An investigation of oral narratives in children with High Functioning Autism: aspects of microstructure and macrostructure
|
|
- Oswald Knight
- 5 years ago
- Views:
Transcription
1 An investigation of oral narratives in children with High Functioning Autism: aspects of microstructure and macrostructure E L E N I B A L D I M T S I 1, E L E N I P E R I S T E R I 1, & I A N T H I T S I M P L I 1, 2 1 A R I S T O T L E U N I V E R S I T Y O F T H E S S A L O N I K I, 2 U N I V E R S I T Y O F R E A D I N G, UK 13th International Congress for the Study of Child Language, July 2014
2 Aims to compare the narrative performance of children with High Functioning Autism (HFA) to that of typically-developing (TD) children in terms of referential cohesion and global narrative coherence to examine whether lexical and syntactic abilities correlate with cohesion and coherence in narrative discourse
3 HFA Individuals with HFA belong to the autism spectrum with no learning disability (Frith, 2004) Basic language functioning (phonology, syntax) is age-appropriate while higher level linguistic abilities (e.g. use of language in context, pragmatic inferencing, intentionality) are inappropriate (Joliffe & Baron-Cohen, 2000; Tager- Flusberg, Paul & Lord, 2005) Verbal and non-verbal IQ 85
4 Narratives as linguistic and cognitive markers of development Linguistic development: reference, coordination, subordination, temporal anchoring Cognitive (and pragmatic) development: constructing the episode(s) and building a mental model of the narrative (Johnson-Laird, 1983; Bower & Morrow, 1990; Arnold, Benetto &Diehl, 2008) Central coherence - Theory of Mind
5 A. Referential cohesion The development of narrative ability is related to the development of character reference: Introduction, Maintenance, Shift (Reintroduction) (Hickman et al 1995; 1996; Hickman & Hendriks, 1999)
6 Reference use in autism Underspecification: Children with autism overused pronouns and zero-pronouns where full DPs should have been used in shift contexts ((Norbury & Bishop, 2003; Norbury et al., 2013;Tager- Flusberg, 1995) Overspecification: children with autism overused full DPs expressions instead of pronouns in maintenance (Baltaxe, 1977; Colle, Baron- Cohen, Wheelwright & Van der Lely, 2008; Arnold et al., 2009) Why? A. Memory problems (maintaining activation in cases of overload) B. Taking the listener s perspective into account (ToM)
7 B. Global narrative coherence holistic organization of discourse, use of causal explanatory frameworks to integrate narrated events in meaningful ways, and referential cohesion (Hogan-Brown, Losh, Martin, &. Mueffelmann, 2013 ) Individuals with autism tend to use fewer evaluatives (i.e. characters thoughts & emotions), fewer causal networks and more irrelevant, inappropriate utterances while narrating a story (Norbury et al., 2013; Diehl et al., 2006)
8 I. The study - Participants 20 Greek-speaking children diagnosed with HFA (1 girl, age range: 7;0-12;6, Mean: 9;4 yrs., SD: 1.8) Diagnostic criteria: Autism Diagnostic Interview-Revised (ADI-R; Lord, Rutter, & Le Couteur, 1994) clinical assessment of the child s social-adaptive functioning by a child psychiatrist 20 typically-developing (TD) Greek-speaking children (1 girl, age range: 7;0-12;5, Mean: 9;4 yrs., SD: 1.78)
9 II. The study Methodology Screening tasks - Morpho-Syntactic Comprehension (Diagnostic Verbal IQ (DVIQ); Stavrakaki & Tsimpli, 1999) Greek Expressive Vocabulary task (Vogindroukas, Protopapas, & Sideridis, 2009; adaptation from Renfrew Word Finding test, 1995).
10 Results (WISC-III, DVIQ, Vocabulary), Means (SD) Groups WISC (general IQ index) DVIQ score Expressive Vocabulary (max. score: 50) TD control Children Mean verbal IQ: (16.4) Mean performance IQ: (15.4) Children with HFA *Mean verbal IQ: (17.3) **Mean performance IQ: (15.4) 17.1 (3.9) 45.1 (3.7) MEVA: 11; (3.8) 42.4 (5.0) MEVA: 10;7 *verbal IQ index: 9 children with HFA scored sign. lower (p<.05) than the mean of the control children **performance IQ index: 7 children with HFA scored sign. lower (p<.05) than the mean of the control children (Singlims_ES software; Crawford et al., 2003)
11 II. The story Wordless storybook: Harry the dirty dog (Zion, 1956) Telling: all pictures were presented initially and then page by page in a book form; the experimenter was watching Retelling: the child listens to the story through headphones; the experimenter was sitting opposite the child without looking at the book; the child had to retell the story looking at the pictures again
12 Harry the dirty dog picture-story
13 II. a.microstructure Lexical Diversity of Internal State terms (emotions, beliefs, attitudes, expressed through different categories) Syntactic Complexity Index (Hunt, 1970): No of subordinated sentences for every c-unit
14 II.b. Macrostructure -No of Episodes -Setting -Closing events: statements that indicate goal attainment/ failure of the protagonists actions -Accuracy: theme & point of the story -Causal connectivity: the average number of connections between propositions Causal Networks (Trabasso & Sperry, 1985) In text cause-and-effect connections between events or linguistic units create a network of information. This network identifies the causal chain, the events that create the gist of the story (Trabasso & Sperry, 1985).
