Are language and social communication intact in children with congenital visual impairment at school age? / Valerie TADIC in Journal of Child Psychology and Psychiatry, 51-6 (June 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-6 (June 2010) . - p.696-705 Titre : Are language and social communication intact in children with congenital visual impairment at school age? Type de document : Texte imprimé et/ou numérique Auteurs : Valerie TADIC, Auteur ; Linda PRING, Auteur ; Naomi DALE, Auteur Année de publication : 2010 Article en page(s) : p.696-705 Langues : Anglais (eng) Mots-clés : Visual-impairment language social-communication autism Index. décimale : PER Périodiques Résumé : Background: Development of children with congenital visual impairment (VI) has been associated with vulnerable socio-communicative outcomes often bearing striking similarities to those of sighted children with autism.1 To date, very little is known about language and social communication in children with VI of normal intelligence. Methods: We examined the presentation of language and social communication of 15 children with VI and normal-range verbal intelligence, age 6–12 years, using a standardised language assessment and parental reports of everyday social and communicative behaviours. Their profiles were compared to those of typically developing sighted children of similar age and verbal ability. Results: Compared to their sighted peers, and relative to their own good and potentially superior structural language skills, children with VI showed significantly poorer use of language for social purposes. Pragmatic language weaknesses were a part of a broader socio-communicative profile of difficulties, present in a substantial proportion of these children and consistent with the pattern found in sighted children with autism. Conclusions: There are ongoing socio-communicative and pragmatic language difficulties in children with congenital VI at school age, despite their good intellectual abilities and advanced linguistic skills. Further research is required to unpack the underlying causes and factors maintaining this vulnerability in such children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02200.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 [article] Are language and social communication intact in children with congenital visual impairment at school age? [Texte imprimé et/ou numérique] / Valerie TADIC, Auteur ; Linda PRING, Auteur ; Naomi DALE, Auteur . - 2010 . - p.696-705. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-6 (June 2010) . - p.696-705 Mots-clés : Visual-impairment language social-communication autism Index. décimale : PER Périodiques Résumé : Background: Development of children with congenital visual impairment (VI) has been associated with vulnerable socio-communicative outcomes often bearing striking similarities to those of sighted children with autism.1 To date, very little is known about language and social communication in children with VI of normal intelligence. Methods: We examined the presentation of language and social communication of 15 children with VI and normal-range verbal intelligence, age 6–12 years, using a standardised language assessment and parental reports of everyday social and communicative behaviours. Their profiles were compared to those of typically developing sighted children of similar age and verbal ability. Results: Compared to their sighted peers, and relative to their own good and potentially superior structural language skills, children with VI showed significantly poorer use of language for social purposes. Pragmatic language weaknesses were a part of a broader socio-communicative profile of difficulties, present in a substantial proportion of these children and consistent with the pattern found in sighted children with autism. Conclusions: There are ongoing socio-communicative and pragmatic language difficulties in children with congenital VI at school age, despite their good intellectual abilities and advanced linguistic skills. Further research is required to unpack the underlying causes and factors maintaining this vulnerability in such children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02200.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101

