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Détail de l'auteur
Auteur A. SONG |
Documents disponibles écrits par cet auteur (2)
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Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? / H. J. NUSKE in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
[article]
Titre : Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; M. PELLECCHIA, Auteur ; V. LUSHIN, Auteur ; K. RUMP, Auteur ; M. SEIDMAN, Auteur ; R. R. OUELLETTE, Auteur ; D. COONEY, Auteur ; B. B. MADDOX, Auteur ; G. M. LAWSON, Auteur ; A. SONG, Auteur ; E. M. REISINGER, Auteur ; D. S. MANDELL, Auteur Article en page(s) : p.2864-2872 Langues : Anglais (eng) Mots-clés : 1:1 Instruction Child characteristics Personalized medicine Teacher decisions Index. décimale : PER Périodiques Résumé : One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial. En ligne : http://dx.doi.org/10.1007/s10803-019-04004-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2864-2872[article] Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; M. PELLECCHIA, Auteur ; V. LUSHIN, Auteur ; K. RUMP, Auteur ; M. SEIDMAN, Auteur ; R. R. OUELLETTE, Auteur ; D. COONEY, Auteur ; B. B. MADDOX, Auteur ; G. M. LAWSON, Auteur ; A. SONG, Auteur ; E. M. REISINGER, Auteur ; D. S. MANDELL, Auteur . - p.2864-2872.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2864-2872
Mots-clés : 1:1 Instruction Child characteristics Personalized medicine Teacher decisions Index. décimale : PER Périodiques Résumé : One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial. En ligne : http://dx.doi.org/10.1007/s10803-019-04004-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 Natural language markers of social phenotype in girls with autism / A. SONG in Journal of Child Psychology and Psychiatry, 62-8 (August 2021)
[article]
Titre : Natural language markers of social phenotype in girls with autism Type de document : Texte imprimé et/ou numérique Auteurs : A. SONG, Auteur ; M. COLA, Auteur ; S. PLATE, Auteur ; V. PETRULLA, Auteur ; L. YANKOWITZ, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : p.949-960 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Child Female Humans Language Male Motivation Phenotype Autism spectrum condition language pronouns sex differences social phenotype Index. décimale : PER Périodiques Résumé : BACKGROUND: Girls with autism spectrum condition (ASC) are chronically underdiagnosed compared to boys, which may be due to poorly understood sex differences in a variety of domains, including social interest and motivation. In this study, we use natural language processing to identify objective markers of social phenotype that are easily obtained from a brief conversation with a nonexpert. METHODS: 87 school-aged children and adolescents with ASC (17 girls, 33 boys) or typical development (TD; 15 girls, 22 boys) were matched on age (mean = 11.35 years), IQ estimates (mean = 107), and - for ASC participants - level of social impairment. Participants engaged in an informal 5-min 'get to know you' conversation with a nonexpert conversation partner. To measure attention to social groups, we analyzed first-person plural pronoun variants (e.g., 'we' and 'us') and third-person plural pronoun variants (e.g., 'they' and 'them'). RESULTS: Consistent with prior research suggesting greater social motivation in autistic girls, autistic girls talked more about social groups than did ASC boys. Compared to TD girls, autistic girls demonstrated atypically heightened discussion of groups they were not a part of ('they', 'them'), indicating potential awareness of social exclusion. Pronoun use predicted individual differences in the social phenotypes of autistic girls. CONCLUSIONS: Relatively heightened but atypical social group focus is evident in autistic girls during spontaneous conversation, which contrasts with patterns observed in autistic boys and TD girls. Quantifying subtle linguistic differences in verbally fluent autistic girls is an important step toward improved identification and support for this understudied sector of the autism spectrum. En ligne : http://dx.doi.org/10.1111/jcpp.13348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-8 (August 2021) . - p.949-960[article] Natural language markers of social phenotype in girls with autism [Texte imprimé et/ou numérique] / A. SONG, Auteur ; M. COLA, Auteur ; S. PLATE, Auteur ; V. PETRULLA, Auteur ; L. YANKOWITZ, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur . - p.949-960.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-8 (August 2021) . - p.949-960
Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Child Female Humans Language Male Motivation Phenotype Autism spectrum condition language pronouns sex differences social phenotype Index. décimale : PER Périodiques Résumé : BACKGROUND: Girls with autism spectrum condition (ASC) are chronically underdiagnosed compared to boys, which may be due to poorly understood sex differences in a variety of domains, including social interest and motivation. In this study, we use natural language processing to identify objective markers of social phenotype that are easily obtained from a brief conversation with a nonexpert. METHODS: 87 school-aged children and adolescents with ASC (17 girls, 33 boys) or typical development (TD; 15 girls, 22 boys) were matched on age (mean = 11.35 years), IQ estimates (mean = 107), and - for ASC participants - level of social impairment. Participants engaged in an informal 5-min 'get to know you' conversation with a nonexpert conversation partner. To measure attention to social groups, we analyzed first-person plural pronoun variants (e.g., 'we' and 'us') and third-person plural pronoun variants (e.g., 'they' and 'them'). RESULTS: Consistent with prior research suggesting greater social motivation in autistic girls, autistic girls talked more about social groups than did ASC boys. Compared to TD girls, autistic girls demonstrated atypically heightened discussion of groups they were not a part of ('they', 'them'), indicating potential awareness of social exclusion. Pronoun use predicted individual differences in the social phenotypes of autistic girls. CONCLUSIONS: Relatively heightened but atypical social group focus is evident in autistic girls during spontaneous conversation, which contrasts with patterns observed in autistic boys and TD girls. Quantifying subtle linguistic differences in verbally fluent autistic girls is an important step toward improved identification and support for this understudied sector of the autism spectrum. En ligne : http://dx.doi.org/10.1111/jcpp.13348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456