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Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders / Anthony GOODWIN in Autism Research, 5-2 (April 2012)
[article]
Titre : Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Anthony GOODWIN, Auteur ; Deborah A. FEIN, Auteur ; Letitia R. NAIGLES, Auteur Année de publication : 2012 Article en page(s) : p.109-123 Langues : Anglais (eng) Mots-clés : wh-questions language grammar production comprehension Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) rarely produce wh-questions (e.g. “What hit the book?”) in naturalistic speech. It is unclear if this is due to social–pragmatic difficulties, or if grammatical deficits are also involved. If grammar is impaired, production of wh-questions by rote memorization might precede comprehension of similar forms. In a longitudinal study, 15 children with ASD and 18 initially language-matched typically developing (TD) toddlers were visited in their homes at 4-month intervals across a 3-year period. The wh-question task was presented via intermodal preferential looking. Silent “hitting” events (e.g. an apple hitting a flower) were followed by test trials in which the apple and flower were juxtaposed on the screen. During test trials, subject-wh- and object-wh-question audios were sequentially presented (e.g. “What hit the flower?” or ”What did the apple hit?”). Control audios were also presented (e.g. “Where's the apple/flower?”). Children's eye movements were coded off-line, frame by frame. To show reliable comprehension, children should look longer to the named item (i.e. apple or flower) during the “where” questions but less at the named item during the subject-wh and object-wh-questions. To compare comprehension to production, we coded 30-min spontaneous speech samples drawn from mother–child interactions at each visit. Results indicated that comprehension of subject- and object-wh-questions was delayed in children with ASD compared with age-matched TD children, but not when matched on overall language levels. Additionally, both groups comprehended wh-questions before producing similar forms, indicating that development occurred in a similar manner. This paper discusses the implications of our findings for language acquisition in ASD. En ligne : http://dx.doi.org/10.1002/aur.1220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Autism Research > 5-2 (April 2012) . - p.109-123[article] Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Anthony GOODWIN, Auteur ; Deborah A. FEIN, Auteur ; Letitia R. NAIGLES, Auteur . - 2012 . - p.109-123.
Langues : Anglais (eng)
in Autism Research > 5-2 (April 2012) . - p.109-123
Mots-clés : wh-questions language grammar production comprehension Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) rarely produce wh-questions (e.g. “What hit the book?”) in naturalistic speech. It is unclear if this is due to social–pragmatic difficulties, or if grammatical deficits are also involved. If grammar is impaired, production of wh-questions by rote memorization might precede comprehension of similar forms. In a longitudinal study, 15 children with ASD and 18 initially language-matched typically developing (TD) toddlers were visited in their homes at 4-month intervals across a 3-year period. The wh-question task was presented via intermodal preferential looking. Silent “hitting” events (e.g. an apple hitting a flower) were followed by test trials in which the apple and flower were juxtaposed on the screen. During test trials, subject-wh- and object-wh-question audios were sequentially presented (e.g. “What hit the flower?” or ”What did the apple hit?”). Control audios were also presented (e.g. “Where's the apple/flower?”). Children's eye movements were coded off-line, frame by frame. To show reliable comprehension, children should look longer to the named item (i.e. apple or flower) during the “where” questions but less at the named item during the subject-wh and object-wh-questions. To compare comprehension to production, we coded 30-min spontaneous speech samples drawn from mother–child interactions at each visit. Results indicated that comprehension of subject- and object-wh-questions was delayed in children with ASD compared with age-matched TD children, but not when matched on overall language levels. Additionally, both groups comprehended wh-questions before producing similar forms, indicating that development occurred in a similar manner. This paper discusses the implications of our findings for language acquisition in ASD. En ligne : http://dx.doi.org/10.1002/aur.1220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” / Cheryl OSTRYN in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)
[article]
Titre : Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” Type de document : Texte imprimé et/ou numérique Auteurs : Cheryl OSTRYN, Auteur ; Pamela WOLFE, Auteur Année de publication : 2011 Article en page(s) : p.195-205 Langues : Anglais (eng) Mots-clés : autism spectrum disorders establishing operations wh-questions prompting Index. décimale : PER Périodiques Résumé : Discrimination of question-asking is a critical conversational skill with considerable practical importance. Children with autism spectrum disorders (ASD) must be taught this skill to become competent communicators and function in everyday communicative situations. In previous question-asking literature, researchers have focused on teaching wh-questions in isolation. This study is an extension of previous research and conducted to investigate the ability of three preschool children with ASD to learn and discriminate when to use the two wh-questions, “What’s that?” and “Where is it?” Results are interpreted to conclude that all three children learned to ask and discriminate between the questions within 6 to 16 instructional sessions, and learned novel vocabulary after asking “What’s that?” This study supports using a prompting procedure for teaching these two wh-questions, and the importance of identifying individualized establishing operations to increase attending behavior, as well as conducting detailed prerequisite skill assessments to maximize learning of wh-questions. En ligne : http://dx.doi.org/10.1177/1088357611421504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148
in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.195-205[article] Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” [Texte imprimé et/ou numérique] / Cheryl OSTRYN, Auteur ; Pamela WOLFE, Auteur . - 2011 . - p.195-205.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.195-205
Mots-clés : autism spectrum disorders establishing operations wh-questions prompting Index. décimale : PER Périodiques Résumé : Discrimination of question-asking is a critical conversational skill with considerable practical importance. Children with autism spectrum disorders (ASD) must be taught this skill to become competent communicators and function in everyday communicative situations. In previous question-asking literature, researchers have focused on teaching wh-questions in isolation. This study is an extension of previous research and conducted to investigate the ability of three preschool children with ASD to learn and discriminate when to use the two wh-questions, “What’s that?” and “Where is it?” Results are interpreted to conclude that all three children learned to ask and discriminate between the questions within 6 to 16 instructional sessions, and learned novel vocabulary after asking “What’s that?” This study supports using a prompting procedure for teaching these two wh-questions, and the importance of identifying individualized establishing operations to increase attending behavior, as well as conducting detailed prerequisite skill assessments to maximize learning of wh-questions. En ligne : http://dx.doi.org/10.1177/1088357611421504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148