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  • Visual Attention and Key Word Sign in Children with Autism Spectrum Disorder

    Author(s)
    Rose, Veronica
    Trembath, David
    Bloomberg, Karen
    Griffith University Author(s)
    Trembath, David
    Rose, Veronica J.
    Year published
    2016
    Metadata
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    Abstract
    The aim of this study was to examine the relationship between children’s visual attention to, and acquisition of, Key Word Sign (KWS). Our hypothesis was that children’s visual attention to the clinician’s modelling would be associated with their acquisition and production of KWS. A multiple baseline single case experimental design with additional exploratory analyses was used to examine the effect of visual attention on sign acquisition among three preschool children with ASD. This paper extends from the previous intervention study (see Tan et al. 2014) by examining visual attention as a potential factor underpinning ...
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    The aim of this study was to examine the relationship between children’s visual attention to, and acquisition of, Key Word Sign (KWS). Our hypothesis was that children’s visual attention to the clinician’s modelling would be associated with their acquisition and production of KWS. A multiple baseline single case experimental design with additional exploratory analyses was used to examine the effect of visual attention on sign acquisition among three preschool children with ASD. This paper extends from the previous intervention study (see Tan et al. 2014) by examining visual attention as a potential factor underpinning individual differences in sign acquisition documented in the initial study. All three children visually attended to the clinician’s modelling of KWS, and acquired signs to varying degrees following the introduction of KWS intervention. A weak, non-significant correlation was found between the children’s amount of visual attention and their production of signs. The results provide preliminary evidence for a lack of association between children’s amount of ‘looking’ and ‘doing’ during KWS intervention. Replication and examination of other factors impacting on KWS intervention outcomes is required.
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    Journal Title
    Journal of Developmental and Physical Disabilities
    DOI
    https://doi.org/10.1007/s10882-015-9443-3
    Note
    This publication has been entered into Griffith Research Online as an Advanced Online Version.
    Subject
    Clinical Sciences not elsewhere classified
    Clinical Sciences
    Publication URI
    http://hdl.handle.net/10072/125102
    Collection
    • Journal articles

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