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Increasing Verbal Interaction in Children with Autism Spectrum Disorders Using Audio Script Procedure / C. TOPUZ in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
[article]
Titre : Increasing Verbal Interaction in Children with Autism Spectrum Disorders Using Audio Script Procedure Type de document : Texte imprimé et/ou numérique Auteurs : C. TOPUZ, Auteur ; B. ULKE-KURKCUOGLU, Auteur Article en page(s) : p.4847-4861 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Communication skills Initiation Script Script fading Index. décimale : PER Périodiques Résumé : This study aimed at investigating the effectiveness of audio script and script-fading procedure in teaching initiation to children with ASD. Three children with ASD and a parent of each child participated in the study. A nonconcurrent multiple baseline design across children was used. The findings showed that the initiation emitted by the children increased during audio script and script-fading procedure. Children also generalized initiation across different conditions and maintained the acquired skills. Finally, the social validity findings showed that the opinions of the parents regarding the procedure were overall positive. Results were discussed in terms of recommendations for practitioners and future research. En ligne : http://dx.doi.org/10.1007/s10803-019-04203-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411
in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4847-4861[article] Increasing Verbal Interaction in Children with Autism Spectrum Disorders Using Audio Script Procedure [Texte imprimé et/ou numérique] / C. TOPUZ, Auteur ; B. ULKE-KURKCUOGLU, Auteur . - p.4847-4861.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4847-4861
Mots-clés : Autism spectrum disorder Communication skills Initiation Script Script fading Index. décimale : PER Périodiques Résumé : This study aimed at investigating the effectiveness of audio script and script-fading procedure in teaching initiation to children with ASD. Three children with ASD and a parent of each child participated in the study. A nonconcurrent multiple baseline design across children was used. The findings showed that the initiation emitted by the children increased during audio script and script-fading procedure. Children also generalized initiation across different conditions and maintained the acquired skills. Finally, the social validity findings showed that the opinions of the parents regarding the procedure were overall positive. Results were discussed in terms of recommendations for practitioners and future research. En ligne : http://dx.doi.org/10.1007/s10803-019-04203-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 Emotional decoding in facial expression, scripts and videos: A comparison between normal, autistic and Asperger children / Michela BALCONI in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : Emotional decoding in facial expression, scripts and videos: A comparison between normal, autistic and Asperger children Type de document : Texte imprimé et/ou numérique Auteurs : Michela BALCONI, Auteur ; Simona AMENTA, Auteur ; Chiara FERRARI, Auteur Année de publication : 2012 Article en page(s) : p.199-203 Langues : Anglais (eng) Mots-clés : Autism Asperger Emotions Face Script Video Index. décimale : PER Périodiques Résumé : ASD subjects are described as showing particular difficulty in decoding emotional patterns. This paper explored linguistic and conceptual skills in response to emotional stimuli presented as emotional faces, scripts (pictures) and interactive situations (videos). Participants with autism, Asperger syndrome and control participants were shown facial, pictorial and video representation of six basic emotions (happiness, anger, fear, sadness, surprise, disgust). They were asked to identify the emotion and to individuate possible causes of the emotional state. A semantic analysis was applied to verbal reports, focusing on labeling and conceptualization. Log-linear analyses showed different representations across the participants as a function of emotion, pathology and presentation modality. Autistic participants were able to correctly decode primary emotions while showing difficulties with surprise. In contrast, Asperger participants performance was more similar to control subjects’. Finally, when situational correlates were provided, it was evident a “facilitation effect” for the representation of emotions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.04.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.199-203[article] Emotional decoding in facial expression, scripts and videos: A comparison between normal, autistic and Asperger children [Texte imprimé et/ou numérique] / Michela BALCONI, Auteur ; Simona AMENTA, Auteur ; Chiara FERRARI, Auteur . - 2012 . - p.199-203.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.199-203
Mots-clés : Autism Asperger Emotions Face Script Video Index. décimale : PER Périodiques Résumé : ASD subjects are described as showing particular difficulty in decoding emotional patterns. This paper explored linguistic and conceptual skills in response to emotional stimuli presented as emotional faces, scripts (pictures) and interactive situations (videos). Participants with autism, Asperger syndrome and control participants were shown facial, pictorial and video representation of six basic emotions (happiness, anger, fear, sadness, surprise, disgust). They were asked to identify the emotion and to individuate possible causes of the emotional state. A semantic analysis was applied to verbal reports, focusing on labeling and conceptualization. Log-linear analyses showed different representations across the participants as a function of emotion, pathology and presentation modality. Autistic participants were able to correctly decode primary emotions while showing difficulties with surprise. In contrast, Asperger participants performance was more similar to control subjects’. Finally, when situational correlates were provided, it was evident a “facilitation effect” for the representation of emotions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.04.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146