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Visual Disengagement And Word Learning In Chidren With Autism Spectrum Disorder
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Book Synopsis Visual Disengagement and Word Learning in Chidren with Autism Spectrum Disorder by : Melissa Griffith
Download or read book Visual Disengagement and Word Learning in Chidren with Autism Spectrum Disorder written by Melissa Griffith and published by . This book was released on 2019 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: This current project discusses correlations between visual attention and word learning in children with autism spectrum disorders (ASD) and children with typical development (TD). The study examined the role of visual disengagement, specifically the difficulty some children have with breaking visual attention to a fixed stimulus. Participants were 19 children with ASD (age 4-7) and 21 children with TD (age 2-7). Eye tracking was used to examine word learning and visual attention. Novel word learning and visual disengagement were significantly correlated in the children with ASD (r = -0.43, one-tailed p = 0.03) when considering the timeout trials but were not significantly correlated in the children with TD (r = -0.19, one-tailed p = 0.21). However, the correlation between novel word learning and visual disengagement in children with ASD was no longer significant after controlling for age. Results suggest that it is important to consider the role of attention in word learning for children with ASD.
Book Synopsis Statistical Word Learning and Non-social Visual Attention in Children with Autism by :
Download or read book Statistical Word Learning and Non-social Visual Attention in Children with Autism written by and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated cross-situational word learning and non-social visual attention in 4- to 7-year-old children with autism spectrum disorders (ASD) with heterogeneous language and cognitive abilities (n = 27). A comparison group of 2- to 7-year-old typically developing (TD) children matched on receptive vocabulary was also included (n = 28). Children participated in a cross-situational word-learning task presented on an eye tracker that required attention to word-object co-occurrences across individually ambiguous trials. Children with ASD who were excluded due to inattention (n = 7) had significantly lower vocabulary levels than children who were retained. Contrary to expectations, eye gaze patterns and a behavioral pointing task indicated no significant group differences in cross-situational learning. Eye-gaze and pointing task performance was significantly correlated in the TD group, suggesting convergent validity, but the two measures were not significantly associated in the ASD group. Several child-level abilities were examined to determine the factors underlying successful cross-situational learning. Age, receptive vocabulary level, and simple word learning were significantly associated with cross-situational learning in the TD group; correlations were marginal in the ASD group. There were no significant relationships between cross-situational learning and visual recognition memory, nonverbal IQ, or autism severity. Children also participated in a non-social visual orienting task. Surprisingly, the TD and ASD groups did not differ in mean latencies to shift and disengage attention. It was hypothesized that children with ASD who had more difficulty disengaging their attention from an ongoing stimulus (i.e., sticky attention) would have more difficulty with the cross-situational task because successful learning required attention to multiple visual stimuli. Consistent with this prediction, the children with ASD who had stickier attention demonstrated worse cross-situational learning, although this relationship was marginal when age was statistically controlled. Sticky attention was also related to familiar word recognition, pointing to a broader impact of visual disengagement on language processing. A post hoc analysis suggested that real-time familiar word recognition mediates the relationship between sticky attention and vocabulary knowledge in children with ASD. Differences in sticky visual attention may help to explain why some children with ASD experience such striking delays in early vocabulary learning.
Book Synopsis Learning with a Visual Brain in an Auditory World by : Ellyn Lucas Arwood
Download or read book Learning with a Visual Brain in an Auditory World written by Ellyn Lucas Arwood and published by AAPC Publishing. This book was released on 2007 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children diagnosed with an autism spectrum disorder (ASD) often present parents and educators with perplexing symptoms. This book presents strategies that are based on the language of the way individuals with ASD learn.
Book Synopsis Visual Thinking Strategies for Individuals with Autism Spectrum Disorders by : Ellyn Lucas Arwood
Download or read book Visual Thinking Strategies for Individuals with Autism Spectrum Disorders written by Ellyn Lucas Arwood and published by AAPC Publishing. This book was released on 2009 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Visuals of all kinds (photographs, checklists, line drawings, cartoons, flowcharts, stick figures, etc.) are commonly used as supports for individuals on the autism spectrum who tend to think and learn visually. However, not all visuals are created equal and, therefore, visuals don't all work equally well. This companion to Learning With a Visual Brain in an Auditory World helps the reader understand how to match the developmental levels of pictures and visuals to the developmental level of the person looking at the visual. In this way, appropriate visuals provide the language development for children with autism spectrum disorders. Drawing from their experience with children and youth for decades, the authors also show how effective communication can help reduce the confusion and anxiety that often lead to behavioral outbursts. --Google Books.
