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Quel ingrédient manque-t-il à la conversation ? Recenser les troubles pragmatiques chez la personne autiste de haut niveau / Angeline LESUR in Rééducation Orthophonique, 249 (Mars 2012)
[article]
Titre : Quel ingrédient manque-t-il à la conversation ? Recenser les troubles pragmatiques chez la personne autiste de haut niveau Type de document : Texte imprimé et/ou numérique Auteurs : Angeline LESUR, Auteur Année de publication : 2012 Article en page(s) : p.3-28 Langues : Français (fre) Mots-clés : autisme de haut niveau syndrome d’Asperger communication pragmatique conversation évaluation. Index. décimale : PER Périodiques Résumé : Les personnes porteuses de troubles envahissants du développement sans déficit intellectuel présentent un trouble de la communication majeur. Pour ces personnes ayant un bon niveau cognitif, ce trouble transparaît majoritairement dans leur conversation. En effet, elles ne connaissent pas les codes qui régissent l’échange et sont maladroites dans leurs interactions. Cet article présente la sémiologie de leurs troubles pragmatiques. Il propose ensuite des pistes pour évaluer leurs troubles et leurs particularités conversationnelles. Il présente dans un dernier temps un outil destiné à l’observation clinique indirecte : l’inventaire des Troubles Pragmatiques dans l’Autisme (ITP-A). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164
in Rééducation Orthophonique > 249 (Mars 2012) . - p.3-28[article] Quel ingrédient manque-t-il à la conversation ? Recenser les troubles pragmatiques chez la personne autiste de haut niveau [Texte imprimé et/ou numérique] / Angeline LESUR, Auteur . - 2012 . - p.3-28.
Langues : Français (fre)
in Rééducation Orthophonique > 249 (Mars 2012) . - p.3-28
Mots-clés : autisme de haut niveau syndrome d’Asperger communication pragmatique conversation évaluation. Index. décimale : PER Périodiques Résumé : Les personnes porteuses de troubles envahissants du développement sans déficit intellectuel présentent un trouble de la communication majeur. Pour ces personnes ayant un bon niveau cognitif, ce trouble transparaît majoritairement dans leur conversation. En effet, elles ne connaissent pas les codes qui régissent l’échange et sont maladroites dans leurs interactions. Cet article présente la sémiologie de leurs troubles pragmatiques. Il propose ensuite des pistes pour évaluer leurs troubles et leurs particularités conversationnelles. Il présente dans un dernier temps un outil destiné à l’observation clinique indirecte : l’inventaire des Troubles Pragmatiques dans l’Autisme (ITP-A). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164 Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism / Rebecca A. DOGGETT in Journal of Autism and Developmental Disorders, 43-9 (September 2013)
[article]
Titre : Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca A. DOGGETT, Auteur ; Anna M. KRASNO, Auteur ; Lynn Kern KOEGEL, Auteur ; Robert L. KOEGEL, Auteur Article en page(s) : p.2015-2025 Langues : Anglais (eng) Mots-clés : Autism Intervention Conversation Question-asking Communication Self-management Index. décimale : PER Périodiques Résumé : Verbal initiations, such as questions, are essential components of social conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three social questions in the context of conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based. En ligne : http://dx.doi.org/10.1007/s10803-012-1749-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2015-2025[article] Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism [Texte imprimé et/ou numérique] / Rebecca A. DOGGETT, Auteur ; Anna M. KRASNO, Auteur ; Lynn Kern KOEGEL, Auteur ; Robert L. KOEGEL, Auteur . - p.2015-2025.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2015-2025
Mots-clés : Autism Intervention Conversation Question-asking Communication Self-management Index. décimale : PER Périodiques Résumé : Verbal initiations, such as questions, are essential components of social conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three social questions in the context of conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based. En ligne : http://dx.doi.org/10.1007/s10803-012-1749-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Brief Report: Conveying Subjective Experience in Conversation: Production of Mental State Terms and Personal Narratives in Individuals with High Functioning Autism / Janet BANG in Journal of Autism and Developmental Disorders, 43-7 (July 2013)
