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Détail de l'auteur
Auteur Elizabeth G. FINNEGAN |
Documents disponibles écrits par cet auteur (2)
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Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review / Elizabeth G. FINNEGAN in Autism, 25-1 (January 2021)
[article]
Titre : Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth G. FINNEGAN, Auteur ; Kristie ASARO-SADDLER, Auteur ; Matthew ZAJIC, Auteur Article en page(s) : p.3-17 Langues : Anglais (eng) Mots-clés : autism autism spectrum language development meta-analysis pronouns systematic review Index. décimale : PER Périodiques Résumé : This research compared pronoun use in individuals with autism and typically developing peers. Meta-analysis and systematic review of 20 selected articles were used to determine whether significant differences existed in the use of pronouns overall as well as in personal, ambiguous, possessive, reflexive, and clitic pronoun usage. Summary effects indicated significant differences between individuals with autism and their typically developing peers in the use of pronouns overall as well as in ambiguous, clitic, and reflexive pronoun usage, but not in personal and possessive pronoun usage. Results indicate wide variation in the way individuals with autism use pronouns. Since individual outcomes appear to be moderated by multiple factors, including cognitive ability, first language, and overall language development, it is recommended these be considered in assessment and treatment. En ligne : http://dx.doi.org/10.1177/1362361320949103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Autism > 25-1 (January 2021) . - p.3-17[article] Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review [Texte imprimé et/ou numérique] / Elizabeth G. FINNEGAN, Auteur ; Kristie ASARO-SADDLER, Auteur ; Matthew ZAJIC, Auteur . - p.3-17.
Langues : Anglais (eng)
in Autism > 25-1 (January 2021) . - p.3-17
Mots-clés : autism autism spectrum language development meta-analysis pronouns systematic review Index. décimale : PER Périodiques Résumé : This research compared pronoun use in individuals with autism and typically developing peers. Meta-analysis and systematic review of 20 selected articles were used to determine whether significant differences existed in the use of pronouns overall as well as in personal, ambiguous, possessive, reflexive, and clitic pronoun usage. Summary effects indicated significant differences between individuals with autism and their typically developing peers in the use of pronouns overall as well as in ambiguous, clitic, and reflexive pronoun usage, but not in personal and possessive pronoun usage. Results indicate wide variation in the way individuals with autism use pronouns. Since individual outcomes appear to be moderated by multiple factors, including cognitive ability, first language, and overall language development, it is recommended these be considered in assessment and treatment. En ligne : http://dx.doi.org/10.1177/1362361320949103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis / Amy L. ACCARDO in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
[article]
Titre : Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. ACCARDO, Auteur ; Elizabeth G. FINNEGAN, Auteur ; S. Jay KUDER, Auteur ; Estyr M. BOMGARDNER, Auteur Article en page(s) : p.1988-2006 Langues : Anglais (eng) Mots-clés : Autism Autism spectrum disorder Instruction Research synthesis Writing Index. décimale : PER Périodiques Résumé : Building on previous research in the area of written expression for individuals with ASD a research synthesis was conducted to identify (1) writing interventions that have been studied and their effect in improving writing skills of individuals with ASD, (2) intervention features that influence the writing skills of learners with ASD, and (3) the quality of the research. A total of 62 participants were represented across the 24 single case design studies meeting inclusion criteria. Nine interventions emerged with a majority focused on self-regulated strategy development. Effective interventions (PND above 70%) are reported, along with the emergent feature of "packages" using co-occurring combinations of visual, motivational, choice, technology, behavioral, peer, auditory, and tactile supports in conjunction with writing interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-03955-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1988-2006[article] Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis [Texte imprimé et/ou numérique] / Amy L. ACCARDO, Auteur ; Elizabeth G. FINNEGAN, Auteur ; S. Jay KUDER, Auteur ; Estyr M. BOMGARDNER, Auteur . - p.1988-2006.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1988-2006
Mots-clés : Autism Autism spectrum disorder Instruction Research synthesis Writing Index. décimale : PER Périodiques Résumé : Building on previous research in the area of written expression for individuals with ASD a research synthesis was conducted to identify (1) writing interventions that have been studied and their effect in improving writing skills of individuals with ASD, (2) intervention features that influence the writing skills of learners with ASD, and (3) the quality of the research. A total of 62 participants were represented across the 24 single case design studies meeting inclusion criteria. Nine interventions emerged with a majority focused on self-regulated strategy development. Effective interventions (PND above 70%) are reported, along with the emergent feature of "packages" using co-occurring combinations of visual, motivational, choice, technology, behavioral, peer, auditory, and tactile supports in conjunction with writing interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-03955-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425