15 Causal Networks (Trabasso & Sperry, 1985) Causal connections in the story Harry the dirty dog between 5 events: 1.Harry was a white dog with black spots 2. who liked everything, except getting a (2) bath. 3. So one day when he heard the water running in the tab, (3) 4.he took the scrubbing brush and buried it in the backyard 5.Then he ran away from home.
16 Results
17 I. Frequencies of use of referential forms in telling and retelling in Maintenance ,95 Telling 100 Retelling Lex. NPs ,44 84,74 Lex. DPs Pronoun 50 Pronouns , ,89 13, , TD children HFA children 0 TD children HFA children - Pronouns > Lex. DPs in both telling and retelling (p<.05) for both groups - No significant between-group differences in either telling or retelling
18 I. Frequencies of use of referential forms in telling and retelling in Reintroduction 100 Telling 100 Retelling Lex. DPs Lex. DPs ,83 42,4 Pronouns ,54 47,78 43,33 35,55 Pronouns , TD children HFA children 0 TD children HFA children - Pronouns > Lex. DPs in telling only (p<.05) for both groups - Non significant between-group differences in both modes - Lex. DPs sign. higher in retelling (p<.010) for both groups (retelling effect)
19 II. Narrative length and Lexical Diversity of IST Telling Retelling - TD children: higher rates for both C-units and lexical diversity in retelling (p<.005) - Children with HFA: higher rates for lexical diversity in retelling (p=.013) - Significant between-group differences in both C-units and Lexical Diversity in Retelling (TD children > children with HFA)
20 III. Microstructure: Syntactic Complexity Index 2 1,8 1,6 1,4 1,2 1,29 Syntactic Complexity Index Telling 1,23 Syntactic Complexity Index 2 1,8 1,6 1,4 1,2 1,49 Syntactic Complexity Index Retelling 1,41 Syntactic Complexity Index 1 1 0,8 0,8 0,6 0,6 0,4 0,4 0,2 0,2 0 TD children HFA children 0 TD children HFA children - TD children: higher Syntactic Complexity Index in Retelling (p=.013) - n.s. between-group differences
21 IV. Macrostructure measures Telling Retelling - TD children: narrative mode effect; higher rates for Settings in Retelling (p=.025) - Children with HFA: narrative mode effect; higher rates for No of Episodes (p=.034) and No of Peripheral Events (p=.046) in Retelling. - Telling: TD > children with HFA in Causal Connectivity, Accuracy, No of Episodes and Peripheral Events - Retelling: TD > children with HFA in all 5 categories
22 Syntactic Complexity Index and causal connectivity HFA children Syntactic Comprehension (DVIQ) was positively correlated with the Syntactic Complexity index in retelling (F(1, 19)=4.003, p=.051, r=.182). Expressive Vocab was positively correlated with Causal connectivity in the telling condition (F(1, 19)=4.113, p=.058, r=.186).
23 Summary Referential Cohesion: no significant between-group differences in the use of appropriate referential forms per referential function Microstructure: children with HFA produced shorter narratives and less lexical diversity in the use of internal state terms Macrostructure: children with HFA had less structured causal networks than the TD children-->story structure and coherence were problematic for the children with autism Narrative mode effects: retelling had more marked effects on TD children than children with HFA in terms of number of C-units, Syntactic Complexity and Settings as part of causal networks
24 Remaining questions To what extent can differences in language ability in children with HFA vs. TD account for problems in encoding macrostructure?
25 Many thanks to the children participating in the study and their parents And thank you for your attention!
26 Selected References American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. Arnold, J.E., Bennetto, L.,& Diehl, J.J.(2009).Reference production in young speakers with and without autism: Effects of discourse status and processing constraints. Cognition, 110, Baltaxe, C.A.M.,&D Angiola, N.(1992). Cohesion in the discourse interaction of autistic, specifically language-impaired, and normal children. Journal of Autism and Developmental Disorders,22, Bamberg,M.,&Damrad Frye,R.(1991).On the ability to provide evaluative comments: Further explorations of children s narrative competencies. Journal of Child Language,18, Baron-Cohen, S.(1995).Mindblindness: An essay on autism and theory of mind. Cambridge, UK: The MIT Press. Diehl, J. J., Bennetto, L., & Young, E. (2006). Story recall and narrative coherence of high-functioning children with autism spectrum disorders. Journal of Abnormal Child Psychology, 34(1),
27 Selected References (ctd.) Hunt, K. W. (1970). Recent measures in syntactic development. In M. Lester (ed.) Reading in applied transformational grammar ( ). Nueva York: Holt, Rinehart and Wiston. Frith, U. (2003). Autism: Explaining the enigma. Oxford: Blackwell. Joliffe, T., & Baron-Cohen, S. (2000). Linguistic processing in high-functioning adults with autism or Asperger syndrome: Can global coherence be achieved? A further test of central coherence theory. Psychological Medicine, 30, Norbury, C.F., Gemmel,T., &Paul, R.(2013). Pragmatic abilities in narrative production: across-disorder comparison. Journal of Child Language Advance online publication. Stavrakaki, S. & Τsimpli, I. M. (2000). Diagnostic verbal IQ test for school and preschool children: Standardization, statistical analysis, and psychometric properties. Proceedings of the 8 th conference of the Panhellenic Association of Speech and Language Therapists (pp ). Athens: Ellinika Grammata. Schuh, J. M., & Eigsti, I. M. (2012).Working Memory, Language Skills, and Autism Symptomatology. Behavioral Sciences, 2 (4), Trabasso, T., & Sperry, L. L. (1985). Causal relatedness and importance of story events. Journal of Memory and Language, 24, Vogindroukas, I., Protopapas, A. X., & Sideridis, G. (2009). Greek version of the Word Finding Vocabulary Test (Renfrew, 1995). Athens: Glauki.