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Titre : Brief Report: Conveying Subjective Experience in Conversation: Production of Mental State Terms and Personal Narratives in Individuals with High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Janet BANG, Auteur ; Jesse BURNS, Auteur ; Aparna NADIG, Auteur Année de publication : 2013 Article en page(s) : p.1732-1740 Langues : Anglais (eng) Mots-clés : High-functioning autism Conversation Personal narrative Mental state terms Index. décimale : PER Périodiques Résumé : Mental state terms and personal narratives are conversational devices used to communicate subjective experience in conversation. Pre-adolescents with high-functioning autism (HFA, n = 20) were compared with language-matched typically-developing peers (TYP, n = 17) on production of mental state terms (i.e., perception, physiology, desire, emotion, cognition) and personal narratives (sequenced retelling of life events) during short conversations. HFA and TYP participants did not differ in global use of mental state terms, nor did they exhibit reduced production of cognitive terms in particular. Participants with HFA produced significantly fewer personal narratives. They also produced a smaller proportion of their mental state terms during personal narratives. These findings underscore the importance of assessing and developing qualitative aspects of conversation in highly verbal individuals with autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1716-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202
in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1732-1740[article] Brief Report: Conveying Subjective Experience in Conversation: Production of Mental State Terms and Personal Narratives in Individuals with High Functioning Autism [Texte imprimé et/ou numérique] / Janet BANG, Auteur ; Jesse BURNS, Auteur ; Aparna NADIG, Auteur . - 2013 . - p.1732-1740.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1732-1740
Mots-clés : High-functioning autism Conversation Personal narrative Mental state terms Index. décimale : PER Périodiques Résumé : Mental state terms and personal narratives are conversational devices used to communicate subjective experience in conversation. Pre-adolescents with high-functioning autism (HFA, n = 20) were compared with language-matched typically-developing peers (TYP, n = 17) on production of mental state terms (i.e., perception, physiology, desire, emotion, cognition) and personal narratives (sequenced retelling of life events) during short conversations. HFA and TYP participants did not differ in global use of mental state terms, nor did they exhibit reduced production of cognitive terms in particular. Participants with HFA produced significantly fewer personal narratives. They also produced a smaller proportion of their mental state terms during personal narratives. These findings underscore the importance of assessing and developing qualitative aspects of conversation in highly verbal individuals with autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1716-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 Comparing Frequency of Listener Responses Between Adolescents with and Without ASD During Conversation / H. MATTHEWMAN in Journal of Autism and Developmental Disorders, 52-3 (March 2022)
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Titre : Comparing Frequency of Listener Responses Between Adolescents with and Without ASD During Conversation Type de document : Texte imprimé et/ou numérique Auteurs : H. MATTHEWMAN, Auteur ; E. ZANE, Auteur ; R. GROSSMAN, Auteur Article en page(s) : p.1007-1018 Langues : Anglais (eng) Mots-clés : Adolescent Auditory Perception Autism Spectrum Disorder Communication Comprehension Humans Autism spectrum disorder Backchanneling Conversation Eye contact Gaze Listener feedback Index. décimale : PER Périodiques Résumé : In conversation, the listener plays an active role in conversation success, specifically by providing listener feedback which signals comprehension and interest. Previous work has shown that frequency of feedback positively correlates with conversation success. Because individuals with ASD are known to struggle with various conversational skills, e.g., turn-taking and commenting, this study examines their use of listener feedback by comparing the frequency of feedback produced by 20 adolescents with ASD and 23 neurotypical (NT) adolescents. We coded verbal and nonverbal listener feedback during the time when participants were listening in a semi-structured interview with a research assistant. Results show that ASD participants produced significantly fewer instances of listener feedback than NT adolescents, which likely contributes to difficulties with social interactions. En ligne : http://dx.doi.org/10.1007/s10803-021-04996-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1007-1018[article] Comparing Frequency of Listener Responses Between Adolescents with and Without ASD During Conversation [Texte imprimé et/ou numérique] / H. MATTHEWMAN, Auteur ; E. ZANE, Auteur ; R. GROSSMAN, Auteur . - p.1007-1018.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1007-1018
