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Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? / Mariam ALJUNIED in Autism, 17-2 (March 2013)
[article]
Titre : Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? Type de document : Texte imprimé et/ou numérique Auteurs : Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur Article en page(s) : p.172-183 Mots-clés : autism central coherence dynamic assessment Index. décimale : PER Périodiques Résumé : Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361311409960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193
in Autism > 17-2 (March 2013) . - p.172-183[article] Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? [Texte imprimé et/ou numérique] / Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur . - p.172-183.
in Autism > 17-2 (March 2013) . - p.172-183
Mots-clés : autism central coherence dynamic assessment Index. décimale : PER Périodiques Résumé : Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361311409960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections / Karen S. ENGEL in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections Type de document : Texte imprimé et/ou numérique Auteurs : Karen S. ENGEL, Auteur ; Linnea C. EHRI, Auteur Article en page(s) : p.1266-1280 Langues : Anglais (eng) Mots-clés : Autism Central coherence Reading comprehension Reading instruction Story retell Index. décimale : PER Périodiques Résumé : Central coherence is the ability to perceive and connect salient information in a context such as a narrative text. Individuals with autism exhibit a detail-focused cognitive style of processing information that overlooks connections and shows weak central coherence. A six-session instructional intervention to foster coherence processing was administered to first and second graders (N?=?10) while a control group (N?=?10) received an irrelevant treatment, mean age 7.06 years, 18 males and 2 females. Results showed that the instruction benefited children's comprehension of narrative text. The intervention improved children's ability to retell a narrative text and improved first graders' use of sequence words to retell a story compared to control students. Findings carry implications for designing reading instruction for this special population. En ligne : http://dx.doi.org/10.1007/s10803-020-04596-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1266-1280[article] Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections [Texte imprimé et/ou numérique] / Karen S. ENGEL, Auteur ; Linnea C. EHRI, Auteur . - p.1266-1280.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1266-1280
Mots-clés : Autism Central coherence Reading comprehension Reading instruction Story retell Index. décimale : PER Périodiques Résumé : Central coherence is the ability to perceive and connect salient information in a context such as a narrative text. Individuals with autism exhibit a detail-focused cognitive style of processing information that overlooks connections and shows weak central coherence. A six-session instructional intervention to foster coherence processing was administered to first and second graders (N?=?10) while a control group (N?=?10) received an irrelevant treatment, mean age 7.06 years, 18 males and 2 females. Results showed that the instruction benefited children's comprehension of narrative text. The intervention improved children's ability to retell a narrative text and improved first graders' use of sequence words to retell a story compared to control students. Findings carry implications for designing reading instruction for this special population. En ligne : http://dx.doi.org/10.1007/s10803-020-04596-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 The Big Picture: Storytelling Ability in Adults with Autism Spectrum Conditions / Jennifer L. BARNES in Journal of Autism and Developmental Disorders, 42-8 (August 2012)
[article]
Titre : The Big Picture: Storytelling Ability in Adults with Autism Spectrum Conditions Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer L. BARNES, Auteur ; Simon BARON-COHEN, Auteur Année de publication : 2012 Article en page(s) : p.1557-1565 Langues : Anglais (eng) Mots-clés : Autism Story-telling Narrative Verbal ability Central coherence Film Index. décimale : PER Périodiques Résumé : Previous work on story-telling ability in autism spectrum conditions (ASC) has found a pattern of relatively intact use of story grammar in ASC narratives; however, prior analysis has concentrated primarily on whether specific story components are included, rather than how they are included. The present study analyzes an existing narrative dataset, concentrating on the kind of information that individuals with and without high functioning autism or Asperger syndrome include about story elements such as setting, character, conflict, and resolution. This analysis showed that individuals with ASC are biased toward providing local over global details about each element, regardless of whether the element involved mental content. These results are discussed in terms of the Weak Central Coherence and Hyper-Systemizing theories. En ligne : http://dx.doi.org/10.1007/s10803-011-1388-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1557-1565[article] The Big Picture: Storytelling Ability in Adults with Autism Spectrum Conditions [Texte imprimé et/ou numérique] / Jennifer L. BARNES, Auteur ; Simon BARON-COHEN, Auteur . - 2012 . - p.1557-1565.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1557-1565
Mots-clés : Autism Story-telling Narrative Verbal ability Central coherence Film Index. décimale : PER Périodiques Résumé : Previous work on story-telling ability in autism spectrum conditions (ASC) has found a pattern of relatively intact use of story grammar in ASC narratives; however, prior analysis has concentrated primarily on whether specific story components are included, rather than how they are included. The present study analyzes an existing narrative dataset, concentrating on the kind of information that individuals with and without high functioning autism or Asperger syndrome include about story elements such as setting, character, conflict, and resolution. This analysis showed that individuals with ASC are biased toward providing local over global details about each element, regardless of whether the element involved mental content. These results are discussed in terms of the Weak Central Coherence and Hyper-Systemizing theories. En ligne : http://dx.doi.org/10.1007/s10803-011-1388-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178 Boys with autism spectrum disorders show superior performance on the adult Embedded Figures Test / Wim A. J. M. SCHLOOZ in Research in Autism Spectrum Disorders, 8-1 (January 2014)
