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
2 recherche sur le mot-clé 'written communication'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Attention and written expression in school-age, high-functioning children with autism spectrum disorders / Matthew ZAJIC in Autism, 22-3 (April 2018)
[article]
Titre : Attention and written expression in school-age, high-functioning children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew ZAJIC, Auteur ; N. MCINTYRE, Auteur ; L. SWAIN-LERRO, Auteur ; S. NOVOTNY, Auteur ; T. OSWALD, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.245-258 Langues : Anglais (eng) Mots-clés : academic achievement attention-deficit/hyperactivity disorder autism spectrum disorders cognition (attention, learning, memory) school-age children writing processes written communication written expression Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties. En ligne : http://dx.doi.org/10.1177/1362361316675121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358
in Autism > 22-3 (April 2018) . - p.245-258[article] Attention and written expression in school-age, high-functioning children with autism spectrum disorders [Texte imprimé et/ou numérique] / Matthew ZAJIC, Auteur ; N. MCINTYRE, Auteur ; L. SWAIN-LERRO, Auteur ; S. NOVOTNY, Auteur ; T. OSWALD, Auteur ; Peter C. MUNDY, Auteur . - p.245-258.
Langues : Anglais (eng)
in Autism > 22-3 (April 2018) . - p.245-258
Mots-clés : academic achievement attention-deficit/hyperactivity disorder autism spectrum disorders cognition (attention, learning, memory) school-age children writing processes written communication written expression Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties. En ligne : http://dx.doi.org/10.1177/1362361316675121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 Writing, Asperger Syndrome and Theory of Mind / Heather M. BROWN in Journal of Autism and Developmental Disorders, 41-11 (November 2011)
[article]
Titre : Writing, Asperger Syndrome and Theory of Mind Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Perry D. KLEIN, Auteur Année de publication : 2011 Article en page(s) : p.1464-1474 Langues : Anglais (eng) Mots-clés : Asperger syndrome Autism Written communication Writing skills Theory of mind Adults Index. décimale : PER Périodiques Résumé : This research compared the written compositions of 16 adults with high-functioning autism spectrum disorders and 16 neurotypical control participants, and examined the influence of theory of mind on their writing. Participants ranging in age from 17 years to 42 years, matched on Vocabulary subtest scores from the Wechsler Adult Intelligence Scale (1997), completed the Social Attribution Task and wrote an expository and a narrative text. Texts were assessed on 18 variables representing quality, mechanics, and length. It was found that adults with HFASD wrote lower quality narrative and expository texts, and narratives of shorter length. Theory of mind was positively associated with writing quality and text length across both genres. En ligne : http://dx.doi.org/10.1007/s10803-010-1168-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147
in Journal of Autism and Developmental Disorders > 41-11 (November 2011) . - p.1464-1474[article] Writing, Asperger Syndrome and Theory of Mind [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Perry D. KLEIN, Auteur . - 2011 . - p.1464-1474.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-11 (November 2011) . - p.1464-1474
Mots-clés : Asperger syndrome Autism Written communication Writing skills Theory of mind Adults Index. décimale : PER Périodiques Résumé : This research compared the written compositions of 16 adults with high-functioning autism spectrum disorders and 16 neurotypical control participants, and examined the influence of theory of mind on their writing. Participants ranging in age from 17 years to 42 years, matched on Vocabulary subtest scores from the Wechsler Adult Intelligence Scale (1997), completed the Social Attribution Task and wrote an expository and a narrative text. Texts were assessed on 18 variables representing quality, mechanics, and length. It was found that adults with HFASD wrote lower quality narrative and expository texts, and narratives of shorter length. Theory of mind was positively associated with writing quality and text length across both genres. En ligne : http://dx.doi.org/10.1007/s10803-010-1168-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147