Book Synopsis The Development of Autism by : Jacob A. Burack
Download or read book The Development of Autism written by Jacob A. Burack and published by Routledge. This book was released on 2001-06-01 with total page 674 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dedicated to the memory and work of Lisa Capps, this volume is a forum for scholars and practitioners interested in the typical and atypical development of persons with autism. Each chapter is focused on theoretical considerations and the empirical evidence regarding a specific aspect of functioning, but common themes of development are considered throughout. Within this framework, the contributors provide a detailed and comprehensive account of the development of persons with autism. The book is divided into four sections: (1) Developmental, Neurobiological, Genetic, and Family Considerations; (2) Attention and Perception; (3) Cognition, Theory of Mind, and Executive Functioning; and (4) Social and Adaptive Behaviors. With the consideration of this broad range of topics, this volume is both a state-of-the-art resource about autism and a unique contribution to the study of development. It will be of interest to researchers and care providers from several domains, including psychology, psychiatry, social work, developmental psychology, and education. This volume can be used as a text in graduate and advanced undergraduate courses, and as a resource in applied settings.
Book Synopsis Developmental Psycholinguistics by : Irina A. Sekerina
Download or read book Developmental Psycholinguistics written by Irina A. Sekerina and published by John Benjamins Publishing. This book was released on 2008-01-09 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do infants and young children coordinate information in real time to arrive at sentence meaning from the words and structure of the sentence and from the nonlinguistic context? This volume introduces readers to an emerging field of research, experimental developmental psycholinguistics, and to the four predominant methodologies used to study on-line language processing in children. Authored by key figures in psycholinguistics, neuroscience and developmental psychology, the chapters cover event-related brain potentials, free-viewing eyetracking, looking-while-listening, and reaction-time techniques, also providing a historical backdrop for this line of research. Multiple aspects of experimental design, data collection and data analysis are addressed in detail, alongside surveys of recent important findings about how infants and children process sounds, words, and sentences. Indispensable for students and researchers working in the areas of language acquisition, developmental psychology and developmental neuroscience of language, this volume will also appeal to speech language pathologists and early childhood educators.
Book Synopsis The Development of Attention by : J.T. Enns
Download or read book The Development of Attention written by J.T. Enns and published by Elsevier. This book was released on 1990-08-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents an up-to-date review of developmental aspects of human attention by leading researchers and theorists. The papers included in the first section consider the ways in which newborns are pretuned to visual, auditory, linguistic, and social features of their environment, as well as how selectivity to these features changes in the first year of life. The following section examines properties of the visual and auditory world that are attention-getting for children. Developmental increases in capacity and strategy are also examined in this section through the study of perception, memory, problem-solving and language. Section III explores several ways in which selective processing can fail in development (e.g. autism, hyperactivity, and psychopathy) while Section IV reports on those aspects of selectivity that are lost (and preserved) in the aging process.
Book Synopsis Word-Learning Strategies of Children with Autism Spectrum Disorders: Understanding of Referential Intent by : Kristina E. Patrick
Download or read book Word-Learning Strategies of Children with Autism Spectrum Disorders: Understanding of Referential Intent written by Kristina E. Patrick and published by . This book was released on 2013 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: As typically developing children begin to understand joint attention, they become avid word learners (Baldwin, 1991). In contrast, children diagnosed with autism spectrum disorders (ASD) often struggle with joint attention and word learning (Baron-Cohen, Baldwin, & Crowson, 1997), although more linguistically advanced syntactic abilities are often intact (Tager-Flusberg et al, 1990). We sought to explore the roles of attention and social understanding in the abilities of children with and without ASD to map novel nouns to their intended referents. After their receptive vocabulary skills were assessed, children with ASD (ages 2 to 10) and matched controls were taught novel words while a speaker gazed at, or gazed at and pointed to, touched, or manipulated a referent object. Sessions were coded for word-mapping accuracy and children's direction of gaze during teaching episodes. Controls of all ages, and ASD children over 6.5 years, mapped correctly in all four conditions, but ASD children 6.5 years and younger performed above chance only in conditions that included a manual gesture. Children with ASD looked at the experimenter less often during teaching episodes than controls, and time spent looking at the experimenter was predictive of word learning for all children. Looks to the target during teaching did not differ by group and were not predictive of performance. Knowledge of nouns, but not verbs, was predictive of performance for controls while knowledge of verbs, but not nouns, predicted performance in children with ASD. Results suggest not only a word-learning delay, but qualitatively different developmental trajectories, for children with autism spectrum disorders compared to typically developing children.
