Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Evaluating Autism Diagnostic and Screening Tool...

volgende artikel Reading Comprehension Interventions for Student...

Tip

Swipe om te navigeren naar een ander artikel

01-06-2014 | Original Paper | Uitgave 6/2014

Effect of Augmented Sensorimotor Input on Learning Verbal and Nonverbal Tasks Among Children with Autism Spectrum Disorders

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 6/2014

Auteurs:: Susan O. Latham, Ida J. Stockman

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

Partial results of the research were presented at the 2006 annual convention of the American Speech–Language–Hearing Association in Miami, Florida. The manuscript has not been published in another journal and is not currently under review for another journal.

Abstract

Thirty-four children, with autism spectrum disorders, ages 4–14 years, were matched and randomly assigned to one of two conditions for learning a novel juice-making task and producing two novel words about the event. Seventeen sighted children were manually guided to perform the task and tactually prompted during imitated productions of novel words for the event. Their matched controls heard the novel words and watched the juice-making task being performed. Performances on four verbal and two nonverbal measures right after instruction and at 24–48 h post-instruction, revealed higher scores for the “hands-on”, participation than observation group on both verbal and nonverbal tasks. This study offers a paradigm for exploring the instructional advantage of enhanced participatory experience.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Affolter, F. (1991). Perception, interaction and language (originally published in German by Neckar Verlag). New York: Springer. CrossRef

Affolter, F., & Bischofberger, W. (2000). Nonverbal perceptual and cognitive processes in children with language disorders: Toward a new framework for clinical intervention. Mahwah, NJ: Erlbaum.

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Association.

Bara, F., Gentaz, E., & Cole, P. (2004). The visuo-haptic and haptic exploration of letters increase kindergarten children’s reading acquisition. Cognitive development, 19, 433–499. CrossRef

Baranek, G. T. (2002). Efficacy of sensory and motor interventions for children with autism. Journal of Autism and Developmental Disorders, 32(5), 397–422. PubMedCrossRef

Bloom, L., & Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension in development. Monographs of the Society for Research in Child Development, 66, 1–91. CrossRef

Brownell, R. (2000a). Expressive one-word picture vocabulary test (3rd ed.). Novato, CA: Academic Therapy Publications.

Brownell, R. (2000b). Receptive one-word picture vocabulary test (2nd ed.). Novato, CA: Academic Therapy Publications.

Childers, J. B., & Tomasello, M. (2006). Are nouns easier to learn than verbs? Three experimental studies. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 331–335). NY: Oxford University Press.

Craddock, M., Martinovic, J., & Lawson, R. (2011). An advantage for active versus passive aperture-viewing in visual object recognition. Perception, 40, 1154–1163. PubMedCrossRef

Dijkerman, H. C., & de Haan, E. H. F. (2006). Somatosensory processes subserving perception and action. Behavioral and Brain Sciences, 30, 189–239. CrossRef

Dunn, L., & Dunn, L. (1997). Peabody picture vocabulary test-III. Circle Pine, MN: American Guidance Service.

Elliot, C. D. (2007). Differential Abilities Scales-II. San Antonio, TX: The Psychological Corporation.

Fisher, A., Murray, E., & Bundy, A. (1991). Sensory integration: Theory and practice. Philadelphia, PA: F. A. Davis.

Frith, U., & Happe, F. (1994). Beyond “theory of mind”. Cognition, 50, 115–132. PubMedCrossRef

Gantz, M. (2006). The costs of autism. In S. O. Moldin & J. L. R. Rubenstein (Eds.), Understanding autism: From basic neuroscience to treatment. Boca Raton, FL: CRC Press.

Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Activity and imagined activity can enhance young children’s reading comprehension. Journal of Educational Psychology, 96, 424–436. CrossRef

Glenberg, A. M., & Kaschak, M. P. (2002). Grounding language in action. Psychonomic Bulletin & Review, 9(3), 558–565. CrossRef

Hammill, D., & Newcomer, P. (1997). Test of language development-revised. San Antonio, TX: The Psychological Corporation.

Hayden, D. (2003). Introduction to the PROMPT technique. Santa Fe, NM: PROMPT Institute Inc.

Hayden, D. (2006). The PROMPT model: Use and application for children with mixed phonological—motor impairment. Advances in Speech-Language Pathology, 8(3), 265–281. CrossRef

Hoehn, T. P., & Baumeister, A. A. (1994). A critique of the application of sensory integration therapy to children with learning disabilities. Journal of Learning Disabilities, 27(6), 338–350. PubMedCrossRef

James, K. H., Humphrey, G. K., Villis, T., Corrie, B., Baddour, R., & Goodale, M. A. (2002). “Active” and “Passive”learning of three-dimensional object structure within an immersive virtual reality environment. Behavioral Research Methods and Instrumental Computation, 34(3), 383–390. CrossRef

Jasmin, E., Couture, M., McKinley, P., Reid, G., Fombonne, E., & Gisel, E. (2009). Sensorimotor and daily living skills of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 231–241. PubMedCrossRef

Jonides, J., Schumacher, E. H., Smith, E. E., Koeppe, R. A., Awh, E., Reuter-Lorenz, P. A., et al. (1998). The role of parietal cortex in verbal working memory. Journal of Neuroscience, 18(13), 5026–5034. PubMed

Kaufman, A. S., & Kaufman, N. L. (1983). Kaufman assessment battery for children. Circle Pines, MN: American Guidance Service.

Klatzky, R. L., Lederman, S., & Reed, C. (1987). There’s more to touch than meets the eye: The salience of object attributes for haptics with and without vision. Journal of Experimental Psychology: General, 116(4), 356–369. CrossRef

Ladefoged, P. (2001). Vowels and consonants: An introduction to the sounds of languages. Malden, MA: Blackwell Publishers Inc.

