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Direct linkAlvares, Gail A.; Bebbington, Keely; Cleary, Dominique; Evans, Kiah; Glasson, Emma J.; Maybery, Murray T.; Pillar, Sarah; Uljarevic, Mirko; Varcin, Kandice; Wray, John; Whitehouse, Andrew J. O. – Autism: The International Journal of Research and Practice, 2020
'High functioning autism' is a term often used for individuals with autism spectrum disorder without an intellectual disability. Over time, this term has become synonymous with expectations of greater functional skills and better long-term outcomes, despite contradictory clinical observations. This study investigated the relationship between…
Descriptors: Misconceptions, Autism, Pervasive Developmental Disorders, Intelligence
Lindsay Pennington; Lily Potts; Janice Murray; Johanna Geytenbeek; Kate Laws; Jenefer Sargent; Michael Clarke; John Swettenham; Julie Lachkovic; Catherine Martin; Elaine McColl – International Journal of Language & Communication Disorders, 2025
Background: Current UK measures of early spoken language comprehension require manipulation of toys and/or verbal responses and are not accessible to children with severe motor impairments. The Computer-Based Instrument for Low motor Language Testing (C-BiLLT) (originally validated in Dutch) is a computerized test of spoken language comprehension…
Descriptors: Foreign Countries, Children, Motor Development, Psychomotor Skills
Alamargot, Denis; Morin, Marie-France; Simard-Dupuis, Erika – Journal of Learning Disabilities, 2020
Developmental dyslexia is defined as a specific reading disorder but is also thought to be underpinned by a deficit in motor skills that may well affect handwriting performance. However, the results of studies addressing this issue are not consistent. The present study was, therefore, designed to better understand the functioning of handwriting in…
Descriptors: Dyslexia, Handwriting, Writing Skills, Writing Readiness
Westerveld, Marleen F.; Wicks, Rachelle; Paynter, Jessica – Child Language Teaching and Therapy, 2021
Children diagnosed with autism spectrum disorder (ASD) are at increased risk of persistent language and literacy difficulties. This study investigated the effectiveness of an 8-week parent-implemented shared book reading intervention designed to change parent and child book reading behaviours. Sixteen parents and their preschoolers on the autism…
Descriptors: Program Effectiveness, Parent Child Relationship, Intervention, Reading Aloud to Others
Download full textAnderson, Kate J.; Henning, Tiffany J.; Moonsamy, Jasmin R.; Scott, Megan; du Plooy, Christopher; Dawes, Andrew R. L. – South African Journal of Childhood Education, 2021
Background: The Early Learning Outcomes Measure (ELOM) assesses early learning programme outcomes in children aged 50-69 months. ELOM assesses gross motor development (GMD), fine motor coordination and visual motor integration (FMC & VMI), emergent numeracy and mathematics (ENM), cognition and executive functioning (CEF), and emergent literacy…
Descriptors: Test Reliability, Test Validity, Foreign Countries, Outcomes of Education
Obeid, Rita; DeNigris, Danielle; Brooks, Patricia J. – International Journal of Behavioral Development, 2022
Motor skills have been linked to language and social development with implications for theory of mind. This study examined theory of mind (attribution of intentions task) in school-age children (N = 62, mean age 8 years; 2 months, standard deviation [SD] = 1;3) in relation to fine motor skills (grooved pegboard), receptive vocabulary (Peabody…
Descriptors: Psychomotor Skills, Motor Development, Theory of Mind, Correlation
Brofman, Vera; Karpov, Yuriy V.; Rabinovitch, Inna – International Research in Early Childhood Education, 2020
The Vygotskian preschool education program (VPEP) is built around mediation in the context of preschool age-specific activities such as sociodramatic play, constructive play, listening and retelling fairy tales, playing with dollhouses, motor activities, and some others. We used the VPEP as part of the daily curriculum in two pre-K classes at PS…
Descriptors: Preschool Education, Play, Fairy Tales, Educational Philosophy
Guler Yildiz, Tulin; Gonen, Mubeccel; Ulker Erdem, Ayca; Garcia, Aileen; Raikes, Helen; Acar, Ibrahim H.; Burcak, Firdevs; Turan, Figen; Can Gul, Sadiye; Davis, Dawn – Journal of Child Language, 2019
