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Détail de l'auteur
Auteur Pumpki L. SU |
Documents disponibles écrits par cet auteur (2)
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Definitions of Nonverbal and Minimally Verbal in Research for Autism: A Systematic Review of the Literature / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
Titre : Definitions of Nonverbal and Minimally Verbal in Research for Autism: A Systematic Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Lynn KERN KOEGEL, Auteur ; Katherine M. BRYAN, Auteur ; Pumpki L. SU, Auteur ; Mohini VAIDYA, Auteur ; Stephen M. CAMARATA, Auteur Article en page(s) : p.2957-2972 Langues : Anglais (eng) Mots-clés : Autism Communication treatment Expressive words Minimally verbal Nonverbal authors have no conflicts of interest to report. Index. décimale : PER Périodiques Résumé : This systematic review examined definitions of "nonverbal" or "minimally verbal" and assessment measures used to evaluate communication in intervention studies focusing on improving expressive verbal communication in children with autism spectrum disorder (ASD). We reviewed sample size, number of participants, participant age, and male/female representation. Our analysis yielded relatively few studies with non/minimally verbal children with ASD focusing on verbal expressive communication. Further, we found large inconsistencies in measures used, definitions of "nonverbal" and "minimally verbal", and ages targeted. Guidelines are suggested to create a more uniform assessment protocol with systematic descriptions of early communication learners as a foundational step for understanding the heterogeneity in this group and replicating research findings for this subgroup of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04402-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2957-2972[article] Definitions of Nonverbal and Minimally Verbal in Research for Autism: A Systematic Review of the Literature [Texte imprimé et/ou numérique] / Lynn KERN KOEGEL, Auteur ; Katherine M. BRYAN, Auteur ; Pumpki L. SU, Auteur ; Mohini VAIDYA, Auteur ; Stephen M. CAMARATA, Auteur . - p.2957-2972.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2957-2972
Mots-clés : Autism Communication treatment Expressive words Minimally verbal Nonverbal authors have no conflicts of interest to report. Index. décimale : PER Périodiques Résumé : This systematic review examined definitions of "nonverbal" or "minimally verbal" and assessment measures used to evaluate communication in intervention studies focusing on improving expressive verbal communication in children with autism spectrum disorder (ASD). We reviewed sample size, number of participants, participant age, and male/female representation. Our analysis yielded relatively few studies with non/minimally verbal children with ASD focusing on verbal expressive communication. Further, we found large inconsistencies in measures used, definitions of "nonverbal" and "minimally verbal", and ages targeted. Guidelines are suggested to create a more uniform assessment protocol with systematic descriptions of early communication learners as a foundational step for understanding the heterogeneity in this group and replicating research findings for this subgroup of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04402-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 The role of early social motivation in explaining variability in functional language in toddlers with autism spectrum disorder / Pumpki L. SU in Autism, 25-1 (January 2021)
[article]
Titre : The role of early social motivation in explaining variability in functional language in toddlers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Pumpki L. SU, Auteur ; Sally J ROGERS, Auteur ; Annette ESTES, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.244-257 Langues : Anglais (eng) Mots-clés : autism spectrum disorders behavioral measurement communication and language development pre-school children social cognition and social behavior Index. décimale : PER Périodiques Résumé : About one-third of children with autism spectrum disorder never develop the language that they need in different day-to-day situations. Identifying potential factors that can predict later language development is crucial to understanding why some children with autism spectrum disorder successfully develop language while others do not. This study sought to investigate one of the understudied predictors of language development, social motivation, and to test theories for why this association may occur. Testing the theories requires that we measure children's ability to deliberately and directly communicate with others (i.e. intentional communication) and children's language understanding between the measures of social motivation and later expressive language. We tested 87 children with autism spectrum disorder, aged 14-31 months, at four times over 24?months. We found that children with relatively stronger social motivation had relatively better language use 2 years later. This positive link was partly due to a child's ability to produce intentional communication and to understand language. Although we did not measure parents' talking to their children, a theory that inspired this study suggests that children who use frequent intentional communication probably motivate others to talk with them frequently, which facilitates children's language understanding which leads to the development of expressive language. This theory, if confirmed to be true, can provide guidance for parents who want to help their children learn to talk. Parents could look for intentional communication from their children and respond by talking to their children. Effective intervention on both parent and child targets will likely enhance treatment efficacy. Future work is needed to test these ideas. En ligne : http://dx.doi.org/10.1177/1362361320953260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Autism > 25-1 (January 2021) . - p.244-257[article] The role of early social motivation in explaining variability in functional language in toddlers with autism spectrum disorder [Texte imprimé et/ou numérique] / Pumpki L. SU, Auteur ; Sally J ROGERS, Auteur ; Annette ESTES, Auteur ; Paul J. YODER, Auteur . - p.244-257.
Langues : Anglais (eng)
in Autism > 25-1 (January 2021) . - p.244-257
Mots-clés : autism spectrum disorders behavioral measurement communication and language development pre-school children social cognition and social behavior Index. décimale : PER Périodiques Résumé : About one-third of children with autism spectrum disorder never develop the language that they need in different day-to-day situations. Identifying potential factors that can predict later language development is crucial to understanding why some children with autism spectrum disorder successfully develop language while others do not. This study sought to investigate one of the understudied predictors of language development, social motivation, and to test theories for why this association may occur. Testing the theories requires that we measure children's ability to deliberately and directly communicate with others (i.e. intentional communication) and children's language understanding between the measures of social motivation and later expressive language. We tested 87 children with autism spectrum disorder, aged 14-31 months, at four times over 24?months. We found that children with relatively stronger social motivation had relatively better language use 2 years later. This positive link was partly due to a child's ability to produce intentional communication and to understand language. Although we did not measure parents' talking to their children, a theory that inspired this study suggests that children who use frequent intentional communication probably motivate others to talk with them frequently, which facilitates children's language understanding which leads to the development of expressive language. This theory, if confirmed to be true, can provide guidance for parents who want to help their children learn to talk. Parents could look for intentional communication from their children and respond by talking to their children. Effective intervention on both parent and child targets will likely enhance treatment efficacy. Future work is needed to test these ideas. En ligne : http://dx.doi.org/10.1177/1362361320953260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437