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Auteur Matthew ZAJIC |
Documents disponibles écrits par cet auteur (19)
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Attention and written expression in school-age, high-functioning children with autism spectrum disorders / Matthew ZAJIC in Autism, 22-3 (April 2018)
[article]
Titre : Attention and written expression in school-age, high-functioning children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew ZAJIC, Auteur ; N. MCINTYRE, Auteur ; L. SWAIN-LERRO, Auteur ; S. NOVOTNY, Auteur ; T. OSWALD, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.245-258 Langues : Anglais (eng) Mots-clés : academic achievement attention-deficit/hyperactivity disorder autism spectrum disorders cognition (attention, learning, memory) school-age children writing processes written communication written expression Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties. En ligne : http://dx.doi.org/10.1177/1362361316675121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358
in Autism > 22-3 (April 2018) . - p.245-258[article] Attention and written expression in school-age, high-functioning children with autism spectrum disorders [Texte imprimé et/ou numérique] / Matthew ZAJIC, Auteur ; N. MCINTYRE, Auteur ; L. SWAIN-LERRO, Auteur ; S. NOVOTNY, Auteur ; T. OSWALD, Auteur ; Peter C. MUNDY, Auteur . - p.245-258.
Langues : Anglais (eng)
in Autism > 22-3 (April 2018) . - p.245-258
Mots-clés : academic achievement attention-deficit/hyperactivity disorder autism spectrum disorders cognition (attention, learning, memory) school-age children writing processes written communication written expression Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties. En ligne : http://dx.doi.org/10.1177/1362361316675121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder / J. B. MCCAULEY in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
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Titre : Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. B. MCCAULEY, Auteur ; Matthew ZAJIC, Auteur ; T. M. OSWALD, Auteur ; L. E. SWAIN-LERRO, Auteur ; N. C. MCINTYRE, Auteur ; M. A. HARRIS, Auteur ; K. TRZESNIEWSKI, Auteur ; Peter C. MUNDY, Auteur ; M. SOLOMON, Auteur Article en page(s) : p.1825-1832 Langues : Anglais (eng) Mots-clés : Academic performance Academic self-concept Autism spectrum disorders Learning Math competency Reading competency Index. décimale : PER Périodiques Résumé : A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3403-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1825-1832[article] Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. B. MCCAULEY, Auteur ; Matthew ZAJIC, Auteur ; T. M. OSWALD, Auteur ; L. E. SWAIN-LERRO, Auteur ; N. C. MCINTYRE, Auteur ; M. A. HARRIS, Auteur ; K. TRZESNIEWSKI, Auteur ; Peter C. MUNDY, Auteur ; M. SOLOMON, Auteur . - p.1825-1832.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1825-1832
Mots-clés : Academic performance Academic self-concept Autism spectrum disorders Learning Math competency Reading competency Index. décimale : PER Périodiques Résumé : A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3403-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 Code-related literacy profiles of kindergarten students with autism / E. J. SOLARI in Autism, 26-1 (January 2022)
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Titre : Code-related literacy profiles of kindergarten students with autism Type de document : Texte imprimé et/ou numérique Auteurs : E. J. SOLARI, Auteur ; A. R. HENRY, Auteur ; R. P. GRIMM, Auteur ; Matthew ZAJIC, Auteur ; A. MCGINTY, Auteur Article en page(s) : p.230-242 Langues : Anglais (eng) Mots-clés : cognition (attention, learning, memory) communication and language education services school-age children Index. décimale : PER Périodiques Résumé : Many children and young students with autism have difficulties learning how to read. This study investigated early literacy development in children with autism spectrum disorder during their first year of formal schooling. The study found that children with autism spectrum disorder differ greatly on their early literacy skills, with some showing strengths in their understanding of the alphabet, spelling, and reading words. Other students in the sample had difficulties with these early reading skills. The findings of this study are important to better understand the most effective way to teach early literacy skills to children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211025904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 26-1 (January 2022) . - p.230-242[article] Code-related literacy profiles of kindergarten students with autism [Texte imprimé et/ou numérique] / E. J. SOLARI, Auteur ; A. R. HENRY, Auteur ; R. P. GRIMM, Auteur ; Matthew ZAJIC, Auteur ; A. MCGINTY, Auteur . - p.230-242.