Autism and blindness / Linda PRING

Public ISBD Titre : Autism and blindness : Research and Reflections Type de document : Texte imprimé et/ou numérique Auteurs : Linda PRING, Directeur de publication Editeur : Londres [Angleterre] : Whurr Publishers Année de publication : 2005 Autre Editeur : Hoboken [Etats-Unis] : Wiley Importance : 197 p. Format : 15,3cm x 22,3cm x 1,4cm ISBN/ISSN/EAN : 978-1-86156-444-3 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : AUT-I AUT-I - L'Autisme - Déficience Visuelle / Auditive Résumé : This book has brought together leading international experts to explore the similarities and the differences between autism and blindness. Current research with children as well as adults is described comparing early psychological development from a range of perspectives such as language, memory, thought and feelings as well as providing critical reviews of educational and intervention programmes. New developments in the field have sparked debate that is well represented here and touches on a variety of issues ranging from musical talent to the basis of 'connectedness' to others. The readership will be drawn from many fields reflecting the interdisciplinary nature of the topic and will include researchers and practitioners in psychology and psychiatry as well as educationalists, therapists, classroom teachers and parents. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=819 Autism and blindness : Research and Reflections [Texte imprimé et/ou numérique] / Linda PRING, Directeur de publication . - Londres [Angleterre] : Whurr Publishers : Hoboken [Etats-Unis] : Wiley, 2005 . - 197 p. ; 15,3cm x 22,3cm x 1,4cm. ISBN : 978-1-86156-444-3 Bibliogr., Index Langues : Anglais (eng) Index. décimale : AUT-I AUT-I - L'Autisme - Déficience Visuelle / Auditive Résumé : This book has brought together leading international experts to explore the similarities and the differences between autism and blindness. Current research with children as well as adults is described comparing early psychological development from a range of perspectives such as language, memory, thought and feelings as well as providing critical reviews of educational and intervention programmes. New developments in the field have sparked debate that is well represented here and touches on a variety of issues ranging from musical talent to the basis of 'connectedness' to others. The readership will be drawn from many fields reflecting the interdisciplinary nature of the topic and will include researchers and practitioners in psychology and psychiatry as well as educationalists, therapists, classroom teachers and parents. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=819

Contient

• Autism and blindness: building on the sum of their parts
• Why connect? On the relation between austim and blindness / R. Peter HOBSON
• Beyond 'modalarity'and innateness: sensory experience, social interaction and symbolic development in children with autism and blindness / Susan R. LEEKAM
• More than meets the eye: blindness, talent and autism / Linda PRING
• Early signs of developmental setback and autism in infants with severe visual impairment / Naomi DALE
• Do blind children show autistic features / Miguel PEREZ PEREIRA
• Blind children and children with autism: research methods fit for purpose / Vicky LEWIS
• Educational implications of autism and visual impairment / Rita JORDAN
• Guidelines for teaching students with visual impairment and autistic spectrum disorders / Ros GIBBONS
• Reflections on the connections between autism and blindness / Helen TAGER-FLUSBERG

Exemplaires (2)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0000907	AUT-I PRI	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	AUT - L'Autisme	Disponible
DOC0001933	AUT-I PRI	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	AUT - L'Autisme	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

L'autonomie pas à pas	BAKER, Bruce L.
Emotions et sentiments	LABES, Geneviève
Education spécialisée	FUSTIER, Paul
Bien ! Pas bien ! La politesse	BEAUMONT, Emilie
ADI-R	RUTTER, Michael
SCQ : Questionnaire de Communication Sociale pour le Dépistage des Troubles du Spectre Autistique	RUTTER, Michael

