Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
5 recherche sur le mot-clé 'Receptive vocabulary'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Brief Report: Speech and Language Therapy in Children with ASD in an Aquatic Environment: the ASLT (Aquatic Speech and Language Therapy) Program / Stamatis SOURVINOS in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Brief Report: Speech and Language Therapy in Children with ASD in an Aquatic Environment: the ASLT (Aquatic Speech and Language Therapy) Program Type de document : Texte imprimé et/ou numérique Auteurs : Stamatis SOURVINOS, Auteur ; Aris MAVROPOULOS, Auteur ; Dimitrios S. KASSELIMIS, Auteur ; Andriani KORASIDI, Auteur ; Alexandra-Labrini VOUKOUNI, Auteur ; Panagiotis PAPADOPOULOS, Auteur ; Spyridon VLASEROS, Auteur ; Georgios DAMIANOS, Auteur ; Constantin POTAGAS, Auteur ; Demosthenes DAMIANOS, Auteur Article en page(s) : p.1406-1416 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Expressive vocabulary Receptive vocabulary Speech and language therapy Water-based intervention Index. décimale : PER Périodiques Résumé : Although water-based approaches have been shown to be beneficial for children with Autism Spectrum Disorder (ASD), no study thus far has directly investigated the effects of such intervention programs on language skills. The present study aims to evaluate the efficacy of the Aquatic Speech and Language Therapy (ASLT) program, which is a new, exclusively aquatic intervention program designed especially for children with ASD. The effects of ASLT were compared to the outcome of a similar classroom-based intervention, in two groups of children with ASD matched for age, gender, and expressive/receptive vocabulary. Our findings show that ASLT results in significantly greater improvement of vocabulary measures, thus providing direct evidence of water-based intervention's beneficial effects on language skills in ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04629-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1406-1416[article] Brief Report: Speech and Language Therapy in Children with ASD in an Aquatic Environment: the ASLT (Aquatic Speech and Language Therapy) Program [Texte imprimé et/ou numérique] / Stamatis SOURVINOS, Auteur ; Aris MAVROPOULOS, Auteur ; Dimitrios S. KASSELIMIS, Auteur ; Andriani KORASIDI, Auteur ; Alexandra-Labrini VOUKOUNI, Auteur ; Panagiotis PAPADOPOULOS, Auteur ; Spyridon VLASEROS, Auteur ; Georgios DAMIANOS, Auteur ; Constantin POTAGAS, Auteur ; Demosthenes DAMIANOS, Auteur . - p.1406-1416.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1406-1416
Mots-clés : Autism spectrum disorder Expressive vocabulary Receptive vocabulary Speech and language therapy Water-based intervention Index. décimale : PER Périodiques Résumé : Although water-based approaches have been shown to be beneficial for children with Autism Spectrum Disorder (ASD), no study thus far has directly investigated the effects of such intervention programs on language skills. The present study aims to evaluate the efficacy of the Aquatic Speech and Language Therapy (ASLT) program, which is a new, exclusively aquatic intervention program designed especially for children with ASD. The effects of ASLT were compared to the outcome of a similar classroom-based intervention, in two groups of children with ASD matched for age, gender, and expressive/receptive vocabulary. Our findings show that ASLT results in significantly greater improvement of vocabulary measures, thus providing direct evidence of water-based intervention's beneficial effects on language skills in ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04629-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Early Predictors of Growth in Diversity of Key Consonants Used in Communication in Initially Preverbal Children with Autism Spectrum Disorder / Tiffany G. WOYNAROSKI in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : Early Predictors of Growth in Diversity of Key Consonants Used in Communication in Initially Preverbal Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany G. WOYNAROSKI, Auteur ; Linda R. WATSON, Auteur ; Elizabeth GARDNER, Auteur ; Cassandra R. NEWSOM, Auteur ; Bahar KECELI-KAYSILI, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.1013-1024 Langues : Anglais (eng) Mots-clés : Vocal communication Consonant inventory Predictors Autism Intentional communication Parent linguistic responses Receptive vocabulary Index. décimale : PER Périodiques Résumé : Diversity of key consonants used in communication (DKCC) is a value-added predictor of expressive language growth in initially preverbal children with autism spectrum disorder (ASD). Studying the predictors of DKCC growth in young children with ASD might inform treatment of this under-studied aspect