Book Synopsis Drawing a Blank by : Emily Doyle Iland
Download or read book Drawing a Blank written by Emily Doyle Iland and published by AAPC Publishing. This book was released on 2011 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with autism should not have struggle with reading comprehension! Many individuals with autism spectrum disorder may be fluent word callers; indeed, many have advanced ability to recognize words. However, many people with autism spectrum disorder need support when it comes to reading comprehension. Comprehension difficulties in readers with ASD can be subtle and difficult to tease out. As a result, their substantial level of risk for reading comprehension problems is often overlooked or unaddressed, and many students struggle in silence. This is where Drawing a Blank: Improving Comprehension for Readers on the Autism Spectrum is helpful. This practical and well-researched resource provides educational professionals and parents with the tools needed to improve comprehension for good decoders who have reading comprehension difficulties, as well as readers who struggle with both decoding and comprehension. In keeping with current standards, the book emphasizes the importance of using evidence-based and promising practices, based on thorough assessment of students with autism spectrum. This resource helps those with autism spectrum disorder learn how they can become better and more effective readers. Foreword by Brenda Smith Myles, PhD.
Book Synopsis Word Learning in Children with Autism Spectrum Disorders by : Allison Frances Bean
Download or read book Word Learning in Children with Autism Spectrum Disorders written by Allison Frances Bean and published by . This book was released on 2010 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: We hypothesize that, when all else is equal, providing a label does not make the target distinct enough to support word-referent pairings for children who are not consistently attending to the speaker. Overall, the ASD group demonstrated greater within group variability in their attention than the RVM group. Gaze following was variable across (and within) the ASD group. The within subject variability suggests some children with ASD are slow to appreciate eye gaze cues in unfamiliar contexts.
Book Synopsis The Production of Semantic Representations in Children with Specific Language Impairment, Autism Spectrum Disorder, and Typical Language Development by : Kacy L. Kreger
Download or read book The Production of Semantic Representations in Children with Specific Language Impairment, Autism Spectrum Disorder, and Typical Language Development written by Kacy L. Kreger and published by . This book was released on 2016 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although differences in processing are well established in children with specific language impairment (SLI) and autism spectrum disorder (ASD), little is known about how these differences impact the type of information they ultimately acquire when learning new words. The purpose of this study was to analyze novel word definitions from children with SLI, ASD, and typical language development (TLD) to determine if the semantic information they learned was influenced by these processing differences. Thirty-six children (12 in each group), matched on expressive vocabulary, participated in a novel word learning study across three sessions. The semantic features of 432 definitions were coded and analyzed based on three processing dimensions: (1) visual vs. verbal vs. both visual and verbal, (2) local vs. global descriptors, and (3) inferred vs. explicit. The results indicate that: (1) children with SLI and ASD relied more on visual information to build their semantic representations than their peers with TLD, and children with SLI and ASD used verbal and a combination of visual and verbal semantic features similarly to their peers with TLD; (2) the groups with SLI and ASD produced more global descriptors than the group with TLD, and the group with SLI produced significantly fewer local descriptors than the group with TLD; and (3) all groups made inferences and used explicit information similarly. This study reveals that processing differences in children with SLI and ASD impact the formation and later production of semantic information when using newly acquired words. These results also demonstrate the wide-ranging overlap of expressive language abilities in children with SLI and ASD, highlighting why differential diagnosis of these disorders may be challenging when language alone is observed.
