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Direct linkYael Kimhi; Yifat Mirsky; Nirit Bauminger-Zviely – Journal of Autism and Developmental Disorders, 2025
Many children with autism spectrum disorders (ASD) have challenges in reading comprehension, especially when implicit information in narrative texts is involved. Three interrelated factors influencing reading comprehension have been proposed to explain these challenges: Theory of Mind -- ToM; executive functions -- EF; and central coherence -- CC.…
Descriptors: Autism Spectrum Disorders, Grade 3, Children, Reading Comprehension
Hutchins, Tiffany L.; Sedeyn, Chelsea – Education and Training in Autism and Developmental Disabilities, 2021
In the context of Social Stories™, we compared visual attention to social scenes using BoardMaker™ versus photographic stimuli among typically developing (TD) children and age-matched children with ASD. For visual attention, the dependent measures were the number of fixations and fixation time to eye, mouth, and 'other' (background) areas of…
Descriptors: Photography, Visual Aids, Attention, Visual Stimuli
Tzuriel, David; Groman, Tamar – Journal of Cognitive Education and Psychology, 2017
The objectives of this study were to examine (a) differences in figurative language, analogical reasoning, executive functions (EF), theory of mind (ToM), and local/ central coherence (LCC) of children with high-functioning autism (HFA; n 32) and typically developing (TD; n 32) children; (b) improvement of figurative language using dynamic…
Descriptors: Student Evaluation, Elementary School Students, Students with Disabilities, Autism
