9 recherche sur le mot-clé 'Narration'

Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change / Hui Min LOW in Autism, 25-5 (July 2021)  

Public ISBD [article]  inAutism > 25-5 (July 2021) . - p.1216-1233 Titre : Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change Type de document : Texte imprimé et/ou numérique Auteurs : Hui Min LOW, Auteur ; Tze Peng WONG, Auteur ; Lay Wah LEE, Auteur ; Somchay MAKESAVANH, Auteur ; Bountheing VONGSOUANGTHAM, Auteur ; Vikate PHANNALATH, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur Article en page(s) : p.1216-1233 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Humans  Narration  Social Stigma  Students  Teacher Training  Lao People?s Democratic Republic  autism spectrum disorders  inclusion  knowledge  low- and middle-income countries  stigma  teachers Index. décimale : PER Périodiques Résumé : In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy(TM). The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. En ligne : http://dx.doi.org/10.1177/1362361320984899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change [Texte imprimé et/ou numérique] / Hui Min LOW, Auteur ; Tze Peng WONG, Auteur ; Lay Wah LEE, Auteur ; Somchay MAKESAVANH, Auteur ; Bountheing VONGSOUANGTHAM, Auteur ; Vikate PHANNALATH, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur . - p.1216-1233. Langues : Anglais (eng) in Autism > 25-5 (July 2021) . - p.1216-1233 Mots-clés : Autism Spectrum Disorder  Humans  Narration  Social Stigma  Students  Teacher Training  Lao People?s Democratic Republic  autism spectrum disorders  inclusion  knowledge  low- and middle-income countries  stigma  teachers Index. décimale : PER Périodiques Résumé : In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy(TM). The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. En ligne : http://dx.doi.org/10.1177/1362361320984899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change / Hui Min LOW in Autism, 26-5 (July 2022)  

Public ISBD [article]  inAutism > 26-5 (July 2022) . - p.1216-1233 Titre : Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change Type de document : Texte imprimé et/ou numérique Auteurs : Hui Min LOW, Auteur ; Tze Peng WONG, Auteur ; Lay Wah LEE, Auteur ; Somchay MAKESAVANH, Auteur ; Bountheing VONGSOUANGTHAM, Auteur ; Vikate PHANNALATH, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur Article en page(s) : p.1216-1233 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Humans  Narration  Social Stigma  Students  Teacher Training  Lao People’s Democratic Republic  autism spectrum disorders  inclusion  knowledge  low- and middle-income countries  stigma  teachers Index. décimale : PER Périodiques Résumé : In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy(TM). The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. En ligne : http://dx.doi.org/10.1177/1362361320984899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 [article] Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change [Texte imprimé et/ou numérique] / Hui Min LOW, Auteur ; Tze Peng WONG, Auteur ; Lay Wah LEE, Auteur ; Somchay MAKESAVANH, Auteur ; Bountheing VONGSOUANGTHAM, Auteur ; Vikate PHANNALATH, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur . - p.1216-1233. Langues : Anglais (eng) in Autism > 26-5 (July 2022) . - p.1216-1233 Mots-clés : Autism Spectrum Disorder  Humans  Narration  Social Stigma  Students  Teacher Training  Lao People’s Democratic Republic  autism spectrum disorders  inclusion  knowledge  low- and middle-income countries  stigma  teachers Index. décimale : PER Périodiques Résumé : In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy(TM). The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. En ligne : http://dx.doi.org/10.1177/1362361320984899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483

By the Book: An Analysis of Adolescents with Autism Spectrum Condition Co-constructing Fictional Narratives with Peers / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.361-377 Titre : By the Book: An Analysis of Adolescents with Autism Spectrum Condition Co-constructing Fictional Narratives with Peers Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Rachael WHITE, Auteur Année de publication : 2016 Article en page(s) : p.361-377 Langues : Anglais (eng) Mots-clés : Narration  Analyse du discours  Narrative  Autism spectrum disorder  Discourse analysis  Adolescence Index. décimale : PER Périodiques Résumé : In this discourse analytic study, we examine interactions between adolescents with autism spectrum condition (ASC) and their typically developing (TD) peers during the construction of fictional narratives within a group intervention context. We found participants with ASC contributed fewer narrative-related turns at talk than TD participants. The groups organized the activity as a means to subvert moral and social norms, and youth with ASC participated in negotiating new norms with varying degrees of success. Further, participants with ASC often prioritized making explicit links between narrative events over creative interpretations of narrative, which illustrated differing orientations to the narrative project. Our findings add an interactional dimension to existing research focusing on the psychological aspects of narrative production in individuals with ASC. En ligne : http://dx.doi.org/10.1007/s10803-015-2524-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 [article] By the Book: An Analysis of Adolescents with Autism Spectrum Condition Co-constructing Fictional Narratives with Peers [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Rachael WHITE, Auteur . - 2016 . - p.361-377. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.361-377 Mots-clés : Narration  Analyse du discours  Narrative  Autism spectrum disorder  Discourse analysis  Adolescence Index. décimale : PER Périodiques Résumé : In this discourse analytic study, we examine interactions between adolescents with autism spectrum condition (ASC) and their typically developing (TD) peers during the construction of fictional narratives within a group intervention context. We found participants with ASC contributed fewer narrative-related turns at talk than TD participants. The groups organized the activity as a means to subvert moral and social norms, and youth with ASC participated in negotiating new norms with varying degrees of success. Further, participants with ASC often prioritized making explicit links between narrative events over creative interpretations of narrative, which illustrated differing orientations to the narrative project. Our findings add an interactional dimension to existing research focusing on the psychological aspects of narrative production in individuals with ASC. En ligne : http://dx.doi.org/10.1007/s10803-015-2524-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280

Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder / R. B. DRILL in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.1-15 Titre : Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : R. B. DRILL, Auteur ; Scott BELLINI, Auteur Article en page(s) : p.1-15 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Comprehension  Humans  Learning  Narration  Reading  Asd  Autism  Narrative reading comprehension intervention  Readers Theater  Self-modeling  Story mapping  Video Index. décimale : PER Périodiques Résumé : Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in significant deficits in perspective-taking and observational learning. Children with ASD tend to have challenges in social interactions and academic performance, such as comprehending narrative texts, which heavily rely on accurate understanding of the thoughts and feelings of others. However, the current literature provides limited information on effective interventions to address these areas. The present study expands the existing research base by combining Readers Theater, story mapping, and video self-modeling, three separate research-based interventions, into an intervention package for children with ASD. A multiple-baseline across participants design was utilized. Overall, the results indicate that the intervention package successfully improved reading comprehension. Implications and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04908-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / R. B. DRILL, Auteur ; Scott BELLINI, Auteur . - p.1-15. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.1-15 Mots-clés : Autism Spectrum Disorder/therapy  Child  Comprehension  Humans  Learning  Narration  Reading  Asd  Autism  Narrative reading comprehension intervention  Readers Theater  Self-modeling  Story mapping  Video Index. décimale : PER Périodiques Résumé : Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in significant deficits in perspective-taking and observational learning. Children with ASD tend to have challenges in social interactions and academic performance, such as comprehending narrative texts, which heavily rely on accurate understanding of the thoughts and feelings of others. However, the current literature provides limited information on effective interventions to address these areas. The present study expands the existing research base by combining Readers Theater, story mapping, and video self-modeling, three separate research-based interventions, into an intervention package for children with ASD. A multiple-baseline across participants design was utilized. Overall, the results indicate that the intervention package successfully improved reading comprehension. Implications and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04908-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Compétences narratives, évaluatives et linguistiques atypiques chez des locuteurs présentant un trouble du spectre de l’autisme (TSA) / Simona CALDANI in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 144 (Novembre 2016)

Public ISBD [article]  inApproche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 144 (Novembre 2016) . - frep.539-547 Titre : Compétences narratives, évaluatives et linguistiques atypiques chez des locuteurs présentant un trouble du spectre de l’autisme (TSA) Type de document : Texte imprimé et/ou numérique Auteurs : Simona CALDANI, Auteur ; Marie-Thérèse LE NORMAND, Auteur ; Romuald BLANC, Auteur ; Jean-Louis ADRIEN, Auteur Article en page(s) : frep.539-547 Mots-clés : Narration  Théorie de l’esprit  Théorie de la cohérence centrale  Segmentation des mots Index. décimale : PER Périodiques Résumé : Cette étude porte sur les compétences narratives, évaluatives et linguistiques chez 10 jeunes locuteurs présentant un trouble du spectre de l’autisme (TSA) dans une situation de récit. Ces locuteurs présentent de bonnes capacités intellectuelles non verbales et sont appariés à un groupe de 10 locuteurs contrôles âgés de 7 à 18 ans. Les analyses statistiques confirment l’hypothèse selon laquelle les locuteurs TSA manquent d’une structure narrative cohérente, sont moins riches en composantes évaluatives du discours et ont des difficultés dans la segmentation des mots. Ces capacités cognitives et linguistiques atypiques peuvent être expliquées par la théorie de la cohérence centrale et par la théorie de l’esprit. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 [article] Compétences narratives, évaluatives et linguistiques atypiques chez des locuteurs présentant un trouble du spectre de l’autisme (TSA) [Texte imprimé et/ou numérique] / Simona CALDANI, Auteur ; Marie-Thérèse LE NORMAND, Auteur ; Romuald BLANC, Auteur ; Jean-Louis ADRIEN, Auteur . - frep.539-547. in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 144 (Novembre 2016) . - frep.539-547 Mots-clés : Narration  Théorie de l’esprit  Théorie de la cohérence centrale  Segmentation des mots Index. décimale : PER Périodiques Résumé : Cette étude porte sur les compétences narratives, évaluatives et linguistiques chez 10 jeunes locuteurs présentant un trouble du spectre de l’autisme (TSA) dans une situation de récit. Ces locuteurs présentent de bonnes capacités intellectuelles non verbales et sont appariés à un groupe de 10 locuteurs contrôles âgés de 7 à 18 ans. Les analyses statistiques confirment l’hypothèse selon laquelle les locuteurs TSA manquent d’une structure narrative cohérente, sont moins riches en composantes évaluatives du discours et ont des difficultés dans la segmentation des mots. Ces capacités cognitives et linguistiques atypiques peuvent être expliquées par la théorie de la cohérence centrale et par la théorie de l’esprit. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299

Conduites narratives et théorie de l’esprit chez des enfants dysphasiques : les effets de deux méthodes d’intervention / Marie-Thérèse LE NORMAND in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 112-113 (Mai-Juin 2011)

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L'éthique orthophonique face à la fin de vie / Mireille KERLAN in Rééducation Orthophonique, 251 (Septembre 2012)

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La fonction patrimoniale du langage : un moyen d’entraînement de la langue orale à l’école / Véronique REY in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 141 (Mai 2016)

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D’un "Trait d’Union" à un autre… évolution d’un groupe au sein d’un C.A.M.S.P. / Stéphanie GRIFFON-DUMAS in Thérapie psychomotrice et recherches, 178 (2014)

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