Social Language And Executive Cognition Factors In Reading Development In School Aged Children With High Functioning Autism
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Philosophy, Cognition and Pragmatics
This book contains essential contributions to enrich and broaden the application field of pragmatics. It provides an example of how the fruitful reflections and refined conceptual distinctions born in the philosophical field can find a practical application in addressing social, cognitive, clinical, and psychological problems. Its chapters address, from different points of view, the relationship between pragmatic linguistics and philosophy, and outline the possible application of pragmatic theories to different domains. Developed during the third Pragmasophia international conference, whose name is derived from the Greek terms πρᾶγμα (action, fact) and σοφία (knowledge, science), the book aligns itself with its aim to study human actions and activities and how they take shape through language. But ‘Pragma’ and ‘Sophia’ also signal another purpose: highlighting the importance of creating links between empirical investigations on language use, and more traditional philosophical approaches. In this reading, ‘Pragma’ represents the experimental goal devoted to analysing and interpreting language facts. In contrast, the term ‘Sophia’ recalls the original vocation of past philosophers to pursue an ideal of ‘pure knowledge’, disconnected from any practical-economic interest. While maintaining the conference's original purpose of encouraging productive comparisons between different approaches, the book consists of two sections: first, on philosophical approaches, recalls more theoretical aspects (closer to the term ‘Sophia’); the second, ‘Inferential and Cognitive Pragmatics,’ addresses more practical issues affecting domains such as Greek literature, pragmatic disorders, dictionary entries, and speech analysis. The reader, whether in linguists, philosophy or psychology, obtains a complete overview of the most advanced current research lines, both theoretical and empirical, and thus contributes to broadening the scope of pragmatics.
Handbook of Autism and Pervasive Developmental Disorders, Volume 1
The newest edition of the most comprehensive handbook on autism and related disorders Since the original edition was first published more than a quarter of a century ago, The Handbook of Autism and Pervasive Developmental Disorders, Volume 1: Diagnosis, Development, and Brain Mechanisms, has been the most influential reference work in the field of autism and related conditions. The new, updated Fourth Edition takes into account the changes in the disorders' definitions in the DSM-V and ICD-10 that may have profound implications for diagnosis and, by extension, access to services. Along with providing practical clinical advice--including the role of psychopharmacology in treatment—the handbook codifies the ever-expanding current body of research throughout both volumes , offering a wealth of information on the epidemiology of autism and the genetic, environmental, biochemical, social, and neuropathological aspects of the disorder. Volume 1 includes: Information on outcomes in adults with autism spectrum disorders A range of issues and interventions important from infancy, though adolescence and beyond for individuals with autism spectrum disorders Current information about play development, including skills, object play, and interventions Coverage of the state of genetic, biochemical, and neuropathological autism research Chapters on psychopharmacology and medical care in autism and related conditions The new edition includes the relevant updates to help readers stay abreast of the state of this rapidly evolving field and gives them a guide to separate the wheat from the chaff as information about autism proliferates.
Social, Language, and Executive Cognition Factors in Reading Development in School-aged Children with High-functioning Autism
Since autism may be first diagnosed early in life, most of the intervention research has focused on the preschool period. However, the longest, most intense and most consistent platform for intervention for children with autism is provided by their experiences in kindergarten through high school education. We currently know little about the factors that facilitate or impede learning and outcomes in this school-aged period, nor how to mitigate the latter. This dissertation study contributed new knowledge in this regard, specifically with respect to the heterogeneity found in factors that supported proficient reading comprehension in eighty-one 8-16-year-old children with high-functioning autism spectrum disorders (HFA). Data from two control groups, students with attention-deficit/hyperactivity disorder (ADHD; n = 39) and students with typical development (TD; n = 44), was used for comparison purposes in many analyses. This study assessed in detail both of the elements of the Simple Model of Reading (Gough & Tumner, 1986): word reading skills and oral language abilities. Associations with and between measures of verbal working memory, core features of autism spectrum disorders (ASD), and ADHD symptomatology, were also examined. This provided unprecedented opportunities to explore strengths and weaknesses in component reading processes, clinical symptomatology, and their associations with one another and with reading comprehension utilizing SEM analytic techniques. Variability in reading comprehension was found utilizing two reading comprehension assessments with diverse task demands with most, but not all, students with HFA showing deficits on one or both assessments in contrast to TD and ADHD control groups. Furthermore, preliminary, cross-sectional data provided evidence that reading comprehension impairments increased with age; younger students read 1.3 grades below grade level, but older students read 2.5 grades below grade level on average. Core features of ASD were found to place students at risk for oral language deficiencies and reading impairments. The Simple Model of Reading did not explain reading comprehension in students with HFA in the same way it did in students with TD. Structural and higher-order language abilities were commonly impaired in students with HFA and fully mediated the association between word reading accuracy skills and reading comprehension in students with HFA but not in TD controls. A substantial subgroup of HFA students had intact structural language skills, and this was associated with concomitantly proficient word reading skills and relatively better reading comprehension. High ADHD symptomatology placed students with HFA at increased risk for the phonological processing and word decoding deficits often associated with dyslexia, or reading disability (RD). Furthermore, both HFA and ADHD groups performed significantly lower than TD on rapid automatized naming tasks (RAN), providing evidence that for many students, impaired automaticity of the neural circuits that support reading may create a bottleneck which could then constrain reading comprehension. Beyond the basic tenets of the Simple Model, examination of the role of verbal working memory for HFA students revealed that working memory fully mediated the relation between reading accuracy and oral language, supporting the hypothesis that fluent word reading leaves more working memory resources available to process relations between words and ideas while maintaining an updated model of the textbase and proficiently integrating inferences generated from prior world knowledge to create a globally coherent situation model of the text (e.g. Kirby & Savage, 2008). Weakness in any facet of this complex system will impair reading comprehension, therefore a thorough assessment of all facets, including ASD and ADHD symptomatology, will inform reading instruction for students with HFA.