28 Peripheral events of the story 1.Harry was a white dog with black spots 2. who liked everything, except getting a bath. Setting 1st. Harry is avoiding the bath 2nd. Harry s adventure w/ sub- episodes 3rd. Harry s trouble back home 4rth. Finding the brush 5fth. Towards the bath tub 6th. Taking a bath 7th. Bach home No of episodes 1. Harry s bath was the soapiest one he d ever had. It worked like magic. As soon as the children started to scrub, they began shouting, Mummy! Daddy! Closing Look! Come quick! It s Harry! It s Harry! It s Harry! they cried. events 2. Harry wagged his tail and was very, very happy. 3. It was wonderful to be home
29 Accuracy Harry the dirty dog story is that it is about a white dog with black spots who loves everything, except baths. So one day before bath time, Harry runs away. He plays outside all day long, digging and sliding in everything from garden soil to pavement tar. By the time he returns home, Harry is so dirty he looks like a black dog with white spots. His family doesn't even recognize him! THEME Of all things, Harry has to ask for a bath and when finally gets it then his family recognizes him. POINT
Language Disorders in Greek 5, May 2014
Mental state terms and the role of working memory in high functioning autistic children s narrative production ELENI BALDIMTSI 1, ELENI PERISTERI 1 & IANTHI-MARIA TSIMPLI 1,2 1 ARISTOTLE UNIVERSITY OF
More informationBrooke DePoorter M.Cl.Sc. (SLP) Candidate University of Western Ontario: School of Communication Sciences and Disorders
Critical Review: In school-aged children with Autism Spectrum Disorder (ASD), what oral narrative elements differ from their typically developing peers? Brooke DePoorter M.Cl.Sc. (SLP) Candidate University
More informationPragmatic abilities of high-functioning Greek-speaking children with autism
ΨΥΧΟΛΟΓΙΑ, 2013, 20 (3) 321-337 PSYCHOLOGY, 2013, 20 (3) 321-337 Pragmatic abilities of high-functioning Greek-speaking children with autism THEODOROS MARINIS 1, ARHONTO TERZI 2 ANGELIKI KOTSOPOULOU 3,
More informationFaculty Advisor: Dr. Sandra Gillam. Abstract. 1. Introduction
Proceedings of The National Conference On Undergraduate Research (NCUR) 2015 Eastern Washington University, Cheney, WA April 16-18, 2015 Improving The Use Of Mental State Verbs By Children With Autism
More informationComprehension and Story Retelling. Abilities among Children with ASD. Compared to Children with Typical. Development
BAR-ILAN UNIVERSITY Comprehension and Story Retelling Abilities among Children with ASD Compared to Children with Typical Development Liat Kadosh Submitted in partial fulfillment of the requirements for
More informationTheory of Mind in ASD, SLI, & Hearing Impairment Groups
Theory of Mind in ASD, SLI, & Hearing Impairment Groups Megan Gresholdt Allison M. Haskill, Ph.D Augustana College Megan-Gresholdt@augustana.edu AllisonHaskill@augustana.edu What is Theory of Mind (ToM)?
More informationNarrative as a clinical assessment
Narrative as a clinical assessment NICOLA BOTTING LANGUAGE AND COMMUNICATION SCIENCE CITY UNIVERSITY LONDON Overview Background about narrative Different types of narrative Narrative in relation to diagnosis
More informationSyntax and its interfaces at the low and high ends of the autistic spectrum
Syntax and its interfaces at the low and high ends of the autistic spectrum Book or Report Section Accepted Version Terzi, A., Marinis, T. and Francis, K. (2016) Syntax and its interfaces at the low and
More informationAutism Spectrum Disorders: An update on research and clinical practices for SLPs
DSM-IV to DSM-5: Primary Changes Autism Spectrum Disorders: An update on research and clinical practices for SLPs Laurie Swineford, PhD CCC-SLP Washington State University DSM-IV Previously we used the
More informationResearch in Developmental Disabilities
Research in Developmental Disabilities 33 (2012) 1395 1407 Contents lists available at SciVerse ScienceDirect Research in Developmental Disabilities Narrative competence and internal state language of
More informationThe Big Picture: Storytelling Ability in Adults with Autism Spectrum Conditions
J Autism Dev Disord (2012) 42:1557 1565 DOI 10.1007/s10803-011-1388-5 ORIGINAL PAPER The Big Picture: Storytelling Ability in Adults with Autism Spectrum Conditions Jennifer L. Barnes Simon Baron-Cohen
More informationCHAPTER TWO COMMUNICATION IN CHILDREN WITH PERVASIVE DEVELOPMENTAL DISORDER
CHAPTER TWO COMMUNICATION IN CHILDREN WITH PERVASIVE DEVELOPMENTAL DISORDER Ryan got wet and muddy when he was playing outside in the back yard.. I told him to take off his socks and put new ones on. A
More informationPragmatic language impairments
Pragmatic language impairments Dorothy Bishop Wellcome Principal Research Fellow Department of Experimental Psychology University of Oxford 1 Oral communication involves: COMPREHENSION decoding speech
More informationCOMMUNICATION ASSESSMENT AND INTERVENTION FOR BILINGUAL LATINOS WITH ASPERGER SYNDROME (AS) Nicolás Linares-Orama, Ph. D. FILIUS Research Institute
