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Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder / Nancy S MCINTYRE in Autism & Developmental Language Impairments, 5 (January-December 2020)
[article]
Titre : Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S MCINTYRE, Auteur ; Ryan P GRIMM, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Langues : Anglais (eng) Mots-clés : Autism reading comprehension narrative inference Index. décimale : PER Périodiques Résumé : Background and aimsExtant research indicates that children and adolescents with autism spectrum disorder (ASD) without an intellectual disability (ID) often experience difficulty comprehending written texts that is unexpected in comparison with their cognitive abilities. This study investigated the development of two key skills, narrative and inference abilities, that support higher level text comprehension and their relation to lexical-semantic knowledge, ASD symptomatology, and age. Three questions were addressed: 1.) What was the nature of narrative and inference skill development over time? 2.) What was the relation between narrative or inference development and lexical-semantic knowledge, ASD symptomatology, and age? 3.) Did initial narrative and inferencing skills, and the development of these skills, predict reading comprehension outcomes? Methods: Data from 81 children and adolescents with ASD without ID (FIQ???75) between the ages of 8-16-years-old at timepoint 1 were collected at 15-month intervals across three timepoints. ASD symptomatology was assessed with the ADOS-2. Standardized narrative retelling, inference, reading comprehension, lexical-semantic knowledge and cognitive assessments were administered. Latent growth curve models were conducted to examine narrative and inference skill development, and conditional growth models were fit to examine the relation between growth trajectories and covariates (lexical-semantic knowledge, ASD symptomatology, age) as well as with the reading comprehension distal outcome.ResultsNarrative retelling skills followed a linear trajectory of growth and were a relative strength in this sample, while inference skills were well below average and declined over time relative to age-normed standard scores. Lexical-semantic knowledge explained significant heterogeneity in initial narrative and inference skills, whereas ASD symptomatology was only related to initial narrative retelling abilities and age was only related to initial inference abilities. Timepoint 3 reading comprehension skill (in the below average range) was significantly explained by initial narrative retelling and inference abilities.ConclusionsThe results of this study indicate that narrative retelling and inference skills are important for successful reading comprehension for individuals with ASD without ID and that lexical-semantic knowledge underpins these skills. Furthermore, the observation that ASD symptom severity was associated with narrative retelling skills is consistent with the hypothesis that problems in narrative reading skills are associated with the autism phenotype. Finally, inference skill was a particular challenge for individuals in this sample, although age was positively associated with better performance on the assessment.Implications: These findings suggest that narrative and inference skills, in addition to lexical-semantic knowledge, are important to target beginning in elementary grades to improve reading comprehension outcomes for children and adolescents with ASD without ID. En ligne : http://dx.doi.org/10.1177/2396941520968028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Nancy S MCINTYRE, Auteur ; Ryan P GRIMM, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Autism reading comprehension narrative inference Index. décimale : PER Périodiques Résumé : Background and aimsExtant research indicates that children and adolescents with autism spectrum disorder (ASD) without an intellectual disability (ID) often experience difficulty comprehending written texts that is unexpected in comparison with their cognitive abilities. This study investigated the development of two key skills, narrative and inference abilities, that support higher level text comprehension and their relation to lexical-semantic knowledge, ASD symptomatology, and age. Three questions were addressed: 1.) What was the nature of narrative and inference skill development over time? 2.) What was the relation between narrative or inference development and lexical-semantic knowledge, ASD symptomatology, and age? 3.) Did initial narrative and inferencing skills, and the development of these skills, predict reading comprehension outcomes? Methods: Data from 81 children and adolescents with ASD without ID (FIQ???75) between the ages of 8-16-years-old at timepoint 1 were collected at 15-month intervals across three timepoints. ASD symptomatology was assessed with the ADOS-2. Standardized narrative retelling, inference, reading comprehension, lexical-semantic knowledge and cognitive assessments were administered. Latent growth curve models were conducted to examine narrative and inference skill development, and conditional growth models were fit to examine the relation between growth trajectories and covariates (lexical-semantic knowledge, ASD symptomatology, age) as well as with the reading comprehension distal outcome.ResultsNarrative retelling skills followed a linear trajectory of growth and were a relative strength in this sample, while inference skills were well below average and declined over time relative to age-normed standard scores. Lexical-semantic knowledge explained significant heterogeneity in initial narrative and inference skills, whereas ASD symptomatology was only related to initial narrative retelling abilities and age was only related to initial inference abilities. Timepoint 3 reading comprehension skill (in the below average range) was significantly explained by initial narrative retelling and inference abilities.ConclusionsThe results of this study indicate that narrative retelling and inference skills