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Détail de l'auteur
Auteur C. H. CHENG |
Documents disponibles écrits par cet auteur (2)
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Conversation Skills in Chinese-Speaking Preschoolers with Autism: The Contributing Role of Parents' Verbal Responsiveness / W. C. SO in Journal of Autism and Developmental Disorders, 52-3 (March 2022)
[article]
Titre : Conversation Skills in Chinese-Speaking Preschoolers with Autism: The Contributing Role of Parents' Verbal Responsiveness Type de document : Texte imprimé et/ou numérique Auteurs : W. C. SO, Auteur ; X. K. SONG, Auteur ; C. H. CHENG, Auteur ; W. W. LAW, Auteur ; T. WONG, Auteur ; O. K. LEUNG, Auteur ; Y. HUANG, Auteur Article en page(s) : p.1106-1119 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder China Humans Language Parents Chinese-speaking Conversation abilities Intervention Naturalistic language sampling Parental inputs Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have conversation deficits, yet the growth of conversation abilities is understudied, especially in Chinese-speaking populations. Little is known about whether their parents' verbal responsiveness and redirectives are related to their conversation skills. Children with ASD (N = 37; M = 5;5) and their parents contributed their language samples. These children interacted with their parents at four time points over nine months. The number of conversational turns and the proportion of child-initiated conversation (but not the proportion of children's appropriate responses) grew over nine months. After controlling for time, autism severity, and language skills, parents' verbal responsiveness positively predicted children's appropriate responses. Parents' redirectives negatively predicted the proportion of children's appropriate responses and the number of conversational turns. En ligne : http://dx.doi.org/10.1007/s10803-021-05017-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1106-1119[article] Conversation Skills in Chinese-Speaking Preschoolers with Autism: The Contributing Role of Parents' Verbal Responsiveness [Texte imprimé et/ou numérique] / W. C. SO, Auteur ; X. K. SONG, Auteur ; C. H. CHENG, Auteur ; W. W. LAW, Auteur ; T. WONG, Auteur ; O. K. LEUNG, Auteur ; Y. HUANG, Auteur . - p.1106-1119.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1106-1119
Mots-clés : Autism Spectrum Disorder Autistic Disorder China Humans Language Parents Chinese-speaking Conversation abilities Intervention Naturalistic language sampling Parental inputs Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have conversation deficits, yet the growth of conversation abilities is understudied, especially in Chinese-speaking populations. Little is known about whether their parents' verbal responsiveness and redirectives are related to their conversation skills. Children with ASD (N = 37; M = 5;5) and their parents contributed their language samples. These children interacted with their parents at four time points over nine months. The number of conversational turns and the proportion of child-initiated conversation (but not the proportion of children's appropriate responses) grew over nine months. After controlling for time, autism severity, and language skills, parents' verbal responsiveness positively predicted children's appropriate responses. Parents' redirectives negatively predicted the proportion of children's appropriate responses and the number of conversational turns. En ligne : http://dx.doi.org/10.1007/s10803-021-05017-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Robot-based intervention may reduce delay in the production of intransitive gestures in Chinese-speaking preschoolers with autism spectrum disorder / W. C. SO in Molecular Autism, 9 (2018)
[article]
Titre : Robot-based intervention may reduce delay in the production of intransitive gestures in Chinese-speaking preschoolers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : W. C. SO, Auteur ; M. K. WONG, Auteur ; W. Y. LAM, Auteur ; C. H. CHENG, Auteur ; J. H. YANG, Auteur ; Y. HUANG, Auteur ; P. NG, Auteur ; W. L. WONG, Auteur ; C. L. HO, Auteur ; K. L. YEUNG, Auteur ; C. C. LEE, Auteur Article en page(s) : 34p. Langues : Anglais (eng) Mots-clés : Asian Continental Ancestry Group Autism Spectrum Disorder/ethnology/rehabilitation Child Child Development Child, Preschool Early Intervention (Education)/methods Female Gestures Humans Language Male Robotics/methods Autism spectrum disorder Early childhood Gesture Robot-based intervention Index. décimale : PER Périodiques Résumé : Background: Past studies have shown that robot-based intervention was effective in improving gestural use in children with autism spectrum disorders (ASD). The present study examined whether children with ASD could catch up to the level of gestural production found in age-matched children with typical development and whether they showed an increase in verbal imitation after the completion of robot-based training. We also explored the cognitive and motor skills associated with gestural learning. Methods: Children with ASD were randomly assigned to two groups. Four- to 6-year-old children with ASD in the intervention group (N = 15) received four 30-min robot-based gestural training