Book Synopsis New Word Learning in Young Children with Autism Spectrum Disorder by : Sara O'Mahoney
Download or read book New Word Learning in Young Children with Autism Spectrum Disorder written by Sara O'Mahoney and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Visual Explanation Psycho Education Asd by : Colette De Bruin
Download or read book Visual Explanation Psycho Education Asd written by Colette De Bruin and published by . This book was released on 2015-05-18 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: Visual support for explanation of Autism Spectrum Disorders. About the author: "I am a visual thinker, so I see what I am thinking. It was a very challenging task to put into words, everything that comes so naturally to me at work. I am fully aware of the restraints involved in a translation from everyday practice into words." Colette de Bruin-Wanrooy works as a trainer and SEN coordinator with families that have children with autism and/or an intellectual impairment. She is the mother of five autistic foster children and was raised by - among others - a father with Asperger disorder. Readers are drawn into this book by the author's practical way of working, which can of course be translated to their own situations.
Book Synopsis New Developments in Autism by : Juan Martos Pérez
Download or read book New Developments in Autism written by Juan Martos Pérez and published by Jessica Kingsley Publishers. This book was released on 2007 with total page 355 pages. Available in PDF, EPUB and Kindle. Book excerpt: This international collection provides a comprehensive overview of cutting-edge research on autism spectrum disorders (ASDs) by well-known experts in the field, stressing the importance of early diagnosis and a good working relationship between parents and professionals. The contributors cover a wide range of aspects of ASDs, from early assessment techniques, neurodevelopment and brain function to language development, executive function and genetic research. They explore how individuals with ASDs think and give evidence-based guidance on how to handle difficulties with social interaction and language development using appropriate interventions. New Developments in Autism will be of great interest to professionals, researchers, therapists, parents and people with ASDs.
Book Synopsis Language Development in Preschool Children with Autism Spectrum Disorders by : Amie M. Williams
Download or read book Language Development in Preschool Children with Autism Spectrum Disorders written by Amie M. Williams and published by . This book was released on 2009 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children with typical development utilize social-cognitive skills (e.g., joint attention, imitation) and word learning constraints to quickly learn new words (i.e., fast-map). However, few studies have investigated fast-mapping in children with autism spectrum disorders (ASD) and the effects that social-cognitive skills have on word learning. The objectives of the current study were to examine the following questions: (1) Do preschoolers with ASD and preschoolers with typical development fast-map at similar rates?; (2) Do preschoolers with ASD utilize word learning constraints?; and (3) What is the relationship between joint attention, imitation, and fast-mapping in preschoolers with ASD? Preschoolers with ASD and typical development completed a basic fast-mapping condition (i.e., the ability to link a novel label with a novel object) and 3 conditions measuring the uses of word learning constraints; (1) Mutual Exclusivity - examined the ability to assume that a novel label applies to a novel object; (2) Taxonomic - examined the ability to assume that novel labels extend to objects that are similar in shape; and (3) Whole-Object - examined the ability to assume that novel labels refer to whole objects. Various assessments measured language, joint attention, and imitation skills. Results revealed that children with ASD showed equivalent word learning to children with typical development in the basic fast-mapping condition. This intact word learning occurred despite significantly lower joint attention and imitation skills. However, children with ASD were less effective at using word learning constraints, showing significantly less word learning in these conditions than children with typical development. Further, while increased joint attention was related to performance in the mutual exclusivity and taxonomic constraints for both diagnostic groups, joint attention was only related to performance in the basic fast-mapping condition for children with typical development. Overall, preschoolers with ASD fast-mapped and learned new words in a similar manner to children with typical development, despite impairments in joint attention and imitation. However, children with ASD were less accurate at utilizing word learning constraints. Although research has emphasized the link between social-cognitive skills and language, the current study suggests that children with ASD may be utilizing alternative strategies or skills to increase their vocabulary.
Book Synopsis Everyday Education by : Pernille Dyrbjerg
Download or read book Everyday Education written by Pernille Dyrbjerg and published by Jessica Kingsley Publishers. This book was released on 2007 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fully illustrated with inspiring examples, this book provides a wealth of ideas for creating visual support aids for children on the autism spectrum. Photographs and clear, practical explanations describe how these tools can be arranged helpfully around the home for the child to use.
Book Synopsis Word Learning and Theory of Mind by : Eirini Manola
Download or read book Word Learning and Theory of Mind written by Eirini Manola and published by . This book was released on 2012 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt:
