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
4 recherche sur le mot-clé 'terminology'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use / Jiedi LEI in Autism, 25-5 (July 2021)
[article]
Titre : Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Lauren JONES, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.1349-1367 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Computer-Assisted Instruction Education, Distance Humans Language Technology autism disability identity-first neurodiversity person-first quality of life terminology conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity-first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners' responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual's identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as 'autism spectrum' failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person's difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual's lead, with the primary focus on communicating an individual's strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support. En ligne : http://dx.doi.org/10.1177/1362361320987963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1349-1367[article] Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Lauren JONES, Auteur ; Mark BROSNAN, Auteur . - p.1349-1367.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1349-1367
Mots-clés : Autism Spectrum Disorder Autistic Disorder Computer-Assisted Instruction Education, Distance Humans Language Technology autism disability identity-first neurodiversity person-first quality of life terminology conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity-first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners' responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual's identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as 'autism spectrum' failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person's difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual's lead, with the primary focus on communicating an individual's strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support. En ligne : http://dx.doi.org/10.1177/1362361320987963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use / Jiedi LEI in Autism, 26-5 (July 2022)
[article]
Titre : Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Lauren JONES, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.1349-1367 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Computer-Assisted Instruction Education, Distance Humans Language Technology autism disability identity-first neurodiversity person-first quality of life terminology conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity-first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners' responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual's identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as 'autism spectrum' failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person's difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual's lead, with the primary focus on communicating an individual's strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support. En ligne : http://dx.doi.org/10.1177/1362361320987963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism > 26-5 (July 2022) . - p.1349-1367[article] Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Lauren JONES, Auteur ; Mark BROSNAN, Auteur . - p.1349-1367.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1349-1367
Mots-clés : Autism Spectrum Disorder Autistic Disorder Computer-Assisted Instruction Education, Distance Humans Language Technology autism disability identity-first neurodiversity person-first quality of life terminology conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity-first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners' responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual's identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as 'autism spectrum' failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person's difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual's lead, with the primary focus on communicating an individual's strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support. En ligne : http://dx.doi.org/10.1177/1362361320987963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology / Dorothy V. M. BISHOP in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
[article]
Titre : Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology Type de document : Texte imprimé et/ou numérique Auteurs : Dorothy V. M. BISHOP, Auteur ; Margaret J. SNOWLING, Auteur ; Paul A. THOMPSON, Auteur ; Trisha GREENHALGH, Auteur ; CATALISE-CONSORTIUM,, Auteur Article en page(s) : p.1068-1080 Langues : Anglais (eng) Mots-clés : Developmental language disorder specific language impairment terminology risk factors definitions Index. décimale : PER Périodiques Résumé : Background Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. Methods The Delphi method is an iterative process in which an initial set of statements is rated by a panel of experts, who then have the opportunity to view anonymised ratings from other panel members. On this basis they can either revise their views or make a case for their position. The statements are then revised based on panel feedback, and again rated by and commented on by the panel. In this study, feedback from a second round was used to prepare a final set of statements in narrative form. The panel included 57 individuals representing a range of professions and nationalities. Results We achieved at least 78% agreement for 19 of 21 statements within two rounds of ratings. These were collapsed into 12 statements for the final consensus reported here. The term ‘Language Disorder’ is recommended to refer to a profile of difficulties that causes functional impairment in everyday life and is associated with poor prognosis. The term, ‘Developmental Language Disorder’ (DLD) was endorsed for use when the language disorder was not associated with a known biomedical aetiology. It was also agreed that (a) presence of risk factors (neurobiological or environmental) does not preclude a diagnosis of DLD, (b) DLD can co-occur with other neurodevelopmental disorders (e.g. ADHD) and (c) DLD does not require a mismatch between verbal and nonverbal ability. Conclusions This Delphi exercise highlights reasons for disagreements about terminology for language disorders and proposes standard definitions and nomenclature. En ligne : http://dx.doi.org/10.1111/jcpp.12721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1068-1080[article] Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology [Texte imprimé et/ou numérique] / Dorothy V. M. BISHOP, Auteur ; Margaret J. SNOWLING, Auteur ; Paul A. THOMPSON, Auteur ; Trisha GREENHALGH, Auteur ; CATALISE-CONSORTIUM,, Auteur . - p.1068-1080.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1068-1080
