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Brief Report: Visuospatial and Spoken Language Recall in Autism: Preliminary Findings / Kelly L. COBURN in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
[article]
Titre : Brief Report: Visuospatial and Spoken Language Recall in Autism: Preliminary Findings Type de document : Texte imprimé et/ou numérique Auteurs : Kelly L. COBURN, Auteur ; Diane L. WILLIAMS, Auteur Article en page(s) : p.2831-2837 Langues : Anglais (eng) Mots-clés : Autism Communication Multimodal Recall Spoken language Visuospatial Index. décimale : PER Périodiques Résumé : Challenges to verbal encoding may affect the ability of autistic individuals to express their ideas. Therefore, visuospatial expression may represent a person's knowledge and skills more accurately than spoken language. To test this hypothesis, we asked seven autistic adults to linguistically retell and visuospatially reenact several animated clips. On average, visuospatial responses contained more correct elements than spoken responses. The level of intention of the three stimulus categories did not systematically affect response accuracy. Participants who produced visuospatial responses before spoken responses and those who had watched a greater number of stimuli assigned higher intentionality to shapes in the animations that were designed to elicit mentalizing. The modality used for expression may affect accuracy of responses by autistic individuals. En ligne : http://dx.doi.org/10.1007/s10803-021-05143-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2831-2837[article] Brief Report: Visuospatial and Spoken Language Recall in Autism: Preliminary Findings [Texte imprimé et/ou numérique] / Kelly L. COBURN, Auteur ; Diane L. WILLIAMS, Auteur . - p.2831-2837.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2831-2837
Mots-clés : Autism Communication Multimodal Recall Spoken language Visuospatial Index. décimale : PER Périodiques Résumé : Challenges to verbal encoding may affect the ability of autistic individuals to express their ideas. Therefore, visuospatial expression may represent a person's knowledge and skills more accurately than spoken language. To test this hypothesis, we asked seven autistic adults to linguistically retell and visuospatially reenact several animated clips. On average, visuospatial responses contained more correct elements than spoken responses. The level of intention of the three stimulus categories did not systematically affect response accuracy. Participants who produced visuospatial responses before spoken responses and those who had watched a greater number of stimuli assigned higher intentionality to shapes in the animations that were designed to elicit mentalizing. The modality used for expression may affect accuracy of responses by autistic individuals. En ligne : http://dx.doi.org/10.1007/s10803-021-05143-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Increasing recall of information of children diagnosed with Asperger's Syndrome: Utilization of visual strategies / Daniel M. FIENUP in Research in Autism Spectrum Disorders, 7-12 (December 2013)
[article]
Titre : Increasing recall of information of children diagnosed with Asperger's Syndrome: Utilization of visual strategies Type de document : Texte imprimé et/ou numérique Auteurs : Daniel M. FIENUP, Auteur ; Kristal H. SHELVIN, Auteur ; Karla DOEPKE, Auteur Article en page(s) : p.1647-1652 Langues : Anglais (eng) Mots-clés : Autism Asperger's Syndrome Visual prompts Recall Friendship Index. décimale : PER Périodiques Résumé : Abstract Social skills deficits are a hallmark diagnostic characteristic (American Psychiatric Association, 2013) of individuals diagnosed with Asperger's Syndrome (AS) or Autism. Interventions targeting social skills with this population have highlighted the effectiveness of visual strategies. This investigation examined the effectiveness of visual strategies in improving recall of personal information of others, a key friendship skill. In a social skills group, children played a game requiring them to recall information about each other. Visual prompts were found to be effective in helping children to recall information of other children. Children also demonstrated the ability to generate their own visual prompts to increase recall. Implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1647-1652[article] Increasing recall of information of children diagnosed with Asperger's Syndrome: Utilization of visual strategies [Texte imprimé et/ou numérique] / Daniel M. FIENUP, Auteur ; Kristal H. SHELVIN, Auteur ; Karla DOEPKE, Auteur . - p.1647-1652.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1647-1652
Mots-clés : Autism Asperger's Syndrome Visual prompts Recall Friendship Index. décimale : PER Périodiques Résumé : Abstract Social skills deficits are a hallmark diagnostic characteristic (American Psychiatric Association, 2013) of individuals diagnosed with Asperger's Syndrome (AS) or Autism. Interventions targeting social skills with this population have highlighted the effectiveness of visual strategies. This investigation examined the effectiveness of visual strategies in improving recall of personal information of others, a key friendship skill. In a social skills group, children played a game requiring them to recall information about each other. Visual prompts were found to be effective in helping children to recall information of other children. Children also demonstrated the ability to generate their own visual prompts to increase recall. Implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 Interviewing autistic adults: Adaptations to support recall in police, employment, and healthcare interviews / Jade Eloise NORRIS in Autism, 24-6 (August 2020)
