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Establishing metaphorical reasoning in children with autism / Angela PERSICKE in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
[article]
Titre : Establishing metaphorical reasoning in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur Année de publication : 2012 Article en page(s) : p.913-920 Langues : Anglais (eng) Mots-clés : Metaphors Non-literal language Verbal behavior Relational frame theory Multiple exemplar training Index. décimale : PER Périodiques Résumé : Researchers have shown that children with autism have difficulty with non-literal language, such as irony, sarcasm, deception, humor, and metaphors. To date, few studies have attempted to remediate these deficits, and no studies of which we are aware have attempted to teach children with autism to understand metaphors. Metaphorical reasoning consists of complex verbal behavior, involving relations of coordination, hierarchy, and distinction, at a minimum. The purpose of the current study was to evaluate multiple exemplar training for teaching children with autism to attend to relevant features of the context in which a metaphor is used and to engage in the required relational responding in order to respond correctly to metaphorical questions. Participants included three children, ages 5–7. Results suggest that multiple exemplar training is effective for teaching children with autism to understand metaphors. Furthermore, generalization to untrained metaphors was found for all participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.913-920[article] Establishing metaphorical reasoning in children with autism [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur . - 2012 . - p.913-920.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.913-920
Mots-clés : Metaphors Non-literal language Verbal behavior Relational frame theory Multiple exemplar training Index. décimale : PER Périodiques Résumé : Researchers have shown that children with autism have difficulty with non-literal language, such as irony, sarcasm, deception, humor, and metaphors. To date, few studies have attempted to remediate these deficits, and no studies of which we are aware have attempted to teach children with autism to understand metaphors. Metaphorical reasoning consists of complex verbal behavior, involving relations of coordination, hierarchy, and distinction, at a minimum. The purpose of the current study was to evaluate multiple exemplar training for teaching children with autism to attend to relevant features of the context in which a metaphor is used and to engage in the required relational responding in order to respond correctly to metaphorical questions. Participants included three children, ages 5–7. Results suggest that multiple exemplar training is effective for teaching children with autism to understand metaphors. Furthermore, generalization to untrained metaphors was found for all participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 Teaching children with autism to detect and respond to deceptive statements / Jennifer RANICK in Research in Autism Spectrum Disorders, 7-4 (April 2013)
[article]
Titre : Teaching children with autism to detect and respond to deceptive statements Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer RANICK, Auteur ; Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jake A. KORNACK, Auteur Article en page(s) : p.503-508 Langues : Anglais (eng) Mots-clés : Deception Non-literal language Multiple exemplar training Bullying Relational Frame Theory Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism often have deficits in deception, both in the ability to lie to others and in the ability to detect when they are being lied to. Additionally, children with autism are frequently the victims of bullying and difficulty with understanding deception likely makes the population more vulnerable to bullying. The purpose of this study was to teach individuals with autism to identify when others were lying to them, specifically to exclude them or to take their possessions. The treatment package consisted of multiple exemplar training, including rules, modeling, role-play, and immediate feedback. The results indicated that the procedure was effective for all three participants. Additionally, generalization was demonstrated to novel, untrained lies and to same-age peer confederates who were not involved in training. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192
in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.503-508[article] Teaching children with autism to detect and respond to deceptive statements [Texte imprimé et/ou numérique] / Jennifer RANICK, Auteur ; Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jake A. KORNACK, Auteur . - p.503-508.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.503-508
Mots-clés : Deception Non-literal language Multiple exemplar training Bullying Relational Frame Theory Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism often have deficits in deception, both in the ability to lie to others and in the ability to detect when they are being lied to. Additionally, children with autism are frequently the victims of bullying and difficulty with understanding deception likely makes the population more vulnerable to bullying. The purpose of this study was to teach individuals with autism to identify when others were lying to them, specifically to exclude them or to take their possessions. The treatment package consisted of multiple exemplar training, including rules, modeling, role-play, and immediate feedback. The results indicated that the procedure was effective for all three participants. Additionally, generalization was demonstrated to novel, untrained lies and to same-age peer confederates who were not involved in training. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192