Mots-clés : Developmental language disorder specific language impairment terminology risk factors definitions Index. décimale : PER Périodiques Résumé : Background Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. Methods The Delphi method is an iterative process in which an initial set of statements is rated by a panel of experts, who then have the opportunity to view anonymised ratings from other panel members. On this basis they can either revise their views or make a case for their position. The statements are then revised based on panel feedback, and again rated by and commented on by the panel. In this study, feedback from a second round was used to prepare a final set of statements in narrative form. The panel included 57 individuals representing a range of professions and nationalities. Results We achieved at least 78% agreement for 19 of 21 statements within two rounds of ratings. These were collapsed into 12 statements for the final consensus reported here. The term ‘Language Disorder’ is recommended to refer to a profile of difficulties that causes functional impairment in everyday life and is associated with poor prognosis. The term, ‘Developmental Language Disorder’ (DLD) was endorsed for use when the language disorder was not associated with a known biomedical aetiology. It was also agreed that (a) presence of risk factors (neurobiological or environmental) does not preclude a diagnosis of DLD, (b) DLD can co-occur with other neurodevelopmental disorders (e.g. ADHD) and (c) DLD does not require a mismatch between verbal and nonverbal ability. Conclusions This Delphi exercise highlights reasons for disagreements about terminology for language disorders and proposes standard definitions and nomenclature. En ligne : http://dx.doi.org/10.1111/jcpp.12721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 Which terms should be used to describe autism? Perspectives from the UK autism community / Lorcan KENNY in Autism, 20-4 (May 2016)
[article]
Titre : Which terms should be used to describe autism? Perspectives from the UK autism community Type de document : Texte imprimé et/ou numérique Auteurs : Lorcan KENNY, Auteur ; Caroline HATTERSLEY, Auteur ; Bonnie MOLINS, Auteur ; Carole BUCKLEY, Auteur ; Carol POVEY, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.442-462 Langues : Anglais (eng) Mots-clés : autism terminology disability neurodiversity quality of life Index. décimale : PER Périodiques Résumé : Recent public discussions suggest that there is much disagreement about the way autism is and should be described. This study sought to elicit the views and preferences of UK autism community members – autistic people, parents and their broader support network – about the terms they use to describe autism. In all, 3470 UK residents responded to an online survey on their preferred ways of describing autism and their rationale for such preferences. The results clearly show that people use many terms to describe autism. The most highly endorsed terms were ‘autism’ and ‘on the autism spectrum’, and to a lesser extent, ‘autism spectrum disorder’, for which there was consensus across community groups. The groups disagreed, however, on the use of several terms. The term ‘autistic’ was endorsed by a large percentage of autistic adults, family members/friends and parents but by considerably fewer professionals; ‘person with autism’ was endorsed by almost half of professionals but by fewer autistic adults and parents. Qualitative analysis of an open-ended question revealed the reasons underlying respondents’ preferences. These findings demonstrate that there is no single way of describing autism that is universally accepted and preferred by the UK’s autism community and that some disagreements appear deeply entrenched. En ligne : http://dx.doi.org/10.1177/1362361315588200 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287
in Autism > 20-4 (May 2016) . - p.442-462[article] Which terms should be used to describe autism? Perspectives from the UK autism community [Texte imprimé et/ou numérique] / Lorcan KENNY, Auteur ; Caroline HATTERSLEY, Auteur ; Bonnie MOLINS, Auteur ; Carole BUCKLEY, Auteur ; Carol POVEY, Auteur ; Elizabeth PELLICANO, Auteur . - p.442-462.
Langues : Anglais (eng)
in Autism > 20-4 (May 2016) . - p.442-462
Mots-clés : autism terminology disability neurodiversity quality of life Index. décimale : PER Périodiques Résumé : Recent public discussions suggest that there is much disagreement about the way autism is and should be described. This study sought to elicit the views and preferences of UK autism community members – autistic people, parents and their broader support network – about the terms they use to describe autism. In all, 3470 UK residents responded to an online survey on their preferred ways of describing autism and their rationale for such preferences. The results clearly show that people use many terms to describe autism. The most highly endorsed terms were ‘autism’ and ‘on the autism spectrum’, and to a lesser extent, ‘autism spectrum disorder’, for which there was consensus across community groups. The groups disagreed, however, on the use of several terms. The term ‘autistic’ was endorsed by a large percentage of autistic adults, family members/friends and parents but by considerably fewer professionals; ‘person with autism’ was endorsed by almost half of professionals but by fewer autistic adults and parents. Qualitative analysis of an open-ended question revealed the reasons underlying respondents’ preferences. These findings demonstrate that there is no single way of describing autism that is universally accepted and preferred by the UK’s autism community and that some disagreements appear deeply entrenched. En ligne : http://dx.doi.org/10.1177/1362361315588200 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287