no effect for relatedness or group was found. This result is considered in the light of the attentional capacity required for access to the lexicon via written stimuli within the developing semantic system. These preliminary findings are also considered with respect to the use of visual support for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2055-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236
in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1819-1832[article] Efficiency of Lexical Access in Children with Autism Spectrum Disorders: Does Modality Matter? [Texte imprimé et/ou numérique] / Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur . - p.1819-1832.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1819-1832
Mots-clés : Children Language Semantic priming Retrospective semantic matching Attention Visual support Autism spectrum disorders Index. décimale : PER Périodiques Résumé : The provision of visual support to individuals with an autism spectrum disorder (ASD) is widely recommended. We explored one mechanism underlying the use of visual supports: efficiency of language processing. Two groups of children, one with and one without an ASD, participated. The groups had comparable oral and written language skills and nonverbal cognitive abilities. In two semantic priming experiments, prime modality and prime–target relatedness were manipulated. Response time and accuracy of lexical decisions on the spoken word targets were measured. In the first uni-modal experiment, both groups demonstrated significant priming effects. In the second experiment which was cross-modal, no effect for relatedness or group was found. This result is considered in the light of the attentional capacity required for access to the lexicon via written stimuli within the developing semantic system. These preliminary findings are also considered with respect to the use of visual support for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2055-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers / Keely HARPER-HILL in Research in Autism Spectrum Disorders, 8-10 (October 2014)
![]()
[article]
Titre : Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers Type de document : Texte imprimé et/ou numérique Auteurs : Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur Article en page(s) : p.1351-1363 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Semantics Lexical access Modality Visual support Index. décimale : PER Périodiques Résumé : Visual supports are widely utilized with children on the autism spectrum, however, the effect of visual versus auditory modality on language comprehension has not been directly investigated. To address this issue, we utilized a semantic priming paradigm in two experiments with 18 children with ASD and no language impairment and 14 children with typical development. In the first, cross-modal experiment with a spoken word prime, no priming effect was identified. In the second, uni-modal written word prime experiment, a three-way interaction was identified. Subsequent analysis revealed that priming occurred only in the younger participants with ASD. These results are discussed in terms of the cross- and uni-modal demands of the two experiments and in light of lexical processing of spoken and written words within a developmental framework. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1351-1363[article] Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers [Texte imprimé et/ou numérique] / Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur . - p.1351-1363.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1351-1363
Mots-clés : Autism spectrum disorder Semantics Lexical access Modality Visual support Index. décimale : PER Périodiques Résumé : Visual supports are widely utilized with children on the autism spectrum, however, the effect of visual versus auditory modality on language comprehension has not been directly investigated. To address this issue, we utilized a semantic priming paradigm in two experiments with 18 children with ASD and no language impairment and 14 children with typical development. In the first, cross-modal experiment with a spoken word prime, no priming effect was identified. In the second, uni-modal written word prime experiment, a three-way interaction was identified. Subsequent analysis revealed that priming occurred only in the younger participants with ASD. These results are discussed in terms of the cross- and uni-modal demands of the two experiments and in light of lexical processing of spoken and written words within a developmental framework. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239
Titre : Planning to Learn : Creating and Using a Personal Planner with Young People on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Keely HARPER-HILL, Auteur ; Stephanie LORD, Auteur Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2007 Importance : 224 p. Présentation : ill. Format : 21,5cm x 28cm x 1cm ISBN/ISSN/EAN : 978-1-84310-561-9 Note générale : Index Langues : Anglais (eng) Index. décimale : VIE-C VIE-C - Vie Quotidienne - Autonomie Résumé : Late intervention often means that young people on the autism spectrum appear to act on impulse, seem disorganized, or fail to learn from past experiences.
In this practical, effective resource, the authors share tried and tested techniques for creating and using a personal planner to help individuals on the autism spectrum to develop independence.
Planning to Learn is split into three parts. The first part guides adults in helping young people to make sense of the world and to develop and practise coping strategies for any given situation. The authors also explain how simple visual and verbal cues can help people to cope successfully in stressful situations. The second part provides worksheets for the young person to complete to learn how to use plans in different situations, for example staying calm when waiting for a doctor, or coping with a change in the school timetable. Each individual makes a unique planner with procedures to refer to, such as responding to pressure, calming down, being organised, and being around people. The third part includes useful cards, schedules and plans for photocopying and including in the planner.
This illustrated photocopiable workbook is packed with guidance, support and helpful notes for those new to, or experienced in, working with children and young people with ASD. It can be used within educational and community settings or at home.
Keely Harper-Hill has worked with young people with autism since the 1990s. She is an independent Speech and Language Therapist and is currently completing her masters degree in Autism. Keely will move to Brisbane, Australia, in the New Year, to set up in private practice.
