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Spontaneous communication in autism spectrum disorder: A review of topographies and interventions / Cormac DUFFY in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
[article]
Titre : Spontaneous communication in autism spectrum disorder: A review of topographies and interventions Type de document : Texte imprimé et/ou numérique Auteurs : Cormac DUFFY, Auteur ; Olive HEALY, Auteur Année de publication : 2011 Article en page(s) : p.977-983 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Spontaneous communication Communicative topographies Behavioral interventions Index. décimale : PER Périodiques Résumé : Lack of spontaneous communicative initiations appears to be a consistent problem in individuals with a diagnosis of autism spectrum disorder (ASD; Fujiki & Brinton, 2009). Spontaneous communication is emitted at a much lower frequency compared to individuals with language impairment and typically developing persons. Deficits of spontaneity in social interaction have been identified explicitly in the diagnostic criteria for autism, regardless of communication level or ability (American Psychiatric Association, 1994). In addition, without intervention 21–66% of children with ASD do not develop communicative speech (Lord & McGee, 2001). Individuals with autism rarely initiate appropriate speech and often fail to engage in typical social interactions such as asking questions, requesting information, expressing affection or requesting interactions (Carr & Kologinsky, 1983). This paper provides a review of the communicative topographies used to ameliorate spontaneous communication functions in individuals with autism and addresses the behavioral interventions that are used to induce such spontaneity. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.977-983[article] Spontaneous communication in autism spectrum disorder: A review of topographies and interventions [Texte imprimé et/ou numérique] / Cormac DUFFY, Auteur ; Olive HEALY, Auteur . - 2011 . - p.977-983.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.977-983
Mots-clés : Autism spectrum disorder Spontaneous communication Communicative topographies Behavioral interventions Index. décimale : PER Périodiques Résumé : Lack of spontaneous communicative initiations appears to be a consistent problem in individuals with a diagnosis of autism spectrum disorder (ASD; Fujiki & Brinton, 2009). Spontaneous communication is emitted at a much lower frequency compared to individuals with language impairment and typically developing persons. Deficits of spontaneity in social interaction have been identified explicitly in the diagnostic criteria for autism, regardless of communication level or ability (American Psychiatric Association, 1994). In addition, without intervention 21–66% of children with ASD do not develop communicative speech (Lord & McGee, 2001). Individuals with autism rarely initiate appropriate speech and often fail to engage in typical social interactions such as asking questions, requesting information, expressing affection or requesting interactions (Carr & Kologinsky, 1983). This paper provides a review of the communicative topographies used to ameliorate spontaneous communication functions in individuals with autism and addresses the behavioral interventions that are used to induce such spontaneity. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children / Ita FORDE in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
[article]
Titre : A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : Ita FORDE, Auteur ; Jennifer HOLLOWAY, Auteur ; Olive HEALY, Auteur ; Julie BROSNAN, Auteur Année de publication : 2011 Article en page(s) : p.1471-1478 Langues : Anglais (eng) Mots-clés : Elicited communication Spontaneous communication Autism Spectrum Disorder Verbal behaviour Index. décimale : PER Périodiques Résumé : The study examined the effects of condition and communication partner on spontaneous and elicited communication in children with Autism Spectrum Disorder (ASD) in comparison to age matched typically developing children. Eighteen children participated in the study (nine children diagnosed with ASD and nine typically developing children). Each participant was video recorded for 2 h 15 min periods across two conditions (academic activity and free-time). The two conditions represented a naturalistic view of the children's environment. Spontaneous and elicited communication were further analysed in terms of verbal behavior functions including requests, mands for information, mands for attention, greetings, terminating an activity, comments/tacts, language of negotiation, specifying using autoclitics and reject. Communication partner was further analysed at two levels, peer and adult. There was no difference between the frequency of functions of communication emitted and diagnosis of the participant. There was a significant difference for communication partner, whereby the main communicative partner for children with ASD was an adult in contrast to typically developing children who spoke more to their peers. Typically developing children engaged in more spontaneous communication than children diagnosed with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1471-1478[article] A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children [Texte imprimé et/ou numérique] / Ita FORDE, Auteur ; Jennifer HOLLOWAY, Auteur ; Olive HEALY, Auteur ; Julie BROSNAN, Auteur . - 2011 . - p.1471-1478.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1471-1478
