How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features

Gladfelter, Allison; Barron, Kacy L.

doi:10.3390/brainsci10040231

Cited by 8 publications

(4 citation statements)

References 89 publications

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“…Recent evidence supports the existence of common ground between the two conditions in relation to the field of semantics. Gladfelter and Barron [ 89 ] explored whether global–local processing differences influence the type of semantic features children with ASD, DLD, and typically developing peers learn to produce when learning new words. The results showed that the children from the clinical groups produced more global, in relation to local, semantic features in their definitions than the TD group.…”

Section: Theoretical Premisesmentioning

confidence: 99%

Developmental Language Disorder and Autism: Commonalities and Differences on Language

Georgiou

Spanoudis

2021

Brain Sciences

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Language and communication deficits characterize both autism spectrum disorder and developmental language disorder, and the possibility of there being a common profile of these is a matter of tireless debate in the research community. This experimental study addresses the relation of these two developmental conditions in the critical topic of language. A total of 103 children (79 males, 24 females) participated in the present study. Specifically, the study’s sample consisted of 40 children with autism, 28 children with developmental language disorder, and 35 typically developing children between 6 and 12 years old. All children completed language and cognitive measures. The results showed that there is a subgroup inside the autism group of children who demonstrate language difficulties similar to children with developmental language disorder. Specifically, two different subgroups were derived from the autism group; those with language impairment and those without. Both autism and language-impaired groups scored lower than typically developing children on all language measures indicating a common pathology in language ability. The results of this study shed light on the relation between the two disorders, supporting the assumption of a subgroup with language impairment inside the autism spectrum disorder population. The common picture presented by the two developmental conditions highlights the need for further research in the field.

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Section: Theoretical Premisesmentioning

confidence: 99%

Developmental Language Disorder and Autism: Commonalities and Differences on Language

Georgiou

Spanoudis

2021

Brain Sciences

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“…It is also important to point out that language problems in ASD patients are not only related to onset delay but also to semantic deficits: children with ASD produced more global, rather than local, semantic features in their definitions than children with normal language. An over-reliance on global, rather than local, features in children with ASD may reflect in-depth deficits of word knowledge [33].…”

Section: Discussionmentioning

confidence: 99%

Autism in Adulthood: Clinical and Demographic Characteristics of a Cohort of Five Hundred Persons with Autism Analyzed by a Novel Multistep Network Model

Keller¹,

Chieregato²,

Bari³

et al. 2020

Brain Sciences

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Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in communication and relational skills, associated with repetitive verbal and motor behaviors, restricted patterns of interest, need for a predictable and stable environment, and hypo- or hypersensitivity to sensory inputs. Due to the challenging diagnosis and the paucity of specific interventions, persons with autism (PWA) reaching the adult age often display a severe functional regression. In this scenario, the Regional Center for Autism in Adulthood in Turin seeks to develop a personalized rehabilitation and enablement program for PWA who received a diagnosis of autism in childhood/adolescence or for individuals with suspected adulthood ASD. This program is based on a Multistep Network Model involving PWA, family members, social workers, teachers, and clinicians. Our initial analysis of 500 PWA shows that delayed autism diagnosis and a lack of specific interventions at a young age are largely responsible for the creation of a “lost generation” of adults with ASD, now in dire need of effective psychosocial interventions. As PWA often present with psychopathological co-occurrences or challenging behaviors associated with lack of adequate communication and relational skills, interventions for such individuals should be mainly aimed to improve their self-reliance and social attitude. In particular, preparing PWA for employment, whenever possible, should be regarded as an essential part of the intervention program given the social value of work. Overall, our findings indicate that the development of public centers specialized in assisting and treating PWA can improve the accuracy of ASD diagnosis in adulthood and foster specific habilitative interventions aimed to improve the quality of life of both PWA and their families.

