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  • Short report: Learning through iconic gesture in autism spectrum disorder

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    Embargoed until: 2023-05-31
    File version
    Accepted Manuscript (AM)
    Author(s)
    Dargue, N
    Sweller, N
    Carter, M
    Griffith University Author(s)
    Dargue, Nicole
    Year published
    2021
    Metadata
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    Abstract
    Background: Understanding and therefore recalling spoken messages, including narratives, can be challenging for children with autism. While observing gesture can benefit narrative recall in typically developing children, whether observing gesture facilitates narrative recall in children with autism is unclear. Aims: This paper examines whether observing iconic gestures affects narrative recall in children with a diagnosis of autism. Methods and procedures: We first identified iconic gestures to be observed by participants in the main study. Once appropriate iconic gestures had been identified, children with autism watched ...
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    Background: Understanding and therefore recalling spoken messages, including narratives, can be challenging for children with autism. While observing gesture can benefit narrative recall in typically developing children, whether observing gesture facilitates narrative recall in children with autism is unclear. Aims: This paper examines whether observing iconic gestures affects narrative recall in children with a diagnosis of autism. Methods and procedures: We first identified iconic gestures to be observed by participants in the main study. Once appropriate iconic gestures had been identified, children with autism watched one video narrative with iconic gestures and one without gestures. While watching the video narratives, children wore Tobii Pro Glasses-2 to track their eye-movements. After watching each narrative, children were asked questions about the narratives to assess recall. Outcomes: Iconic gestures significantly benefitted narrative recall in children with autism beyond watching no gestures, and eye-tracking results suggested gestures helped children focus on the narrator. Conclusions and implications: Through identifying appropriate iconic gestures and producing them alongside a verbal narrative, gestures may successfully enhance learning in children with autism.
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    Journal Title
    Research in Developmental Disabilities
    Volume
    115
    DOI
    https://doi.org/10.1016/j.ridd.2021.104000
    Copyright Statement
    © 2021 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Specialist studies in education
    Special education and disability
    Psychology
    Publication URI
    http://hdl.handle.net/10072/405137
    Collection
    • Journal articles

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