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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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Decoding abilities in adolescents with intellectual disabilities: the contribution of cognition, language, and home literacy
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Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading
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A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial
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Interventions targeting working memory in 4-11 year olds within their everyday contexts: a systematic review
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The effectiveness of classroom vocabulary intervention for adolescents with language disorder
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Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study
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Eyewitness identification in child witnesses on the autism spectrum
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Abstract:
Background. Although there is increasing interest in the capabilities of children with autism at different stages of the criminal justice process, there is little research into how well this group perform when asked to identify perpetrators from identification lineups. This is despite theoretical and empirical literature suggesting that autistic children experience face recognition memory difficulties. Method. As part of a broader study into eyewitness memory skills, 50 children with autism and 162 children with typical development (TD) (all with IQs > 69) watched a mock crime event (either live or on a video) involving two male perpetrators. One week later, their eyewitness identification skills were compared, with children asked to identify the perpetrators from two ecologically valid video lineups. The children were also assessed on a standardised face memory task. Results. When asked to identify perpetrators in the video lineups, in many respects the autistic children performed at an equivalent level to the TD children. This was despite the TD children outperforming the autistic children on the standardized face memory task. Conclusions. These preliminary findings suggest that group differences between autistic and TD children may not always emerge on an ecologically valid, real world eyewitness identification lineup task, despite autistic children showing poorer performance on a standardized face memory task. However, as identification performance in both groups was low, it remains important for future research to identify how to scaffold eyewitness identification performance in both children with and without an autism diagnosis.
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Keyword:
BF Psychology; RJ Pediatrics
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URL: https://openaccess.city.ac.uk/id/eprint/22265/1/Wilcock%20et%20al.%202019%20RASD.pdf https://openaccess.city.ac.uk/id/eprint/22265/ https://doi.org/10.1016/j.rasd.2019.05.007
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Verbal, visual, and intermediary support for child witnesses with autism during investigative interviews
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Vocabulary intervention for adolescents with language disorder: a systematic review
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Verbal and non-verbal fluency in adults with developmental dyslexia: Phonological processing or executive control problems?
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Hearing and Balance Disorders in the State of Hawai‘i: Demographics and Demand for Services
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Developmental delays in speech coding among children with Down syndrome and William’s syndrome
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The relation between executive functioning, reaction time, naming speed and single word reading in children with typical development and language impairments
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Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study
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Executive functioning and verbal fluency in children with language difficulties
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