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Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder / Carlin CONNER in Autism & Developmental Language Impairments, 7 (January-December 2022)
[article]
Titre : Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Carlin CONNER, Auteur ; Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder tele-assessment standardized assessment oral language reading writing Index. décimale : PER Périodiques Résumé : Background and aims Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum disorder (ASD) and offer preliminary findings related to child and parent engagement and technology issues. Methods The data presented are from pretest assessments during an efficacy study examining the electronic delivery of a listening comprehension intervention for children with ASD. Pretest sessions included a battery of standardized language, reading, and writing assessments, conducted over Zoom. The authors operationalized and developed a behavioral codebook of three overarching behavioral categories (parent involvement, child disengagement, and technology issues). Researchers coded videos offline to record frequencies of indicated behaviors across participants and assessment subtests. Results Involvement from parents accounted for the highest number of codes. Children showed some disengagement during assessment sessions. Technology issues were minimal. Behavioral categories appeared overall limited but varied across participants and assessments. Conclusions Parent involvement behaviors made up approximately two-thirds of the coded behaviors. Child disengagement behaviors made up approximately one-fourth of the coded behaviors, and these behaviors occurred more frequently across many different participants (with lower frequencies but greater coverage across children). Technology problems specific to responding to assessment items were relatively uncommon. Implications Clear guidelines including assessment preparation, modification of directions, and guidelines for parents who remain present are among the implications discussed. We also provide practical implications for continued successful adapted tele-assessments for children with ASD. En ligne : http://dx.doi.org/10.1177/23969415221133268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder [Texte imprimé et/ou numérique] / Carlin CONNER, Auteur ; Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : Autism spectrum disorder tele-assessment standardized assessment oral language reading writing Index. décimale : PER Périodiques Résumé : Background and aims Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum disorder (ASD) and offer preliminary findings related to child and parent engagement and technology issues. Methods The data presented are from pretest assessments during an efficacy study examining the electronic delivery of a listening comprehension intervention for children with ASD. Pretest sessions included a battery of standardized language, reading, and writing assessments, conducted over Zoom. The authors operationalized and developed a behavioral codebook of three overarching behavioral categories (parent involvement, child disengagement, and technology issues). Researchers coded videos offline to record frequencies of indicated behaviors across participants and assessment subtests. Results Involvement from parents accounted for the highest number of codes. Children showed some disengagement during assessment sessions. Technology issues were minimal. Behavioral categories appeared overall limited but varied across participants and assessments. Conclusions Parent involvement behaviors made up approximately two-thirds of the coded behaviors. Child disengagement behaviors made up approximately one-fourth of the coded behaviors, and these behaviors occurred more frequently across many different participants (with lower frequencies but greater coverage across children). Technology problems specific to responding to assessment items were relatively uncommon. Implications Clear guidelines including assessment preparation, modification of directions, and guidelines for parents who remain present are among the implications discussed. We also provide practical implications for continued successful adapted tele-assessments for children with ASD. En ligne : http://dx.doi.org/10.1177/23969415221133268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning / Jessie RICKETTS in Journal of Autism and Developmental Disorders, 43-4 (April 2013)
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Titre : Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning Type de document : Texte imprimé et/ou numérique Auteurs : Jessie RICKETTS, Auteur ; Catherine R. G. JONES, Auteur ; Francesca HAPPE, Auteur ; Tony CHARMAN, Auteur Article en page(s) : p.807-816 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Reading comprehension Mentalising Oral language Index. décimale : PER Périodiques Résumé : Reading comprehension is an area of difficulty for many individuals with autism spectrum disorders (ASD). According to the Simple View of Reading, word recognition and oral language are both important determinants of reading comprehension ability. We provide a novel test of this model in 100 adolescents with ASD of varying intellectual ability. Further, we explore whether reading comprehension is additionally influenced by individual differences in social behaviour and social cognition in ASD. Adolescents with ASD aged 14–16 years completed assessments indexing word recognition, oral language, reading comprehension, social behaviour and social cognition. Regression analyses show that both word recognition and oral language explain unique variance in reading comprehension. Further, measures of social behaviour and social cognition predict reading comprehension after controlling for the variance explained by word recognition and oral language. This indicates that word recognition, oral language and social impairments may constrain reading comprehension in ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1619-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.807-816[article] Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning [Texte imprimé et/ou numérique] / Jessie RICKETTS, Auteur ; Catherine R. G. JONES, Auteur ; Francesca HAPPE, Auteur ; Tony CHARMAN, Auteur . - p.807-816.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.807-816
