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 'written expression'
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 Brief Report: An Evaluation of an Instructional Package for Teaching Sentence Construction to Students with ASD / R. C. PENNINGTON in Journal of Autism and Developmental Disorders, 48-1 (January 2018)
[article]
Titre : Brief Report: An Evaluation of an Instructional Package for Teaching Sentence Construction to Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : R. C. PENNINGTON, Auteur ; J. ROCKHOLD, Auteur Article en page(s) : p.301-306 Langues : Anglais (eng) Mots-clés : Autism Sentence writing Technology Written expression Index. décimale : PER Périodiques Résumé : In the current study, we investigated the effects of an instructional package on the construction of sentences writing by four children ages 6-9, with autism spectrum disorder (ASD). We employed a multiple probe across behaviors design to evaluate the efficacy of the intervention package and also conducted probes to assess generalization and increases in the use of spoken sentences. Data indicated that the package was effective and produced variable levels of maintenance and generalized responding across three of the participants. Further, changes in vocal responding were observed in one of the participants. En ligne : https://doi.org/10.1007/s10803-017-3309-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337
in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.301-306[article] Brief Report: An Evaluation of an Instructional Package for Teaching Sentence Construction to Students with ASD [Texte imprimé et/ou numérique] / R. C. PENNINGTON, Auteur ; J. ROCKHOLD, Auteur . - p.301-306.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.301-306
Mots-clés : Autism Sentence writing Technology Written expression Index. décimale : PER Périodiques Résumé : In the current study, we investigated the effects of an instructional package on the construction of sentences writing by four children ages 6-9, with autism spectrum disorder (ASD). We employed a multiple probe across behaviors design to evaluate the efficacy of the intervention package and also conducted probes to assess generalization and increases in the use of spoken sentences. Data indicated that the package was effective and produced variable levels of maintenance and generalized responding across three of the participants. Further, changes in vocal responding were observed in one of the participants. En ligne : https://doi.org/10.1007/s10803-017-3309-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder / Heather M. BROWN in Research in Autism Spectrum Disorders, 8-11 (November 2014)
[article]
Titre : Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Andrew M. JOHNSON, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur Article en page(s) : p.1482-1499 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Written expression Persuasive writing Oral language Weak central coherence Theory of mind Index. décimale : PER Périodiques Résumé : Previous studies of students with high-functioning autism spectrum disorder (HFASD) have shown great variability in their writing abilities. Most previous studies of students with HFASD have combined individuals with linguistic impairments (HF-ALI) and individuals without linguistic impairments (HF-ALN) into a single group. The current study was the first to compare the persuasive writing of students with HF-ALN with controls, without confounding the effects of language ability and autism on writing achievement, and while considering possible cognitive underpinnings of their writing skills. Twenty-five students with HF-ALN and 22 typically developing controls completed measures of oral language, nonverbal IQ, social responsiveness, theory of mind, integrative processing and persuasive writing. The persuasive texts were coded on 19 variables across six categories: productivity, grammatical complexity, lexical diversity, cohesiveness, writing conventions, and overall quality. The texts were reliably different between groups across measures of productivity, syntactic complexity, lexical complexity and persuasive quality. Specifically, the texts of students with HF-ALN scored lower on overall quality (d = ?0.6 SD), contained shorter and simpler sentences (d = ?1.0), and had less repetition of content words (d = ?0.8 SD). For the HF-ALN group, integrative processing, language ability and age predicted 77% of the variance in persuasive quality. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1482-1499[article] Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Andrew M. JOHNSON, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur . - p.1482-1499.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1482-1499