Stephanie Lord has worked with young people with autism since 1979. She developed the Touch Talks programme for children with autism. Stephanie is Chair of the Association for Heads and teachers of Adults and Children with Autism, as well as representing education on the International Federation of Aromatherapists. She is currently Principal of Heathermount, The Learning Centre.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=222 Planning to Learn : Creating and Using a Personal Planner with Young People on the Autism Spectrum [Texte imprimé et/ou numérique] / Keely HARPER-HILL, Auteur ; Stephanie LORD, Auteur . - Londres [Angleterre] : Jessica Kingsley Publishers, 2007 . - 224 p. : ill. ; 21,5cm x 28cm x 1cm.
ISBN : 978-1-84310-561-9
Index
Langues : Anglais (eng)
Index. décimale : VIE-C VIE-C - Vie Quotidienne - Autonomie Résumé : Late intervention often means that young people on the autism spectrum appear to act on impulse, seem disorganized, or fail to learn from past experiences.
In this practical, effective resource, the authors share tried and tested techniques for creating and using a personal planner to help individuals on the autism spectrum to develop independence.
Planning to Learn is split into three parts. The first part guides adults in helping young people to make sense of the world and to develop and practise coping strategies for any given situation. The authors also explain how simple visual and verbal cues can help people to cope successfully in stressful situations. The second part provides worksheets for the young person to complete to learn how to use plans in different situations, for example staying calm when waiting for a doctor, or coping with a change in the school timetable. Each individual makes a unique planner with procedures to refer to, such as responding to pressure, calming down, being organised, and being around people. The third part includes useful cards, schedules and plans for photocopying and including in the planner.
This illustrated photocopiable workbook is packed with guidance, support and helpful notes for those new to, or experienced in, working with children and young people with ASD. It can be used within educational and community settings or at home.
Keely Harper-Hill has worked with young people with autism since the 1990s. She is an independent Speech and Language Therapist and is currently completing her masters degree in Autism. Keely will move to Brisbane, Australia, in the New Year, to set up in private practice.
Stephanie Lord has worked with young people with autism since 1979. She developed the Touch Talks programme for children with autism. Stephanie is Chair of the Association for Heads and teachers of Adults and Children with Autism, as well as representing education on the International Federation of Aromatherapists. She is currently Principal of Heathermount, The Learning Centre.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=222 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0000377 VIE-C HAR Livre Centre d'Information et de Documentation du CRA Rhône-Alpes VIE -Vie quotidienne Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Je compte les fruits de 1 à 5 AUTISME ET APPRENTISSAGES L'autonomie pas à pas BAKER, Bruce L. "Je suis spécial" VERMEULEN, Peter Autisme, mieux comprendre BOUVAREL, Alain Asperger et fière de l'être REYNAUD, Alexandra Le syndrome d'Asperger et le milieu scolaire HARRISSON, Brigitte What helps? Perceptions of pupils on the autism spectrum about metacognitive strategies / Keely HARPER-HILL in Good Autism Practice - GAP, 12-2 (October 2011)
[article]
Titre : What helps? Perceptions of pupils on the autism spectrum about metacognitive strategies Type de document : Texte imprimé et/ou numérique Auteurs : Keely HARPER-HILL, Auteur ; Stephanie LORD, Auteur Année de publication : 2011 Article en page(s) : p.73-84 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is an increasing emphasis in asking children and adults with autism about different aspects 0f the interventions and experiences provided and planned. This paper adds to the literature by describing a system for seeking the views of children with autism on the helpfulness of different strategies they had been taught to use from the BERIS curriculum devised by the author and Stephanie Lord (see Harper-Hill and Lord, 2007). In doing this type of work, it s very important to ascertain the understanding of the child to the questions asked and to have some way of ascertaining the experience they have had of the interventions. This paper has addressed both, but acknowledges more work needs to be done in this area and with those children who are not able to understand and access current ways of gaining their views. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149
in Good Autism Practice - GAP > 12-2 (October 2011) . - p.73-84[article] What helps? Perceptions of pupils on the autism spectrum about metacognitive strategies [Texte imprimé et/ou numérique] / Keely HARPER-HILL, Auteur ; Stephanie LORD, Auteur . - 2011 . - p.73-84.
Langues : Anglais (eng)
in Good Autism Practice - GAP > 12-2 (October 2011) . - p.73-84
Index. décimale : PER Périodiques Résumé : There is an increasing emphasis in asking children and adults with autism about different aspects 0f the interventions and experiences provided and planned. This paper adds to the literature by describing a system for seeking the views of children with autism on the helpfulness of different strategies they had been taught to use from the BERIS curriculum devised by the author and Stephanie Lord (see Harper-Hill and Lord, 2007). In doing this type of work, it s very important to ascertain the understanding of the child to the questions asked and to have some way of ascertaining the experience they have had of the interventions. This paper has addressed both, but acknowledges more work needs to be done in this area and with those children who are not able to understand and access current ways of gaining their views. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149