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Détail de l'auteur
Auteur K. GORMAN |
Documents disponibles écrits par cet auteur (2)
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Development of Emotion Self-Regulation Among Young Children with Autism Spectrum Disorders: The Role of Parents / A. C. LAURENT in Journal of Autism and Developmental Disorders, 48-4 (April 2018)
[article]
Titre : Development of Emotion Self-Regulation Among Young Children with Autism Spectrum Disorders: The Role of Parents Type de document : Texte imprimé et/ou numérique Auteurs : A. C. LAURENT, Auteur ; K. GORMAN, Auteur Article en page(s) : p.1249-1260 Langues : Anglais (eng) Mots-clés : Autism Emotional self-regulation Parent behaviors Sensory processing Social communication Index. décimale : PER Périodiques Résumé : Emotional self-regulation (ESR) challenges are well-documented in the diagnostic profiles of children with Autism; however, less is known about the development of ESR and the role of parents in ESR development for this population. Thirty-seven young children with autism and one of their parents participated in a home-based, observational study exploring the associations between the children's social communication and sensory processing characteristics and their parents' behaviors associated with ESR development. Findings revealed that parent use of physical and language behaviors were associated with child social communication abilities. No associations between child sensory processing and parent behaviors were found. Understanding the interactive processes between parents and children with ASD has implications for the development of parent-based interventions that increase child ESR. En ligne : http://dx.doi.org/10.1007/s10803-017-3430-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352
in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1249-1260[article] Development of Emotion Self-Regulation Among Young Children with Autism Spectrum Disorders: The Role of Parents [Texte imprimé et/ou numérique] / A. C. LAURENT, Auteur ; K. GORMAN, Auteur . - p.1249-1260.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1249-1260
Mots-clés : Autism Emotional self-regulation Parent behaviors Sensory processing Social communication Index. décimale : PER Périodiques Résumé : Emotional self-regulation (ESR) challenges are well-documented in the diagnostic profiles of children with Autism; however, less is known about the development of ESR and the role of parents in ESR development for this population. Thirty-seven young children with autism and one of their parents participated in a home-based, observational study exploring the associations between the children's social communication and sensory processing characteristics and their parents' behaviors associated with ESR development. Findings revealed that parent use of physical and language behaviors were associated with child social communication abilities. No associations between child sensory processing and parent behaviors were found. Understanding the interactive processes between parents and children with ASD has implications for the development of parent-based interventions that increase child ESR. En ligne : http://dx.doi.org/10.1007/s10803-017-3430-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 Memory in language-impaired children with and without autism / A. P. HILL in Journal of Neurodevelopmental Disorders, 7-1 (December 2015)
[article]
Titre : Memory in language-impaired children with and without autism Type de document : Texte imprimé et/ou numérique Auteurs : A. P. HILL, Auteur ; Jan P. H. VAN SANTEN, Auteur ; K. GORMAN, Auteur ; B. H. LANGHORST, Auteur ; E. FOMBONNE, Auteur Article en page(s) : p.19 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Narrative Nonword repetition Processing speed Specific language impairment Verbal memory Verbal working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: A subgroup of young children with autism spectrum disorders (ASD) have significant language impairments (phonology, grammar, vocabulary), although such impairments are not considered to be core symptoms of and are not unique to ASD. Children with specific language impairment (SLI) display similar impairments in language. Given evidence for phenotypic and possibly etiologic overlap between SLI and ASD, it has been suggested that language-impaired children with ASD (ASD + language impairment, ALI) may be characterized as having both ASD and SLI. However, the extent to which the language phenotypes in SLI and ALI can be viewed as similar or different depends in part upon the age of the individuals studied. The purpose of the current study is to examine differences in memory abilities, specifically those that are key "markers" of heritable SLI, among young school-age children with SLI, ALI, and ALN (ASD + language normal). METHODS: In this cross-sectional study, three groups of children between ages 5 and 8 years participated: SLI (n = 18), ALI (n = 22), and ALN (n = 20). A battery of cognitive, language, and ASD assessments was administered as well as a nonword repetition (NWR) test and measures of verbal memory, visual memory, and processing speed. RESULTS: NWR difficulties were more severe in SLI than in ALI, with the largest effect sizes in response to nonwords with the shortest syllable lengths. Among children with ASD, NWR difficulties were not associated with the presence of impairments in multiple ASD domains, as reported previously. Verbal memory difficulties were present in both SLI and ALI groups relative to children with ALN. Performance on measures related to verbal but not visual memory or processing speed were significantly associated with the relative degree of language impairment in children with ASD, supporting the role of verbal memory difficulties in language impairments among early school-age children with ASD. CONCLUSIONS: The primary difference between children with SLI and ALI was in NWR performance, particularly in repeating two- and three-syllable nonwords, suggesting that shared difficulties in early language learning found in previous studies do not necessarily reflect the same underlying mechanisms. En ligne : http://dx.doi.org/10.1186/s11689-015-9111-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347
in Journal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.19[article] Memory in language-impaired children with and without autism [Texte imprimé et/ou numérique] / A. P. HILL, Auteur ; Jan P. H. VAN SANTEN, Auteur ; K. GORMAN, Auteur ; B. H. LANGHORST, Auteur ; E. FOMBONNE, Auteur . - p.19.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.19
Mots-clés : Autism spectrum disorders Narrative Nonword repetition Processing speed Specific language impairment Verbal memory Verbal working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: A subgroup of young children with autism spectrum disorders (ASD) have significant language impairments (phonology, grammar, vocabulary), although such impairments are not considered to be core symptoms of and are not unique to ASD. Children with specific language impairment (SLI) display similar impairments in language. Given evidence for phenotypic and possibly etiologic overlap between SLI and ASD, it has been suggested that language-impaired children with ASD (ASD + language impairment, ALI) may be characterized as having both ASD and SLI. However, the extent to which the language phenotypes in SLI and ALI can be viewed as similar or different depends in part upon the age of the individuals studied. The purpose of the current study is to examine differences in memory abilities, specifically those that are key "markers" of heritable SLI, among young school-age children with SLI, ALI, and ALN (ASD + language normal). METHODS: In this cross-sectional study, three groups of children between ages 5 and 8 years participated: SLI (n = 18), ALI (n = 22), and ALN (n = 20). A battery of cognitive, language, and ASD assessments was administered as well as a nonword repetition (NWR) test and measures of verbal memory, visual memory, and processing speed. RESULTS: NWR difficulties were more severe in SLI than in ALI, with the largest effect sizes in response to nonwords with the shortest syllable lengths. Among children with ASD, NWR difficulties were not associated with the presence of impairments in multiple ASD domains, as reported previously. Verbal memory difficulties were present in both SLI and ALI groups relative to children with ALN. Performance on measures related to verbal but not visual memory or processing speed were significantly associated with the relative degree of language impairment in children with ASD, supporting the role of verbal memory difficulties in language impairments among early school-age children with ASD. CONCLUSIONS: The primary difference between children with SLI and ALI was in NWR performance, particularly in repeating two- and three-syllable nonwords, suggesting that shared difficulties in early language learning found in previous studies do not necessarily reflect the same underlying mechanisms. En ligne : http://dx.doi.org/10.1186/s11689-015-9111-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347