Iconicity Influences How Effectively Minimally Verbal Children with Autism and Ability-Matched Typically Developing Children Use Pictures as Symbols in a Search Task

Autor/inn/en	Hartley, Calum; Allen, Melissa L.
Titel	Iconicity Influences How Effectively Minimally Verbal Children with Autism and Ability-Matched Typically Developing Children Use Pictures as Symbols in a Search Task
Quelle	In: Autism: The International Journal of Research and Practice, 19 (2015) 5, S.570-579 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361314536634
Schlagwörter	Autism; Pervasive Developmental Disorders; Children; Comparative Analysis; Pictorial Stimuli; Comprehension; Visual Stimuli; Photography; Barriers; Child Behavior; Receptive Language; Expressive Language; Language Impairments; Preschool Children; Foreign Countries; Toys; Coding; Error Patterns; Context Effect; United Kingdom; Autism Diagnostic Observation Schedule; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Fantasieanregung; Verstehen; Verständnis; Fotografie; Rezeptive Kommunikationsfähigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Toy; Spielzeug; Codierung; Programmierung; Fehlertyp; Großbritannien
Abstract	Previous word learning studies suggest that children with autism spectrum disorder may have difficulty understanding pictorial symbols. Here we investigate the ability of children with autism spectrum disorder and language-matched typically developing children to contextualize symbolic information communicated by pictures in a search task that did not involve word learning. Out of the participant's view, a small toy was concealed underneath one of four unique occluders that were individuated by familiar nameable objects or unfamiliar unnamable objects. Children were shown a picture of the hiding location and then searched for the toy. Over three sessions, children completed trials with color photographs, black-and-white line drawings, and abstract color pictures. The results reveal zero group differences; neither children with autism spectrum disorder nor typically developing children were influenced by occluder familiarity, and both groups' errorless retrieval rates were above-chance with all three picture types. However, both groups made significantly more errorless retrievals in the most-iconic photograph trials, and performance was universally predicted by receptive language. Therefore, our findings indicate that children with autism spectrum disorder and young typically developing children can contextualize pictures and use them to adaptively guide their behavior in real time and space. However, this ability is significantly influenced by receptive language development and pictorial iconicity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01