Mots-clés : Elicited communication Spontaneous communication Autism Spectrum Disorder Verbal behaviour Index. décimale : PER Périodiques Résumé : The study examined the effects of condition and communication partner on spontaneous and elicited communication in children with Autism Spectrum Disorder (ASD) in comparison to age matched typically developing children. Eighteen children participated in the study (nine children diagnosed with ASD and nine typically developing children). Each participant was video recorded for 2 h 15 min periods across two conditions (academic activity and free-time). The two conditions represented a naturalistic view of the children's environment. Spontaneous and elicited communication were further analysed in terms of verbal behavior functions including requests, mands for information, mands for attention, greetings, terminating an activity, comments/tacts, language of negotiation, specifying using autoclitics and reject. Communication partner was further analysed at two levels, peer and adult. There was no difference between the frequency of functions of communication emitted and diagnosis of the participant. There was a significant difference for communication partner, whereby the main communicative partner for children with ASD was an adult in contrast to typically developing children who spoke more to their peers. Typically developing children engaged in more spontaneous communication than children diagnosed with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 Factors associated with classroom participation in preschool through third grade learners on the autism spectrum / Nicole SPARAPANI in Research in Autism Spectrum Disorders, 105 (July 2023)
[article]
Titre : Factors associated with classroom participation in preschool through third grade learners on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Nancy TSENG, Auteur ; Laurel TOWERS, Auteur ; Sandy BIRKENEDER, Auteur ; Sana KARIMI, Auteur ; Cameron J. ALEXANDER, Auteur ; Johanna Vega GARCIA, Auteur ; Taffeta WOOD, Auteur ; Amanda Dimachkie NUNNALLY, Auteur Article en page(s) : 102186 Langues : Anglais (eng) Mots-clés : Autism Instructional opportunities Mathematical tasks Teacher language Active engagement Spontaneous communication Index. décimale : PER Périodiques Résumé : Background Access to mathematics instruction that involves opportunities for critical thinking and procedural fluency promotes mathematics learning. Studies have outlined effective strategies for teaching mathematics to children on the autism spectrum, however, the focus of these interventions often represent a narrow set of mathematical skills and concepts centered on procedural learning without linking ideas to underlying concepts. Methods This study utilized classroom video observations to evaluate the variability in and nature of mathematical learning opportunities presented to 76 autistic students within 49 preschool-3rd grade general and special education learning contexts. We examined teacher instructional practices and student participation across 109 mathematical tasks within larger mathematics lessons. Results Students were most often presented with mathematical tasks that required low-level cognitive demand, such as tasks focusing on rote memorization and practicing predetermined steps to solve basic algorithms. Furthermore, the nature of the mathematical task was linked with the language that teachers used, and this in turn, was associated with students' participation within the learning opportunity. Conclusions Our findings indicate that features of talk within specific types of mathematical tasks, including math-related talk and responsive language, were associated with increased student active engagement and spontaneous communication. The knowledge gained from this study contributes to the development of optimized instructional practices for school-aged children on the autism spectrum-information that could be used to prepare both preservice and in-service teachers. En ligne : https://doi.org/10.1016/j.rasd.2023.102186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508
in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102186[article] Factors associated with classroom participation in preschool through third grade learners on the autism spectrum [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Nancy TSENG, Auteur ; Laurel TOWERS, Auteur ; Sandy BIRKENEDER, Auteur ; Sana KARIMI, Auteur ; Cameron J. ALEXANDER, Auteur ; Johanna Vega GARCIA, Auteur ; Taffeta WOOD, Auteur ; Amanda Dimachkie NUNNALLY, Auteur . - 102186.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102186
Mots-clés : Autism Instructional opportunities Mathematical tasks Teacher language Active engagement Spontaneous communication Index. décimale : PER Périodiques Résumé : Background Access to mathematics instruction that involves opportunities for critical thinking and procedural fluency promotes mathematics learning. Studies have outlined effective strategies for teaching mathematics to children on the autism spectrum, however, the focus of these interventions often represent a narrow set of mathematical skills and concepts centered on procedural learning without linking ideas to underlying concepts. Methods This study utilized classroom video observations to evaluate the variability in and nature of mathematical learning opportunities presented to 76 autistic students within 49 preschool-3rd grade general and special education learning contexts. We examined teacher instructional practices and student participation across 109 mathematical tasks within larger mathematics lessons. Results Students were most often presented with mathematical tasks that required low-level cognitive demand, such as tasks focusing on rote memorization and practicing predetermined steps to solve basic algorithms. Furthermore, the nature of the mathematical task was linked with the language that teachers used, and this in turn, was associated with students' participation within the learning opportunity. Conclusions Our findings indicate that features of talk within specific types of mathematical tasks, including math-related talk and responsive language, were associated with increased student active engagement and spontaneous communication. The knowledge gained from this study contributes to the development of optimized instructional practices for school-aged children on the autism spectrum-information that could be used to prepare both preservice and in-service teachers. En ligne : https://doi.org/10.1016/j.rasd.2023.102186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508