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“…Tunagrahita ringan cenderung memiliki karakteristik pertumbuhan fisik seperti anak normal tetapi kesehatan tubuh dan kematangan motorik lebih lemah dibandingkan dengan anak normal sebayanya (Astati, 2001;Gladfelter & Barron, 2020). Ciri lainnya adalah, banyak yang lancar berbicara tetapi kurang perbendaharaan kata.…”

Section: Pendahuluanunclassified

Pengintegrasian Pendidikan Karakter Berbasis Budaya Lokal Dalam Pembelajaran Kriya Kayu Pada Siswa Tunagrahita

Kasiyan

Sulistyo

2020

JPKa

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Urgensi perihal keberadaan pendidikan karakter terutama terkait nilai-nilai yang berbasis local culture, bukan hanya berlaku bagi anak didik normal, melainkan juga yang berkategori abnormal, misalnya para penyandang tunagrahita, terutama bagi kepentingan pembentukan jiwa nasionalisme dalam dirinya. Terkait dengan hal itu, penelitian ini bertujuan untuk mendeskripsikan pengintegrasian pendidikan karakter berbasis local culture melalui pembelajaran keterampian kriya kayu pada tunagrahita, khususnya yang ada di SLB Negeri 2 Yogyakarta. Penelitian ini menggunakan metode kualitatif-fenomenologis. Data penelitian diperoleh dengan teknik observasi, wawancara, dan dokumentasi. Analisis data menggunakan model interaktif dari Miles dan Huberman. Hasil penelitian dapat disampaikan sebagai berikut. Pengintegrasian pendidikan karakter berbasis local culture melalui pembelajaran keterampian kriya kayu pada tunagrahita dilaksanakan meliputi tahapan: analisis kebutuhan, perencanaan, pelaksanaan, dan evaluasi. Analisis kebutuhan dilakukan dengan teknik wawancara, observasi, dan diskusi dengan guru kelas. Perencanaan pembelajaran dirumuskan menyesuaikan dengan kemampuan siswa penyandang tunagrahita. Pelaksanaan pembelajaran dengan teknik demonstrasi dan project based learning. Evaluasi pembelajaran mencakup proses dan produk. Karya yang dihasilkan berupa hiasan dengan pelbagai ikon ornamen khas Yogyakarta, misalnya lambang kraton, tugu golong-gilig Yogyakarta, sepeda onthel, dan motif batik kawung. Seluruh produk karya seni tersebut, di samping bermakna estetis, juga bermakna filosofis. Kata kunci: Pendidikan karakter, local culture, pembelajaran kriya kayu, siswa tunagrahita. INTEGRATING LOCAL CULTURE BASED- CHARACTER EDUCATION IN WOOD CRAFTS INSTRUCTION FOR MENTALLY RETARDED STUDENTSThe need to integrate character education concerning values taken from local culture is significant in our educational practices conducted for both the ordinary students and those with special needs, not to mention those of mentally retarded students for the sake of building their nationalism spirit. Regarding this, this particular study aimed to describe the integration of local culture-based character education in the wood crafts instruction for mentally retarded students, particularly the one conducted at SLB Negeri 2 Yogyakarta. This study used phenomenological-qualitative method. Meanwhile, the data for this study were taken from the results of observations, conducting interviews, and documentation. The data were analyzed using the interactive model proposed by Miles and Huberman. The results of the analysis showed that the pactice of integrating local culture-based character education in wood crafts instruction for mentally retarded students in this school was conducted though the steps of conducting needs analysis, planning, doing actions, and evaluation. The needs analysis was conducted by doing interviews, observations and having discussions with the classroom teacher. The planning was formulated by adjusting the students’ capability. The teaching and learning process was conducted using the method of demonstration and applying the project based learning. The evaluation involved process and product evaluation. The products were in the form of ornaments with various icons of Yogyakarta, namely, the palace symbol, the special Yogyakarta monument, tugu, golog-gilig, the traditional bicycle onthel, and kawung one of its traditional batik ornaments. The reason of using the icons in these art products is not merely because of its aesthetics but also its underlying philosophy. Keywords: character education, local culture, wood crafts instruction, mentally retarded students.

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How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features

Cited by 8 publications

References 89 publications

Developmental Language Disorder and Autism: Commonalities and Differences on Language

Developmental Language Disorder and Autism: Commonalities and Differences on Language

Autism in Adulthood: Clinical and Demographic Characteristics of a Cohort of Five Hundred Persons with Autism Analyzed by a Novel Multistep Network Model

Pengintegrasian Pendidikan Karakter Berbasis Budaya Lokal Dalam Pembelajaran Kriya Kayu Pada Siswa Tunagrahita

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