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Children with Autism Are Impaired in the Understanding of Teaching
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Knutsen, John; Mandell, David S.; Frye, Douglas – Developmental Science, 2017
Children learn novel information using various methods, and one of the most common is human pedagogical communication or teaching--the purposeful imparting of information from one person to another. Neuro-typically developing (TD) children gain the ability to recognize and understand teaching as a core method for acquiring knowledge from others.…
Descriptors: Autism, Pervasive Developmental Disorders, Cognitive Ability, Teaching Methods
Connecting through Talk: Nurturing Children's Development with Language
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Dickinson, David K.; Morse, Ann B. – Brookes Publishing Company, 2019
How do responsive adult-child interactions influence early language development? How do a child's language skills develop in tandem with social-emotional development, executive function, and literacy? What are effective ways to help parents support their child's development? Uncover the answers to these questions in this fascinating book, which…
Descriptors: Child Development, Language Acquisition, Parent Child Relationship, Social Development
Theory of Mind Abilities and Deficits in Autism Spectrum Disorders
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Kimhi, Yael – Topics in Language Disorders, 2014
Autism spectrum disorder (ASD) is a neurobiological disorder that significantly impairs children's social interaction, verbal and nonverbal communication, and behaviors. Questions about theory of mind (ToM) deficits in ASD have generated a large number of empirical studies. This article reviews current studies of the relationship between ToM and…
Descriptors: Autism, Pervasive Developmental Disorders, Theory of Mind, Literature Reviews
Translating Child Development Research into Practice: Can Teachers Foster Children's Theory of Mind in Primary School?
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Bianco, Federica; Lecce, Serena – British Journal of Educational Psychology, 2016
Background: Translating research findings into practice should be one of the objectives of developmental psychology. Recently, research demonstrated the existence of individual differences in theory of mind (ToM) during middle childhood that are crucial for children's academic and social adjustment. Aims: This study aims to transfer the results of…
Descriptors: Child Development, Theory of Mind, Academic Achievement, Social Adjustment
Addressing the Academic Needs of Adolescents with Autism Spectrum Disorder in Secondary Education
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Fleury, Veronica P.; Hedges, Susan; Hume, Kara; Browder, Diane M.; Thompson, Julie L.; Fallin, Kathy; El Zein, Farah; Reutebuch, Colleen Klein; Vaughn, Sharon – Grantee Submission, 2014
The number of individuals with Autism Spectrum Disorder (ASD) who enter secondary school settings and access the general education curriculum continues to grow. Many educators may find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum individuals with ASD, which has…
Descriptors: Autism, Pervasive Developmental Disorders, Secondary Education, Academic Achievement
Addressing the Academic Needs of Adolescents with Autism Spectrum Disorder in Secondary Education
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Fleury, Veronica P.; Hedges, Susan; Hume, Kara; Browder, Diane M.; Thompson, Julie L.; Fallin, Kathy; El Zein, Farah; Reutebuch, Colleen Klein; Vaughn, Sharon – Remedial and Special Education, 2014
The number of individuals with Autism Spectrum Disorder (ASD) who enter secondary school settings and access the general education curriculum continues to grow. Many educators may find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum individuals with ASD, which has…
Descriptors: Autism, Pervasive Developmental Disorders, Secondary Education, Academic Achievement