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Direct linkLarson, Caroline; Gangopadhyay, Ishanti; Prescott, Kathryn; Kaushanskaya, Margarita; Ellis Weismer, Susan – Journal of Autism and Developmental Disorders, 2021
This 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…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Mediation Theory
Schreibman, Laura; Stahmer, Aubyn C. – Journal of Autism and Developmental Disorders, 2014
Presently there is no consensus on the specific behavioral treatment of choice for targeting language in young nonverbal children with autism. This randomized clinical trial compared the effectiveness of a verbally-based intervention, Pivotal Response Training (PRT) to a pictorially-based behavioral intervention, the Picture Exchange Communication…
Descriptors: Autism, Young Children, Nonverbal Communication, Responses
Phelan, Heather L.; Filliter, Jillian H.; Johnson, Shannon A. – Journal of Autism and Developmental Disorders, 2011
According to the Task Support Hypothesis (TSH; Bowler et al. in Neuropsychologia 35:65-70, 1997) individuals with autism spectrum disorder (ASD) perform more similarly to their typically developing peers on learning and memory tasks when provided with external support at retrieval. We administered the California Verbal Learning Test-Children's…
Descriptors: Autism, Verbal Learning, Memory, Memorization
Jones, Catherine R. G.; Happe, Francesca; Pickles, Andrew; Marsden, Anita J. S.; Tregay, Jenifer; Baird, Gillian; Simonoff, Emily; Charman, Tony – Journal of Autism and Developmental Disorders, 2011
"Everyday memory" is conceptualised as memory within the context of day-to-day life and, despite its functional relevance, has been little studied in individuals with autism spectrum disorders (ASDs). In the first study of its kind, 94 adolescents with an ASD and 55 without an ASD completed measures of everyday memory from the Rivermead…
Descriptors: Autism, Verbal Learning, Memory, Pervasive Developmental Disorders
Erdodi, Laszlo; Lajiness-O'Neill, Renee; Schmitt, Thomas A. – Journal of Autism and Developmental Disorders, 2013
Visual and auditory verbal learning using a selective reminding format was studied in a mixed clinical sample of children with autism spectrum disorder (ASD) (n = 42), attention-deficit hyperactivity disorder (n = 83), velocardiofacial syndrome (n = 17) and neurotypicals (n = 38) using the Test of Memory and Learning to (1) more thoroughly…
Descriptors: Attention Deficit Hyperactivity Disorder, Verbal Learning, Autism, Visual Learning
Bowler, Dermot M.; Limoges, Elyse; Mottron, Laurent – Journal of Autism and Developmental Disorders, 2009
The Rey Auditory Verbal Learning Test, which requires the free recall of the same list of 15 unrelated words over 5 trials, was administered to 21 high-functioning adolescents and adults with autism spectrum disorder (ASD) and 21 matched typical individuals. The groups showed similar overall levels of free recall, rates of learning over trials and…
Descriptors: Autism, Learning Strategies, Verbal Learning, Serial Ordering
