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Détail de l'auteur
Auteur Janine MATHEE-SCOTT |
Documents disponibles écrits par cet auteur (2)
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Naturalistic parent–child reading frequency and language development in toddlers with and without autism / Janine MATHEE-SCOTT in Autism & Developmental Language Impairments, 7 (January-December 2022)
[article]
Titre : Naturalistic parent–child reading frequency and language development in toddlers with and without autism Type de document : Texte imprimé et/ou numérique Auteurs : Janine MATHEE-SCOTT, Auteur ; Susan ELLIS WEISMER, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder parent–child interactions language development book reading Index. décimale : PER Périodiques Résumé : Background and aims The efficacy of parent “child reading for supporting language development has been well-established in the neurotypical (NT) literature. For children with autism spectrum disorder, (ASD) who may be at risk for delays in language development, prior research has shown promise for shared book-reading interventions. Yet there has been limited research on naturalistic parent “child reading with autistic children to date. The present study aimed to fill this missing link in the current literature. Methods Fifty-seven autistic toddlers participated at two developmental time points: Time 1 (Mage=30.4 months) and Time 2 (Mage=43.8 months). An NT control group (N=31) was matched on age to a subset of the ASD group (N=33). We assessed group differences in parent “child reading frequency between age-matched NT and autistic groups. Using a one-year follow-up design, we evaluated the relationship between parent “child reading and autistic children’s language development. Results Cross-group comparisons revealed that parents of age-matched NT children reported significantly more frequent weekly parent “child reading than parents of autistic toddlers. After a one-year follow-up with the autistic group, within-group analyses revealed that greater frequency of parent “child reading (controlling for maternal education, books in the home, and autism symptom severity) was associated with larger growth in autistic toddlers’ receptive and expressive language skills. Conclusions and implications These findings have important clinical implications as they emphasize the potential of parent “child reading for supporting autistic children’s language development. Findings demonstrate that frequency of parent “child reading is associated with language development over one year. Findings also demonstrate that parents of autistic children engage in less frequent parent “child reading than parents of age-matched NT peers, suggesting these parents may face more barriers to implementing parent “child reading than parents of NT children. En ligne : http://dx.doi.org/10.1177/23969415221136740 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] Naturalistic parent–child reading frequency and language development in toddlers with and without autism [Texte imprimé et/ou numérique] / Janine MATHEE-SCOTT, Auteur ; Susan ELLIS WEISMER, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : Autism spectrum disorder parent–child interactions language development book reading Index. décimale : PER Périodiques Résumé : Background and aims The efficacy of parent “child reading for supporting language development has been well-established in the neurotypical (NT) literature. For children with autism spectrum disorder, (ASD) who may be at risk for delays in language development, prior research has shown promise for shared book-reading interventions. Yet there has been limited research on naturalistic parent “child reading with autistic children to date. The present study aimed to fill this missing link in the current literature. Methods Fifty-seven autistic toddlers participated at two developmental time points: Time 1 (Mage=30.4 months) and Time 2 (Mage=43.8 months). An NT control group (N=31) was matched on age to a subset of the ASD group (N=33). We assessed group differences in parent “child reading frequency between age-matched NT and autistic groups. Using a one-year follow-up design, we evaluated the relationship between parent “child reading and autistic children’s language development. Results Cross-group comparisons revealed that parents of age-matched NT children reported significantly more frequent weekly parent “child reading than parents of autistic toddlers. After a one-year follow-up with the autistic group, within-group analyses revealed that greater frequency of parent “child reading (controlling for maternal education, books in the home, and autism symptom severity) was associated with larger growth in autistic toddlers’ receptive and expressive language skills. Conclusions and implications These findings have important clinical implications as they emphasize the potential of parent “child reading for supporting autistic children’s language development. Findings demonstrate that frequency of parent “child reading is associated with language development over one year. Findings also demonstrate that parents of autistic children engage in less frequent parent “child reading than parents of age-matched NT peers, suggesting these parents may face more barriers to implementing parent “child reading than parents of NT children. En ligne : http://dx.doi.org/10.1177/23969415221136740 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Use of Mutual Exclusivity and its Relationship to Language Ability in Toddlers with Autism Spectrum Disorder / Janine MATHEE-SCOTT in Journal of Autism and Developmental Disorders, 52-10 (October 2022)
[article]
Titre : Use of Mutual Exclusivity and its Relationship to Language Ability in Toddlers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Janine MATHEE-SCOTT, Auteur ; Caroline LARSON, Auteur ; Courtney E. VENKER, Auteur ; Ron POMPER, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.4528-4539 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Language development Learning mechanisms Mutual exclusivity Novelty Referent selection Index. décimale : PER Périodiques Résumé : To efficiently learn new words, children use constraints such as mutual exclusivity (ME) to narrow the search for potential referents. The current study investigated the use of ME in toddlers with autism spectrum disorder (ASD) and neurotypical (NT) peers matched on nonverbal cognition. Thirty-two toddlers with ASD and 26 NT toddlers participated in a looking-while-listening task. Images of novel and familiar objects were presented along with a novel or familiar label. Overall, toddlers with ASD showed less efficient looking toward a novel referent when a novel label was presented compared to NT toddlers, controlling for age and familiar word knowledge. However, toddlers with ASD and higher language ability demonstrated more robust use of ME than those with lower language ability. En ligne : http://dx.doi.org/10.1007/s10803-021-05321-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4528-4539[article] Use of Mutual Exclusivity and its Relationship to Language Ability in Toddlers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Janine MATHEE-SCOTT, Auteur ; Caroline LARSON, Auteur ; Courtney E. VENKER, Auteur ; Ron POMPER, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur . - p.4528-4539.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4528-4539
Mots-clés : Autism spectrum disorder Language development Learning mechanisms Mutual exclusivity Novelty Referent selection Index. décimale : PER Périodiques Résumé : To efficiently learn new words, children use constraints such as mutual exclusivity (ME) to narrow the search for potential referents. The current study investigated the use of ME in toddlers with autism spectrum disorder (ASD) and neurotypical (NT) peers matched on nonverbal cognition. Thirty-two toddlers with ASD and 26 NT toddlers participated in a looking-while-listening task. Images of novel and familiar objects were presented along with a novel or familiar label. Overall, toddlers with ASD showed less efficient looking toward a novel referent when a novel label was presented compared to NT toddlers, controlling for age and familiar word knowledge. However, toddlers with ASD and higher language ability demonstrated more robust use of ME than those with lower language ability. En ligne : http://dx.doi.org/10.1007/s10803-021-05321-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486