Mots-clés : Autism spectrum disorders Reading comprehension Mentalising Oral language Index. décimale : PER Périodiques Résumé : Reading comprehension is an area of difficulty for many individuals with autism spectrum disorders (ASD). According to the Simple View of Reading, word recognition and oral language are both important determinants of reading comprehension ability. We provide a novel test of this model in 100 adolescents with ASD of varying intellectual ability. Further, we explore whether reading comprehension is additionally influenced by individual differences in social behaviour and social cognition in ASD. Adolescents with ASD aged 14–16 years completed assessments indexing word recognition, oral language, reading comprehension, social behaviour and social cognition. Regression analyses show that both word recognition and oral language explain unique variance in reading comprehension. Further, measures of social behaviour and social cognition predict reading comprehension after controlling for the variance explained by word recognition and oral language. This indicates that word recognition, oral language and social impairments may constrain reading comprehension in ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1619-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194 Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study / Alyssa R. HENRY in Journal of Autism and Developmental Disorders, 50-10 (October 2020)
[article]
Titre : Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur Article en page(s) : p.3763-3776 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Elementary Oral language Reading comprehension School-based intervention Index. décimale : PER Périodiques Résumé : This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Students (n?=?43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led by special education classroom teachers 4 days per week across 20 weeks in the school year. Significant group differences were detected on measures of expressive vocabulary, narrative ability, and listening comprehension. This study provides preliminary evidence of the intervention's feasibility and effectiveness for intervening in language and early reading skills for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04434-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3763-3776[article] Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study [Texte imprimé et/ou numérique] / Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur . - p.3763-3776.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3763-3776
Mots-clés : Autism spectrum disorder Elementary Oral language Reading comprehension School-based intervention Index. décimale : PER Périodiques Résumé : This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Students (n?=?43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led by special education classroom teachers 4 days per week across 20 weeks in the school year. Significant group differences were detected on measures of expressive vocabulary, narrative ability, and listening comprehension. This study provides preliminary evidence of the intervention's feasibility and effectiveness for intervening in language and early reading skills for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04434-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Research Review: Reading comprehension in developmental disorders of language and communication / Jessie RICKETTS in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)
[article]
Titre : Research Review: Reading comprehension in developmental disorders of language and communication Type de document : Texte imprimé et/ou numérique Auteurs : Jessie RICKETTS, Auteur Année de publication : 2011 Article en page(s) : p.1111-1123 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders developmental disorders Down’s syndrome oral language reading comprehension specific language impairment Index. décimale : PER Périodiques Résumé : Background: Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD).
Methods: In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups.
Conclusions: There is substantial evidence for reading comprehension impairments in SLI and growing evidence that weaknesses in this domain are common in DS and ASD. Further, in these groups reading comprehension is typically more impaired than word recognition. However, there is also evidence that some children and adolescents with DS, ASD and a history of SLI develop reading comprehension and word recognition skills at or above the age appropriate level. This review of the literature indicates that factors including word recognition, oral language, nonverbal ability and working memory may explain reading comprehension difficulties in SLI, DS and ASD. In addition, it highlights methodological issues, implications of poor reading comprehension and fruitful areas for future research.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02438.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144
in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1111-1123[article] Research Review: Reading comprehension in developmental disorders of language and communication [Texte imprimé et/ou numérique] / Jessie RICKETTS, Auteur . - 2011 . - p.1111-1123.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1111-1123
Mots-clés : Autism spectrum disorders developmental disorders Down’s syndrome oral language reading comprehension specific language impairment Index. décimale : PER Périodiques Résumé : Background: Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD).
Methods: In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups.
