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Experiences of Sex Education and Sexual Awareness in Young Adults with Autism Spectrum Disorder / Laura A. HANNAH in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
[article]
Titre : Experiences of Sex Education and Sexual Awareness in Young Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Laura A. HANNAH, Auteur ; Steven D. STAGG, Auteur Article en page(s) : p.3678-3687 Langues : Anglais (eng) Mots-clés : Autism disorder Sex education Sexual awareness Young adults Sexuality Index. décimale : PER Périodiques Résumé : The research investigated feelings towards sex education and sexual awareness in young adults with autism spectrum disorder (ASD). Data were generated from the sexual knowledge, experiences, feelings and needs questionnaire (McCabe et al. 1999), the sexual awareness questionnaire (Snell et al. 1991) and semi-structured interviews. Twenty typically developing and 20 ASD individuals participated. Feelings toward sex education did not differ between the groups, but the groups differed significantly on measures of sexual awareness. Negative experiences of sex education and issues of vulnerability, social anxiety, and confused sexuality were prominent features of the qualitative interviews. This report suggest that mainstream sex and relationship education is not sufficient for people with ASD, specific methods and curricular are necessary to match their needs. En ligne : http://dx.doi.org/10.1007/s10803-016-2906-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3678-3687[article] Experiences of Sex Education and Sexual Awareness in Young Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Laura A. HANNAH, Auteur ; Steven D. STAGG, Auteur . - p.3678-3687.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3678-3687
Mots-clés : Autism disorder Sex education Sexual awareness Young adults Sexuality Index. décimale : PER Périodiques Résumé : The research investigated feelings towards sex education and sexual awareness in young adults with autism spectrum disorder (ASD). Data were generated from the sexual knowledge, experiences, feelings and needs questionnaire (McCabe et al. 1999), the sexual awareness questionnaire (Snell et al. 1991) and semi-structured interviews. Twenty typically developing and 20 ASD individuals participated. Feelings toward sex education did not differ between the groups, but the groups differed significantly on measures of sexual awareness. Negative experiences of sex education and issues of vulnerability, social anxiety, and confused sexuality were prominent features of the qualitative interviews. This report suggest that mainstream sex and relationship education is not sufficient for people with ASD, specific methods and curricular are necessary to match their needs. En ligne : http://dx.doi.org/10.1007/s10803-016-2906-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning? / Wei JING in Journal of Autism and Developmental Disorders, 44-6 (June 2014)
[article]
Titre : Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning? Type de document : Texte imprimé et/ou numérique Auteurs : Wei JING, Auteur ; Junming FANG, Auteur Article en page(s) : p.1478-1482 Langues : Anglais (eng) Mots-clés : Autism disorder Social contexts Word learning Late childhood Index. décimale : PER Périodiques Résumé : Typically developing (TD) infants could capitalize on social eye gaze and social contexts to aid word learning. Although children with autism disorder (AD) are known to exhibit atypicality in word learning via social eye gaze, their ability to utilize social contexts for word learning is not well understood. We investigated whether verbal AD children exhibit word learning ability via social contextual cues by late childhood. We found that AD children, unlike TD controls, failed to infer the speaker’s referential intention through information gathered from the social context. This suggests that TD children can learn words in diverse social pragmatic contexts in as early as toddlerhood whereas AD children are still unable to do so by late childhood. En ligne : http://dx.doi.org/10.1007/s10803-013-1994-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1478-1482[article] Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning? [Texte imprimé et/ou numérique] / Wei JING, Auteur ; Junming FANG, Auteur . - p.1478-1482.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1478-1482
