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Yael Kimhi , Yifat Mirsky , Nirit Bauminger-Zviely

Abstract

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. This study investigated the differential contribution of these cognitive abilities to reading comprehension among cognitively able children with ASD compared to matched peers with typical development (TD). 28 third-grade children with ASD and 28 third-grade children with TD participated in the study. Four measures were administered: ToM, CC, EF (working memory, planning, inhibitory control, cognitive flexibility), and reading comprehension. One-way ANOVAs were computed to examine group differences in cognitive characteristics (ToM, CC, EF) and reading comprehension. Regressions were performed to examine the contribution of cognitive characteristics (ToM, CC, EF) to reading comprehension abilities (explicit, implicit, and general score) in ASD and TD. The TD group outperformed the ASD group in ToM and various EF measures but not in CC or reading comprehension. Positive main effects were found for ToM, and EF measures (planning – 3rd level, inhibition, and cognitive flexibility), demonstrating their contribution to reading comprehension abilities in both groups. Interactions revealed positive main effects for EF planning and CC for the ASD group only, showing the contribution of EF planning and CC for better reading comprehension. Our findings suggest different processing mechanisms regarding reading comprehension in each group.

摘要

许多患有自闭症谱系障碍（ASD）的儿童在阅读理解方面存在挑战，尤其是当涉及叙事文本中的隐含信息时。影响阅读理解的三个相关因素被提出来解释这些挑战:心理理论；执行职能-EF；和中央相干- CC。这项研究调查了有认知能力的自闭症儿童与有典型发展（TD）的同龄人相比，这些认知能力对阅读理解的不同贡献。28名患有自闭症的三年级儿童和28名患有TD的三年级儿童参加了这项研究。实施了四项测量:ToM、CC、EF（工作记忆、计划、抑制控制、认知灵活性）和阅读理解。计算单向ANOVAs以检查认知特征（ToM、CC、EF）和阅读理解的组间差异。进行回归分析以检验认知特征（ToM、CC、EF）对阅读理解能力（显性、隐性和总分）的影响。TD组在心理理论和各种EF指标方面优于ASD组，但在交际能力或阅读理解方面则不然。发现ToM和EF测量（第三级规划、抑制和认知灵活性）具有积极的主要影响，表明它们对两组的阅读理解能力都有贡献。互动揭示了仅ASD组的EF计划和CC的积极主要影响，显示了EF计划和CC对更好的阅读理解的贡献。我们的研究结果表明，每组学生阅读理解的加工机制不同。

Nathan Keates , Farradeh Martin , Krysia Emily Waldock

Abstract

Purpose: Functioning labels have been used in relation to autistic people and differentiating between support needs. The main purpose of our study was to identify perspectives regarding language about being autistic. In regard to themselves and functioning. Furthermore, we investigated the influential factor of community connectedness on use of language acceptability and functioning labels.

Methods: 516 autistic respondents completed our survey. We asked about demographic characteristics, how respondents would like autistic people to be termed in the survey, and their acceptability (person with autism, Aspergers, disorder, conditions, living with autism, autistic). We also asked about respondents? Autistic Community Connectedness, acknowledging the implicit nature of language and identity (Stets & Serpe in New directions in identity theory and research, Oxford University Press, 2016). The main focus of our survey was whether or not to use functioning labels, and the supporting rationale.

Results: Qualitative study using Merleau-Ponty’s hermeneutic phenomenology as a philosophical framework. Data collection took place between 2020 and 2021 in a southern Spanish province. A total of 22 in-depth interviews were conducted using open-ended questions until data saturation was reached.

Results: 97% of respondents stated that they find the term ‘autistic’ acceptable. Respondents who did see merit in using functioning labels to describe autistic people also reported not necessarily using them about themselves. Community membership was found to impact the participants’ language preferences to describe the support needs of autistic people, including the use of functioning labels.

Conclusion: The proposed best option for language preferences is not to find consensus but instead, opt for the optimal choice that people find the least offensive or disagreeable. This means using identity-first language and not using functioning labels.

摘要

目的:功能标签已用于自闭症患者和区分支持需求。我们研究的主要目的是确定关于自闭症语言的观点。关于他们自己和功能。此外，我们研究了社区连通性对语言可接受性和功能标签使用的影响因素。方法:516名自闭症受访者完成了我们的调查。我们询问了人口统计特征、受访者希望在调查中如何称呼自闭症患者以及他们的可接受性（自闭症患者、阿斯伯格症患者、障碍、状况、自闭症患者、自闭症患者）。我们还询问了受访者？自闭症社区连通性，承认语言和身份的隐含性质（Stets & Serpe在身份理论和研究的新方向中，牛津大学出版社，2016年）。我们调查的主要焦点是是否使用功能标签及其支持理由。结果:定性研究使用梅洛-庞蒂的解释学现象学作为哲学框架。数据收集于2020年至2021年在西班牙南部的一个省进行。总共进行了22次深度访谈，采用开放式问题，直到数据饱和。结果:97%的受访者表示他们认为“自闭症”一词是可以接受的。确实认为使用功能标签来描述自闭症患者有好处的受访者也表示不一定会在自己身上使用这些标签。研究发现，社区成员身份会影响参与者描述自闭症患者支持需求的语言偏好，包括使用功能标签。结论:建议的语言偏好的最佳选择不是寻找共识，而是选择人们认为最不冒犯或最不讨厌的最佳选择。这意味着使用身份优先的语言，而不是使用功能标签。