COMMUNICATION ASSESSMENT AND INTERVENTION FOR BILINGUAL LATINOS WITH ASPERGER SYNDROME (AS) Nicolás Linares-Orama, Ph. D. FILIUS Research Institute University of Puerto Rico PURPOSE IN THIS PRESENTATION
More informationLanguage is the behavior of the brain; communication is the behavior of the body and brain. Financial Disclosure
Financial Disclosure Asperger Syndrome & HFA Informal Dynamic Social Thinking Assessment Michelle Garcia Winner www.socialthinking.com I am affiliated with Think Social Publishing. I publish multiple books
More informationImproving Communication in Autism Spectrum Disorders (ASD) Eniola Lahanmi Speech & Language Therapist
Improving Communication in Autism Spectrum Disorders (ASD) Eniola Lahanmi Speech & Language Therapist Communication in ASD We will cover Typical language development Language presentation in ASD Language
More informationWriting, Asperger Syndrome and Theory of Mind. Heather M. Brown and Perry D. Klein. Faculty of Education
RUNNING HEAD: Asperger Syndrome and Writing 1 Writing, Asperger Syndrome and Theory of Mind Heather M. Brown and Perry D. Klein Faculty of Education The University of Western Ontario, London, Ontario Brown,
More informationDetail and Gestalt Focus in Individuals with Optimal Outcomes from Autism Spectrum Disorders
DOI 10.1007/s10803-014-2347-8 ORIGINAL PAPER Detail and Gestalt Focus in Individuals with Optimal Outcomes from Autism Spectrum Disorders Allison Fitch Deborah A. Fein Inge-Marie Eigsti Ó Springer Science+Business
More informationCOMPUTATIONAL ANALYSIS OF TRAJECTORIES OF LINGUISTIC DEVELOPMENT IN AUTISM
COMPUTATIONAL ANALYSIS OF TRAJECTORIES OF LINGUISTIC DEVELOPMENT IN AUTISM Emily Prud hommeaux, Eric Morley, Masoud Rouhizadeh, Laura Silverman Jan van Santen, Brian Roark, Richard Sproat, Sarah Kauper,
More informationSocial and Pragmatic Language in Autistic Children
Parkland College A with Honors Projects Honors Program 2015 Social and Pragmatic Language in Autistic Children Hannah Li Parkland College Recommended Citation Li, Hannah, "Social and Pragmatic Language
More informationComparison of Conversation and Narrative Language Abilities in Children with Autism: Diagnostic and Therapeutic Considerations
University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations August 2015 Comparison of Conversation and Narrative Language Abilities in Children with Autism: Diagnostic and Therapeutic
More information! Introduction:! ! Prosodic abilities!! Prosody and Autism! !! Developmental profile of prosodic abilities for Portuguese speakers!
Marisa Filipe Dezembro de 2013 pdpsi10020@fpce.up.pt EXCL/MHC-LIN/0688/2012 Summary Introduction: Prosodic Abilities in Children and Young Adults with Typical & Non-Typical Development Prosodic abilities
More informationArhonto Terzi, Theodoros Marinis, Konstantinos Francis, and Angeliki Kotsopoulou
BUCLD 36 Proceedings To be published in 2012 by Cascadilla Press Rights forms signed by all authors Crosslinguistic Differences in Autistic Children s Comprehension of Pronouns: English vs. Greek Arhonto
More informationThe effect of social stories on reduction of challenging behaviours in autistic children
Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 15 (2011) 351 355 WCES-2011 The effect of social stories on reduction of challenging behaviours in autistic children Ahmad
More informationDistributional semantic models for the evaluation of disordered language
Distributional semantic models for the evaluation of disordered language Masoud Rouhizadeh, Emily Prud hommeaux, Brian Roark, Jan van Santen Center for Spoken Language Understanding, Oregon Health & Science
More informationASHA Comments* (ASHA Recommendations Compared to DSM-5 Criteria) Austism Spectrum Disorder (ASD)
DSM-5 (Criteria and Major Changes for SLP-Related Conditions) Individuals meeting the criteria will be given a diagnosis of autism spectrum disorder with three levels of severity based on degree of support
More informationCommunication and ASD: Key Concepts for Educational Teams
Communication and ASD: Key Concepts for Educational Teams Marci Laurel, MA, CCC-SLP mlaurel@salud.unm.edu and Services (UCEDD) 1 Training Objectives Participants will: 1. Name at least three communication
More informationChildren s Communication Checklist - 2: a validation study
Publié dans Revue Tranel (Travaux neuchâtelois de linguistique) 42, 53-63, 2005 qui doit être utilisée pour toute référence à ce travail Children s Communication Checklist - 2: a validation study Courtenay
More informationIntegration of Language and Fluency Treatment in a Day-Camp Setting. Ginger Collins & Paul Hoffman Louisiana State University Baton Rouge, LA
Integration of Language and Fluency Treatment in a Day-Camp Setting Ginger Collins & Paul Hoffman Louisiana State University Baton Rouge, LA Why incorporate fluency and language treatment? Estimated 44%
More informationDevelopment of the Test of Inferencing KELSEY DEPEW, B.S. TINA VEALE, PH. D., CCC- SLP EASTERN ILLINOIS UNIVERSITY
Development of the Test of Inferencing KELSEY DEPEW, B.S. TINA VEALE, PH. D., CCC- SLP EASTERN ILLINOIS UNIVERSITY Background Inferencing is the ability to make judgments based upon limited information.