sessions. In each session, a social robot, NAO, narrated five stories and gestured (e.g., both hands clapping for an awesome expression). Children with ASD were told to imitate the gestures during training. Age-matched children with ASD in the wait-list control group (N = 15) and age-matched children with typical development (N = 15) received the gestural training after the completion of research. Standardized pretests and posttests (both immediate and delayed) were administered to assess the accuracy and appropriateness of gestural production in both training and novel stories. Children's language and communication abilities, gestural recognition skills, fine motor proficiencies, and attention skills were also examined. Results: Children with ASD in the intervention condition were more likely to produce accurate or appropriate intransitive gestures in training and novel stories than those in the wait-list control. The positive learning outcomes were maintained in the delayed posttests. The level of gestural production accuracy in children with ASD in the delayed posttest of novel stories was comparable to that in children with typical development, suggesting that children with ASD could catch up to the level of gestural production found in children with typical development. Children with ASD in the intervention condition were also more likely to produce verbal markers while gesturing than those in the wait-list control. Gestural recognition skills were found to significantly predict the learning of gestural production accuracy in the children with ASD, with such relation partially mediated via spontaneous imitation. Conclusions: Robot-based intervention may reduce the gestural delay in children with ASD in their early childhood. En ligne : https://dx.doi.org/10.1186/s13229-018-0217-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371
in Molecular Autism > 9 (2018) . - 34p.[article] Robot-based intervention may reduce delay in the production of intransitive gestures in Chinese-speaking preschoolers with autism spectrum disorder [Texte imprimé et/ou numérique] / W. C. SO, Auteur ; M. K. WONG, Auteur ; W. Y. LAM, Auteur ; C. H. CHENG, Auteur ; J. H. YANG, Auteur ; Y. HUANG, Auteur ; P. NG, Auteur ; W. L. WONG, Auteur ; C. L. HO, Auteur ; K. L. YEUNG, Auteur ; C. C. LEE, Auteur . - 34p.
Langues : Anglais (eng)
in Molecular Autism > 9 (2018) . - 34p.
Mots-clés : Asian Continental Ancestry Group Autism Spectrum Disorder/ethnology/rehabilitation Child Child Development Child, Preschool Early Intervention (Education)/methods Female Gestures Humans Language Male Robotics/methods Autism spectrum disorder Early childhood Gesture Robot-based intervention Index. décimale : PER Périodiques Résumé : Background: Past studies have shown that robot-based intervention was effective in improving gestural use in children with autism spectrum disorders (ASD). The present study examined whether children with ASD could catch up to the level of gestural production found in age-matched children with typical development and whether they showed an increase in verbal imitation after the completion of robot-based training. We also explored the cognitive and motor skills associated with gestural learning. Methods: Children with ASD were randomly assigned to two groups. Four- to 6-year-old children with ASD in the intervention group (N = 15) received four 30-min robot-based gestural training sessions. In each session, a social robot, NAO, narrated five stories and gestured (e.g., both hands clapping for an awesome expression). Children with ASD were told to imitate the gestures during training. Age-matched children with ASD in the wait-list control group (N = 15) and age-matched children with typical development (N = 15) received the gestural training after the completion of research. Standardized pretests and posttests (both immediate and delayed) were administered to assess the accuracy and appropriateness of gestural production in both training and novel stories. Children's language and communication abilities, gestural recognition skills, fine motor proficiencies, and attention skills were also examined. Results: Children with ASD in the intervention condition were more likely to produce accurate or appropriate intransitive gestures in training and novel stories than those in the wait-list control. The positive learning outcomes were maintained in the delayed posttests. The level of gestural production accuracy in children with ASD in the delayed posttest of novel stories was comparable to that in children with typical development, suggesting that children with ASD could catch up to the level of gestural production found in children with typical development. Children with ASD in the intervention condition were also more likely to produce verbal markers while gesturing than those in the wait-list control. Gestural recognition skills were found to significantly predict the learning of gestural production accuracy in the children with ASD, with such relation partially mediated via spontaneous imitation. Conclusions: Robot-based intervention may reduce the gestural delay in children with ASD in their early childhood. En ligne : https://dx.doi.org/10.1186/s13229-018-0217-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371