Langues : Anglais (eng)
in Autism > 26-1 (January 2022) . - p.230-242
Mots-clés : cognition (attention, learning, memory) communication and language education services school-age children Index. décimale : PER Périodiques Résumé : Many children and young students with autism have difficulties learning how to read. This study investigated early literacy development in children with autism spectrum disorder during their first year of formal schooling. The study found that children with autism spectrum disorder differ greatly on their early literacy skills, with some showing strengths in their understanding of the alphabet, spelling, and reading words. Other students in the sample had difficulties with these early reading skills. The findings of this study are important to better understand the most effective way to teach early literacy skills to children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211025904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children / R. P. GRIMM in Autism Research, 11-4 (April 2018)
[article]
Titre : Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : R. P. GRIMM, Auteur ; E. J. SOLARI, Auteur ; N. S. MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.624-635 Langues : Anglais (eng) Mots-clés : autism spectrum disorder comprehension linguistic reading comprehension reading development reading intervention Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) struggle with reading comprehension. Linguistic comprehension is an important predictor of reading comprehension, especially as children progress through elementary school and later grades. Yet, there is a dearth of research examining longitudinal relations between linguistic comprehensions in school-age children with ASD compared to typically-developing peers (TD). This study compared the developmental trajectories of linguistic and reading comprehension in samples of children with ASD and age-matched TD peers. Both groups were administered measures of linguistic and reading comprehension multiple times over a 30-month period. Latent growth curve modeling demonstrated children with ASD performed at significantly lower levels on both measures at the first timepoint and these deficits persisted across time. Children with ASD exhibited growth in both skills comparable to their TD peers, but this was not sufficient to enable them to eventually achieve at a level similar to the TD group. Due to the wide age range of the sample, age was controlled and displayed significant effects. Findings suggest linguistic comprehension skills are related to reading comprehension in children with ASD, similar to TD peers. Further, intervention in linguistic comprehension skills for children with ASD should begin early and there may be a finite window in which these skills are malleable, in terms of improving reading comprehension skills. Autism Res 2018, 11: 624-635. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: There is relatively little research concerning reading comprehension development in children with ASD and how they compare to TD peers. This study found children with ASD began at lower achievement levels of linguistic comprehension and reading comprehension than TD peers, but the skills developed at a similar rate. Intervening early and raising initial levels of linguistic and reading comprehension may enable children with ASD to perform similarly to TD peers over time. En ligne : http://dx.doi.org/10.1002/aur.1914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358
in Autism Research > 11-4 (April 2018) . - p.624-635[article] Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children [Texte imprimé et/ou numérique] / R. P. GRIMM, Auteur ; E. J. SOLARI, Auteur ; N. S. MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur . - p.624-635.
Langues : Anglais (eng)
in Autism Research > 11-4 (April 2018) . - p.624-635
Mots-clés : autism spectrum disorder comprehension linguistic reading comprehension reading development reading intervention Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) struggle with reading comprehension. Linguistic comprehension is an important predictor of reading comprehension, especially as children progress through elementary school and later grades. Yet, there is a dearth of research examining longitudinal relations between linguistic comprehensions in school-age children with ASD compared to typically-developing peers (TD). This study compared the developmental trajectories of linguistic and reading comprehension in samples of children with ASD and age-matched TD peers. Both groups were administered measures of linguistic and reading comprehension multiple times over a 30-month period. Latent growth curve modeling demonstrated children with ASD performed at significantly lower levels on both measures at the first timepoint and these deficits persisted across time. Children with ASD exhibited growth in both skills comparable to their TD peers, but this was not sufficient to enable them to eventually achieve at a level similar to the TD group. Due to the wide age range of the sample, age was controlled and displayed significant effects. Findings suggest linguistic comprehension skills are related to reading comprehension in children with ASD, similar to TD peers. Further, intervention in linguistic comprehension skills for children with ASD should begin early and there may be a finite window in which these skills are malleable, in terms of improving reading comprehension skills. Autism Res 2018, 11: 624-635. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: There is relatively little research concerning reading comprehension development in children with ASD and how they compare to TD peers. This study found children with ASD began at lower achievement levels of linguistic comprehension and reading comprehension than TD peers, but the skills developed at a similar rate. Intervening early and raising initial levels of linguistic and reading comprehension may enable children with ASD to perform similarly to TD peers over time. En ligne : http://dx.doi.org/10.1002/aur.1914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students / Kristen GILLESPIE-LYNCH in Autism, 24-7 (October 2020)