More informationABSTRACT. Severe difficulty in interacting with others is a defining characteristic of autism
ABSTRACT BROWN, BENJAMIN T. The Content and Structure of Autobiographical Memories in Children With and Without Asperger Syndrome. (Under the direction of Lynne Baker- Ward.) Severe difficulty in interacting
More information",! " ", " " " " "!!! " $.
27 35 5,6, Theory of Mind,,!, #!! Theory of Mind, ToM Theory of Mind (ToM)! ToM!!! $ Baron-Cohen, Leslie, & Frith, 985; Astington &)! (Jenkins, 995; Wellman, Cross, & Watson, 2,, $ #,# (joint attention)
More informationJOHN C. THORNE, PHD, CCC-SLP UNIVERSITY OF WASHINGTON DEPARTMENT OF SPEECH & HEARING SCIENCE FETAL ALCOHOL SYNDROME DIAGNOSTIC AND PREVENTION NETWORK
OPTIMIZING A CLINICAL LANGUAGE MEASURE FOR USE IN IDENTIFYING SIGNIFICANT NEURODEVELOPMENTAL IMPAIRMENT IN DIAGNOSIS OF FETAL ALCOHOL SPECTRUM DISORDERS (FASD) JOHN C. THORNE, PHD, CCC-SLP UNIVERSITY OF
More informationsocial communication disorder: identification with the CCC-2? Courtenay Frazier Norbury University College London
social communication disorder: identification with the CCC-2? Courtenay Frazier Norbury University College London my PhD plan identify diagnostic criteria for pragmatic language impairment that would reliably
More informationMaking inferences from text: it s vocabulary that matters
Making inferences from text: it s vocabulary that matters Rebecca Lucas 1 Courtenay Frazier Norbury Department of Psychology Royal Holloway University of London 1 corresponding author Address for correspondence:
More informationAcoustic Analysis of Prosody in Spontaneous Productions of Minimally Verbal Children and Adolescents with Autism
Acoustic Analysis of Prosody in Spontaneous Productions of Minimally Verbal Children and Adolescents with Autism Jill C. Thorson, Nicole Usher, Rupal Patel, and Helen Tager-Flusberg 1. Introduction * Variations
More informationLecture 6: The Whorfian Hypothesis (contd.); autism spectrum disorders and language
Lecture 6: The Whorfian Hypothesis (contd.); autism spectrum disorders and language Learning goals: o Understand what is meant by the Whorfian Hypothesis, and be able to illustrate it with (controversial)
More informationCHAPTER FIVE METHODOLOGY
CHAPTER FIVE METHODOLOGY To hone in on characteristics that are universal among and specific to individuals with a particular syndrome or disability, researchers often compare the performance of a target
More informationTowards a convergent account of pragmatic language deficits in children with
1 Towards a convergent account of pragmatic language deficits in children with high-functioning autism: Depicting the phenotype using the Pragmatic Rating Scale 1 Abstract This is the pre-published version.
More informationBarking up the wrong tree? Lexical ambiguity resolution in children with language impairments and autistic spectrum disorders
J. Experimental Child Psychology 90 (2005) 142 171 www.elsevier.com/locate/jecp Barking up the wrong tree? Lexical ambiguity resolution in children with language impairments and autistic spectrum disorders
More informationSocial Cognition: What Is It and What Does It Tell Us About How to Teach? Kari Dunn Buron.
1 Social Cognition: What Is It and What Does It Tell Us About How to Teach? Kari Dunn Buron www.5pointscale.com 2 Understanding how a person learns is essential to understanding how to teach. If a math
More informationCalifornia Subject Examinations for Teachers
California Subject Examinations for Teachers TEST GUIDE AMERICAN SIGN LANGUAGE SUBTEST III Subtest Description This document contains the World Languages: American Sign Language (ASL) subject matter requirements
More informationEast Side Union High School District Day 1. Sylvia F. Diehl, Ph.D., CCC-SLP University of South Florida (retired)
East Side Union High School District Day 1 Sylvia F. Diehl, Ph.D., CCC-SLP University of South Florida (retired) sdiehl@usf.edu Diagnostic Information Old versus New Diagnostic Frameworks (APA,2013; Eppinger,
More informationChildren with autism spectrum disorder show pronoun reversals in interpretation Overweg, Jessica; Hartman, C.A.; Hendriks, Petra
University of Groningen Children with autism spectrum disorder show pronoun reversals in interpretation Overweg, Jessica; Hartman, C.A.; Hendriks, Petra Published in: Journal of Abnormal Psychology DOI:
More informationA Reliability Study for Transcription
Exploring Pragmatic Language Dysfunction in High Functioning Speakers with Autism Spectrum Disorder: using Systematic Analysis of Language Transcripts (SALT) Megan Conrad, Brandis Duby, Katryna Lysay,
More informationUniversity of Groningen. Communication abilities of children with ASD and ADHD Kuijper, Sanne
University of Groningen Communication abilities of children with ASD and ADHD Kuijper, Sanne IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from
More informationAsperger Syndrome. Let s Go to the Movies 6/12/2012. Social Thinking Skills for Students with Asperger Syndrome/High Functioning Autism
Social Thinking Skills for Students with Asperger Syndrome/High Functioning Autism Welcome & Overview Asperger Syndrome (AS)/High Functioning Autism (HFA) Social Skills, Social Thinking Social Thinking
More informationPERSUASIVE WRITING OF STUDENTS WITH HFASD 1
PERSUASIVE WRITING OF STUDENTS WITH HFASD 1 Brown, H. M., Johnson, A. M., Smyth, R. E., & Oram Cardy, J. (2014). Exploring the persuasive writing skills of students with high-functioning autism spectrum
More informationHEARING SCREENING Your baby passed the hearing screening. Universal Newborn
Parents are important partners. They have the greatest impact upon their young child and their active participation is crucial. Mark Ross (1975) Universal Newborn HEARING SCREENING Your baby passed the
More informationwhat criteria for communication disorders? Courtenay Frazier Norbury Royal Holloway University of London
what criteria for communication disorders? Courtenay Frazier Norbury Royal Holloway University of London communication disorder language impairment below expectations on one or more aspects of language
More informationResearch design. Neurodiversity. I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well.