Autobiographical memory in adults with autism spectrum disorder: The role of depressed mood, rumination, working memory and theory of mind / Laura CRANE in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.205-219 Titre : Autobiographical memory in adults with autism spectrum disorder: The role of depressed mood, rumination, working memory and theory of mind Type de document : Texte imprimé et/ou numérique Auteurs : Laura CRANE, Auteur ; Lorna GODDARD, Auteur ; Linda PRING, Auteur Article en page(s) : p.205-219 Mots-clés : autism  autobiographical memory  depressed mood  rumination  working memory  theory of mind Index. décimale : PER Périodiques Résumé : Autobiographical memory difficulties have been widely reported in adults with autism spectrum disorder (ASD). The aim of the current study was to explore the potential correlates of autobiographical memory performance (including depressed mood, rumination, working memory and theory of mind) in adults with ASD, relative to a group of typical adults matched for age, gender and IQ. Results demonstrated that the adults with ASD reported higher levels of depressed mood and rumination than the typical adults, and also received lower scores on measures of theory of mind and working memory. Correlational analysis suggested that theory of mind and working memory were associated with autobiographical memory performance in the adults with ASD, but no significant relationships were observed between autobiographical memory, depressed mood and rumination in this group. To explore these patterns further, two cases of adults with a dual diagnosis of ASD and depression are discussed. These participants present a profile in line with the idea that depressed mood and rumination do not have the same influence on autobiographical memory in adults with ASD as they do in typical adults. En ligne : http://dx.doi.org/10.1177/1362361311418690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Autobiographical memory in adults with autism spectrum disorder: The role of depressed mood, rumination, working memory and theory of mind [Texte imprimé et/ou numérique] / Laura CRANE, Auteur ; Lorna GODDARD, Auteur ; Linda PRING, Auteur . - p.205-219. in Autism > 17-2 (March 2013) . - p.205-219 Mots-clés : autism  autobiographical memory  depressed mood  rumination  working memory  theory of mind Index. décimale : PER Périodiques Résumé : Autobiographical memory difficulties have been widely reported in adults with autism spectrum disorder (ASD). The aim of the current study was to explore the potential correlates of autobiographical memory performance (including depressed mood, rumination, working memory and theory of mind) in adults with ASD, relative to a group of typical adults matched for age, gender and IQ. Results demonstrated that the adults with ASD reported higher levels of depressed mood and rumination than the typical adults, and also received lower scores on measures of theory of mind and working memory. Correlational analysis suggested that theory of mind and working memory were associated with autobiographical memory performance in the adults with ASD, but no significant relationships were observed between autobiographical memory, depressed mood and rumination in this group. To explore these patterns further, two cases of adults with a dual diagnosis of ASD and depression are discussed. These participants present a profile in line with the idea that depressed mood and rumination do not have the same influence on autobiographical memory in adults with ASD as they do in typical adults. En ligne : http://dx.doi.org/10.1177/1362361311418690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193

Brief Report: Self-defining and Everyday Autobiographical Memories in Adults with Autism Spectrum Disorders / Laura CRANE in Journal of Autism and Developmental Disorders, 40-3 (March 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-3 (March 2010) . - p.383-391 Titre : Brief Report: Self-defining and Everyday Autobiographical Memories in Adults with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Laura CRANE, Auteur ; Lorna GODDARD, Auteur ; Linda PRING, Auteur Année de publication : 2010 Article en page(s) : p.383-391 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autobiographical memory impairments in autism spectrum disorders (ASD) have been attributed to a failure in using the self as an effective memory organisational system. To explore this hypothesis, we compared self-defining and everyday memories in adults with and without ASD. Results demonstrated that both groups were able to distinguish between self-defining and everyday memories, although the ASD group generated fewer specific memories overall. Despite qualitative similarities between the narratives of the two groups, the adults with ASD extracted less meaning from their narratives. Difficulties in eliciting meaning from memories suggests a failure in using past experiences to update the self. We therefore propose that the self-memory relationship might be static, rather than dynamic, in ASD. En ligne : Autism Autobiographical-memory Self-defining-memory Meaning-making Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=967 [article] Brief Report: Self-defining and Everyday Autobiographical Memories in Adults with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Laura CRANE, Auteur ; Lorna GODDARD, Auteur ; Linda PRING, Auteur . - 2010 . - p.383-391. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-3 (March 2010) . - p.383-391 Index. décimale : PER Périodiques Résumé : Autobiographical memory impairments in autism spectrum disorders (ASD) have been attributed to a failure in using the self as an effective memory organisational system. To explore this hypothesis, we compared self-defining and everyday memories in adults with and without ASD. Results demonstrated that both groups were able to distinguish between self-defining and everyday memories, although the ASD group generated fewer specific memories overall. Despite qualitative similarities between the narratives of the two groups, the adults with ASD extracted less meaning from their narratives. Difficulties in eliciting meaning from memories suggests a failure in using past experiences to update the self. We therefore propose that the self-memory relationship might be static, rather than dynamic, in ASD. En ligne : Autism Autobiographical-memory Self-defining-memory Meaning-making Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=967

