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Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review / Marion RUTHERFORD in Autism, 24-2 (February 2020)
[article]
Titre : Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Marion RUTHERFORD, Auteur ; Julie BAXTER, Auteur ; Zoe GRAYSON, Auteur ; Lorna JOHNSTON, Auteur ; Anne O'HARE, Auteur Article en page(s) : p.447-469 Langues : Anglais (eng) Mots-clés : autism spectrum disorders communication and language family functioning and support home visual support Index. décimale : PER Périodiques Résumé : Visual supports are recommended in autism spectrum disorder clinical guidelines. They can reduce anxiety, increase predictability, support communication and improve participation. They are implemented regularly in schools, but evidence about home visual supports is limited. This article reports results of a scoping literature review, alongside qualitative evaluation with parents and professionals. We report findings from 34 studies, identifying four categories of visual support and heterogeneity in participant characteristics, intervention methods, environments and outcome measures. Qualitative data from questionnaires (n = 101) and focus groups generated key themes about home visual supports, through thematic analysis: (1) Accessibility, (2) Participation-focussed (3) Individualisation, (4) Teaching Methods, (5) Consistency, and (6) Information and Training. We propose consensus with terminology and implications for practice and research. En ligne : http://dx.doi.org/10.1177/1362361319871756 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415
in Autism > 24-2 (February 2020) . - p.447-469[article] Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review [Texte imprimé et/ou numérique] / Marion RUTHERFORD, Auteur ; Julie BAXTER, Auteur ; Zoe GRAYSON, Auteur ; Lorna JOHNSTON, Auteur ; Anne O'HARE, Auteur . - p.447-469.
Langues : Anglais (eng)
in Autism > 24-2 (February 2020) . - p.447-469
Mots-clés : autism spectrum disorders communication and language family functioning and support home visual support Index. décimale : PER Périodiques Résumé : Visual supports are recommended in autism spectrum disorder clinical guidelines. They can reduce anxiety, increase predictability, support communication and improve participation. They are implemented regularly in schools, but evidence about home visual supports is limited. This article reports results of a scoping literature review, alongside qualitative evaluation with parents and professionals. We report findings from 34 studies, identifying four categories of visual support and heterogeneity in participant characteristics, intervention methods, environments and outcome measures. Qualitative data from questionnaires (n = 101) and focus groups generated key themes about home visual supports, through thematic analysis: (1) Accessibility, (2) Participation-focussed (3) Individualisation, (4) Teaching Methods, (5) Consistency, and (6) Information and Training. We propose consensus with terminology and implications for practice and research. En ligne : http://dx.doi.org/10.1177/1362361319871756 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 Efficiency of Lexical Access in Children with Autism Spectrum Disorders: Does Modality Matter? / Keely HARPER-HILL in Journal of Autism and Developmental Disorders, 44-8 (August 2014)
[article]
Titre : Efficiency of Lexical Access in Children with Autism Spectrum Disorders: Does Modality Matter? Type de document : Texte imprimé et/ou numérique Auteurs : Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur Article en page(s) : p.1819-1832 Langues : Anglais (eng) Mots-clés : Children Language Semantic priming Retrospective semantic matching Attention Visual support Autism spectrum disorders Index. décimale : PER Périodiques Résumé : The provision of visual support to individuals with an autism spectrum disorder (ASD) is widely recommended. We explored one mechanism underlying the use of visual supports: efficiency of language processing. Two groups of children, one with and one without an ASD, participated. The groups had comparable oral and written language skills and nonverbal cognitive abilities. In two semantic priming experiments, prime modality and prime–target relatedness were manipulated. Response time and accuracy of lexical decisions on the spoken word targets were measured. In the first uni-modal experiment, both groups demonstrated significant priming effects. In the second experiment which was cross-modal, no effect for relatedness or group was found. This result is considered in the light of the attentional capacity required for access to the lexicon via written stimuli within the developing semantic system. These preliminary findings are also considered with respect to the use of visual support for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2055-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236
in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1819-1832[article] Efficiency of Lexical Access in Children with Autism Spectrum Disorders: Does Modality Matter? [Texte imprimé et/ou numérique] / Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur . - p.1819-1832.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1819-1832
Mots-clés : Children Language Semantic priming Retrospective semantic matching Attention Visual support Autism spectrum disorders Index. décimale : PER Périodiques Résumé : The provision of visual support to individuals with an autism spectrum disorder (ASD) is widely recommended. We explored one mechanism underlying the use of visual supports: efficiency of language processing. Two groups of children, one with and one without an ASD, participated. The groups had comparable oral and written language skills and nonverbal cognitive abilities. In two semantic priming experiments, prime modality and prime–target relatedness were manipulated. Response time and accuracy of lexical decisions on the spoken word targets were measured. In the first uni-modal experiment, both groups demonstrated significant priming effects. In the second experiment which was cross-modal, no effect for relatedness or group was found. This result is considered in the light of the attentional capacity required for access to the lexicon via written stimuli within the developing semantic system. These preliminary findings are also considered with respect to the use of visual support for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2055-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers / Keely HARPER-HILL in Research in Autism Spectrum Disorders, 8-10 (October 2014)
[article]
Titre : Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers Type de document : Texte imprimé et/ou numérique Auteurs : Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur Article en page(s) : p.1351-1363 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Semantics Lexical access Modality Visual support Index. décimale : PER Périodiques Résumé : Visual supports are widely utilized with children on the autism spectrum, however, the effect of visual versus auditory modality on language comprehension has not been directly investigated. To address this issue, we utilized a semantic priming paradigm in two experiments with 18 children with ASD and no language impairment and 14 children with typical development. In the first, cross-modal experiment with a spoken word prime, no priming effect was identified. In the second, uni-modal written word prime experiment, a three-way interaction was identified. Subsequent analysis revealed that priming occurred only in the younger participants with ASD. These results are discussed in terms of the cross- and uni-modal demands of the two experiments and in light of lexical processing of spoken and written words within a developmental framework. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1351-1363[article] Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers [Texte imprimé et/ou numérique] / Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur . - p.1351-1363.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1351-1363
Mots-clés : Autism spectrum disorder Semantics Lexical access Modality Visual support Index. décimale : PER Périodiques Résumé : Visual supports are widely utilized with children on the autism spectrum, however, the effect of visual versus auditory modality on language comprehension has not been directly investigated. To address this issue, we utilized a semantic priming paradigm in two experiments with 18 children with ASD and no language impairment and 14 children with typical development. In the first, cross-modal experiment with a spoken word prime, no priming effect was identified. In the second, uni-modal written word prime experiment, a three-way interaction was identified. Subsequent analysis revealed that priming occurred only in the younger participants with ASD. These results are discussed in terms of the cross- and uni-modal demands of the two experiments and in light of lexical processing of spoken and written words within a developmental framework. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239