Mots-clés : Autism spectrum disorder Written expression Persuasive writing Oral language Weak central coherence Theory of mind Index. décimale : PER Périodiques Résumé : Previous studies of students with high-functioning autism spectrum disorder (HFASD) have shown great variability in their writing abilities. Most previous studies of students with HFASD have combined individuals with linguistic impairments (HF-ALI) and individuals without linguistic impairments (HF-ALN) into a single group. The current study was the first to compare the persuasive writing of students with HF-ALN with controls, without confounding the effects of language ability and autism on writing achievement, and while considering possible cognitive underpinnings of their writing skills. Twenty-five students with HF-ALN and 22 typically developing controls completed measures of oral language, nonverbal IQ, social responsiveness, theory of mind, integrative processing and persuasive writing. The persuasive texts were coded on 19 variables across six categories: productivity, grammatical complexity, lexical diversity, cohesiveness, writing conventions, and overall quality. The texts were reliably different between groups across measures of productivity, syntactic complexity, lexical complexity and persuasive quality. Specifically, the texts of students with HF-ALN scored lower on overall quality (d = ?0.6 SD), contained shorter and simpler sentences (d = ?1.0), and had less repetition of content words (d = ?0.8 SD). For the HF-ALN group, integrative processing, language ability and age predicted 77% of the variance in persuasive quality. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties / Matthew ZAJIC in Research in Autism Spectrum Disorders, 76 (August 2020)
[article]
Titre : Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Matthew ZAJIC, Auteur ; Emily Jane SOLARI, Auteur ; Nancy Susan MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.101590 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder Autism spectrum disorder Education School-age Task engagement Written expression Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) demonstrate highly variable writing skills. Few studies have examined if engagement during writing assessments may differ for children with ASD and if task engagement is related to their writing assessment performance. This study examined narrative writing and broad task engagement in children with ASD compared to peers with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. Method Sixty children with ASD, 32 children with ADHD, and 29 TD children completed assessments of cognitive skills, symptom severity, and spontaneous narrative writing. Time spent engaged during writing was assessed during the spontaneous narrative writing task. Results The ASD group performed lowest on text organization and quality scores as well as word production scores while also spending the least time engaged with the writing task. Time spent engaged was most strongly associated with narrative writing scores in the ASD group and explained unique variance in text organization and quality scores and word production scores after controlling for related age, cognitive skills, and symptom severity variables. The ADHD group showed similar associations between time spent engaged and word production scores, and time spent engaged explained unique variance in word production scores. Conclusions Time spent engaged completing the writing task appeared lowest for the ASD group and may suggest writing task engagement to be a more prominent difficulty area for children with ASD compared to peers with ADHD and TD peers. Implications for better understanding and supporting the writing skills of children with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429
in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101590[article] Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties [Texte imprimé et/ou numérique] / Matthew ZAJIC, Auteur ; Emily Jane SOLARI, Auteur ; Nancy Susan MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; Peter C. MUNDY, Auteur . - p.101590.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101590
Mots-clés : Attention-deficit/hyperactivity disorder Autism spectrum disorder Education School-age Task engagement Written expression Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) demonstrate highly variable writing skills. Few studies have examined if engagement during writing assessments may differ for children with ASD and if task engagement is related to their writing assessment performance. This study examined narrative writing and broad task engagement in children with ASD compared to peers with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. Method Sixty children with ASD, 32 children with ADHD, and 29 TD children completed assessments of cognitive skills, symptom severity, and spontaneous narrative writing. Time spent engaged during writing was assessed during the spontaneous narrative writing task. Results The ASD group performed lowest on text organization and quality scores as well as word production scores while also spending the least time engaged with the writing task. Time spent engaged was most strongly associated with narrative writing scores in the ASD group and explained unique variance in text organization and quality scores and word production scores after controlling for related age, cognitive skills, and symptom severity variables. The ADHD group showed similar associations between time spent engaged and word production scores, and time spent engaged explained unique variance in word production scores. Conclusions Time spent engaged completing the writing task appeared lowest for the ASD group and may suggest writing task engagement to be a more prominent difficulty area for children with ASD compared to peers with ADHD and TD peers. Implications for better understanding and supporting the writing skills of children with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429