are important for successful reading comprehension for individuals with ASD without ID and that lexical-semantic knowledge underpins these skills. Furthermore, the observation that ASD symptom severity was associated with narrative retelling skills is consistent with the hypothesis that problems in narrative reading skills are associated with the autism phenotype. Finally, inference skill was a particular challenge for individuals in this sample, although age was positively associated with better performance on the assessment.Implications: These findings suggest that narrative and inference skills, in addition to lexical-semantic knowledge, are important to target beginning in elementary grades to improve reading comprehension outcomes for children and adolescents with ASD without ID. En ligne : http://dx.doi.org/10.1177/2396941520968028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 Strategies of readers with autism when responding to inferential questions: An eye-movement study / Martina MICAI in Autism Research, 10-5 (May 2017)
[article]
Titre : Strategies of readers with autism when responding to inferential questions: An eye-movement study Type de document : Texte imprimé et/ou numérique Auteurs : Martina MICAI, Auteur ; Holly JOSEPH, Auteur ; Mila VULCHANOVA, Auteur ; David SALDANA, Auteur Article en page(s) : p.888-900 Langues : Anglais (eng) Mots-clés : autism spectrum disorder inference reading language eye movement Index. décimale : PER Périodiques Résumé : Previous research suggests that individuals with autism spectrum disorder (ASD) have difficulties with inference generation in reading tasks. However, most previous studies have examined how well children understand a text after reading or have measured on-line reading behavior without response to questions. The aim of this study was to investigate the online strategies of children and adolescents with autism during reading and at the same time responding to a question by monitoring their eye movements. The reading behavior of participants with ASD was compared with that of age-, language-, nonverbal intelligence-, reading-, and receptive language skills-matched participants without ASD (control group). The results showed that the ASD group were as accurate as the control group in generating inferences when answering questions about the short texts, and no differences were found between the two groups in the global paragraph reading and responding times. However, the ASD group displayed longer gaze latencies on a target word necessary to produce an inference. They also showed more regressions into the word that supported the inference compared to the control group after reading the question, irrespective of whether an inference was required or not. In conclusion, the ASD group achieved an equivalent level of inferential comprehension, but showed subtle differences in reading comprehension strategies compared to the control group. En ligne : http://dx.doi.org/10.1002/aur.1731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307
in Autism Research > 10-5 (May 2017) . - p.888-900[article] Strategies of readers with autism when responding to inferential questions: An eye-movement study [Texte imprimé et/ou numérique] / Martina MICAI, Auteur ; Holly JOSEPH, Auteur ; Mila VULCHANOVA, Auteur ; David SALDANA, Auteur . - p.888-900.
Langues : Anglais (eng)
in Autism Research > 10-5 (May 2017) . - p.888-900
Mots-clés : autism spectrum disorder inference reading language eye movement Index. décimale : PER Périodiques Résumé : Previous research suggests that individuals with autism spectrum disorder (ASD) have difficulties with inference generation in reading tasks. However, most previous studies have examined how well children understand a text after reading or have measured on-line reading behavior without response to questions. The aim of this study was to investigate the online strategies of children and adolescents with autism during reading and at the same time responding to a question by monitoring their eye movements. The reading behavior of participants with ASD was compared with that of age-, language-, nonverbal intelligence-, reading-, and receptive language skills-matched participants without ASD (control group). The results showed that the ASD group were as accurate as the control group in generating inferences when answering questions about the short texts, and no differences were found between the two groups in the global paragraph reading and responding times. However, the ASD group displayed longer gaze latencies on a target word necessary to produce an inference. They also showed more regressions into the word that supported the inference compared to the control group after reading the question, irrespective of whether an inference was required or not. In conclusion, the ASD group achieved an equivalent level of inferential comprehension, but showed subtle differences in reading comprehension strategies compared to the control group. En ligne : http://dx.doi.org/10.1002/aur.1731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 300 exercices de compréhension d'inférences logiques et pragmatiques et de chaînes causales / Corinne BOUTARD
Titre : 300 exercices de compréhension d'inférences logiques et pragmatiques et de chaînes causales Type de document : Texte imprimé et/ou numérique Auteurs : Corinne BOUTARD, Auteur ; Emmanuelle BROUARD, Auteur ; Régis BROUARD, Auteur Editeur : Isbergues [France] : Ortho Edition Année de publication : 2003 Importance : 117 p. Présentation : ill. Format : 21cm x 29cm x 1,2cm Accompagnement : Cd-Rom ISBN/ISSN/EAN : 978-2-914121-09-5 Langues : Français (fre) Mots-clés : inférence Index. décimale : COM-E COM-E - Communication - Pragmatique Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=700 300 exercices de compréhension d'inférences logiques et pragmatiques et de chaînes causales [Texte imprimé et/ou numérique] / Corinne BOUTARD, Auteur ; Emmanuelle BROUARD, Auteur ; Régis BROUARD, Auteur . - Isbergues [France] : Ortho Edition, 2003 . - 117 p. : ill. ; 21cm x 29cm x 1,2cm + Cd-Rom.