This study examined the relations between receptive language development and other developmental domains of preschoolers from low-income families, through an inter-cultural perspective involving the United States and Turkey. A total of 471 children and their caregivers participated in Turkey, while 287 participated in the United States. Children's…
Descriptors: Correlation, Receptive Language, Preschool Children, Low Income
Pinchover, Shulamit; Shulman, Cory – Early Child Development and Care, 2019
Play and playfulness have a key role in children's development. Not enough is known about the playfulness of children with autism spectrum disorder (ASD) and its relationship to children's behavioural problems, as well as the role of caregiver behaviours during play in this relationship. The present study examines the moderating role of teachers'…
Descriptors: Play, Autism, Pervasive Developmental Disorders, Teacher Student Relationship
Stephens, Rebecca L.; Langworthy, Benjamin; Short, Sarah J.; Goldman, Barbara D.; Girault, Jessica B.; Fine, Jason P.; Reznick, J. Steven; Gilmore, John H. – Journal of Cognition and Development, 2018
The study of executive function (EF) has become increasingly popular in multiple areas of research. A wealth of evidence has supported the value of EF in shaping notable outcomes across typical and atypical development; however, little evidence has supported the cognitive contributors to early EF development. The current study used data from a…
Descriptors: Verbal Communication, Nonverbal Communication, Predictor Variables, Executive Function
De Coster, Lize; Wiersema, Jan R.; Deschrijver, Eliane; Brass, Marcel – Autism: The International Journal of Research and Practice, 2018
Autism spectrum disorder is a neurodevelopmental disorder that is associated with problems in empathy. Recent research suggests that impaired control over self-other overlap based on motor representations in individuals with autism spectrum disorder might underlie these difficulties. In order to investigate the relationship of self-other…
Descriptors: Pain, Empathy, Autism, Imitation
Günal, Ayla; Bumin, Gonca; Huri, Meral – Journal of Occupational Therapy, Schools & Early Intervention, 2019
Autistic children have problems in cognitive and motor skills areas. This study investigated the effects of motor and cognitive problems on daily living activities and quality of life in autistic children. Thirty-two autistic children were included in the study. Thirty typically developing children were selected as the control group. The Bruininks…
Descriptors: Daily Living Skills, Motor Development, Autism, Pervasive Developmental Disorders
Hernandez, Amanda Martinez; Caçola, Priscila – European Early Childhood Education Research Journal, 2015
Research has shown links between motor proficiency and cognition in school-age children, however, few have explored earlier ages. We aimed to determine the association between motor proficiency and cognitive ability in four-year-olds. Motor and cognitive skills were examined in 32 (15 males, 17 females) four-year-olds (±5.59 months) using the…
Descriptors: Preschool Children, Cognitive Ability, Psychomotor Skills, Motor Development
Clark, Megan L. E.; Barbaro, Josephine; Dissanayake, Cheryl – Journal of Autism and Developmental Disorders, 2017
This paper charted the cognitive and behavioural profiles from toddlerhood to middle childhood in 48 children diagnosed with ASD at 24 months. The Mullen Scales of Early Learning (MSEL) was administered at 24- and 48-months and the Wechsler Abbreviated Scale of Intelligence (WASI) at school age. Autism severity was derived using The Autism…
Descriptors: Autism, Pervasive Developmental Disorders, Toddlers, Children
Tillmann, J.; Ashwood, K.; Absoud, M.; Bölte, S.; Bonnet-Brilhault, F.; Buitelaar, J. K.; Calderoni, S.; Calvo, R.; Canal-Bedia, R.; Canitano, R.; De Bildt, A.; Gomot, M.; Hoekstra, P. J.; Kaale, A.; McConachie, H.; Murphy, D. G.; Narzisi, A.; Oosterling, I.; Pejovic-Milovancevic, M.; Persico, A. M.; Puig, O.; Roeyers, H.; Rommelse, N.; Sacco, R.; Scandurra, V.; Stanfield, A. C.; Zander, E.; Charman, T. – Journal of Autism and Developmental Disorders, 2018
Research on sex-related differences in Autism Spectrum Disorder (ASD) has been impeded by small samples. We pooled 28 datasets from 18 sites across nine European countries to examine sex differences in the ASD phenotype on the ADI-R (376 females, 1763 males) and ADOS (233 females, 1187 males). On the ADI-R, early childhood restricted and…
Descriptors: Gender Differences, Age Differences, Diagnostic Tests, Observation
