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Détail de l'auteur
Auteur Sue FLETCHER-WATSON |
Documents disponibles écrits par cet auteur (34)
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The Impact of Bilingualism on Everyday Executive Functions of English-Arabic Autistic Children: Through a Parent-Teacher Lens / Shereen SHARAAN in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
[article]
Titre : The Impact of Bilingualism on Everyday Executive Functions of English-Arabic Autistic Children: Through a Parent-Teacher Lens Type de document : Texte imprimé et/ou numérique Auteurs : Shereen SHARAAN, Auteur ; Sarah E. MACPHERSON, Auteur ; Sue FLETCHER-WATSON, Auteur Article en page(s) : p.2224-2235 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Child, Preschool Executive Function Humans Multilingualism Parents Autism Cognition Dual language Second language exposure Index. décimale : PER Périodiques Résumé : There is evidence that autistic children may have reduced executive function skills, contributing to day-to-day difficulties, but much remains unknown regarding the influence of bilingualism. We investigated its influence on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic (n=27) and typically developing peers (n=53) children, aged 5 to 12 years old. Parents and teachers completed rating measures assessing children's daily EF abilities. Results showed generalized positive effects for bilingual autistic children relative to their monolingual peers across all EF domains, but using parent ratings only. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties faced on a day-to-day basis. En ligne : http://dx.doi.org/10.1007/s10803-021-05114-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2224-2235[article] The Impact of Bilingualism on Everyday Executive Functions of English-Arabic Autistic Children: Through a Parent-Teacher Lens [Texte imprimé et/ou numérique] / Shereen SHARAAN, Auteur ; Sarah E. MACPHERSON, Auteur ; Sue FLETCHER-WATSON, Auteur . - p.2224-2235.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2224-2235
Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Child, Preschool Executive Function Humans Multilingualism Parents Autism Cognition Dual language Second language exposure Index. décimale : PER Périodiques Résumé : There is evidence that autistic children may have reduced executive function skills, contributing to day-to-day difficulties, but much remains unknown regarding the influence of bilingualism. We investigated its influence on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic (n=27) and typically developing peers (n=53) children, aged 5 to 12 years old. Parents and teachers completed rating measures assessing children's daily EF abilities. Results showed generalized positive effects for bilingual autistic children relative to their monolingual peers across all EF domains, but using parent ratings only. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties faced on a day-to-day basis. En ligne : http://dx.doi.org/10.1007/s10803-021-05114-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 The Impact of Bilingualism on the Executive Functions of Autistic Children: A Study of English-Arabic Children / Shereen SHARAAN in Autism Research, 14-3 (March 2021)
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Titre : The Impact of Bilingualism on the Executive Functions of Autistic Children: A Study of English-Arabic Children Type de document : Texte imprimé et/ou numérique Auteurs : Shereen SHARAAN, Auteur ; Sue FLETCHER-WATSON, Auteur ; Sarah E. MACPHERSON, Auteur Article en page(s) : p.533-544 Langues : Anglais (eng) Mots-clés : autism cognition dual language second language exposure Index. décimale : PER Périodiques Résumé : There is evidence to suggest that certain executive functions are impaired in autistic children, contributing to many daily challenges. Regular use of two languages has the potential to positively influence executive functions, though evidence is mixed. Little is known about the impact of bilingualism on the executive functions of autistic children, with only a handful of studies published worldwide to date. This study investigated the impact of bilingualism on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic children (n = 27) and their typically developing peers (n = 66), aged 5-12?years old. Groups were matched on age, nonverbal IQ and socioeconomic status, and completed a battery of computerized tests. Results showed an advantage for bilingual autistic children relative to their monolingual peers in sustained attention, and equivalent performance between bilingual and monolingual autistic children on all other executive functions. There were no generalized positive effects of bilingualism, and typically-developing children performed better than autistic children on all measures. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties in sustained attention. LAY SUMMARY: Contrary to widespread belief, but in line with previous research, this study showed that speaking two languages did not harm thinking skills in autistic children. The thinking skills evaluated in this study included the ability to focus over a period of time, the ability to resist distractions, the ability to move back and forth between tasks, and the ability to use short-term memory. In fact, speaking two languages might help reduce difficulties that autistic children might face when focusing over a period of time. En ligne : http://dx.doi.org/10.1002/aur.2439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Autism Research > 14-3 (March 2021) . - p.533-544[article] The Impact of Bilingualism on the Executive Functions of Autistic Children: A Study of English-Arabic Children [Texte imprimé et/ou numérique] / Shereen SHARAAN, Auteur ; Sue FLETCHER-WATSON, Auteur ; Sarah E. MACPHERSON, Auteur . - p.533-544.
