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Auteur Matthew ZAJIC |
Documents disponibles écrits par cet auteur (19)
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Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism / Emily J. SOLARI in Research in Autism Spectrum Disorders, 71 (March 2020)
[article]
Titre : Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur Article en page(s) : p.101501 Langues : Anglais (eng) Mots-clés : Listening comprehension Narrative generation Social communication Index. décimale : PER Périodiques Résumé : Many school-age children with autism spectrum disorder (ASD) experience difficulties with reading comprehension, yet few studies have examined intervention practices to support their early reading comprehension development. The current study used a small randomly assigned treatment control design (N = 12) to investigate the preliminary effects of a listening comprehension intervention on narrative retell, vocabulary, and listening comprehension skills for students with ASD. Children who received the intervention grew significantly on proximal measures of these skills. Significant group differences were noted at post-test on narrative retell ability. Although preliminary, these findings suggest that storybook-based interventions that target the oral language and social-cognitive underpinnings of comprehension development may be successful for school-age children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101501[article] Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism [Texte imprimé et/ou numérique] / Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur . - p.101501.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101501
Mots-clés : Listening comprehension Narrative generation Social communication Index. décimale : PER Périodiques Résumé : Many school-age children with autism spectrum disorder (ASD) experience difficulties with reading comprehension, yet few studies have examined intervention practices to support their early reading comprehension development. The current study used a small randomly assigned treatment control design (N = 12) to investigate the preliminary effects of a listening comprehension intervention on narrative retell, vocabulary, and listening comprehension skills for students with ASD. Children who received the intervention grew significantly on proximal measures of these skills. Significant group differences were noted at post-test on narrative retell ability. Although preliminary, these findings suggest that storybook-based interventions that target the oral language and social-cognitive underpinnings of comprehension development may be successful for school-age children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 The relation between text reading fluency and reading comprehension for students with autism spectrum disorders / Emily J. SOLARI in Research in Autism Spectrum Disorders, 41-42 (September 2017)
[article]
Titre : The relation between text reading fluency and reading comprehension for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. SOLARI, Auteur ; Ryan GRIMM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.8-19 Langues : Anglais (eng) Mots-clés : Higher functioning autism Reading comprehension Reading fluency Index. décimale : PER Périodiques Résumé : Abstract Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age- matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.8-19[article] The relation between text reading fluency and reading comprehension for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Emily J. SOLARI, Auteur ; Ryan GRIMM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur . - p.8-19.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.8-19
Mots-clés : Higher functioning autism Reading comprehension Reading fluency Index. décimale : PER Périodiques Résumé : Abstract Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age- matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 The Stability of Self-Reported Anxiety in Youth with Autism Versus ADHD or Typical Development / H. SCHILTZ in Journal of Autism and Developmental Disorders, 47-12 (December 2017)
[article]
Titre : The Stability of Self-Reported Anxiety in Youth with Autism Versus ADHD or Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : H. SCHILTZ, Auteur ; N. MCINTYRE, Auteur ; L. SWAIN-LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Année de publication : 2017 Article en page(s) : p.3756-3764 Langues : Anglais (eng) Mots-clés : Anxiety Autism spectrum disorder Reliability Self-Report Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are at risk for anxiety symptoms. Few anxiety measures are validated for individuals with ASD, and the nature of ASD raises questions about reliability of self-reported anxiety. This study examined longitudinal stability and change of self-reported anxiety in higher functioning youth with ASD (HFASD) compared to youth with symptoms of attention deficit hyperactivity disorder and typical development (TD) using the Multidimensional Anxiety Scale for Children (March, 2012; March et al. J Am Acad Child Adolesc Psychiatry 36(4):554-565, 1997). Diagnostic groups demonstrated comparable evidence of stability for most dimensions of anxiety. The HFASD group displayed higher anxiety than both comparison groups, especially physical symptoms. These findings have implications for identification and measurement of anxiety in ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3184-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325
in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3756-3764[article] The Stability of Self-Reported Anxiety in Youth with Autism Versus ADHD or Typical Development [Texte imprimé et/ou numérique] / H. SCHILTZ, Auteur ; N. MCINTYRE, Auteur ; L. SWAIN-LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur . - 2017 . - p.3756-3764.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3756-3764