ISBN : 978-2-914121-09-5
Langues : Français (fre)
Mots-clés : inférence Index. décimale : COM-E COM-E - Communication - Pragmatique Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=700 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0000673 COM-E BOU Livre Centre d'Information et de Documentation du CRA Rhône-Alpes COM - Communication Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Guide de scolarisation des enfants porteurs du syndrome d'Asperger KLEIN, Caroline Caillou. Chez le docteur SANSCHAGRIN, Joceline PEP-3 Profil psycho-éducatif SCHOPLER, Eric La boîte à monstre PIGEON, Martyne Loto des métiers, boulanger et boucher AUTISME ET APPRENTISSAGES Loto des métiers, coiffeur et vendeur AUTISME ET APPRENTISSAGES Annual Research Review: Discovery science strategies in studies of the pathophysiology of child and adolescent psychiatric disorders - promises and limitations / Yihong ZHAO in Journal of Child Psychology and Psychiatry, 57-3 (March 2016)
[article]
Titre : Annual Research Review: Discovery science strategies in studies of the pathophysiology of child and adolescent psychiatric disorders - promises and limitations Type de document : Texte imprimé et/ou numérique Auteurs : Yihong ZHAO, Auteur ; Francisco Xavier CASTELLANOS, Auteur Article en page(s) : p.421-439 Langues : Anglais (eng) Mots-clés : Neuropsychiatric disorders psychopathology genetics brain image endophenotype Big Data classification inference Index. décimale : PER Périodiques Résumé : Background Psychiatric science remains descriptive, with a categorical nosology intended to enhance interobserver reliability. Increased awareness of the mismatch between categorical classifications and the complexity of biological systems drives the search for novel frameworks including discovery science in Big Data. In this review, we provide an overview of incipient approaches, primarily focused on classically categorical diagnoses such as schizophrenia (SZ), autism spectrum disorder (ASD), and attention-deficit/hyperactivity disorder (ADHD), but also reference convincing, if focal, advances in cancer biology, to describe the challenges of Big Data and discovery science, and outline approaches being formulated to overcome existing obstacles. Findings A paradigm shift from categorical diagnoses to a domain/structure-based nosology and from linear causal chains to complex causal network models of brain–behavior relationship is ongoing. This (r)evolution involves appreciating the complexity, dimensionality, and heterogeneity of neuropsychiatric data collected from multiple sources (‘broad’ data) along with data obtained at multiple levels of analysis, ranging from genes to molecules, cells, circuits, and behaviors (‘deep’ data). Both of these types of Big Data landscapes require the use and development of robust and powerful informatics and statistical approaches. Thus, we describe Big Data analysis pipelines and the promise and potential limitations in using Big Data approaches to study psychiatric disorders. Conclusions We highlight key resources available for psychopathological studies and call for the application and development of Big Data approaches to dissect the causes and mechanisms of neuropsychiatric disorders and identify corresponding biomarkers for early diagnosis. En ligne : http://dx.doi.org/10.1111/jcpp.12503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282
in Journal of Child Psychology and Psychiatry > 57-3 (March 2016) . - p.421-439[article] Annual Research Review: Discovery science strategies in studies of the pathophysiology of child and adolescent psychiatric disorders - promises and limitations [Texte imprimé et/ou numérique] / Yihong ZHAO, Auteur ; Francisco Xavier CASTELLANOS, Auteur . - p.421-439.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-3 (March 2016) . - p.421-439