Creativity in savant artists with autism / Linda PRING in Autism, 16-1 (January 2012)  

Public ISBD [article]  inAutism > 16-1 (January 2012) . - p.45-57 Titre : Creativity in savant artists with autism Type de document : Texte imprimé et/ou numérique Auteurs : Linda PRING, Auteur ; Nicola RYDER, Auteur ; Laura CRANE, Auteur ; Beate HERMELIN, Auteur Année de publication : 2012 Article en page(s) : p.45-57 Langues : Anglais (eng) Mots-clés : autism  creativity  domain-specificity  savants  talent Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often display impairments in creativity, yet savant artists with ASD are reported to produce highly novel and original artistic outputs. To explore this paradox, we assessed nine savant artists with ASD, nine talented art students, nine non-artistically talented individuals with ASD, and nine individuals with mild/moderate learning difficulties (MLD) on tasks in and out of their domain of expertise. This was to ascertain whether the performance of the savant artists was related to their artistic ability, their diagnosis of ASD or their level of intellectual functioning. Results demonstrated that the responses of the art students were more creative (as assessed on measures of fluency, originality, elaboration, and flexibility) than the savant, ASD, and MLD groups on a drawing task. Although the savants did produce more elaborative responses than the ASD and MLD groups, no differences were observed on the other indices of creativity. On a non-drawing task, the savants produced more original outputs than the ASD and MLD groups (scoring similarly to the art students), but group differences were not observed on the other measures. En ligne : http://dx.doi.org/10.1177/1362361311403783 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Creativity in savant artists with autism [Texte imprimé et/ou numérique] / Linda PRING, Auteur ; Nicola RYDER, Auteur ; Laura CRANE, Auteur ; Beate HERMELIN, Auteur . - 2012 . - p.45-57. Langues : Anglais (eng) in Autism > 16-1 (January 2012) . - p.45-57 Mots-clés : autism  creativity  domain-specificity  savants  talent Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often display impairments in creativity, yet savant artists with ASD are reported to produce highly novel and original artistic outputs. To explore this paradox, we assessed nine savant artists with ASD, nine talented art students, nine non-artistically talented individuals with ASD, and nine individuals with mild/moderate learning difficulties (MLD) on tasks in and out of their domain of expertise. This was to ascertain whether the performance of the savant artists was related to their artistic ability, their diagnosis of ASD or their level of intellectual functioning. Results demonstrated that the responses of the art students were more creative (as assessed on measures of fluency, originality, elaboration, and flexibility) than the savant, ASD, and MLD groups on a drawing task. Although the savants did produce more elaborative responses than the ASD and MLD groups, no differences were observed on the other indices of creativity. On a non-drawing task, the savants produced more original outputs than the ASD and MLD groups (scoring similarly to the art students), but group differences were not observed on the other measures. En ligne : http://dx.doi.org/10.1177/1362361311403783 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Executive functions in savant artists with autism / Laura CRANE in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

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Knowing me, knowing you: Self defining memories in adolescents with and without an autism spectrum disorder / Lorna GODDARD in Research in Autism Spectrum Disorders, 37 (May 2017)  

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Memory characteristics in individuals with savant skills / Linda PRING

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More than meets the eye: blindness, talent and autism / Linda PRING

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Native Savant Talent and Acquired Skill / Linda PRING in Autism, 1-2 (November 1997)  

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Patterns of Autobiographical Memory in Adults with Autism Spectrum Disorder / Laura CRANE in Journal of Autism and Developmental Disorders, 42-10 (October 2012)  

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Sensory processing in adults with autism spectrum disorders / Laura CRANE in Autism, 13-3 (May 2009)  

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The Behavioral and Cognitive Manifestations of Blindness in Children / Linda PRING

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A Visually Impaired Savant Artist: Interacting Perceptual and Memory Representations / Beate HERMELIN in Journal of Child Psychology and Psychiatry, 40-7 (October 1999)

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