Mots-clés : Adolescent Auditory Perception Autism Spectrum Disorder Communication Comprehension Humans Autism spectrum disorder Backchanneling Conversation Eye contact Gaze Listener feedback Index. décimale : PER Périodiques Résumé : In conversation, the listener plays an active role in conversation success, specifically by providing listener feedback which signals comprehension and interest. Previous work has shown that frequency of feedback positively correlates with conversation success. Because individuals with ASD are known to struggle with various conversational skills, e.g., turn-taking and commenting, this study examines their use of listener feedback by comparing the frequency of feedback produced by 20 adolescents with ASD and 23 neurotypical (NT) adolescents. We coded verbal and nonverbal listener feedback during the time when participants were listening in a semi-structured interview with a research assistant. Results show that ASD participants produced significantly fewer instances of listener feedback than NT adolescents, which likely contributes to difficulties with social interactions. En ligne : http://dx.doi.org/10.1007/s10803-021-04996-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 A component analysis of a behavioral skills training package used to teach conversation skills to young adults with autism spectrum and other developmental disorders / Lisa T. KORNACKI in Research in Autism Spectrum Disorders, 7-11 (November 2013)
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Titre : A component analysis of a behavioral skills training package used to teach conversation skills to young adults with autism spectrum and other developmental disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lisa T. KORNACKI, Auteur ; Joel E. RINGDAHL, Auteur ; Anna SJOSTROM, Auteur ; Jodi E. NUERNBERGER, Auteur Article en page(s) : p.1370-1376 Langues : Anglais (eng) Mots-clés : Autism Social skills Conversation Behavioral skills training Task analysis Index. décimale : PER Périodiques Résumé : Abstract We conducted a component analysis of a behavioral skills training (BST) package to teach conversation skills to young adults with autism and/or developmental disorders. Performance following each component of the package was compared to a task analysis that included both vocal and non-vocal conversation skills, such as making comments related to the conversation topic, maintaining eye contact, maintaining and appropriate distance from the conversation partner. The components of the BST package included instructions, modeling of an appropriate conversation, rehearsal, rehearsal with feedback, in situ training with feedback provided to the participants in a private training room, and in situ training with feedback plus reinforcement. Results suggested unique components were correlated with acquisition of the conversation skills across participants. Results are presented as they relate to effective components of BST and implications for providing BST to individuals in clinical contexts. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1370-1376[article] A component analysis of a behavioral skills training package used to teach conversation skills to young adults with autism spectrum and other developmental disorders [Texte imprimé et/ou numérique] / Lisa T. KORNACKI, Auteur ; Joel E. RINGDAHL, Auteur ; Anna SJOSTROM, Auteur ; Jodi E. NUERNBERGER, Auteur . - p.1370-1376.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1370-1376
Mots-clés : Autism Social skills Conversation Behavioral skills training Task analysis Index. décimale : PER Périodiques Résumé : Abstract We conducted a component analysis of a behavioral skills training (BST) package to teach conversation skills to young adults with autism and/or developmental disorders. Performance following each component of the package was compared to a task analysis that included both vocal and non-vocal conversation skills, such as making comments related to the conversation topic, maintaining eye contact, maintaining and appropriate distance from the conversation partner. The components of the BST package included instructions, modeling of an appropriate conversation, rehearsal, rehearsal with feedback, in situ training with feedback provided to the participants in a private training room, and in situ training with feedback plus reinforcement. Results suggested unique components were correlated with acquisition of the conversation skills across participants. Results are presented as they relate to effective components of BST and implications for providing BST to individuals in clinical contexts. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 Development and validation of the conversation questionnaire: A psychometric measure of communication challenges generated from the self-reports of autistic people / Alexander C. WILSON in Autism & Developmental Language Impairments, 7 (January-December 2022)
PermalinkThe development of the conversation skills assessment tool / Ian CLEMENTE ; Zihyun LIM ; Connie SUNG in Autism & Developmental Language Impairments, 8 (January-December 2023)
PermalinkUsing a behavioral skills training package to teach conversation skills to young adults with autism spectrum disorders / Jodi E. NUERNBERGER in Research in Autism Spectrum Disorders, 7-2 (February 2013)
PermalinkUsing Self-Management to Improve the Reciprocal Social Conversation of Children with Autism Spectrum Disorder / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 44-5 (May 2014)
PermalinkConversational topic moderates social attention in autism spectrum disorder: Talking about emotions is like driving in a snowstorm / Tiffany L. HUTCHINS in Research in Autism Spectrum Disorders, 26 (June 2016)
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