Langues : Anglais (eng)
in Autism Research > 14-3 (March 2021) . - p.533-544
Mots-clés : autism cognition dual language second language exposure Index. décimale : PER Périodiques Résumé : There is evidence to suggest that certain executive functions are impaired in autistic children, contributing to many daily challenges. Regular use of two languages has the potential to positively influence executive functions, though evidence is mixed. Little is known about the impact of bilingualism on the executive functions of autistic children, with only a handful of studies published worldwide to date. This study investigated the impact of bilingualism on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic children (n = 27) and their typically developing peers (n = 66), aged 5-12?years old. Groups were matched on age, nonverbal IQ and socioeconomic status, and completed a battery of computerized tests. Results showed an advantage for bilingual autistic children relative to their monolingual peers in sustained attention, and equivalent performance between bilingual and monolingual autistic children on all other executive functions. There were no generalized positive effects of bilingualism, and typically-developing children performed better than autistic children on all measures. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties in sustained attention. LAY SUMMARY: Contrary to widespread belief, but in line with previous research, this study showed that speaking two languages did not harm thinking skills in autistic children. The thinking skills evaluated in this study included the ability to focus over a period of time, the ability to resist distractions, the ability to move back and forth between tasks, and the ability to use short-term memory. In fact, speaking two languages might help reduce difficulties that autistic children might face when focusing over a period of time. En ligne : http://dx.doi.org/10.1002/aur.2439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 The Role of the Broader Autism Phenotype and Environmental Stressors in the Adjustment of Siblings of Children with Autism Spectrum Disorders in Taiwan and the United Kingdom / Hsiao-Wei Joy TSAI in Journal of Autism and Developmental Disorders, 47-8 (August 2017)
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Titre : The Role of the Broader Autism Phenotype and Environmental Stressors in the Adjustment of Siblings of Children with Autism Spectrum Disorders in Taiwan and the United Kingdom Type de document : Texte imprimé et/ou numérique Auteurs : Hsiao-Wei Joy TSAI, Auteur ; Katie CEBULA, Auteur ; Sue FLETCHER-WATSON, Auteur Article en page(s) : p.2363-2377 Langues : Anglais (eng) Mots-clés : Autism Broader autism phenotype Typically developing sibling Adjustment Cross-culture Index. décimale : PER Périodiques Résumé : The influence of the broader autism phenotype (BAP) on the adjustment of siblings of children with autism has previously been researched mainly in Western cultures. The present research evaluated a diathesis-stress model of sibling adjustment using a questionnaire study including 80 and 75 mother-typically developing sibling dyads in Taiwan and the United Kingdom (UK). UK siblings reported elevated adjustment difficulties compared to the Taiwanese sample and to normative data. Whilst higher BAP levels were generally associated with greater adjustment difficulties, differences were found across cultures and respondents. Although significant diathesis-stress interactions were found, these were in the opposite direction from those predicted by the model, and differed across cultural settings. Implications for culturally-sensitive sibling support are considered. En ligne : https://doi.org/10.1007/s10803-017-3134-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314
in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2363-2377[article] The Role of the Broader Autism Phenotype and Environmental Stressors in the Adjustment of Siblings of Children with Autism Spectrum Disorders in Taiwan and the United Kingdom [Texte imprimé et/ou numérique] / Hsiao-Wei Joy TSAI, Auteur ; Katie CEBULA, Auteur ; Sue FLETCHER-WATSON, Auteur . - p.2363-2377.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2363-2377
Mots-clés : Autism Broader autism phenotype Typically developing sibling Adjustment Cross-culture Index. décimale : PER Périodiques Résumé : The influence of the broader autism phenotype (BAP) on the adjustment of siblings of children with autism has previously been researched mainly in Western cultures. The present research evaluated a diathesis-stress model of sibling adjustment using a questionnaire study including 80 and 75 mother-typically developing sibling dyads in Taiwan and the United Kingdom (UK). UK siblings reported elevated adjustment difficulties compared to the Taiwanese sample and to normative data. Whilst higher BAP levels were generally associated with greater adjustment difficulties, differences were found across cultures and respondents. Although significant diathesis-stress interactions were found, these were in the opposite direction from those predicted by the model, and differed across cultural settings. Implications for culturally-sensitive sibling support are considered. En ligne : https://doi.org/10.1007/s10803-017-3134-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 The Search for an Early Intervention Outcome Measurement Tool in Autism / Sue FLETCHER-WATSON in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)