[article]
Titre : Interviewing autistic adults: Adaptations to support recall in police, employment, and healthcare interviews Type de document : Texte imprimé et/ou numérique Auteurs : Jade Eloise NORRIS, Auteur ; Laura CRANE, Auteur ; Katie MARAS, Auteur Article en page(s) : p.1506-1520 Langues : Anglais (eng) Mots-clés : autism criminal justice system employment episodic healthcare interviewing memory preparation recall task support Index. décimale : PER Périodiques Résumé : During many types of interviews (e.g. in employment, with the police, and in healthcare), we need to recall detailed memories of specific events, which can be difficult for autistic people in response to commonly used questions. This is especially because these tend to be open questions (i.e. very broad). Autistic people have disproportionately high rates of physical and mental health conditions, are more likely to interact with police, and are the most underemployed disability group. However, interviewers are often unsure about how to adapt their communication for autistic people.Our research tested whether different types of prompts enabled autistic people to recall specific memories (memories of a single event within one day). Participants were asked about situations relating to witnessing a crime (e.g. at the bank), physical or mental health scenarios and employment interviews (e.g. a time you've met a deadline).We tested the following:Open questions: basic questions only (e.g. 'tell me about a time you went to the cinema'),Semantic prompting: a general prompt (e.g. 'do you enjoy going to the cinema?') before asking for a specific instance ('tell me about a time you went to the cinema?'),Visual-verbal prompting: asking participants to recall when it happened, who was there, the actions that occurred, the setting, and any objects.With visual-verbal prompting, autistic and typically developing participants' memories were more specific and detailed. Semantic prompting was also effective for employment questions. Our study shows that autistic people can recall specific memories when they are appropriately prompted. Visual-verbal prompting may be effective across different situations. En ligne : http://dx.doi.org/10.1177/1362361320909174 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Autism > 24-6 (August 2020) . - p.1506-1520[article] Interviewing autistic adults: Adaptations to support recall in police, employment, and healthcare interviews [Texte imprimé et/ou numérique] / Jade Eloise NORRIS, Auteur ; Laura CRANE, Auteur ; Katie MARAS, Auteur . - p.1506-1520.
Langues : Anglais (eng)
in Autism > 24-6 (August 2020) . - p.1506-1520
Mots-clés : autism criminal justice system employment episodic healthcare interviewing memory preparation recall task support Index. décimale : PER Périodiques Résumé : During many types of interviews (e.g. in employment, with the police, and in healthcare), we need to recall detailed memories of specific events, which can be difficult for autistic people in response to commonly used questions. This is especially because these tend to be open questions (i.e. very broad). Autistic people have disproportionately high rates of physical and mental health conditions, are more likely to interact with police, and are the most underemployed disability group. However, interviewers are often unsure about how to adapt their communication for autistic people.Our research tested whether different types of prompts enabled autistic people to recall specific memories (memories of a single event within one day). Participants were asked about situations relating to witnessing a crime (e.g. at the bank), physical or mental health scenarios and employment interviews (e.g. a time you've met a deadline).We tested the following:Open questions: basic questions only (e.g. 'tell me about a time you went to the cinema'),Semantic prompting: a general prompt (e.g. 'do you enjoy going to the cinema?') before asking for a specific instance ('tell me about a time you went to the cinema?'),Visual-verbal prompting: asking participants to recall when it happened, who was there, the actions that occurred, the setting, and any objects.With visual-verbal prompting, autistic and typically developing participants' memories were more specific and detailed. Semantic prompting was also effective for employment questions. Our study shows that autistic people can recall specific memories when they are appropriately prompted. Visual-verbal prompting may be effective across different situations. En ligne : http://dx.doi.org/10.1177/1362361320909174 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 An Examination of Iconic Memory in Children with Autism Spectrum Disorders / Carly A. MCMORRIS in Journal of Autism and Developmental Disorders, 43-8 (August 2013)
[article]
