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Autor/inn/enLarson, Caroline; Gangopadhyay, Ishanti; Prescott, Kathryn; Kaushanskaya, Margarita; Ellis Weismer, Susan
TitelPlanning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation
QuelleIn: Journal of Autism and Developmental Disorders, 51 (2021) 7, S.2200-2217 (18 Seiten)
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ZusatzinformationORCID (Larson, Caroline)
ORCID (Ellis Weismer, Susan)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0162-3257
DOI10.1007/s10803-020-04639-5
SchlagwörterChildren; Autism; Pervasive Developmental Disorders; Mediation Theory; Verbal Learning; Language Skills; Planning; Language Impairments; Cognitive Processes
AbstractThis study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were associated with planning performance for the TD group, but not the ASD group. Upon examining ASD subgroups with versus without comorbid structural language impairment, children with ASD and normal language appeared to rely on verbal mediation to a greater degree than children with ASD and language impairment, but to a lesser degree than TD peers. Thus, the role of verbal mediation in planning for children with ASD differs depending on language status. (As Provided).
AnmerkungenSpringer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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