Learner characteristics and cognitive profile of students with autism (ASD) A framework of thinking, memory and learning ACHEA: 19 August 2017 Nola Norris: nolan@morling.edu.au I praise you because I am
More informationAutism and Communication
Autism and Communication Summary Autism affects communication and social interaction to varying degrees. Some people with autism do not use speech to communicate, whereas others may be very articulate
More informationAutism is best characterized as a spectrum of developmental
Research Article Measuring Pragmatic Language in Speakers With Autism Spectrum Disorders: Comparing the Children s Communication Checklist 2 and the Test of Pragmatic Language Joanne Volden Linda Phillips
More informationCitation for published version (APA): Parigger, E. M. (2012). Language and executive functioning in children with ADHD Den Bosch: Boxpress
UvA-DARE (Digital Academic Repository) Language and executive functioning in children with ADHD Parigger, E.M. Link to publication Citation for published version (APA): Parigger, E. M. (2012). Language
More information9.85 Cognition in Infancy and Early Childhood. Lecture 14: Autism
9.85 Cognition in Infancy and Early Childhood Lecture 14: Autism Schedule Monday, November 21st -- mirror neuron debate; research drafts back Wednesday, November 23rd -- Happy Thanksgiving; no class Monday,
More informationToday s goals. Today s reading. Autistic Spectrum Disorder. INF1-CG 2014 Lecture 27
INF1-CG 2014 Lecture 27 Autistic Spectrum Disorder Richard Shillcock 1 /26 Today s goals Look at Autistic Spectrum Disorder (ASD) and cognition, with particular attention to language and the linguistic
More informationThe Evolution of Verb Classes and Verb Agreement in Sign Languages
LSA 83 rd Annual Meeting San Francisco, 2009 The Evolution of Verb Classes and Verb Agreement in Sign Languages Irit Meir, Carol Padden, Mark Aronoff & Wendy Sandler Main claim Sign language and spoken
More informationOral and written narrative production in children who are deaf and hard of hearing
Washington University School of Medicine Digital Commons@Becker Independent Studies and Capstones Program in Audiology and Communication Sciences 2013 Oral and written narrative production in children
More informationRepresentational Difficulties in Individuals with Autism Spectrum Disorders
Representational Difficulties in Individuals with Autism Spectrum Disorders Sharon Weiss-Kapp Med CCC SL/P Adjunct Clinical Assistant Professor MGH- Institute of Health Professions Boston MA Senior Clinical
More informationQuantifying Narrative Ability in Autism Spectrum Disorder: A Computational Linguistic Analysis of Narrative Coherence
DOI 10.1007/s10803-014-2158-y ORIGINAL PAPER Quantifying Narrative Ability in Autism Spectrum Disorder: A Computational Linguistic Analysis of Narrative Coherence Molly Losh Peter C. Gordon Ó Springer
More informationConcerns and questions about eligibility and social (pragmatic) communication disorder
Concerns and questions about eligibility and social (pragmatic) communication disorder Nickola Wolf Nelson, Ph.D., CCC-SLP Western Michigan University Presentation at ASHA Convention Orlando Florida Nov
More informationTreating Cluttered Speech in a Child with Autism: Case Study
Treating Cluttered Speech in a Child with Autism: Case Study Lynne W. Shields, Ph.D. CCC-SLP BRF-SD Fontbonne University Annual Convention of the American Speech- Language-Hearing Association November
More informationReading Between the Lines: An Intervention Tool for Teaching Theory of Mind
University of Redlands InSPIRe @ Redlands Undergraduate Honors Theses Theses, Dissertations & Honors Projects 2015 Reading Between the Lines: An Intervention Tool for Teaching Theory of Mind Megan Jansen
More informationBilingual Development in Children with Autism Spectrum Disorder from Newcomer Families
Bilingual Development in Children with Autism Spectrum Disorder from Newcomer Families March 2018 Authors Research Partners Johanne Paradis Krithika Govindarajan Keren Hernandez Dept of Linguistics, University
More informationA DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY MARK DONALD WICKLUND
USE OF REFERRING EXPRESSIONS BY AUTISTIC CHILDREN IN SPONTANEOUS CONVERSATIONS: DOES IMPAIRED METAREPRESENTATIONAL ABILITY AFFECT REFERENCE PRODUCTION? A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE
More informationLexical and Grammatical Skills in Toddlers on the Autism Spectrum Compared to Late Talking Toddlers
J Autism Dev Disord (2011) 41:1065 1075 DOI 10.1007/s10803-010-1134-4 ORIGINAL PAPER Lexical and Grammatical Skills in Toddlers on the Autism Spectrum Compared to Late Talking Toddlers Susan Ellis Weismer
More informationUnderstanding One s Own Emotions in Cognitively-Able Preadolescents with Autism Spectrum Disorder
DOI 10.1007/s10803-016-2769-6 ORIGINAL PAPER Understanding One s Own Emotions in Cognitively-Able Preadolescents with Autism Spectrum Disorder Esther Ben-Itzchak 1,2 Shira Abutbul 1 Hadas Bela 1 Tom Shai
More informationBrief Report: Schema consistent misinformation effects in eyewitnesses with. autism spectrum disorder. Katie Maras.
