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Détail de l'auteur
Auteur Lindsay E. LERRO |
Documents disponibles écrits par cet auteur (2)
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Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development / Nancy S. MCINTYRE in Research in Autism Spectrum Disorders, 54 (October 2018)
[article]
Titre : Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S. MCINTYRE, Auteur ; Tasha M. OSWALD, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Lindsay E. LERRO, Auteur ; Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.9-20 Langues : Anglais (eng) Mots-clés : ASD Social cognition Theory of mind Oral language Reading comprehension Index. décimale : PER Périodiques Résumé : Background Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method 70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors. Results The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368
in Research in Autism Spectrum Disorders > 54 (October 2018) . - p.9-20[article] Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development [Texte imprimé et/ou numérique] / Nancy S. MCINTYRE, Auteur ; Tasha M. OSWALD, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Lindsay E. LERRO, Auteur ; Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Peter C. MUNDY, Auteur . - p.9-20.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 54 (October 2018) . - p.9-20
Mots-clés : ASD Social cognition Theory of mind Oral language Reading comprehension Index. décimale : PER Périodiques Résumé : Background Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method 70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors. Results The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-9 (September 2017)
[article]
Titre : The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Joseph E. GONZALES, Auteur ; Marjorie SOLOMON, Auteur ; Lindsay E. LERRO, Auteur ; Stephanie NOVOTNY, Auteur ; Tasha M. OSWALD, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.2838-2860 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Reading comprehensio;n Word recognition Oral language Social communication ADHD Index. décimale : PER Périodiques Résumé : This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n?=?81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology (ADHD; n?=?39), or typical development (TD; n?=?44), on a comprehensive battery of oral language, word recognition, and reading comprehension measures. Results indicated that students with HFASD performed significantly lower on the majority of the reading and language tasks as compared to TD and ADHD groups. Structural equation models suggested that greater ASD symptomatology was related to poorer reading comprehension outcomes; further analyses suggested that this relation was mediated by oral language skills. En ligne : https://doi.org/10.1007/s10803-017-3209-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2838-2860[article] The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Joseph E. GONZALES, Auteur ; Marjorie SOLOMON, Auteur ; Lindsay E. LERRO, Auteur ; Stephanie NOVOTNY, Auteur ; Tasha M. OSWALD, Auteur ; Peter C. MUNDY, Auteur . - p.2838-2860.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2838-2860
Mots-clés : Autism spectrum disorder Reading comprehensio;n Word recognition Oral language Social communication ADHD Index. décimale : PER Périodiques Résumé : This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n?=?81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology (ADHD; n?=?39), or typical development (TD; n?=?44), on a comprehensive battery of oral language, word recognition, and reading comprehension measures. Results indicated that students with HFASD performed significantly lower on the majority of the reading and language tasks as compared to TD and ADHD groups. Structural equation models suggested that greater ASD symptomatology was related to poorer reading comprehension outcomes; further analyses suggested that this relation was mediated by oral language skills. En ligne : https://doi.org/10.1007/s10803-017-3209-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316