Thinking about a Reader's Mind: Fostering Communicative Clarity in the Compositions of Youth with Autism Spectrum Disorders

Autor/inn/en	Grossman, Michael; Peskin, Joan; San Juan, Valerie
Titel	Thinking about a Reader's Mind: Fostering Communicative Clarity in the Compositions of Youth with Autism Spectrum Disorders
Quelle	In: Journal of Autism and Developmental Disorders, 43 (2013) 10, S.2376-2392 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-013-1786-y
Schlagwörter	Pervasive Developmental Disorders; Autism; Communication Skills; Interpersonal Communication; Knowledge Level; Novelty (Stimulus Dimension); Training; Feedback (Response); Visual Stimuli; Comparative Analysis; Control Groups; Experimental Groups; Maintenance; Intervention; Youth + Suchen Sie Ihr Suchwort? Autismus; Kommunikationsstil; Interpersonale Kommunikation; Wissensbasis; Ausbildung; Jugend; Jugendlicher; Jugendalter
Abstract	A critical component of effective communication is the ability to consider the knowledge state of one's audience, yet individuals with autism spectrum disorders (ASD) have difficulty representing the mental states of others. In the present study, youth with high-functioning ASD were trained to consider their reader's knowledge states in their compositions using a novel computer-based task. After two training trials, participants who received visual feedback from a confederate demonstrated significantly greater communicative clarity on the training measure compared to a control group. The improvements from training transferred to similar and very different tasks, and were maintained approximately 6 weeks post-intervention. These results provide support for the sustained efficacy of a rapid and motivating communication intervention for youth with high-functioning ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10