Schema misinformation effects in ASD 1 Brief Report: Schema consistent misinformation effects in eyewitnesses with autism spectrum disorder Katie Maras Dermot M Bowler Autism Research Group City University
More informationSupporting Online Material for
www.sciencemag.org/cgi/content/full/1176170/dc1 Supporting Online Material for Mindblind Eyes: An Absence of Spontaneous Theory of Mind in Asperger Syndrome Atsushi Senju,* Victoria Southgate, Sarah White,
More informationThe Autism-Spectrum Quotient (AQ) in Japan: A Cross-Cultural Comparison
Journal of Autism and Developmental Disorders, Vol. 36, No. 2, February 2006 (Ó 2006) DOI 10.1007/s10803-005-0061-2 Published Online: April 4, 2006 The Autism-Spectrum Quotient (AQ) in Japan: A Cross-Cultural
More informationSpeech & Language in Fragile X & Down Syndrome
Speech & Language in Fragile X & Down Syndrome Joanne Roberts, Ph.D. Gary E. Martin, M.A. FPG Child Development Institute (FPG) University of North Carolina at Chapel Hill (UNC) Elizabeth Barnes, Ph.D.
More informationCategorization in ASD: The Role of Typicality and Development
Unless otherwise noted, the publisher, which is the American Speech-Language- Hearing Association (ASHA), holds the copyright on all materials published in Perspectives on Language Learning and Education,
More informationKent Academic Repository
Kent Academic Repository Full text document (pdf) Citation for published version Williams, David M. and Botting, Nicola and Boucher, Jill (2008) Language in autism and specific language impairment: Where
More informationAn exploration of autistic children s ability to recognise emotions in single word and sentence language conditions
An exploration of autistic children s ability to recognise emotions in single word and sentence language conditions Leigh-Ann Heale Classic autism was first described by Kanner in 1943 (cited in Ellis,
More informationPragma-c Deficit. Pragma-c deficit characteris-cs. Pragma-cs deficit causes 01/08/2016
Pragma-c Deficit Pragma-c deficit characteris-cs Idiosyncra-c style Persistence Lack of kindness Lack of empathy Lack of social knowledge Distrust Aggressiveness Torque in teasing Shyness Dependence Pragma-cs
More informationAutism spectrum: Why so much stress & social mis-understanding? Is it a matter of poor ToM or stress support & delayed Object permanence?
Dr. Wenn Lawson PhD CPsychol AFBPsS Inservice Malle 2015 Autism spectrum: Why so much stress & social mis-understanding? Is it a matter of poor ToM or stress support & delayed Object permanence? 1 Autism
More informationMelodic Intonational Therapy to Facilitate Language with Autism Child-Case Study
Melodic Intonational Therapy to Facilitate Language with Autism Child-Case Study Feng- Chu Tseng, Kuang-Yun Li 1 Rehabilitation Department Shin Kong Wu Ho- Su Memorial Hospital, Taipei 1 Taipei Municipal
More informationResearch Report Online processing of sentences containing noun modification in young children with high-functioning autism
INT J LANG COMMUN DISORD, MARCH APRIL 2016, VOL. 51, NO. 2, 137 147 Research Report Online processing of sentences containing noun modification in young children with high-functioning autism Edith L. Bavin,
More informationPeer Perception in Autism. Kathryn McVicar, MD Assistant Professor Clinical Pediatrics and Neurology Albert Einstien College of Medicine
Peer Perception in Autism Kathryn McVicar, MD Assistant Professor Clinical Pediatrics and Neurology Albert Einstien College of Medicine Peer Perception and Autism What is autism? A review of specific deficits
More informationWhat is Epilepsy? Facts About Childhood Epilepsy. Previous Findings. The Narrative Abilities of Children with Localization-Related Epilepsy
The Narrative Abilities of Children with Localization-Related Epilepsy Amy Strekas, B.A. 1 Jessica Bienstock Anna Synnestvedt 1 Andrea Riffanacht, B.A. 1 Deborah Weber, Ph.D. 3 Madison Berl, Ph.D. 3 William
More informationStudy N Ages Study type Methodology Main findings m;f mean (sd) FSIQ mean (sd) Del;UPD Range Range
Table 5 Social Cognition Study N Ages Study type Methodology Main findings m;f mean (sd) FSIQ mean (sd) Del;UPD Range Range Lo et al.(2013) 66 median 11 ToM 14 stories, 33 questions, 3 pretence Median
More information(This is a sample cover image for this issue. The actual cover is not yet available at this time.)
