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Second Language Exposure, Functional Communication, and Executive Function in Children With and Without Autism Spectrum Disorder (ASD) / Grace IAROCCI in Journal of Autism and Developmental Disorders, 47-6 (June 2017)
[article]
Titre : Second Language Exposure, Functional Communication, and Executive Function in Children With and Without Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Grace IAROCCI, Auteur ; Sarah M. HUTCHISON, Auteur ; Gillian O’TOOLE, Auteur Article en page(s) : p.1818-1829 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Second language exposure Executive function Functional communication Index. décimale : PER Périodiques Résumé : Parents and professionals are concerned that second language exposure may delay communication in children with ASD. In this study 174 youth (6–16 years) with and without ASD, exposed to a second language, were compared on executive function (EF) and functional communication (FC) with their peers without exposure. There were no significant differences between groups on age, IQ, and socioeconomic status. Parents reported on language exposure and rated EF and FC skills within everyday social contexts. The findings indicated that second language exposure in children with ASD is not associated with delay in cognitive and functional communication skills rather there was evidence of a reduced clinical impact as indexed by a lower percentage of children whose FC and EF ratings fell within the clinical range. En ligne : http://dx.doi.org/10.1007/s10803-017-3103-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308
in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1818-1829[article] Second Language Exposure, Functional Communication, and Executive Function in Children With and Without Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / Grace IAROCCI, Auteur ; Sarah M. HUTCHISON, Auteur ; Gillian O’TOOLE, Auteur . - p.1818-1829.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1818-1829
Mots-clés : Autism spectrum disorder Second language exposure Executive function Functional communication Index. décimale : PER Périodiques Résumé : Parents and professionals are concerned that second language exposure may delay communication in children with ASD. In this study 174 youth (6–16 years) with and without ASD, exposed to a second language, were compared on executive function (EF) and functional communication (FC) with their peers without exposure. There were no significant differences between groups on age, IQ, and socioeconomic status. Parents reported on language exposure and rated EF and FC skills within everyday social contexts. The findings indicated that second language exposure in children with ASD is not associated with delay in cognitive and functional communication skills rather there was evidence of a reduced clinical impact as indexed by a lower percentage of children whose FC and EF ratings fell within the clinical range. En ligne : http://dx.doi.org/10.1007/s10803-017-3103-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 A Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 44-5 (May 2014)
[article]
Titre : A Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur Année de publication : 2014 Article en page(s) : p.1244-1251 Langues : Anglais (eng) Mots-clés : Autism Behavioral intervention Functional communication Vocal language intervention Pictorial communication intervention Augmentative communication Index. décimale : PER Périodiques Résumé : Presently there is no consensus on the specific behavioral treatment of choice for targeting language in young nonverbal children with autism. This randomized clinical trial compared the effectiveness of a verbally-based intervention, Pivotal Response Training (PRT) to a pictorially-based behavioral intervention, the Picture Exchange Communication System (PECS) on the acquisition of spoken language by young (2–4 years), nonverbal or minimally verbal (?9 words) children with autism. Thirty-nine children were randomly assigned to either the PRT or PECS condition. Participants received on average 247 h of intervention across 23 weeks. Dependent measures included overall communication, expressive vocabulary, pictorial communication and parent satisfaction. Children in both intervention groups demonstrated increases in spoken language skills, with no significant difference between the two conditions. Seventy-eight percent of all children exited the program with more than 10 functional words. Parents were very satisfied with both programs but indicated PECS was more difficult to implement. En ligne : http://dx.doi.org/10.1007/s10803-013-1972-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1244-1251[article] A Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism [Texte imprimé et/ou numérique] / Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur . - 2014 . - p.1244-1251.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1244-1251
Mots-clés : Autism Behavioral intervention Functional communication Vocal language intervention Pictorial communication intervention Augmentative communication Index. décimale : PER Périodiques Résumé : Presently there is no consensus on the specific behavioral treatment of choice for targeting language in young nonverbal children with autism. This randomized clinical trial compared the effectiveness of a verbally-based intervention, Pivotal Response Training (PRT) to a pictorially-based behavioral intervention, the Picture Exchange Communication System (PECS) on the acquisition of spoken language by young (2–4 years), nonverbal or minimally verbal (?9 words) children with autism. Thirty-nine children were randomly assigned to either the PRT or PECS condition. Participants received on average 247 h of intervention across 23 weeks. Dependent measures included overall communication, expressive vocabulary, pictorial communication and parent satisfaction. Children in both intervention groups demonstrated increases in spoken language skills, with no significant difference between the two conditions. Seventy-eight percent of all children exited the program with more than 10 functional words. Parents were very satisfied with both programs but indicated PECS was more difficult to implement. En ligne : http://dx.doi.org/10.1007/s10803-013-1972-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home / Joana L. SANTIAGO in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home Type de document : Texte imprimé et/ou numérique Auteurs : Joana L. SANTIAGO, Auteur ; Gregory P. HANLEY, Auteur ; Keira MOORE, Auteur ; C. Sandy JIN, Auteur Article en page(s) : p.797-811 Langues : Anglais (eng) Mots-clés : Classroom-based treatment Delay tolerance Functional analysis Functional communication Home-based treatment Synthesized contingencies Index. décimale : PER Périodiques Résumé : Behavioral interventions preceded by a functional analysis have been proven efficacious in treating severe problem behavior associated with autism. There is, however, a lack of research showing socially validated outcomes when assessment and treatment procedures are conducted by ecologically relevant individuals in typical settings. In this study, interview-informed functional analyses and skill-based treatments (Hanley et al. in J Appl Behav Anal 47:16–36, 2014) were applied by a teacher and home-based provider in the classroom and home of two children with autism. The function-based treatments resulted in socially validated reductions in severe problem behavior (self-injury, aggression, property destruction). Furthermore, skills lacking in baseline—functional communication, denial and delay tolerance, and compliance with adult instructions—occurred with regularity following intervention. The generality and costs of the process are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2617-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.797-811[article] The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home [Texte imprimé et/ou numérique] / Joana L. SANTIAGO, Auteur ; Gregory P. HANLEY, Auteur ; Keira MOORE, Auteur ; C. Sandy JIN, Auteur . - p.797-811.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.797-811
Mots-clés : Classroom-based treatment Delay tolerance Functional analysis Functional communication Home-based treatment Synthesized contingencies Index. décimale : PER Périodiques Résumé : Behavioral interventions preceded by a functional analysis have been proven efficacious in treating severe problem behavior associated with autism. There is, however, a lack of research showing socially validated outcomes when assessment and treatment procedures are conducted by ecologically relevant individuals in typical settings. In this study, interview-informed functional analyses and skill-based treatments (Hanley et al. in J Appl Behav Anal 47:16–36, 2014) were applied by a teacher and home-based provider in the classroom and home of two children with autism. The function-based treatments resulted in socially validated reductions in severe problem behavior (self-injury, aggression, property destruction). Furthermore, skills lacking in baseline—functional communication, denial and delay tolerance, and compliance with adult instructions—occurred with regularity following intervention. The generality and costs of the process are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2617-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281