Titre : An Examination of Iconic Memory in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Carly A. MCMORRIS, Auteur ; Stephanie M. BROWN, Auteur ; James M. BEBKO, Auteur Article en page(s) : p.1956-1966 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Visual memory Information processing Iconic memory Recall Speed of processing Index. décimale : PER Périodiques Résumé : Iconic memory is the ability to accurately recall a number of items after a very brief visual exposure. Previous research has examined these capabilities in typically developing (TD) children and individuals with intellectual disabilities (ID); however, there is limited research on these abilities in children with Autism Spectrum Disorders (ASD). Twenty-one TD and eighteen ASD children were presented with circular visual arrays of letters for 100 ms and were asked to recall as many letters as possible or a single letter that was cued for recall. Groups did not differ in the number of items recalled, the rate of information decay, or speed of information processing. These findings suggest that iconic memory is an intact skill for children with ASD, a result that has implications for subsequent information processing. En ligne : http://dx.doi.org/10.1007/s10803-012-1748-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206
in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1956-1966[article] An Examination of Iconic Memory in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Carly A. MCMORRIS, Auteur ; Stephanie M. BROWN, Auteur ; James M. BEBKO, Auteur . - p.1956-1966.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1956-1966
Mots-clés : Autism spectrum disorder Visual memory Information processing Iconic memory Recall Speed of processing Index. décimale : PER Périodiques Résumé : Iconic memory is the ability to accurately recall a number of items after a very brief visual exposure. Previous research has examined these capabilities in typically developing (TD) children and individuals with intellectual disabilities (ID); however, there is limited research on these abilities in children with Autism Spectrum Disorders (ASD). Twenty-one TD and eighteen ASD children were presented with circular visual arrays of letters for 100 ms and were asked to recall as many letters as possible or a single letter that was cued for recall. Groups did not differ in the number of items recalled, the rate of information decay, or speed of information processing. These findings suggest that iconic memory is an intact skill for children with ASD, a result that has implications for subsequent information processing. En ligne : http://dx.doi.org/10.1007/s10803-012-1748-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206 Parents’ Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children / Sylvie GOLDMAN in Journal of Autism and Developmental Disorders, 45-5 (May 2015)
[article]
Titre : Parents’ Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children Type de document : Texte imprimé et/ou numérique Auteurs : Sylvie GOLDMAN, Auteur ; Danielle DENIGRIS, Auteur Article en page(s) : p.1464-1473 Langues : Anglais (eng) Mots-clés : Autism Parent–child conversation Past event Recall Index. décimale : PER Périodiques Résumé : Conversations about the past support the development of autobiographical memory. Parents’ strategies to elicit child’s participation and recall during past event conversations were compared across three school-age diagnostic groups: autism spectrum disorder (ASD, n = 11), developmental language disorders (n = 11) and typically developing (TD, n = 11). We focused on the prevalence of directives versus enrichment of events. Groups did not differ in number of events, length, and total turns. However, parents of children with ASD produced more direct questions, corrections, and unrelated turns than parents of TD children. Results highlight how parents adjusted their conversational style to their child’s communication difficulties to maximize interactions and how these strategies may affect the development of personal conversations. En ligne : http://dx.doi.org/10.1007/s10803-014-2271-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1464-1473[article] Parents’ Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children [Texte imprimé et/ou numérique] / Sylvie GOLDMAN, Auteur ; Danielle DENIGRIS, Auteur . - p.1464-1473.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1464-1473
Mots-clés : Autism Parent–child conversation Past event Recall Index. décimale : PER Périodiques Résumé : Conversations about the past support the development of autobiographical memory. Parents’ strategies to elicit child’s participation and recall during past event conversations were compared across three school-age diagnostic groups: autism spectrum disorder (ASD, n = 11), developmental language disorders (n = 11) and typically developing (TD, n = 11). We focused on the prevalence of directives versus enrichment of events. Groups did not differ in number of events, length, and total turns. However, parents of children with ASD produced more direct questions, corrections, and unrelated turns than parents of TD children. Results highlight how parents adjusted their conversational style to their child’s communication difficulties to maximize interactions and how these strategies may affect the development of personal conversations. En ligne : http://dx.doi.org/10.1007/s10803-014-2271-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 Brief report: Suggestibility, compliance and psychological traits in high-functioning adults with autism spectrum disorder / Katie L. MARAS in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
PermalinkThe Cognitive Interview for Eyewitnesses with Autism Spectrum Disorder / Katie L. MARAS in Journal of Autism and Developmental Disorders, 40-11 (November 2010)
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