Mots-clés : Anxiety Autism spectrum disorder Reliability Self-Report Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are at risk for anxiety symptoms. Few anxiety measures are validated for individuals with ASD, and the nature of ASD raises questions about reliability of self-reported anxiety. This study examined longitudinal stability and change of self-reported anxiety in higher functioning youth with ASD (HFASD) compared to youth with symptoms of attention deficit hyperactivity disorder and typical development (TD) using the Multidimensional Anxiety Scale for Children (March, 2012; March et al. J Am Acad Child Adolesc Psychiatry 36(4):554-565, 1997). Diagnostic groups demonstrated comparable evidence of stability for most dimensions of anxiety. The HFASD group displayed higher anxiety than both comparison groups, especially physical symptoms. These findings have implications for identification and measurement of anxiety in ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3184-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325 Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability: A systematic review using a language domains and mediational systems framework / Matthew ZAJIC in Research in Autism Spectrum Disorders, 70 (February 2020)
[article]
Titre : Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability: A systematic review using a language domains and mediational systems framework Type de document : Texte imprimé et/ou numérique Auteurs : Matthew ZAJIC, Auteur ; Sarah Emily WILSON, Auteur Article en page(s) : p.101471 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Education Handwriting Language School-age Spelling Systematic review Writing Index. décimale : PER Périodiques Résumé : Background Descriptive and intervention research studies have identified writing as a challenge for many students with autism spectrum disorder (ASD). However, relatively little remains known about how these studies have examined specific writing skills, particularly from a writing research perspective. This study systematically reviewed descriptive and intervention studies using a language domains and mediational systems framework to examine how studies have examined transcription (handwriting and spelling) and translation/text generation (written expression) skills and associations between writing skills with language domain and mediational systems skills. Study quality indicators including reference to writing research and theory were also examined. Method From an initial screening of 1,958 records, 46 studies (29 descriptive and 17 intervention) were retained for inclusion. Studies were coded for study characteristics, quality indicators, and reported writing and writing-associated skills. Results Studies included 1,166 participants who were predominantly male with a verified ASD diagnosis but varied on other characteristics. Study quality was low for certain indicators (i.e., power analysis and generalization), and fewer studies referenced writing theory compared to writing research. Studies reported on different writing skills (transcription: 52%; translation/text generation: 70%) but infrequently reported on associations with language domains (0–7%) and mediational systems (24–43%). Conclusions Studies have focused predominantly on assessing transcription or translation/text generation skills with little systematic attention to relationships between writing and language domain or mediational systems skills. Reviewed studies offer preliminary findings, areas of needed future research, and implications for continued research into understanding and supporting the writing skill development of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101471 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101471[article] Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability: A systematic review using a language domains and mediational systems framework [Texte imprimé et/ou numérique] / Matthew ZAJIC, Auteur ; Sarah Emily WILSON, Auteur . - p.101471.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101471
Mots-clés : Autism spectrum disorder Education Handwriting Language School-age Spelling Systematic review Writing Index. décimale : PER Périodiques Résumé : Background Descriptive and intervention research studies have identified writing as a challenge for many students with autism spectrum disorder (ASD). However, relatively little remains known about how these studies have examined specific writing skills, particularly from a writing research perspective. This study systematically reviewed descriptive and intervention studies using a language domains and mediational systems framework to examine how studies have examined transcription (handwriting and spelling) and translation/text generation (written expression) skills and associations between writing skills with language domain and mediational systems skills. Study quality indicators including reference to writing research and theory were also examined. Method From an initial screening of 1,958 records, 46 studies (29 descriptive and 17 intervention) were retained for inclusion. Studies were coded for study characteristics, quality indicators, and reported writing and writing-associated skills. Results Studies included 1,166 participants who were predominantly male with a verified ASD diagnosis but varied on other characteristics. Study quality was low for certain indicators (i.e., power analysis and generalization), and fewer studies referenced writing theory compared to writing research. Studies reported on different writing skills (transcription: 52%; translation/text generation: 70%) but infrequently reported on associations with language domains (0–7%) and mediational systems (24–43%). Conclusions Studies have focused predominantly on assessing transcription or translation/text generation skills with little systematic attention to relationships between writing and language domain or mediational systems skills. Reviewed studies offer preliminary findings, areas of needed future research, and implications for continued research into understanding and supporting the writing skill development of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101471 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414