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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 The ‘acoustic health’ of primary school classrooms in Brisbane, Australia Wilson, Wayne J.; Downing, Cerys; Perrykkad, Kelsey. - : Taylor & Francis, 2019 BASE Show details 2 Improved signal-to-noise ratio and classroom performance in children with autism spectrum disorder: a systematic review van der Kruk, Yolanda; Wilson, Wayne J.; Palghat, Kelsey. - : Springer, 2017 BASE Show details 3 The Autism Diagnostic Observation Schedule and narrative assessment: evidence for specific narrative impairments in autism spectrum disorders Arnott, Wendy L.; Harper-Hill, Keely; Banney, Rebeca M.. - : Informa Healthcare, 2015 BASE Show details 4 Pathways to meaning: written and spoken word priming in children with ASD versus typically developing peers Harper-Hill, Keely; Copland, David; Arnott, Wendy. - : Elsevier, 2014 BASE Show details 5 Efficiency of lexical access in children with autism spectrum disorders: does modality matter? Harper-Hill, Keely; Copland, David; Arnott, Wendy. - : Springer New York, 2014 Abstract: The provision of visual support to individuals with an autism spectrum disorder (ASD) is widely recommended. We explored one mechanism underlying the use of visual supports: efficiency of language processing. Two groups of children, one with and one without an ASD, participated. The groups had comparable oral and written language skills and nonverbal cognitive abilities. In two semantic priming experiments, prime modality and prime-target relatedness were manipulated. Response time and accuracy of lexical decisions on the spoken word targets were measured. In the first uni-modal experiment, both groups demonstrated significant priming effects. In the second experiment which was cross-modal, no effect for relatedness or group was found. This result is considered in the light of the attentional capacity required for access to the lexicon via written stimuli within the developing semantic system. These preliminary findings are also considered with respect to the use of visual support for children with ASD. Keyword: 3204 Developmental and Educational Psychology; Attention; Autism spectrum disorders; Children; Language; Retrospective semantic matching; Semantic priming; Visual support URL: https://espace.library.uq.edu.au/view/UQ:335357 BASE Hide details 6 Do spoken nonword and sentence repetition tasks discriminate language impairment in children with an ASD? Harper-Hill, Keely; Copland, David; Arnott, Wendy. - : Elsevier, 2013 BASE Show details

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