[article]
Titre : Boys with autism spectrum disorders show superior performance on the adult Embedded Figures Test Type de document : Texte imprimé et/ou numérique Auteurs : Wim A. J. M. SCHLOOZ, Auteur ; Wouter HULSTIJN, Auteur Article en page(s) : p.1-7 Langues : Anglais (eng) Mots-clés : Autism PDD-NOS Embedded Figures Test Central coherence Cognitive development Index. décimale : PER Périodiques Résumé : Abstract Weak central coherence is frequently studied using the Embedded Figures Test (EFT) yielding mixed and ambiguous results. In this study, the performance of 36 boys (9–14 years) with Autism Spectrum Disorders (ASD) is compared with that of 46 typical peers using both the children's and the adult version of the EFT. Only in the adult version did the ASD group outperform the controls in terms of accuracy. Corrected for age and pIQ, a subgroup of boys with Autistic Disorder (AD) showed superior perceptual processing capacities, while the performance of boys with PDD-NOS and Asperger Syndrome was in between that of those with AD and the controls. The findings strongly suggest that children and adolescents with ASD will only show superior results on visual-perceptual tests if the task complexity and thus their sensitivity is sufficiently high to challenge typically developing age-matched peers. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.1-7[article] Boys with autism spectrum disorders show superior performance on the adult Embedded Figures Test [Texte imprimé et/ou numérique] / Wim A. J. M. SCHLOOZ, Auteur ; Wouter HULSTIJN, Auteur . - p.1-7.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.1-7
Mots-clés : Autism PDD-NOS Embedded Figures Test Central coherence Cognitive development Index. décimale : PER Périodiques Résumé : Abstract Weak central coherence is frequently studied using the Embedded Figures Test (EFT) yielding mixed and ambiguous results. In this study, the performance of 36 boys (9–14 years) with Autism Spectrum Disorders (ASD) is compared with that of 46 typical peers using both the children's and the adult version of the EFT. Only in the adult version did the ASD group outperform the controls in terms of accuracy. Corrected for age and pIQ, a subgroup of boys with Autistic Disorder (AD) showed superior perceptual processing capacities, while the performance of boys with PDD-NOS and Asperger Syndrome was in between that of those with AD and the controls. The findings strongly suggest that children and adolescents with ASD will only show superior results on visual-perceptual tests if the task complexity and thus their sensitivity is sufficiently high to challenge typically developing age-matched peers. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 Cognitive deficits and symbolic play in preschoolers with autism / Yan Grace LAM in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : Cognitive deficits and symbolic play in preschoolers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Yan Grace LAM, Auteur ; Siu-sze Susanna YEUNG, Auteur Année de publication : 2012 Article en page(s) : p.560-564 Langues : Anglais (eng) Mots-clés : Symbolic play Theory of mind Central coherence Executive functions Preschoolers with autism Index. décimale : PER Périodiques Résumé : This study investigated symbolic play in 12 children with autism and 12 children with typical development and compared theories that consider either theory of mind, executive function or central coherence to be causally involved in the development of symbolic play in autism. Children with autism demonstrated significantly less symbolic play than their typically developing peers and had significant deficits in theory of mind and central coherence measures but not executive function measures. A tentative conclusion is that symbolic play deficits in autism are more associated with theory of mind and weak central coherence. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.560-564[article] Cognitive deficits and symbolic play in preschoolers with autism [Texte imprimé et/ou numérique] / Yan Grace LAM, Auteur ; Siu-sze Susanna YEUNG, Auteur . - 2012 . - p.560-564.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.560-564
Mots-clés : Symbolic play Theory of mind Central coherence Executive functions Preschoolers with autism Index. décimale : PER Périodiques Résumé : This study investigated symbolic play in 12 children with autism and 12 children with typical development and compared theories that consider either theory of mind, executive function or central coherence to be causally involved in the development of symbolic play in autism. Children with autism demonstrated significantly less symbolic play than their typically developing peers and had significant deficits in theory of mind and central coherence measures but not executive function measures. A tentative conclusion is that symbolic play deficits in autism are more associated with theory of mind and weak central coherence. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 Context processing in adolescents with autism spectrum disorder: How complex could it be? / Dekel BEN-YOSEF in Autism Research, 10-3 (March 2017)
PermalinkGlobal and local visual processing in autism - a co-twin-control study / J. NEUFELD in Journal of Child Psychology and Psychiatry, 61-4 (April 2020)
PermalinkPerformance of Children with Autism on the Embedded Figures Test: A Closer Look at a Popular Task / Sarah J. WHITE in Journal of Autism and Developmental Disorders, 41-11 (November 2011)
PermalinkSocial and non-social deficits in children with high-functioning autism and their cooperative behaviors / Jing LI in Research in Autism Spectrum Disorders, 8-12 (December 2014)
PermalinkTesting the Predictive Power of Cognitive Atypicalities in Autistic Children: Evidence from a 3-Year Follow-Up Study / Elizabeth PELLICANO in Autism Research, 6-4 (August 2013)
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