(This is a sample cover image for this issue. The actual cover is not yet available at this time.) This article appeared in a journal published by Elsevier. The attached copy is furnished to the author
More informationTo Match or Not To Match? Methodological Issues in Autism-Related Research
Journal of Autism and Developmental Disorders, Vol. 34, No. 1, February 2004 ( 2004) To Match or Not To Match? Methodological Issues in Autism-Related Research Christopher Jarrold 1,2 and Jon Brock 1 Studies
More informationOverview. Clinical Features
Jessica Greenson, Ph.D. Autism Center University of Washington Clinical Features Overview Diagnostic & Statistical Manual IV (DSM IV) Prevalence Course of Onset Etiology Early Recognition Early Recognition
More informationAnalyzing the structure of parent-moderated narratives from children with ASD using an entity-based approach
INTERSPEECH 213 Analyzing the structure of parent-moderated narratives from children with ASD using an entity-based approach Theodora Chaspari 1, Emily Mower Provost 2, Shrikanth Narayanan 1 1 SAIL, University
More informationTeaching Students with Special Needs in Inclusive Settings: Exceptional Learners Chapter 9: Autism Spectrum Disorders
Teaching Students with Special Needs in Inclusive Settings: Exceptional Learners Chapter 9: Autism Spectrum Disorders Background Autistic is a broad term coined in the twentieth century by Bleuler that
More informationLIGN171: Child Language Acquisition Developmental Disorders affecting language
LIGN171: Child Language Acquisition http://ling.ucsd.edu/courses/lign171 Developmental Disorders affecting language Williams Syndrome Williams Syndrome (WS) Discovered in 1964 Infantile hypercalcemia (excess
More informationA Randomized- Controlled Trial of Foundations for Literacy
A Randomized- Controlled Trial of Foundations for Literacy Dr. Stacey Tucci Georgia Pathway July 2018 Texas Statewide Conference on Education of the Deaf (SWCED) Funded by US Dept of Education Institute
More informationAutistic Disorder. Asperger s Disorder: Problems: Higher Functioning Autism Spectrum Disorders: Revealing Communication Deficits. Therefore, we must:
Higher Functioning Autism Spectrum Disorders: Revealing Communication Deficits Glenis Benson, Ph.D. American Speech and Hearing Association Chicago, IL November 20, 2008 Problems: Assumption that language
More informationEye-tracking brings focus to 'theory of mind'
NEWS Eye-tracking brings focus to 'theory of mind' BY VIRGINIA GEWIN 29 JULY 2009 People with Asperger syndrome exhibit a mix of social abilities that has long puzzled researchers. For example, when read
More informationLanguage Sciences xxx (2017) xxx-xxx. Contents lists available at ScienceDirect. Language Sciences. journal homepage:
Language Sciences xxx (2017) xxx-xxx ARTICLE Article history: Available online xxx INFO Keywords: Direct Object Scrambling High-Functioning Autism Specific language impairment Pragmatics Grammar Interface
More informationSAMPLE. Certificate in Understanding Autism. Workbook 1 DIAGNOSIS PERSON-CENTRED. NCFE Level 2 ASPERGER S SYNDROME SOCIAL INTERACTION UNDERSTANDING
NCFE Level 2 Certificate in Understanding Autism ASPERGER S SYNDROME DIAGNOSIS AUTISM SPECTRUM CONDITION PERSON-CENTRED TRIAD OF IMPAIRMENTS UNDERSTANDING SOCIAL INTERACTION Workbook 1 Autism spectrum
More informationThe interface of syntax with pragmatics and prosody in children with Autism Spectrum Disorders
The interface of syntax with pragmatics and prosody in children with Autism Spectrum Disorders Article Published Version Creative Commons: Attribution 4.0 (CC BY) Open Access Terzi, A., Marinis, T. and
More informationThoughts on how teaching social thinking and related social skills contributes to academic
Social Thinking: From Play to Academics and Across a Lifespan Thoughts on how teaching social thinking and related social skills contributes to academic performance and real life. Michelle Garcia Winner
More informationSacred Heart University. Joshua John Diehl University of Notre Dame and Haskins Laboratories
Sacred Heart University DigitalCommons@SHU Speech-Language Pathology Faculty Publications Speech-Language Pathology 1-2013 Acoustic and Perceptual Measurements of Prosody Production on the Profiling Elements
More informationSection 5: Communication. Part 1: Early Warning Signs. Theresa Golem. December 5, 2012
Section 5: Communication Part 1: Early Warning Signs Theresa Golem December 5, 2012 Deficits in the area of communication are one of the key characteristics of autism spectrum disorders (ASD). Early warning
More informationUniversal Newborn. Your baby has referred for another Hearing Screening or Diagnostic Hearing Test
Parents are important partners. They have the greatest impact upon their young child and their active participation is crucial. Mark Ross (1975) Universal Newborn HEARING SCREENING Your baby has referred
More informationDownload Signing: How To Speak With YOur Hands Kindle
Download Signing: How To Speak With YOur Hands Kindle American Sign Language is a wonderful silent language of hands, face, and body that is rich with nuance, emotion, and grace. Bantam is proud to present
More informationHolt McDougal Avancemos!, Level correlated to the. Crosswalk Alignment of the National Standards for Learning Languages
Holt McDougal Avancemos!, Level 1 2013 correlated to the Crosswalk Alignment of the National Standards for Learning Languages READING 1. Read closely to determine what the text says explicitly and to make
More informationMental Health and Children with Additional Needs. Amanda Pryde-Jarman Highly Specialist Speech and Language Therapist
Mental Health and Children with Additional Needs Amanda Pryde-Jarman Highly Specialist Speech and Language Therapist Role of the AHP Primarily to support the child/young person and their family Help parents/carers
More information