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Gestural Learning in Children with A...

Huang, Ying.

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Gestural Learning in Children with Autism.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Gestural Learning in Children with Autism./
Author:	Huang, Ying.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	109 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-09, Section: B.
Contained By:	Dissertations Abstracts International81-09B.
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27784040
ISBN:	9781392657836

Gestural Learning in Children with Autism.
Huang, Ying.

Gestural Learning in Children with Autism. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 109 p.

Source: Dissertations Abstracts International, Volume: 81-09, Section: B.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2019.

Communication impairment is one of the core features in autism spectrum disorder (ASD), and the effectiveness of spoken language interventions may be limited for individuals with ASD. Therefore, it is important for individuals with ASD to acquire augmentative and alternative communication (AAC) skills. Gesture is a natural and convenient method of communication which may compensate for the low verbal ability in children with ASD.The present study aimed to investigate the impairment in gestural skills in children with ASD compared to typically developing (TD) children, as well as to examine the role of imitation and prior knowledge in the gestural learning process of both children with ASD and TD children. In study 1, a narrative task was conducted in which children were asked to look at six cartoon pictures and then retell the story freely. The results of Study 1 revealed that the children with ASD had impaired gestural skills. Specifically, compared to the TD children, the children with ASD produced fewer gestures and had lower gesture rates. In addition, they produced fewer emblems and supplementary gestures.In Study 2, a gestural intervention was conducted in which 20 target gestures were taught. Compared to the TD children, the children with ASD showed poorer gestural skills, in terms of both gestural recognition and production, before the intervention. However, the children with ASD learned as well as the TD children during the intervention and acquired comparable skills with respect to the target gestures. We found that consistent prior knowledge benefited gestural learning in both groups. In addition, we found interactions between group (ASD and TD) and gesture type, group and imitation, and group and inconsistent prior knowledge. Specifically, we found that the TD children, but not the children with ASD, learned iconic gestures better than emblems and had better learning outcomes if they imitated better during the intervention. Also, only the children with ASD were hindered by inconsistent prior knowledge: If they had already acquired another form of the target gestures, their learning was poorer. These findings suggested that the children with ASD had a learning advantage in a structural setting with explicit goals and instructions. We also found that consistent prior knowledge helped to ease, while inconsistent prior knowledge possibly distracted, their learning process. In addition, opposite to previous findings, the effect of imitation was not significant in this study, indicating that explicit imitative behavior may not represent the underlying learning process of children with ASD.

ISBN: 9781392657836Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Communication impairment

Gestural Learning in Children with Autism.
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520 $a Communication impairment is one of the core features in autism spectrum disorder (ASD), and the effectiveness of spoken language interventions may be limited for individuals with ASD. Therefore, it is important for individuals with ASD to acquire augmentative and alternative communication (AAC) skills. Gesture is a natural and convenient method of communication which may compensate for the low verbal ability in children with ASD.The present study aimed to investigate the impairment in gestural skills in children with ASD compared to typically developing (TD) children, as well as to examine the role of imitation and prior knowledge in the gestural learning process of both children with ASD and TD children. In study 1, a narrative task was conducted in which children were asked to look at six cartoon pictures and then retell the story freely. The results of Study 1 revealed that the children with ASD had impaired gestural skills. Specifically, compared to the TD children, the children with ASD produced fewer gestures and had lower gesture rates. In addition, they produced fewer emblems and supplementary gestures.In Study 2, a gestural intervention was conducted in which 20 target gestures were taught. Compared to the TD children, the children with ASD showed poorer gestural skills, in terms of both gestural recognition and production, before the intervention. However, the children with ASD learned as well as the TD children during the intervention and acquired comparable skills with respect to the target gestures. We found that consistent prior knowledge benefited gestural learning in both groups. In addition, we found interactions between group (ASD and TD) and gesture type, group and imitation, and group and inconsistent prior knowledge. Specifically, we found that the TD children, but not the children with ASD, learned iconic gestures better than emblems and had better learning outcomes if they imitated better during the intervention. Also, only the children with ASD were hindered by inconsistent prior knowledge: If they had already acquired another form of the target gestures, their learning was poorer. These findings suggested that the children with ASD had a learning advantage in a structural setting with explicit goals and instructions. We also found that consistent prior knowledge helped to ease, while inconsistent prior knowledge possibly distracted, their learning process. In addition, opposite to previous findings, the effect of imitation was not significant in this study, indicating that explicit imitative behavior may not represent the underlying learning process of children with ASD.
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