Mots-clés : Autism disorder Social contexts Word learning Late childhood Index. décimale : PER Périodiques Résumé : Typically developing (TD) infants could capitalize on social eye gaze and social contexts to aid word learning. Although children with autism disorder (AD) are known to exhibit atypicality in word learning via social eye gaze, their ability to utilize social contexts for word learning is not well understood. We investigated whether verbal AD children exhibit word learning ability via social contextual cues by late childhood. We found that AD children, unlike TD controls, failed to infer the speaker’s referential intention through information gathered from the social context. This suggests that TD children can learn words in diverse social pragmatic contexts in as early as toddlerhood whereas AD children are still unable to do so by late childhood. En ligne : http://dx.doi.org/10.1007/s10803-013-1994-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 Relationship between executive functions and motor stereotypies in children with Autistic Disorder / Brittany C. LEMONDA in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : Relationship between executive functions and motor stereotypies in children with Autistic Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Brittany C. LEMONDA, Auteur ; Roee HOLTZER, Auteur ; Sylvie GOLDMAN, Auteur Année de publication : 2012 Article en page(s) : p.1099-1106 Langues : Anglais (eng) Mots-clés : Executive functions Videotape coding Motor stereotypies Developmental disabilities Autism disorder Index. décimale : PER Périodiques Résumé : This study reports on the relationship between motor stereotypies and impairments in executive functions (EF) in children with Autistic Disorder (AD) and in children with Developmental Language Disorders (DLD). We hypothesized that low EF performance would predict higher frequency and longer durations of stereotypies in the AD group only. Twenty-two children (age range = 7–9 years, 6 months, girls = 5) with AD were recruited from a longitudinal multi-site study and compared to twenty-two non-autistic children with DLD (age range = 7–9 years, 6 months, girls = 5). The two groups were matched on non-verbal IQ and demographic characteristics. Frequency and duration of stereotypies were coded from videotaped semi-structured play sessions. EF measures included the Wisconsin Card Sorting Task (WCST) Categories, Wechsler Intelligence Scale for Children-Revised (WISC-R) Mazes, and Stanford-Binet Fourth Edition (SB-IV) Matrices. The scores for frequency and duration of stereotypies were higher in the AD group. Separate linear regressions revealed that group status, EF, and their interactions predict stereotypies. Specifically, lower EF scores predicted higher frequencies and longer durations of stereotypies in the AD group only. Analyses controlled for age, gender, and parent education. Findings suggest that in AD, EF impairments and stereotypies may be linked to shared brain pathways. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1099-1106[article] Relationship between executive functions and motor stereotypies in children with Autistic Disorder [Texte imprimé et/ou numérique] / Brittany C. LEMONDA, Auteur ; Roee HOLTZER, Auteur ; Sylvie GOLDMAN, Auteur . - 2012 . - p.1099-1106.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1099-1106
Mots-clés : Executive functions Videotape coding Motor stereotypies Developmental disabilities Autism disorder Index. décimale : PER Périodiques Résumé : This study reports on the relationship between motor stereotypies and impairments in executive functions (EF) in children with Autistic Disorder (AD) and in children with Developmental Language Disorders (DLD). We hypothesized that low EF performance would predict higher frequency and longer durations of stereotypies in the AD group only. Twenty-two children (age range = 7–9 years, 6 months, girls = 5) with AD were recruited from a longitudinal multi-site study and compared to twenty-two non-autistic children with DLD (age range = 7–9 years, 6 months, girls = 5). The two groups were matched on non-verbal IQ and demographic characteristics. Frequency and duration of stereotypies were coded from videotaped semi-structured play sessions. EF measures included the Wisconsin Card Sorting Task (WCST) Categories, Wechsler Intelligence Scale for Children-Revised (WISC-R) Mazes, and Stanford-Binet Fourth Edition (SB-IV) Matrices. The scores for frequency and duration of stereotypies were higher in the AD group. Separate linear regressions revealed that group status, EF, and their interactions predict stereotypies. Specifically, lower EF scores predicted higher frequencies and longer durations of stereotypies in the AD group only. Analyses controlled for age, gender, and parent education. Findings suggest that in AD, EF impairments and stereotypies may be linked to shared brain pathways. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154