Mots-clés : Neuropsychiatric disorders psychopathology genetics brain image endophenotype Big Data classification inference Index. décimale : PER Périodiques Résumé : Background Psychiatric science remains descriptive, with a categorical nosology intended to enhance interobserver reliability. Increased awareness of the mismatch between categorical classifications and the complexity of biological systems drives the search for novel frameworks including discovery science in Big Data. In this review, we provide an overview of incipient approaches, primarily focused on classically categorical diagnoses such as schizophrenia (SZ), autism spectrum disorder (ASD), and attention-deficit/hyperactivity disorder (ADHD), but also reference convincing, if focal, advances in cancer biology, to describe the challenges of Big Data and discovery science, and outline approaches being formulated to overcome existing obstacles. Findings A paradigm shift from categorical diagnoses to a domain/structure-based nosology and from linear causal chains to complex causal network models of brain–behavior relationship is ongoing. This (r)evolution involves appreciating the complexity, dimensionality, and heterogeneity of neuropsychiatric data collected from multiple sources (‘broad’ data) along with data obtained at multiple levels of analysis, ranging from genes to molecules, cells, circuits, and behaviors (‘deep’ data). Both of these types of Big Data landscapes require the use and development of robust and powerful informatics and statistical approaches. Thus, we describe Big Data analysis pipelines and the promise and potential limitations in using Big Data approaches to study psychiatric disorders. Conclusions We highlight key resources available for psychopathological studies and call for the application and development of Big Data approaches to dissect the causes and mechanisms of neuropsychiatric disorders and identify corresponding biomarkers for early diagnosis. En ligne : http://dx.doi.org/10.1111/jcpp.12503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 Les dessins humoristiques pour appréhender les compétences inférentielles des enfants âgés de 6 à 10 ans apports et perspectives / Nathalie BLANC in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 155 (Septembre 2018)
[article]
Titre : Les dessins humoristiques pour appréhender les compétences inférentielles des enfants âgés de 6 à 10 ans apports et perspectives Type de document : Texte imprimé et/ou numérique Auteurs : Nathalie BLANC, Auteur ; S. CREISSEN, Auteur ; Emmanuelle BRIGAUD, Auteur Article en page(s) : p.425-434 Langues : Français (fre) Mots-clés : Compréhension Inférence Dessins humoristiques Emotions positives Choix multiples Index. décimale : PER Périodiques Résumé : La capacité des élèves d’école élémentaire à produire des inférences est étudiée à partir d’une tâche de compréhension de dessins humoristiques. Trois catégories de dessins sont comparées entre elles afin d’identifier le ressort humoristique le plus propice à révéler le développement des capacités inférentielles entre 6 et 10 ans. Si la méthodologie employée s’avère efficace, elle a aussi pour avantage de fournir un cadre ludique pour accompagner le développement de cette compétence en dehors du contexte plus classique qu’est la lecture/compréhension de textes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=374
in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 155 (Septembre 2018) . - p.425-434[article] Les dessins humoristiques pour appréhender les compétences inférentielles des enfants âgés de 6 à 10 ans apports et perspectives [Texte imprimé et/ou numérique] / Nathalie BLANC, Auteur ; S. CREISSEN, Auteur ; Emmanuelle BRIGAUD, Auteur . - p.425-434.
Langues : Français (fre)
in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 155 (Septembre 2018) . - p.425-434
Mots-clés : Compréhension Inférence Dessins humoristiques Emotions positives Choix multiples Index. décimale : PER Périodiques Résumé : La capacité des élèves d’école élémentaire à produire des inférences est étudiée à partir d’une tâche de compréhension de dessins humoristiques. Trois catégories de dessins sont comparées entre elles afin d’identifier le ressort humoristique le plus propice à révéler le développement des capacités inférentielles entre 6 et 10 ans. Si la méthodologie employée s’avère efficace, elle a aussi pour avantage de fournir un cadre ludique pour accompagner le développement de cette compétence en dehors du contexte plus classique qu’est la lecture/compréhension de textes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=374 Jeu dit tout / Elise CADIMA
PermalinkMaking Inferences: Comprehension of Physical Causality, Intentionality, and Emotions in Discourse by High-Functioning Older Children, Adolescents, and Adults with Autism / Kimberly E. BODNER in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
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