Lederman, S. J., & Klatzky, R. L. (1987). Hand movements: A window into haptic object recognition. Cognitive Psychology, 1, 342–368. CrossRef

Liu, C. H., Ward, J., & Markall, H. (2007). The role of active exploration of 3D face stimuli on recognition memory of facial information. Journal of Experimental Psychology: Human Perception and Performance, 33(4), 895–904. PubMed

Minogue, J., & Jones, M. G. (2006). Haptics in education: Exploring an untapped sensory modality. Review of Educational Research, 76(3), 317–348. CrossRef

Mogford, K., & Bishop, D. (1993). Five questions about language acquisition considered in the light of exceptional circumstances. In K. Mogford & D. Bishop (Eds.), Language development in exceptional circumstances (pp. 239–260). Hillsdale, NJ: Erlbaum.

Nelson, K. (1986). Event knowledge: Structure and function in development. Hillsdale, NJ: Erlbaum.

Newborg, J. (2004). Battelle developmental inventory (2nd ed.). Itasca, IL: Riverside.

Noë, A. (2004). Action in perception. Cambridge: The MIT Press.

O’Neill, M., & Jones, R. (1997). Sensory-perceptual abnormalities in autism: A case for more research. Journal of Autism and Developmental Disorders, 27, 283–293. PubMedCrossRef

Pan, C.-Y. (2008). Objectively measured physical activity between children with autism spectrum disorders and children without disabilities during inclusive recess settings in Taiwan. Journal of Autism and Developmental Disorders, 38, 1292–1301. PubMedCrossRef

Pfeifer, R., & Bongard, J. (2007). How the body shapes the way we think. Cambridge: MIT Press.

Rogers, S. J., Hayden, D., Hepburn, S., Charlifue-Smith, R., Hall, T., & Hayes, A. (2006). Teaching young nonverbal children with autism useful speech: A pilot study of the Denver Model and PROMPT interventions. Journal of Autism and Developmental Disorders, 36(8), 1007–1024. PubMedCrossRef

Rogers, S. J., & Ozonoff, S. (2005). Annotation: What do we know about sensory dysfunction in autism? A critical review of the empirical evidence (2005). Journal of Child Psychology and Psychiatry, 46(2), 1255–1268. PubMed

Rossetti, L. (1990). The Rossetti Infant-Toddler Language Scale. East Moline, IL: Lingui Systems Inc.

Semel, E., Wiig, E. H., & Secord, W. A. (1987). Clinical evaluation of language fundamentals (2nd ed.). San Antonio, TX: The Psychological Corporation.

Siaperas, P., Ring, H. A., McAllister, C. J., Henderson, S., Barnett, A., Watson, P., et al. (2012). Atypical movement performance and sensory integration in Asperger’s Syndrome. Journal of Autism and Developmental Disorders, 42, 718–725. PubMedCrossRef

Smit, A. B., Hand, L., Freilinger, F. F., Bernthal, J. E., & Bird, A. (1990). The Iowa articulation norms project and its Nebraska replication. Journal of Speech and Hearing Disorders, 55, 779–798. PubMed

St. Louis, K., & Ruscello, D. (1987). Oral speech mechanism screening examination (2nd ed.). Austin, TX: Pro-Ed.

Stockman, I. J. (2000). Epilogue: Language learning and nonverbal interaction in daily events. In F. Affolter & W. Bischofberger (Eds.), Nonverbal perceptual and cognitive processes in children with language disorders (pp. 197–250). Mahwah, NJ: Erlbaum.

Stockman, I. J. (2004). Movement and action in learning and development: Clinical implications for pervasive developmental disorders. San Diego, CA: Elsevier/Academic Press.

Thelen, E. (1995). Motor development: A new synthesis. American Psychology, 50(2), 79–95. CrossRef

Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.

Thorndike, R., Hagen, E., & Sattler, J. (1986). Stanford-Binet Intelligence Scale (4th ed.). Chicago, IL: Riverside.

Tomasello, M. (1995). Beyond names for things: Young children’s acquisition of verbs. Hillsdale, NJ: Erlbaum.

Waterhouse, L., Fein, D., & Modahl, C. (1996). Neurofunctional mechanisms in autism. Psychological Review, 103, 457–489. PubMedCrossRef

Wechsler, D. (1991). Wechsler intelligence scale for children-iII. San Antonio, TX: The Psychological Corporation.

Wiggins, L. D., Robins, D. L., Bakeman, R., & Adamson, L. B. (2009). Brief Report: Sensory abnormalities as distinguishing symptoms of autism spectrum disorders in young children. Journal of Autism and Developmental Disorders, 39, 1087–1091. PubMedCrossRef

Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625–636. CrossRef

Titel: Effect of Augmented Sensorimotor Input on Learning Verbal and Nonverbal Tasks Among Children with Autism Spectrum Disorders
Auteurs:: Susan O. Latham
Ida J. Stockman
Publicatiedatum: 01-06-2014
DOI: https://doi.org/10.1007/s10803-013-1990-9
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 6/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 6/2014

Comment on: ‘An Intervention for Sensory Difficulties in Children with Autism: A Randomized Trial’ by Schaaf et al. (2013)

Joint Attention Initiation With and Without Positive Affect: Risk Group Differences and Associations with ASD Symptoms

Metacognitive Processes in Emotion Recognition: Are They Different in Adults with Asperger’s Disorder?

Brief Report: Arrested Development of Audiovisual Speech Perception in Autism Spectrum Disorders

Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning?

Response from Authors to Comments on “An Intervention for Sensory Difficulties in Children with Autism: A Randomized Trial”