of prelinguistic development. Eighty-seven initially preverbal preschoolers with ASD and their parents were observed at five measurement periods. In this longitudinal correlational investigation, we found that child intentional communication acts and parent linguistic responses to child leads predicted DKCC growth, after controlling for two other predictors and two background variables. As predicted, receptive vocabulary mediated the association between the value-added predictors and endpoint DKCC. En ligne : http://dx.doi.org/10.1007/s10803-015-2647-7 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.1013-1024[article] Early Predictors of Growth in Diversity of Key Consonants Used in Communication in Initially Preverbal Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Tiffany G. WOYNAROSKI, Auteur ; Linda R. WATSON, Auteur ; Elizabeth GARDNER, Auteur ; Cassandra R. NEWSOM, Auteur ; Bahar KECELI-KAYSILI, Auteur ; Paul J. YODER, Auteur . - p.1013-1024.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.1013-1024
Mots-clés : Vocal communication Consonant inventory Predictors Autism Intentional communication Parent linguistic responses Receptive vocabulary Index. décimale : PER Périodiques Résumé : Diversity of key consonants used in communication (DKCC) is a value-added predictor of expressive language growth in initially preverbal children with autism spectrum disorder (ASD). Studying the predictors of DKCC growth in young children with ASD might inform treatment of this under-studied aspect of prelinguistic development. Eighty-seven initially preverbal preschoolers with ASD and their parents were observed at five measurement periods. In this longitudinal correlational investigation, we found that child intentional communication acts and parent linguistic responses to child leads predicted DKCC growth, after controlling for two other predictors and two background variables. As predicted, receptive vocabulary mediated the association between the value-added predictors and endpoint DKCC. En ligne : http://dx.doi.org/10.1007/s10803-015-2647-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 Individual Differences in the Real-Time Comprehension of Children with ASD / Courtney E. VENKER in Autism Research, 6-5 (October 2013)
[article]
Titre : Individual Differences in the Real-Time Comprehension of Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; Elizabeth R. EERNISSE, Auteur ; Jenny SAFFRAN, Auteur ; Susan Ellis WEISMER, Auteur Article en page(s) : p.417-432 Langues : Anglais (eng) Mots-clés : autism comprehension language processing receptive vocabulary eye-gaze methodology individual differences Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) demonstrate deficits in language comprehension, but little is known about how they process spoken language as it unfolds. Real-time lexical comprehension is associated with language and cognition in children without ASD, suggesting that this may also be the case for children with ASD. This study adopted an individual differences approach to characterizing real-time comprehension of familiar words in a group of 34 three- to six-year-olds with ASD. The looking-while-listening paradigm was employed; it measures online accuracy and latency through language-mediated eye movements and has limited task demands. On average, children demonstrated comprehension of the familiar words, but considerable variability emerged. Children with better accuracy were faster to process the familiar words. In combination, processing speed and comprehension on a standardized language assessment explained 63% of the variance in online accuracy. Online accuracy was not correlated with autism severity or maternal education, and nonverbal cognition did not explain unique variance. Notably, online accuracy at age 5½ was related to vocabulary comprehension 3 years earlier. The words typically learned earliest in life were processed most quickly. Consistent with a dimensional view of language abilities, these findings point to similarities in patterns of language acquisition in typically developing children and those with ASD. Overall, our results emphasize the value of examining individual differences in real-time language comprehension in this population. We propose that the looking-while-listening paradigm is a sensitive and valuable methodological tool that can be applied across many areas of autism research. En ligne : http://dx.doi.org/10.1002/aur.1304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Autism Research > 6-5 (October 2013) . - p.417-432[article] Individual Differences in the Real-Time Comprehension of Children with ASD [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; Elizabeth R. EERNISSE, Auteur ; Jenny SAFFRAN, Auteur ; Susan Ellis WEISMER, Auteur . - p.417-432.