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Titre : The Search for an Early Intervention Outcome Measurement Tool in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; H. MCCONACHIE, Auteur Article en page(s) : p.71-80 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Evidence is accumulating that early intervention can be effective in improving the skills of young children with autism spectrum disorder. However, the science is hampered by the lack of agreed ?gold standard? tools for the measurement of progress and outcome. What is required is a reliable, valid, and sensitive measure of change in the core domains of autism, which can be undertaken blind to group and time. This article explores the use of a promising measure of change, for which reliability, validity, and sensitivity to change over a lengthy period have been previously demonstrated. Pilot data indicate that, despite some sensitivity to change over a short period of time, it does not capture treatment effects more effectively than an existing diagnostic tool. Future directions for the ongoing search are suggested, including consideration of how to achieve sensitivity to differential change as well as to change over time. En ligne : http://dx.doi.org/10.1177/1088357615583468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.71-80[article] The Search for an Early Intervention Outcome Measurement Tool in Autism [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; H. MCCONACHIE, Auteur . - p.71-80.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.71-80
Index. décimale : PER Périodiques Résumé : Evidence is accumulating that early intervention can be effective in improving the skills of young children with autism spectrum disorder. However, the science is hampered by the lack of agreed ?gold standard? tools for the measurement of progress and outcome. What is required is a reliable, valid, and sensitive measure of change in the core domains of autism, which can be undertaken blind to group and time. This article explores the use of a promising measure of change, for which reliability, validity, and sensitivity to change over a lengthy period have been previously demonstrated. Pilot data indicate that, despite some sensitivity to change over a short period of time, it does not capture treatment effects more effectively than an existing diagnostic tool. Future directions for the ongoing search are suggested, including consideration of how to achieve sensitivity to differential change as well as to change over time. En ligne : http://dx.doi.org/10.1177/1088357615583468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 A trial of an iPad™ intervention targeting social communication skills in children with autism / Sue FLETCHER-WATSON in Autism, 20-7 (October 2016)
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Titre : A trial of an iPad™ intervention targeting social communication skills in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; Alexandra PETROU, Auteur ; Juliet SCOTT-BARRETT, Auteur ; Pamela DICKS, Auteur ; Catherine GRAHAM, Auteur ; Anne O’HARE, Auteur ; Helen PAIN, Auteur ; Helen MCCONACHIE, Auteur Article en page(s) : p.771-782 Langues : Anglais (eng) Mots-clés : autism spectrum disorder intervention randomised controlled trial social communication technology Index. décimale : PER Périodiques Résumé : This study evaluated a technology-based early intervention for social communication skills in pre-schoolers in a randomised controlled trial. Participants were 54 children aged under 6?years with a diagnosis of autism, assigned to either intervention or control conditions. The app engaged children, who played consistently, regardless of developmental level, and was rated highly by parents. There were no significant group differences in parent-report measures post-intervention, nor in a measure of parent–child play at follow-up. Therefore, this intervention did not have an observable impact on real-world social communication skills and caution is recommended about the potential usefulness of iPad™ apps for amelioration of difficulties in interaction. However, positive attitudes among participants, lack of harms and the potential of apps to deliver therapeutic content at low economic cost suggest this approach is worth pursuing further, perhaps targeting other skill domains. En ligne : http://dx.doi.org/10.1177/1362361315605624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293
in Autism > 20-7 (October 2016) . - p.771-782[article] A trial of an iPad™ intervention targeting social communication skills in children with autism [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; Alexandra PETROU, Auteur ; Juliet SCOTT-BARRETT, Auteur ; Pamela DICKS, Auteur ; Catherine GRAHAM, Auteur ; Anne O’HARE, Auteur ; Helen PAIN, Auteur ; Helen MCCONACHIE, Auteur . - p.771-782.
Langues : Anglais (eng)
in Autism > 20-7 (October 2016) . - p.771-782
Mots-clés : autism spectrum disorder intervention randomised controlled trial social communication technology Index. décimale : PER Périodiques Résumé : This study evaluated a technology-based early intervention for social communication skills in pre-schoolers in a randomised controlled trial. Participants were 54 children aged under 6?years with a diagnosis of autism, assigned to either intervention or control conditions. The app engaged children, who played consistently, regardless of developmental level, and was rated highly by parents. There were no significant group differences in parent-report measures post-intervention, nor in a measure of parent–child play at follow-up. Therefore, this intervention did not have an observable impact on real-world social communication skills and caution is recommended about the potential usefulness of iPad™ apps for amelioration of difficulties in interaction. However, positive attitudes among participants, lack of harms and the potential of apps to deliver therapeutic content at low economic cost suggest this approach is worth pursuing further, perhaps targeting other skill domains. En ligne : http://dx.doi.org/10.1177/1362361315605624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 Use of early intervention for young children with autism spectrum disorder across Europe / Erica SALOMONE in Autism, 20-2 (February 2016)
PermalinkWhat do parents of children with autism expect from participation in research? A community survey about early autism studies / Sue FLETCHER-WATSON in Autism, 23-1 (January 2019)
PermalinkWhat's in a name? The costs and benefits of a formal autism diagnosis / Sue FLETCHER-WATSON in Autism, 28-2 (February 2024)
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