Conclusions: There is substantial evidence for reading comprehension impairments in SLI and growing evidence that weaknesses in this domain are common in DS and ASD. Further, in these groups reading comprehension is typically more impaired than word recognition. However, there is also evidence that some children and adolescents with DS, ASD and a history of SLI develop reading comprehension and word recognition skills at or above the age appropriate level. This review of the literature indicates that factors including word recognition, oral language, nonverbal ability and working memory may explain reading comprehension difficulties in SLI, DS and ASD. In addition, it highlights methodological issues, implications of poor reading comprehension and fruitful areas for future research.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02438.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 Building Meaning: Meta-analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder / Tamara SORENSON DUNCAN in Autism Research, 14-5 (May 2021)
[article]
Titre : Building Meaning: Meta-analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tamara SORENSON DUNCAN, Auteur ; Manasi KARKADA, Auteur ; S. Hélène DEACON, Auteur ; Isabel M SMITH, Auteur Article en page(s) : p.840-858 Langues : Anglais (eng) Mots-clés : autism meta-analysis oral language reading comprehension word reading Index. décimale : PER Périodiques Résumé : The ability to understand what one reads, or reading comprehension, is central to academic success. For many children with autism spectrum disorder (ASD), reading comprehension is a noted area of challenge. For children with typical development, it is well established that successful reading comprehension requires two broad skills: word reading and oral language. For children with ASD, word reading is often believed to be relatively intact, even in the face of poor reading comprehension, suggesting that deficits in oral language, more than in word reading, underlie reading comprehension deficits. Yet, extant research has suggested the importance of both skills. To clarify the role of these skills in the reading comprehension of children with ASD, we conducted a meta-analysis. ERIC, PsycINFO, PubMed, and Proquest Dissertation & Theses were searched for studies of reading comprehension in children with ASD, published up to May 2019. We identified 26 relevant studies about children with ASD (aged 6-18?years) that included both a measure of word reading and reading comprehension. Hunt-Schmidt Random Effects Models showed similar mean correlations between reading comprehension and the component skills of word reading (M r = 0.65 [0.27-1.03]) and oral language (M r = 0.61 [0.33-0.88]). These findings demonstrate that these skills are essential for reading comprehension in children with ASD, making contributions of similar size. This study advances our understanding of the mechanisms by which children with ASD understand what they read, providing a foundation on which to build programmatic research into each of these mechanisms. LAY SUMMARY: Academic progress is closely tied to children's ability to understand what they read. Yet reading comprehension is difficult for many children with autism spectrum disorder (ASD). We used a statistical method to summarize existing research on the skills that children with ASD use to understand what they read. We found that the reading comprehension of children with ASD was related to a similar extent to both their ability to read individual words and their oral language skills. These findings suggest that both areas should be assessed in order to determine appropriate interventions to support reading comprehension for children with ASD. Autism Res 2021, 14: 840-858. © 2021 International Society for Autism Research, Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-5 (May 2021) . - p.840-858[article] Building Meaning: Meta-analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Tamara SORENSON DUNCAN, Auteur ; Manasi KARKADA, Auteur ; S. Hélène DEACON, Auteur ; Isabel M SMITH, Auteur . - p.840-858.
Langues : Anglais (eng)
in Autism Research > 14-5 (May 2021) . - p.840-858
Mots-clés : autism meta-analysis oral language reading comprehension word reading Index. décimale : PER Périodiques Résumé : The ability to understand what one reads, or reading comprehension, is central to academic success. For many children with autism spectrum disorder (ASD), reading comprehension is a noted area of challenge. For children with typical development, it is well established that successful reading comprehension requires two broad skills: word reading and oral language. For children with ASD, word reading is often believed to be relatively intact, even in the face of poor reading comprehension, suggesting that deficits in oral language, more than in word reading, underlie reading comprehension deficits. Yet, extant research has suggested the importance of both skills. To clarify the role of these skills in the reading comprehension of children with ASD, we conducted a meta-analysis. ERIC, PsycINFO, PubMed, and Proquest Dissertation & Theses were searched for studies of reading comprehension in children with ASD, published up to May 2019. We identified 26 relevant studies about children with ASD (aged 6-18?years) that included both a measure of word reading and reading comprehension. Hunt-Schmidt Random Effects Models showed similar mean correlations between reading comprehension and the component skills of word reading (M r = 0.65 [0.27-1.03]) and oral language (M r = 0.61 [0.33-0.88]). These findings demonstrate that these skills are essential for reading comprehension in children with ASD, making contributions of similar size. This study advances our understanding of the mechanisms by which children with ASD understand what they read, providing a foundation on which to build programmatic research into each of these mechanisms. LAY SUMMARY: Academic progress is closely tied to children's ability to understand what they read. Yet reading comprehension is difficult for many children with autism spectrum disorder (ASD). We used a statistical method to summarize existing research on the skills that children with ASD use to understand what they read. We found that the reading comprehension of children with ASD was related to a similar extent to both their ability to read individual words and their oral language skills. These findings suggest that both areas should be assessed in order to determine appropriate interventions to support reading comprehension for children with ASD. Autism Res 2021, 14: 840-858. © 2021 International Society for Autism Research, Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder / Heather M. BROWN in Research in Autism Spectrum Disorders, 8-11 (November 2014)
PermalinkReading comprehension of ambiguous sentences by school-age children with autism spectrum disorder / Meghan M. DAVIDSON in Autism Research, 10-12 (December 2017)
PermalinkSocial cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development / Nancy S. MCINTYRE in Research in Autism Spectrum Disorders, 54 (October 2018)
PermalinkThe Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-9 (September 2017)
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