Langues : Anglais (eng)
in Autism Research > 6-5 (October 2013) . - p.417-432
Mots-clés : autism comprehension language processing receptive vocabulary eye-gaze methodology individual differences Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) demonstrate deficits in language comprehension, but little is known about how they process spoken language as it unfolds. Real-time lexical comprehension is associated with language and cognition in children without ASD, suggesting that this may also be the case for children with ASD. This study adopted an individual differences approach to characterizing real-time comprehension of familiar words in a group of 34 three- to six-year-olds with ASD. The looking-while-listening paradigm was employed; it measures online accuracy and latency through language-mediated eye movements and has limited task demands. On average, children demonstrated comprehension of the familiar words, but considerable variability emerged. Children with better accuracy were faster to process the familiar words. In combination, processing speed and comprehension on a standardized language assessment explained 63% of the variance in online accuracy. Online accuracy was not correlated with autism severity or maternal education, and nonverbal cognition did not explain unique variance. Notably, online accuracy at age 5½ was related to vocabulary comprehension 3 years earlier. The words typically learned earliest in life were processed most quickly. Consistent with a dimensional view of language abilities, these findings point to similarities in patterns of language acquisition in typically developing children and those with ASD. Overall, our results emphasize the value of examining individual differences in real-time language comprehension in this population. We propose that the looking-while-listening paradigm is a sensitive and valuable methodological tool that can be applied across many areas of autism research. En ligne : http://dx.doi.org/10.1002/aur.1304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 Lexical Processing in Toddlers with ASD: Does Weak Central Coherence Play a Role? / Susan ELLIS WEISMER in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
[article]
Titre : Lexical Processing in Toddlers with ASD: Does Weak Central Coherence Play a Role? Type de document : Texte imprimé et/ou numérique Auteurs : Susan ELLIS WEISMER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Courtney E. VENKER, Auteur Article en page(s) : p.3755-3769 Langues : Anglais (eng) Mots-clés : Autism Lexical processing Weak central coherence Receptive vocabulary Toddlers Index. décimale : PER Périodiques Résumé : This study investigated whether vocabulary delays in toddlers with autism spectrum disorders (ASD) can be explained by a cognitive style that prioritizes processing of detailed, local features of input over global contextual integration—as claimed by the weak central coherence (WCC) theory. Thirty toddlers with ASD and 30 younger, cognition-matched typical controls participated in a looking-while-listening task that assessed whether perceptual or semantic similarities among named images disrupted word recognition relative to a neutral condition. Overlap of perceptual features invited local processing whereas semantic overlap invited global processing. With the possible exception of a subset of toddlers who had very low vocabulary skills, these results provide no evidence that WCC is characteristic of lexical processing in toddlers with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2926-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3755-3769[article] Lexical Processing in Toddlers with ASD: Does Weak Central Coherence Play a Role? [Texte imprimé et/ou numérique] / Susan ELLIS WEISMER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Courtney E. VENKER, Auteur . - p.3755-3769.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3755-3769
Mots-clés : Autism Lexical processing Weak central coherence Receptive vocabulary Toddlers Index. décimale : PER Périodiques Résumé : This study investigated whether vocabulary delays in toddlers with autism spectrum disorders (ASD) can be explained by a cognitive style that prioritizes processing of detailed, local features of input over global contextual integration—as claimed by the weak central coherence (WCC) theory. Thirty toddlers with ASD and 30 younger, cognition-matched typical controls participated in a looking-while-listening task that assessed whether perceptual or semantic similarities among named images disrupted word recognition relative to a neutral condition. Overlap of perceptual features invited local processing whereas semantic overlap invited global processing. With the possible exception of a subset of toddlers who had very low vocabulary skills, these results provide no evidence that WCC is characteristic of lexical processing in toddlers with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2926-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Brief Report: Early Lexical Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and Parent Report / Courtney E. VENKER in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
[article]
Titre : Brief Report: Early Lexical Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and Parent Report Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2260-2266 Langues : Anglais (eng) Mots-clés : Assessment Receptive vocabulary Lexical comprehension Parent report Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Lexical comprehension is commonly measured by parent report, but it may be difficult for parents of children with ASD to accurately judge their child’s comprehension. We compared parent report to an eye-gaze measure of lexical comprehension in which participants observed pairs of images on a screen, along with accompanying speech that named one of the two images. Twenty-two toddlers with ASD participated. Trials were included if the target word was reported as unknown. Children spent significantly more time looking at the target after it was named than before (d = 0.66). These results provide evidence that eye-gaze measures can reveal emerging lexical knowledge in young children with ASD that may otherwise be overlooked. En ligne : http://dx.doi.org/10.1007/s10803-016-2747-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2260-2266[article] Brief Report: Early Lexical Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and Parent Report [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2260-2266.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2260-2266
Mots-clés : Assessment Receptive vocabulary Lexical comprehension Parent report Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Lexical comprehension is commonly measured by parent report, but it may be difficult for parents of children with ASD to accurately judge their child’s comprehension. We compared parent report to an eye-gaze measure of lexical comprehension in which participants observed pairs of images on a screen, along with accompanying speech that named one of the two images. Twenty-two toddlers with ASD participated. Trials were included if the target word was reported as unknown. Children spent significantly more time looking at the target after it was named than before (d = 0.66). These results provide evidence that eye-gaze measures can reveal emerging lexical knowledge in young children with ASD that may otherwise be overlooked. En ligne : http://dx.doi.org/10.1007/s10803-016-2747-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289