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01-06-2014 | Original Paper

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

Auteurs: Susan O. Latham, Ida J. Stockman

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2014

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.

vorige artikel Evaluating Autism Diagnostic and Screening Tools for Cultural and Linguistic Responsiveness

volgende artikel Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research

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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
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 6/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-013-1990-9

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