Story Comprehension Monitoring across Visual, Listening, and Written Modalities in Children with and without Autism Spectrum Disorder

Autor/inn/en	Davidson, Meghan M.; Fleming, Kandace K.
Titel	Story Comprehension Monitoring across Visual, Listening, and Written Modalities in Children with and without Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 53 (2023) 1, S.1-24 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davidson, Meghan M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05418-6
Schlagwörter	Autism Spectrum Disorders; Visual Perception; Comprehension; Story Reading; Listening Comprehension; Written Language; Reading Comprehension; Children; Early Adolescents; Individual Characteristics; Age Differences; Socioeconomic Status; Nonverbal Ability; Short Term Memory; Vocabulary; Inhibition; Interpersonal Communication + Suchen Sie Ihr Suchwort? Autism; Autismus; Visuelle Wahrnehmung; Verstehen; Verständnis; Hörverständnis; Geschriebene Sprache; Leseverstehen; Child; Kind; Kinder; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Age; Difference; Age difference; Altersunterschied; Socio-economic status; Sozioökonomischer Status; Kurzzeitgedächtnis; Wortschatz; Hemmung; Interpersonale Kommunikation
Abstract	Visual, as compared to verbal, tasks are often assumed to be easier for individuals with autism spectrum disorder (ASD), but is this true for story comprehension? This study evaluated story comprehension monitoring across visual, listening, and written modalities and assessed predictors in two closely matched groups (age, socioeconomic status, language, nonverbal cognition, and word reading) of children and adolescents (8-14 years) with ASD (n = 20) and typical development (typically developing [TD]; n = 20). The results of mixed-effects models indicated that story comprehension monitoring was low overall, and performance was comparable across visual, listening, and written modalities for participants with ASD. Age, vocabulary, nonverbal working memory, response and distractor inhibition, and social communication significantly predicted comprehension monitoring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01