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Titre : Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Emily HOTEZ, Auteur ; Matthew ZAJIC, Auteur ; Ariana RICCIO, Auteur ; Danielle DENIGRIS, Auteur ; Bella KOFNER, Auteur ; Dennis BUBLITZ, Auteur ; Naomi GAGGI, Auteur ; Kavi LUCA, Auteur Article en page(s) : p.1898-1912 Langues : Anglais (eng) Mots-clés : *autism *autistic *college *intelligence *neurodiversity *participatory *university *writing Index. décimale : PER Périodiques Résumé : We do not know very much about the writing skills of autistic university students. Studies with autistic children and teenagers show that some autistic young people have difficulties writing. Other autistic people are talented writers. In fact, some autistic people would rather write than speak. Good writers often imagine other people's points of view when writing. Autistic people sometimes have difficulties understanding others' points of view. Yet, autistic people often work much harder to understand others' points of view than not-autistic people do. We collaborated with autistic university student researchers to see if autistic university students are better or worse at writing than nonautistic students. Autistic university students in our study were better writers than nonautistic students. Autistic students in our study had higher nonverbal intelligence than nonautistic students. Autistic students also put themselves under more pressure to write perfectly than nonautistic students did. Autistic students did not show any difficulties understanding other minds. This study shows that some autistic university students have stronger writing skills and higher intelligence than nonautistic university students. Yet, autistic students may be too hard on themselves about their writing. Fun activities that help students explore their ideas without pressure (like theater games) may help autistic students be less hard on their writing. Teachers can help autistic students express themselves through writing by encouraging them to write about their interests, by giving them enough time to write, and by letting them write using computers if they want to. This study shows that collaborations with autistic people can help us understand strengths that can help autistic people succeed. En ligne : http://dx.doi.org/10.1177/1362361320929453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-7 (October 2020) . - p.1898-1912[article] Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Emily HOTEZ, Auteur ; Matthew ZAJIC, Auteur ; Ariana RICCIO, Auteur ; Danielle DENIGRIS, Auteur ; Bella KOFNER, Auteur ; Dennis BUBLITZ, Auteur ; Naomi GAGGI, Auteur ; Kavi LUCA, Auteur . - p.1898-1912.
Langues : Anglais (eng)
in Autism > 24-7 (October 2020) . - p.1898-1912
Mots-clés : *autism *autistic *college *intelligence *neurodiversity *participatory *university *writing Index. décimale : PER Périodiques Résumé : We do not know very much about the writing skills of autistic university students. Studies with autistic children and teenagers show that some autistic young people have difficulties writing. Other autistic people are talented writers. In fact, some autistic people would rather write than speak. Good writers often imagine other people's points of view when writing. Autistic people sometimes have difficulties understanding others' points of view. Yet, autistic people often work much harder to understand others' points of view than not-autistic people do. We collaborated with autistic university student researchers to see if autistic university students are better or worse at writing than nonautistic students. Autistic university students in our study were better writers than nonautistic students. Autistic students in our study had higher nonverbal intelligence than nonautistic students. Autistic students also put themselves under more pressure to write perfectly than nonautistic students did. Autistic students did not show any difficulties understanding other minds. This study shows that some autistic university students have stronger writing skills and higher intelligence than nonautistic university students. Yet, autistic students may be too hard on themselves about their writing. Fun activities that help students explore their ideas without pressure (like theater games) may help autistic students be less hard on their writing. Teachers can help autistic students express themselves through writing by encouraging them to write about their interests, by giving them enough time to write, and by letting them write using computers if they want to. This study shows that collaborations with autistic people can help us understand strengths that can help autistic people succeed. En ligne : http://dx.doi.org/10.1177/1362361320929453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder / Carlin CONNER in Autism & Developmental Language Impairments, 7 (January-December 2022)
PermalinkA Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development / Jennifer C. BULLEN in Journal of Autism and Developmental Disorders, 50-12 (December 2020)
PermalinkGrowth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder / Nancy S MCINTYRE in Autism & Developmental Language Impairments, 5 (January-December 2020)
PermalinkJoint-Attention and the Social Phenotype of School-Aged Children with ASD / Peter C. MUNDY in Journal of Autism and Developmental Disorders, 47-5 (May 2017)
PermalinkLongitudinal stability of reading profiles in individuals with higher functioning autism / E. J. SOLARI in Autism, 23-8 (November 2019)
PermalinkObserving Visual Attention and Writing Behaviors During a Writing Assessment: Comparing Children with Autism Spectrum Disorder to Peers with Attention-Deficit/Hyperactivity Disorder and Typically Developing Peers / Matthew ZAJIC in Autism Research, 14-2 (February 2021)
PermalinkPatterns of math and reading achievement in children and adolescents with autism spectrum disorder / Jennifer C. BULLEN in Research in Autism Spectrum Disorders, 92 (April 2022)
PermalinkProduction and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review / Elizabeth G. FINNEGAN in Autism, 25-1 (January 2021)
PermalinkSocial 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)
PermalinkTask engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties / Matthew ZAJIC in Research in Autism Spectrum Disorders, 76 (August 2020)
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